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Available courses

This course is for faculty and staff to better understand learning assessment.

 By participating in this course and the two-part lunch & learn series, you will be able to:

  • Examine the benefits of learning assessment beyond just an accreditation requirement
  • Discover the purpose of student learning outcomes
  • Apply assessment terminology
  • Compare and contrast different ways to measure evidence of learning 
  • Create learning outcomes specific to your course, program, or department
  • Experiment with various types of assessment for improving course planning, teaching, and student learning

CTD's Training Course for Moodle Use

This course is designed to introduce you to college-level academics, the Politics and Global Studies disciplines, and enduring and contemporary world political issues through watching documentaries and interviews with leading political scholars, theorists, and thinkers.  On the broadest level, politics refers to the competition among people for resources, power, and shared meaning or in the classic iteration of one scholar politics is about “who gets what, when and how.”  While keeping this meaning of politics in mind as the link that ties together all of our course topics, we will be viewing and evaluating how great documentarians and thinkers analyze some of the most important perennial and contemporary political issues and topics, including ones pertaining to American foreign policy, the environment, globalization, human rights, immigration, international relations, nuclear weapons, peace activism and movements, political philosophy, the rise of China, terrorism, and women and politics. 


  I am requesting to be added into the Management Law and Tax. Thank you in advance.


Michele Vault-Jimenez

The utilization of self-help mutual benefit and an array of public benefits entities has had a unique place in the United States service delivery system since colonial times. In this course we will examine why this occurred, the rationale for tax-exemption historically and today, the potential impact on the sector of a range of proposed changes in public policy and the complex set of federal, state and local government laws and regulations which apply solely to nonprofit, tax-exempt organizations.

This course focuses on the theories of film that marked the first fifty years of the field of Cinema Studies. Topics and authors include: film language and film form (Sergei Eisenstein, André Bazin), the relationship between film and reality (Siegfried Kracauer, Bazin), film as a narrative art form (Tom Gunning, David Bordwell), authorship and genre (Andrew Sarris, Peter Wollen, Thomas Schatz, Leo Braudy, Rick Altman, and Robin Wood), and psychology and ideology (Christian Metz, Laura Mulvey).

Before the conclusion of this course, students should be able to:

  1. Exhibit an understanding of the theoretical developments that defined the first fifty years of Cinema Studies (mastery will be assessed by short response papers)
  2. Exhibit an understanding of how film theory can be utilized to analyze film and mass media in general (mastery will be assessed by classroom participation, quizzes, and short response papers)
  3. Exhibit the ability to engage critically with theoretical texts, both in terms of thinking and writing (mastery will be assessed by short response papers).

This course focuses on the presentation of information and opinions to live audiences with particular emphasis on working in teams, oral communication skills, and the incorporation of digital media.

This course is dedicated to the investigation and analysis of prevalent orientations to the teaching of various Judaic content areas in Jewish schools. These content areas include Bible; Rabbinic Texts; and Jewish history. Everyone will gain exposure to the breadth of topics to gain an understanding of the structure of each discipline, multiple methods of conveying the content to children, and the function of the subject in the life of a contemporary Jew and in building a foundation for lifelong Jewish learning. Deeper emphasis on certain topics over others will be determined based on the makeup of the cohort. Students will be introduced to various models of teaching, including the classic chavruta, direct instruction, discussion leading and lecture, as well as creative methodologies utilizing the arts, projects, integration, etc.


The course will be facilitated by a member of the education faculty with expertise in day school curriculum and teaching, and will feature guest lecturers with subject area expertise to give mini-modules on their content areas.  The full evening 6 credit format provides more flexibility for longer workshops that combine content investigation as well as pedagogical applications. Each student will produce a multidisciplinary project (such as a curriculum map, integration plan or scope and sequence) to demonstrate understanding of a variety of disciplines, with a feature of that project on their own area of study (such as a teaching module).         

Course Description: 

The ability to understand and apply quantitative, mathematical and computational reasoning is an important component in the development of independent and logical thinking. This course is designed to help students improve their mathematical skills and reasoning in order to prepare them for college-level quantitative reasoning and problem solving.

This course explores the theory, history, and practice of social justice advocacy, with a primary focus on the United States. We will explore distinct, yet overlapping, forms of advocacy by engaging their theoretical underpinnings and making use of case studies related to civil and labor rights. Forms of advocacy to be covered include lobbying, protest, civil disobedience, labor organization, and community organization.

This course explores the nature, theory, and history of social movements with a particular emphasis on their contribution to democratic governance. We will first explore scholarly attempts to define social movements and theorize their role in political and cultural change. From this basis, we will conduct a historical survey of significant social movements (broadly defined) in the modern era of Western civilization. These may include: the Protestant Reformation, the English Civil War and British Revolution, the French and American Revolutions, the Abolitionist movement, European Communism, the Indian Independence Movement, Latin American Socialism in the mid-20th century, and US social movements in the late 20th and early 21st century. We will conclude with a reengagement of social movement theory.

Detailed list of electronic resources available to AJU faculty and students

Instructions for accessing print and electronic resources both on and off campus

Links to information about copyright