A comprehensive program that provides graduates with the skills required to work as full-stack web developers. Students master client-side and server-side programming using JavaScript, React.js, Node.js, and other JavaScript frameworks and libraries. Students build a foundation of computer science knowledge by working with data structures and algorithms and complete a series of capstone projects. The program pace is set by Thinkful’s mentor / instructor team with weekly goals of what is learned, and students are expected to maintain the set pace in their students. Students meeting the graduation requirements earn a Certificate of Completion. The efficacy of this program is validated by our industry experts, hiring partners, and successful student outcomes.
In order to graduate from any Thinkful program, students must satisfy the following graduation requirements: ● complete each required reading, ● complete each self-sufficiency exam, ● pass each graded checkpoint, ● pass each mock interview in the program, ● submit and receive approval for each capstone project in the program, ● create an online portfolio site to showcase your projects for prospective employers, ● receive an endorsement from your mentor certifying that you have achieved all program objectives, ● Maintain satisfactory attendance for all academic requirements ● Maintain satisfactory academic progress ● Maintain good financial standing In addition, each program includes the following program-specific mock interviews (assessments) and capstone projects as graduation requirements. Completion of this program qualifies a student up to 18 credits total applied to SNHU’s BS Computer Science degree.
A comprehensive program that provides graduates with the skills required to work as data analysts. Students master data analysis and research using SQL, Excel, and data visualization software such as Tableau. Students learn foundational Python to access and analyze data sets from a variety of sources and complete a series of capstone projects. The program pace is set by Thinkful’s mentor / instructor team with weekly goals of what is learned, and students are expected to maintain the set pace in their students. Students meeting the graduation requirements earn a Certificate of Completion. The efficacy of this program is validated by our industry experts, hiring partners, and successful student outcomes.
In order to graduate from any Thinkful program, students must satisfy the following graduation requirements: ● complete each required reading, ● complete each self-sufficiency exam, ● pass each graded checkpoint, ● pass each mock interview in the program, ● submit and receive approval for each capstone project in the program, ● create an online portfolio site to showcase your projects for prospective employers, ● receive an endorsement from your mentor certifying that you have achieved all program objectives, ● Maintain satisfactory attendance for all academic requirements ● Maintain satisfactory academic progress ● Maintain good financial standing In addition, each program includes the following program-specific mock interviews (assessments) and capstone projects as graduation requirements. Completion of this program qualifies a student for up to 18 credits applied to SNHU’s BS Data Analytics degree.
A comprehensive program that provides graduates with the skills required to work as data scientists. Students master working with Python and SQL to gather and present data and how to design and run experiments. Students learn advanced machine learning concepts and build supervised and unsupervised models as they learn to specialize their skills and complete a series of capstone projects. The program pace is set by Thinkful’s mentor / instructor team with weekly goals of what is learned, and students are expected to maintain the set pace in their students. Students meeting the graduation requirements earn a Certificate of Completion. The efficacy of this program is validated by our industry experts, hiring partners, and successful student outcomes.
In order to graduate from any Thinkful program, students must satisfy the following graduation requirements: ● complete each required reading, ● complete each self-sufficiency exam, ● pass each graded checkpoint, ● pass each mock interview in the program, ● submit and receive approval for each capstone project in the program, ● create an online portfolio site to showcase your projects for prospective employers, ● receive an endorsement from your mentor certifying that you have achieved all program objectives, ● Maintain satisfactory attendance for all academic requirements ● Maintain satisfactory academic progress ● Maintain good financial standing In addition, each program includes the following program-specific mock interviews (assessments) and capstone projects as graduation requirements. Completion of this program qualifies a student for up to 12 credits total, plus waives 2 foundations in SNHU’s MS Data Analytics degree.
Students master client-side and server-side programming using JavaScript, React.js, Node.js, and other JavaScript frameworks and libraries. Students build a foundation of computer science knowledge by working with data structures and algorithms and complete a series of capstone projects. The program pace is set by Bloc mentors and their students with weekly goals of what is learned. Students are expected to maintain the set pace in their students. Students meeting the graduation requirements earn a Certificate of Completion. The efficacy of this program is validated by our industry experts, hiring partners, and successful student outcomes.
In order to graduate from any Thinkful Bloc program, students must satisfy the following graduation requirements: ● complete each required reading, ● complete each self-sufficiency exam, ● pass each graded checkpoint, ● pass each mock interview in the program, ● submit and receive approval for each capstone project in the program, ● create an online portfolio site to showcase your projects for prospective employers, ● receive an endorsement from your mentor certifying that you have achieved all program objectives, ● Maintain satisfactory attendance for all academic requirements ● Maintain satisfactory academic progress ● Maintain good financial standing In addition, each program includes the following program-specific mock interviews (assessments) and capstone projects as graduation requirements. Completion of this program qualifies a student up to 18 credits total applied to SNHU’s BS Computer Science degree.
Online Education Fundamentals badge image
With this specialization, you will build a solid foundation for your online instruction practice. You will gain an understanding of the educational theory, research, and regulatory environment underpinning online instruction. You will also learn how to map curriculum to standards and to create assessments of learning. In EDU-500: Students will learn how to critically examine research to inform their online teaching practice. Special attention will be spent on evaluating how education theory, teaching principles, and laws and policies impact instructional practice and development of learning environments. In EDU-600: To achieve instructional alignment to standards, students will learn how to assess and mitigate curriculum for gaps in standards coverage. Additionally, students will produce an outline of planned assessments and align all instructor created and mandated assessments to standards to ensure their validity and reliability.
• Engaging Families as Partners in Remote/Hybrid Learning • Meeting the needs of students with disabilities (SWDs) through Remote/Hybrid Learning • Shifting to Teaching Online • Integrating Culturally-Responsive Sustaining Education (CRSE) in Remote Learning Environments
• 2.1.a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. • 2.3. Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators: o 2.3.a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. o 2.3.b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. o 2.3.c. Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property. o 2.3.d. Model and promote management of personal data and digital identity and protect student data privacy. • 2.4.a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. • 2.5. Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: o 2.5.a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. o 2.5.b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. o 2.5.c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. • 2.6.b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. • 2.7. Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: o 2.7.a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. o 2.7.b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. o 2.7.c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
• 1a. Applying Knowledge of Content and Pedagogy • 1b. Knowing and Valuing Students • 1c. Settling Instructional Outcomes • 1d. Using Resources Effectively • 1e. Planning Coherent Instruction • 2d. Supporting Positive Student Behavior • 2e. Organizing Spaces for Learning • 3a. Communicating About Purpose and Content • 3c. Engaging Students in Learning • 4a. Engaging in Reflective Practice
# Course Requirements Successful completion of two 3-credit graduate courses: 1) EDU-500: Foundations in Online Instruction (a 3-credit course) 2) EDU-600: Curriculum and Assessment (a 3-credit course) # Competencies The awarding of this badge indicates mastery of the competencies associated with these courses and the overall micro-credential. Learners have: **1)** Assessed research for its relevance to online learning environments **2)** Evaluated the relevance of various educational theories and teaching principles for online instruction **3)** Evaluated how components of federal and state laws, policies, and ethical standards apply to the role of the online educator **4)** Identified and systematically address gaps between curriculum and standards **5)** Created valid and reliable assessments to measure student learning **6)** Created an outline of planned assessments that align to learning goals
With this specialization, you will learn not only to design pedagogically sound curriculum and instructional material, but also to effectively deploy it within online learning environments. You will be challenged to reflect on how working in an online learning environment impacts your personal teaching philosophy, and you will put your learning into practice within an actual learning management system. In EDU-635: In the context of the grade level and content area that students teach, students will learn how to apply instructional strategies and pedagogical practices into their lesson planning in support of engagement and learning. Students will create lessons and explore how to build them in a learning management system. In EDU-695: Students will articulate a personal teaching philosophy supported by research and grounded in theory that will guide their online instruction. With special attention paid to the nuances in online instruction, students will integrate technology tools, instruction strategies, and opportunities for collaboration and communication into a learning experience authentic to the online teaching profession.
• Meeting the needs of students with disabilities (SWDs) through Remote/Hybrid Learning • Integrating Culturally-Responsive Sustaining Education (CRSE) in Remote Learning Environments • Meeting the needs of English Language Learners/Multilingual Learners (ELLs/MLLs) through Remote-Hybrid Learning
• 2.4.d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning. • 2.5. Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: o 2.5.a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. o 2.5.b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. o 2.5.c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. • 2.7. Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: o 2.7.a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. o 2.7.b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. o 2.7.c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
• 1d. Using Resources Effectively • 1f. Designing and Analyzing Assessments • 2a. Cultivating Respectful and Affirming Environments • 3e. Responding Flexibly to Student Needs
# Course Requirements Successful completion of two 3-credit graduate courses: 1) EDU-635: Methods of Online Instruction (a 3-credit course) 2) EDU-695: Online Learning Experience Development (a 3-credit course) # Competencies The awarding of this badge indicates mastery of the competencies associated with these courses and the overall micro-credential. Learners have: **1)** Developed lessons and materials for your grade level and content area **2)** Applied effective pedagogical practices for your grade level and content area **3)** Built grade and discipline specific content within a learning management system **4)** Integrated educational research, theory, and other bodies of knowledge into a personal teaching philosophy **5)** Created a cohesive unit plan for an online learning experience **6)** Developed a unit within a learning management system
Data-Driven Planning and Instruction badge image
With this specialization, you will apply various strategies to maximize both synchronous and asynchronous learning in online learning environments for diverse student populations. You will also learn to leverage a variety of quantitative and qualitative data to improve your teaching practice. In EDU-625: In order to support the instructional lifecycle students will learn to create evaluation criteria for instruction and practices to gain valuable learner data. By using a variety of methodologies, students will interpret data from various synchronous and asynchronous learning experience to inform their teaching practice and create plans for learner remediation. In EDU-630: With a focus on the intricacies of online instruction, students will analyze and apply strategies for student engagement, differentiation, instructional delivery methods, and feedback. Special attention will be paid to the diversity of student populations and how online instructional strategies can benefit all students.
• Engaging Families as Partners in Remote/Hybrid Learning • Integrating Social Emotional Learning (SEL) in Remote Learning Environments • Meeting the needs of English Language Learners/Multilingual Learners (ELLs/MLLs) through Remote-Hybrid Learning • Meeting the needs of students with disabilities (SWDs) through Remote/Hybrid Learning • Shifting to Teaching Online
• 2.1. Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators: o 2.1.a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. o 2.1.b. Pursue professional interests by creating and actively participating in local and global learning networks. o 2.1.c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. • 2.2. Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators: o 2.2.a. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders. o 2.2.b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. o 2.2.c. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning. • 2.3.a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. • 2.3.b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. • 2.4.a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. • 2.4.b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. • 2.5. Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: o 2.5.a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. o 2.5.b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. o 2.5.c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. • 2.6. Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: o 2.6.a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. o 2.6.b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. o 2.6.c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems. o 2.6.d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections. • 2.7. Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: o 2.7.a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. o 2.7.b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. o 2.7.c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
• 1a. Applying Knowledge of Content and Pedagogy • 1b. Knowing and Valuing Students • 1c. Settling Instructional Outcomes • 1d. Using Resources Effectively • 1e. Planning Coherent Instruction • 1f. Designing and Analyzing Assessments • 2b. Fostering a Culture for Learning • 2c. Maintaining Purposeful Environments • 3d. Using Assessment for Learning • 3e. Responding Flexibly to Student Needs • 4b. Documenting Student Progress • 4e. Growing and Developing Professionally
# Course Requirement Successful completion of two 3-credit graduate courses: 1. EDU-625: Data-Driven Teaching Practices (a 3-credit course) 2. EDU-630: Strategies for Online Instruction (a 3-credit course) # Competencies The awarding of this badge indicates mastery of the competencies associated with these courses and the overall micro-credential. Learners have: **1)** Created and use effective evaluation criteria to determine the success of instructional practices **2)** Interpreted quantitative and qualitative data to inform continuous improvement in synchronous and asynchronous teaching practice **3)** Determined appropriate remediation strategies to improve student learning based on qualitative and quantitative data **4)** Created scaffolds for synchronous and asynchronous learning activities to ensure student engagement and success **5)** Analyzed differentiation techniques for how they support diverse groups of students **6)** Provided effective individualized feedback in synchronous and asynchronous settings
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With this specialization, you will have the opportunity to develop your leadership capabilities as an educator. You will practice self-leadership by evaluating your own teaching and determining ways you can improve. Critically, you will also take stock of your role in online education more generally, which may include, for example, leadership through mentoring of colleagues, contributing to learning communities, or serving as an advocate for online education. In EDU-660: By looking at opportunities for advocacy and mentorship, students will gain perspective on how they can be a teacher-leader in the field. Additionally, students will reflect on their ability to participate in and contribute to the evolving field of online education and learning communities. In EDU-665: To gauge performance, students will engage in the practice of self-evaluation, reviewing their practices from the lenses of their learners, parents, and colleagues. Students will gauge the quality of online courses, explore the effectiveness of their instruction, classroom performance, and create an action plan to improve areas of opportunity.
• 2.1. Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators: o 2.1.a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. o 2.1.b. Pursue professional interests by creating and actively participating in local and global learning networks. o 2.1.c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. • 2.2. Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators: o 2.2.a. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders. o 2.2.b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. o 2.2.c. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning. • 2.3.a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. • 2.3.b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. • 2.3.d. Model and promote management of personal data and digital identity and protect student data privacy. • 2.4.a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. • 2.4.d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
• 2a. Cultivating Respectful and Affirming Environments • 2c. Maintaining Purposeful Environments • 4d. Contributing to School Community and Culture • 4e. Growing and Developing Professionally • 4f. Acting in Service of Students
# Course Requirements Successful completion of two 3-credit graduate courses: 1) EDU-660: Leadership in Online Education (a 3-credit course) 2) EDU-665: Self-Evaluation of Teaching Practice (a 3-credit course) # Competencies The awarding of this badge indicates mastery of the competencies associated with these courses and the overall micro-credential. Learners have: **1)** Determined your role in advocating for online education **2)** Applied strategies for mentoring colleagues within a learning community **3)** Actively contributed to learning communities with colleagues **4)** Created and use a rubric to assess online classroom quality **5)** Conducted a self-evaluation on professional performance as an educator **6)** Used evidence to create plans for improvement of instructional practice
Collaborative and Supportive Online Educational Environments
Collaborative and Supportive Online Educational Environments badge image
With this specialization, you will hone your ability to leverage both your students' online learning environment as well as your learning community to support student-centered learning. You will learn to account for diverse student profiles in establishing a socially and emotionally supportive learning environment, as well as investigate communication strategies that help develop and embrace the relationships in students' support systems. In EDU-525: Students will learn the importance of leveraging student profiles to inform their instruction and provide an online environment that meets the needs and abilities of learners. With a focus on social emotional learning and cultural competence, students will explore various concepts and practices to create an inclusive online learning environment. In EDU-540: Students will investigate communication strategies to create an engaging, supportive, and collaborative environment for students and their support systems. Special attention will be paid to evaluating the quality and effectiveness of their communication and identifying areas and plans for improvement to continue to foster relationships with students, support systems, and colleagues.
• Integrating Social Emotional Learning (SEL) in Remote Learning Environments • Integrating Culturally-Responsive Sustaining Education (CRSE) in Remote Learning Environments • Meeting the needs of English Language Learners/Multilingual Learners (ELLs/MLLs) through Remote-Hybrid Learning • Shifting to Teaching Online • Meeting the needs of students with disabilities (SWDs) through Remote/Hybrid Learning • Engaging Families as Partners in Remote/Hybrid Learning
• 2.1. Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators: o 2.1.a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. o 2.1.b. Pursue professional interests by creating and actively participating in local and global learning networks. o 2.1.c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. • 2.3. Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators: o 2.3.a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. o 2.3.b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. o 2.3.c. Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property. o 2.3.d. Model and promote management of personal data and digital identity and protect student data privacy. • 2.4.b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. • 2.4.c. Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. • 2.4.d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning. • 2.5. Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: o 2.5.a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. o 2.5.b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. o 2.5.c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. • 2.6. Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: o 2.6.a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. o 2.6.b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. o 2.6.c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems. o 2.6.d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections. • 2.7. Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: o 2.7.a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. o 2.7.b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. o 2.7.c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
• 1b. Knowing and Valuing Students • 2a. Cultivating Respectful and Affirming Environments • 2b. Fostering a Culture for Learning • 3a. Communicating About Purpose and Content • 3c. Engaging Students in Learning • 4c. Engaging Families and Communities • 4e. Growing and Developing Professionally
# Course Requirements Successful completion of two 3-credit graduate courses: 1) EDU-525: Diverse Learners and the Online Learning Environment (a 3-credit course) 2) EDU-540: Student Support and Outreach (a 3-credit course) # Competencies The awarding of this badge indicates mastery of the competencies associated with these courses and the overall micro-credential. Learners have: **1)** Used student profiles to inform the instructional environment **2)** Applied concepts of social and emotional learning to cultivate a supportive online learning environment **3)** Incorporated culturally responsive practices in teaching and communicating **4)** Communicated effectively with students and their support systems by using appropriate tools and techniques **5)** Facilitated student-centered partnerships among teacher, student, and support systems **6)** Evaluated the effectiveness of communication and collaboration with students and support systems
Technological Competency and Best Practices in Online Education
Technological Competency and Best Practices in Online Education badge image
With this specialization, you will investigate various technologies for their potential to supplement your instructional practices and address student needs. Additional focus will be given to leadership in teaching through the ethical use of technology and promotion of digital citizenship in the classroom. In EDU-585: Through reflection on personal practice, students will learn to align their core values with the laws and ethics of education for incorporation into teaching instruction. Students will also learn how to situate themselves as teacher-leaders and digital citizens in a learning community. In EDU-614: In evaluating online strategies and tools, students will gain the skills needed to appropriately select new and innovative ways of approaching their instruction. Special attention will be paid to creating learning activities that leverage teaching strategies and technology tools in order to provide experiences that meet the needs of a diverse group of learners in an online environment.
• Integrating Culturally-Responsive Sustaining Education (CRSE) in Remote Learning Environments • Integrating Social Emotional Learning (SEL) in Remote Learning Environments • Shifting to Teaching Online • Meeting the needs of English Language Learners/Multilingual Learners (ELLs/MLLs) through Remote-Hybrid Learning • Meeting the needs of students with disabilities (SWDs) through Remote/Hybrid Learning
• 2.1. Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators: o 2.1.a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. o 2.1.b. Pursue professional interests by creating and actively participating in local and global learning networks. o 2.1.c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. • 2.3. Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators: o 2.3.a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. o 2.3.b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. o 2.3.c. Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property. o 2.3.d. Model and promote management of personal data and digital identity and protect student data privacy. • 2.4. Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators: o 2.4.a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. o 2.4.b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. o 2.4.c. Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. o 2.4.d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning. • 2.5. Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: o 2.5.a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. o 2.5.b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. o 2.5.c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. • 2.6. Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: o 2.6.a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. o 2.6.b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. o 2.6.c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems. o 2.6.d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections. • 2.7.a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. • 2.7.b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
• 1b. Knowing and Valuing Students • 1f. Designing and Analyzing Assessments • 2b. Fostering a Culture for Learning • 2c. Maintaining Purposeful Environments • 2d. Supporting Positive Student Behavior • 2e Organizing Spaces for Learning • 3a. Communicating About Purpose and Content • 3b. Using Questioning and Discussion Techniques • 3c. Engaging Students in Learning • 3d. Using Assessment for Learning • 3e. Responding Flexibly to Student Needs • 4e. Growing and Developing Professionally • 4f. Acting in Service of Students
# Course Requirement Successful completion of two 3-credit graduate courses: 1) EDU-585: Law, Ethics, and Digital Citizenship (a 3-credit course) 2) EDU-614: Technology in Online Education (a 3-credit course) # Competencies The awarding of this badge indicates mastery of the competencies associated with these courses and the overall micro-credential. Learners have: **1)** Reflected on the characteristics, core values, and practices that make a leader effective within the learning community **2)** Evaluated teacher practices for potential legal and ethical conflicts **3)** Promoted digital citizenship in the online classroom environment **4)** Selected appropriate technology tools and strategies to enhance learning **5)** Planned the implementation of technology tools to meet student needs in the online learning environment **6)** Constructed learning activities that leverage technology tools and applications
Learners awarded this digital badge gained a comprehensive review of some of the branches of psychological study, exploring diverse theoretical subsets in depth: developmental psychology, cognitive psychology, social psychology, and clinical psychology. Learners also cultivate a solid understanding of basic psychological principles and trends, including qualitative and quantitative research methods used to study psychological trends. This course, more broadly, is intended to use psychology models and branches to actively engage in epistemological inquiry: how do we come to know what we know? How do we process information? How do we create knowledge? The associated competencies are: 1. Apply the core concepts of psychology to authentic situations 2. Explain the role of psychology in the well-being of self and society 3. Apply elements of emotional intelligence when adapting to various situation
At the end of each topic area, learners completed graded assessments to demonstrate ability to write reflectively about topics in psychology, collaborate and deliver a group presentation, and a written comprehensive exam.
Learners awarded this digital badge gained a comprehensive review of the basic elements basic elements necessary to build a business through the presentation of business-related topics such as entrepreneurship, innovation, and value creation. By the end of this CLE, students will be expected to communicate a clear vision, strategy, and value proposition for targeted customer segments. Technical aspects of this course will cover formal business language, creation of business documents and deliverables, presentation skills, and key financial metrics common among business organizations. Successful students will, for the culmination of this CLE, develop and present a formal business plan that succinctly frames a problem or issue as a business opportunity, sets a roadmap to capitalize on this opportunity, and clearly and persuasively communicates the market, expected profit, and projected return on investment potential. The associated competencies are: 1. Differentiate between the various functions and forms of organizations 2. Make individual and organizational decisions informed by ethical and cultural considerations 3. Support business operations using information and technology systems
At the end of each topic area, learners completed graded assessments to demonstrate ability to create a multi-part original business plan reflecting synthesis of business literature and reflective analysis.
Learners awarded this digital badge gained a comprehensive review of the basic elements of English language and literature through thematic analysis and participation in larger, literary discussions about the nature of humanity and the state of the human condition. Through reflective writing and literary analysis, learners learned to cultivate a solid foundation of communication in, and comprehension of, the English language and writer who have contributed to its literature. This course intends to spark a conversation about mankind and answer the question, “Who are we when no one is looking?” The associated competencies are: 1. Explain how literary texts influence readers and culture 2. Explain literary elements 3. Use critical reading and literary elements to support interpretations of a literary text
At the end of each topic area, learners completed graded assessments to demonstrate gains ability to generate written, reflective thought around specific literary texts, and collaborating and co-delivering two group projects focused on thematic analysis in literature.
This course provides students with an understanding of all aspects of podcasting, a method of communication common in the twenty-first century. Podcasts that talk broadly about the importance of harm reduction have become more popular as conversations about the overdose crisis, overall drug policy, laws around sex work, and other topics make their way into current social and political conversations. By the conclusion of the course, not only will students understand the mechanics of producing their own digital storytelling content via podcast, but they will also have a clear understanding of the primary tenets of harm reduction, both ideologically and practically, and the ways in which business principles potentially impact implementation.
-Podcast research and critiques -Completion and launch of at least three podcast episodes
This course provides students with an understanding that Sociology provides a unique way to look at human behavior and social interaction. This is a web-enhanced college course that requires both reading and writing. It is designed to introduce students to the basic concepts and theories of sociology, as well as to the methods utilized in sociological research. This course addresses how sociological concepts and theories can be utilized to analyze and interpret our social world, and describes how profoundly society and groups influence individuals. Students’ “taken-for-granted” or “common sense” understandings about society, social institutions, and social issues will be challenged. Special attention will be paid to the intimate connections between personal lives and the larger structural features of social life. The implications of social inequalities, such as race/ethnicity, gender, and social class will also be discussed. Class will consist of lecture, group discussion, small group work, and many supplementary materials such as pertinent videos. The value of lectures and activities will be enhanced if you read the assigned readings prior to class meeting.
Students must successfully complete the following: **Reflection Papers** You will write three short papers on the assigned readings. These papers are designed to ensure that you read and think critically about the material and to improve your ability to write clearly and analytically. Each paper should be 2-3 typed, double-spaced pages with 1- inch margins. Papers should be emailed to the instructor in Microsoft Word. You will be graded on your ability to interpret primary research sources, application of social theory, and presentation of original thought. **Final Project** Visit a (safe, legal, and accessible) place you have never been previously. Do some field research and describe sociological concepts you observe. How do people interact with each other? How are people organized; i.e. is there a hierarchical power structure? Do you observe race, class, and gender differences? What is considered normal and deviant in this social setting. This paper should be 2-3 typed, double-spaced pages with 1-inch margin. **Final Exam** Write a critical response paper comparing and contrasting two sociological theories. Is one theory in your opinion, better at explaining social life. Use examples from the readings to support your analysis. This paper should be 2-3 typed, double-spaced pages with 1-inch margin. **Sociological Imagination** Each student will submit a 2-page paper discussing an everyday event they witness. Apply the sociological imagination to it to understand how a seemingly singular event is embedded into the larger social structure. Let the familiar become strange. How do race, class, and gender influence the event? Do you witness inequalities by education, nationality, culture, or occupation? How does interaction matter and what does it tell us about society? What norms are followed and what happens when they are not followed? Students should include references to the readings, class lectures, discussions, etc
This course will cover four mathematical units. The units will include foundational algebra concepts, logic, data representation and appropriateness, and financial data analysis. A large focus of this course is on using mathematical concepts to problem solve and communicate solutions to those problems – in the context of business. This course will be group project based to simulate the collaborative nature of being in business. Outcomes: • Construct a viable argument and critique the reasoning of others (SMP3, Common Core). • Model with mathematics (SMP4, Common Core). • Critically think and problem solve using real-life data. • Represent data accurately and appropriately. • Use tools and resources appropriately (SMP5, Common Core). • Apply foundational algebra concepts to real-life problems. • Find confidence in mathematical abilities.
**Group Projects:** There will be four group projects that will count as the final assessment for each unit. Groups of 2-3 for each project will be graded the same for the entire group. The projects will be graded using rubrics that will be provided along with the information for each project. **Individual Reflections:** After each group project students will be asked to complete an individual reflection based on that project and group experience. The reflection questions will be provided to students with the group project instructions and will also be graded using a rubric. Responses will be graded based on how well and detailed the response addresses the questions asked. **Participation:** Student participation grade is based on their willingness to participate in class discussions, engage in group projects and being an active part of the class community. **Other Assignments:** Throughout the course, other assignments will be assigned that may or may not be collected/graded. It will be made clear which assignments will be collected. These assignments may be things like practice problems, conceptual quizzes or other related assignments. Any quizzes will be announced the week before and will serve as check-in’s for understanding.
Business Strategy and Financial Modeling
Learners who earn this badge can determine how business drivers, competition, and future opportunities influence business strategy and decision-making. Learners can also use Microsoft Excel to develop financial models that include core financial metrics. To demonstrate this, learners completed projects that required them to analyze market position of companies, develop tunable financial models, and present their findings and recommendations.
Learners successfully completed the courses associated with the following set of competencies: 1) determine the core drivers influencing business decisions, 2) apply a variety of industry frameworks to a business scenario, 3) recommend strategic guidance based on an organizational assessment, 4) prepare data models using industry tools, 5) interpret data based on financial models, and 6) construct a model representative of a business scenario. These competencies are made up of essential skills, which are demonstrated through hands-on projects. Successful completion of these projects, which are assessed with rubrics, shows that learners have acquired these skills: **Data Analysis -** Analyze a company's performance based on unit economics. **Data Analysis -** Explain financial implications of different business models. **Research -** Assess a company's relative position in the competitive marketplace. **Microsoft Excel -** Use Microsoft Excel to determine revenue, expenses, profit, and growth for a company. **Microsoft Excel -** Convert common business scenarios into tunable financial models in Microsoft Excel. **Communications -** Explain the impact of business drivers on strategic decisions. **Problem Solving -** Compare business scenarios based on their impact to financial metrics. **Detail Oriented -** Translate business assumptions and drivers into numeric form in spreadsheets. **Organizational Skills -** Organize data in a logical format to address business needs. **Presentation -** Present business ideas and strategies using the language of financial modeling.
This one-week intensive course is an introduction to descriptive statistics. The course will be highly interactive with student participation and outside class involvement as critical components to the learning process. Course Outcomes: 1. Understanding of the levels of measurement/statistical notation 2. Ability to interpret Z-Scores/Percentiles 3. Able to calculate measures of central tendency and variability 4. Understanding of distributions and probability 5. Introduction to Correlation/T-Tests
**Contributions to Class Learning Environment** Each member of the class is an expert of their personal experience, and we must be present to share this with our peers and learn from each other. In addition, reactions, interpretations, and analysis of course readings are critical components of a learning environment. Therefore, students will be graded on their contribution to the class learning environment on a very important and distinctive measure: attendance and participation. **Temperature Check Assessments** Students will participate in three temperature check quizzes provided at the end of the first-, second-, and third-class session, reflecting on the content from that respective day. These will be completed outside of class. Temperature check quizzes will be due on the following day, at the beginning of class. **Final Exam** At the conclusion of the course, students will take an in-class final exam. The final exam is similar to the temperature check quizzes and will be cumulative. The exam is closed book and taken individually.
In this Introduction to Ethical Analysis seminar we will explore and analyze the presented political theory of several popular films. It requires no prior study of political theory, ethics or film analysis. The seminar will introduce skills for learning politics and examining ethical dilemmas in three popular movies: Zootopia, Ready Player One, and Fantastic Beasts and Where to Find Them. This course fulfills general-education requirements in Values, Society, and Diversity or those in the Social Sciences. We will use discussion to identify the kinds of politics in the films and the ethics from which they arise. We will supplement classroom conversation with several scholarly articles. Students will work together to present specific analysis to and with the class. Students will choose an additional film, from a pre-determined list supplied on the first day of class, to analyze that fantasy’s ethics and politics. Course Outcomes: • Analyze, evaluate, and synthesize several sources of information to produce well-supported, original work • Work collaboratively in a group toward a common goal • Identify and describe distinct characteristics of different kinds of texts • Analyze specific texts for their political meaning and ethical foundation
**Daily Reflections:** The reflection assignments are designed to generate thought around specific texts and prepare you for discussion in class. It is a way for you to get your thoughts on paper in an organized and deliberate way. The page length requirement may range from 2-4 pages (typed and double spaced, 12 point Times New Roman font). **Group Presentation:** All group members must participate in the overall, oral presentation. There is no written component to this deliverable. We will discuss in class the peer evaluations that will be included as part of the assessment of this presentation..
Contemporary Race Ethnic Relations badge image
This will expose students to sociological perspectives related to racial and ethnic relations particularly with respect to power, oppression, solidarity, and the social problems that result from persistent inequalities. We will examine why race is still relevant decades after the civil rights movement and will critically analyze social policy related to inequalities, citizenship, and diversity. We will learn about prejudice, stereotypes and discrimination, and racial ideologies, but will also go beyond interpersonal relations to better understand the social and institutional structures that affect day-to-day realities. Outcomes: 1. Engage in meaningful dialogue with members of various groups about diversity issues. 2. Articulate sociological perspectives, concepts, theories, and debates surrounding contemporary racial and ethnic relations in the U.S. and elsewhere. 3. Demonstrate an understanding of racial and ethnic relations as a structure rather than just an individual phenomenon.
Requirements: **Reflection Papers -** Four short papers on the assigned readings. These papers are designed to ensure that you read and think critically about the material and to improve your ability to write clearly and analytically. **Oral Presentation -** Give a 5 minute speech regarding racial justice and social change with the goal being to encourage civic engagement surrounding a social problem covered in the class. Speech should be typed and memorized. Submit a typed copy of the speech. **Final Paper -** Paper will ask students to provide a historic and contemporary overview of their community, and elaborate upon why it is important to study and better understand this particular group. The purpose of this paper is not only to narrow your focus on issues pertaining to racial and ethnic studies to one specific community, but to apply the experiences of members of these groups to the sociological theory that we have covered in course readings and discussions. **Participation and Group Work -** Complete all of the reading each week and participate actively in small group discussions and activities. **Film Review -** Write a review on the film, Do the Right Thing.
This course examines the application of concepts, terminology, principles, theories, and issues in the field of management. Outcomes: 1. Describe and illustrate the four major management functions: planning, organizing, leading and controlling. 2. Demonstrate decision-making and teamwork. 3. Recognize social-responsibility initiatives. 4. Describe the nature of business strategy. 5. Demonstrate the use of operating plans, policies, procedures and rules. 6. Analyze global business and how diversity impacts operations.
**Requirements:** **Case Studies –** Analyze four case studies and write a descriptive paper for each that meets the required guidelines.
This course introduces students to a rigorous and lively course of varying topics in United States history, including a chronological investigation through the 20th century and culminating with a dissection of more recent events in 2021. The goal is to provide students a place for thoughtful discussions and questioning concerning the United States’ historical roots and the country’s present situation. Finally, to reinforce intellectual skills, and to develop a more confident command of thinking and writing critically and analytically. Outcomes: o Employ sharp critical thinking and analytical skills when approaching a text. o Possess a robust understanding of major themes and events in U.S. History. o Draw conclusions and make connections across the span of United States history to better understand where the country is today, what role history has played in it, and postulate about its future. o Increase confidence in their ability to read, comprehend, analyze, and organize written information. o Analyze, evaluate, and synthesize information to produce persuasive and well supported original written work
# Requirements **Weekly Responses:** These written assignments are designed to target the week’s readings and provide an opportunity for students to reflect on the assigned readings. These assignments vary in length each week, but will ensure that students engage with the readings and their thoughts and reactions prior to class. **Oral History Project:** This project consists of a formal interview, a 2 page written Oral History based on the interview, and an in-class presentation on your interview and takeaways. **Papers:** Students will write two 4-6 page papers this semester. One paper will fall around the halfway point in the semester, while the last paper is a culminating project that asks students to draw on the semester’s work to dissect the events that took place at the Capitol on January 6, 2021. **Participation:** The expectation is that students arrive prepared for each class meeting having read and completed the week’s assignment. Active engagement includes asking questions, participation in the round table discussions, and generally contributing thoughtfully on a weekly basis by offering analysis, opinions, and takeaways.
Learners who earn this badge can tell compelling business stories by creating clear and aesthetically pleasing visualizations to inform business strategy and communicate critical business information. To demonstrate this, learners completed projects that required them to use Tableau to clean, format, and combine complex datasets; create polished and insightful visualizations; and present solutions to technical and non-technical audiences.
Tableau (Business Intelligence Software)
Learners successfully completed the courses associated with the following set of competencies: **1)** Develop KPIs that align to business strategy **2)** Apply appropriate data visualization tools and techniques for communicating data analysis results **3)** Present visual solutions that provide value to end-users and decision-makers **4)** Create insight oriented visualizations using industry tools, **5)** Clean data by applying appropriate tools and techniques without adversely affecting data integrity **6)** Integrate various visualizations to articulate data-driven narratives to both technical and non-technical audiences. These competencies are made up of essential skills, which are demonstrated through hands-on projects assessed with rubrics. Successful completion of these projects shows that learners have acquired these skills: **Data Analysis -** Clean, format, and combine data to assess its appropriateness for answering business questions **Research -** Develop exploratory business strategy questions based on available datasets; Research - Find, evaluate, and organize datasets that can be used to address business problems; **Tableau -** Construct interactive data visualizations and dashboards in Tableau to help answer strategic business questions; **Business Intelligence -** Develop meaningful business insights by analyzing complex datasets related to business metrics; **Communications -** Produce business stories with interesting insights, actionable ideas, and clear visuals; **Problem Solving -** Package visualizations into compelling decision-making tools; **Detail Oriented -** Exercise attention to detail to identify anomalies and errors in data that could impact data integrity; **Organizational Skills -** Use automated correction techniques to efficiently complete data processing tasks; **Presentations -** Present complex data visualizations to stakeholders to inform business strategy.
Learners who earn this badge can acquire datasets from a variety of sources, build models using the data, and construct compelling data stories. To demonstrate this, learners completed projects that required them to acquire data from flat files, APIs, and SQL servers, or through web scraping techniques, and then programmatically clean, prepare, and analyze the data to present it visually in dashboards.
Learners successfully completed the courses associated with the following set of competencies: 1) Define a technical plan that combines industry tools to solve a business analytics problem 2) Collaborate on a complex analytics problem within time constraints 3) Present an analytics approach, implementation, and results related to a business scenario 4) Use industry tools and techniques to capture data from non-traditional sources 5) Execute database operations to complete routine tasks relevant to industry use cases 6) Utilize industry collaboration tools to complete complex data analytics work in a team. These competencies are made up of essential skills, which are demonstrated through hands-on projects assessed with rubrics. Successful completion of these projects shows that learners have acquired these skills: SQL - Create, store, and retrieve data records in a SQL database Data Analysis - Use web scraping techniques to collect and analyze data for informing business strategy Research - Identify stakeholder groups interested in a data story and associated insights Python - Automate procedures and tasks using Python to meet business needs Business Intelligence - Use statistical techniques to provide insight into business needs Data Science - Capture data from non-traditional sources and extract meaningful business insights Teamwork - Integrate ideas, contributions, and feedback from multiple collaborators when solving analytics problems Problem Solving - Write clean, readable, maintainable, and commented code that can be used to solve complex analytic problems Planning - Outline processes for solving technical problems in business contexts Presentations - Summarize results of an analytics project for business stakeholders.
Learners who earn this badge can use programming-based analytics and statistical techniques to solve complex analytics problems in business contexts. To demonstrate this, learners completed projects that required them to retrieve and manipulate data using APIs and use Python libraries to clean and prepare data for analysis and visualization.
# Competencies Learners successfully completed the courses associated with the following set of competencies: 1) Design an approach for mining, exploring, and modeling data 2) Apply statistics in the business environment, 3) Communicate an appropriate analytic strategy specific to a business use case 4) Write professional, well-documented and readable code 5) Cleanse data through automated procedures 6) Integrate various data types and data sources to develop new and innovative insights. # Skills These competencies are made up of essential skills, which are demonstrated through hands-on projects assessed with rubrics. Successful completion of these projects shows that learners have acquired these skills: Data Analysis - Analyze datasets through multiple business lenses to address a business problem Data Analysis - Make API requests to query or update data during analysis Research - Find, evaluate, and organize datasets that can be used to address business problems Python - Write Python scripts to complete a variety of programmatic tasks in business contexts Python - Automate procedures and tasks using Python to meet business needs Business Intelligence - Use statistical techniques to provide insight into business needs Data Science - Complete complex data cleansing operations to extract meaningful business insights Communications - Explain the technical rationale for an analytic strategy to technical and non-technical stakeholders Problem Solving - Write clean, readable, maintainable, and commented code that can be used to solve complex analytic problems Organizational Skills - Use programming libraries to improve the efficiency of task completion.
Individuals who exercise initiative show self-awareness, learning from both “failure” and “success” as opportunities to learn and develop. They lead without an official “leader” role or title, motivate others and catalyze necessary action Resilience in the 21st century includes the capacity to learn from experience, exhibit flexibility, demonstrate self-awareness, and focus on solutions.
Students who successfully complete Education Design Lab’s 21st Century Digital Micro-Credentials in Initiative, and Resilience, and earn digital badges via Credly for this learning will earn a meta badge from SNHU (via Badgr) equal to SNHU-107: Success Strategies for Online Learning. **Competencies:** • Lead Without a Title • Demonstrate Self-Awareness • Act as a Catalyst • Learn from Experience • Exhibit Flexibility • Focus on Solutions
Intercultural fluency demonstrates a recognition of their own cultural biases, ability to show curiosity, demonstrate self-awareness, and incorporate diverse perspectives. Empathetic learners demonstrate an ability to listen actively, both to what is said explicitly and communicated nonverbally, recognize what others need and value, validate feelings and perceptions, and incorporate diverse perspectives. Effective creative problem solvers demonstrate both divergent and convergent thinking, identify patterns that may not be obvious, manage ambiguity, and apply an iterative process for generating, testing and refining ideas.
Students who successfully complete Education Design Lab’s 21st Century Digital Micro-Credentials in Intercultural Fluency, Empathy, and Creative Problem Solving, and earn digital badges via Credly for this learning will earn a meta badge from SNHU equal to IDS-100: Perspectives in Liberal Arts. **Competencies:** • Recognize + Challenge One’s Cultural Biases • Show Curiosity • Demonstrate Self-Awareness • Incorporate Diverse Perspectives • Listen Actively • Provide validation • Identify Others’ Needs + Values • Incorporate Diverse Perspectives • Exercise Convergent + Divergent Thinking • Identify Patterns • Manage Ambiguity • Apply an Iterative Process
Learners who earn this badge can address a complex business problem using analytics techniques, including exploring, processing, and visualizing data. To demonstrate this, learners completed projects that required them to develop research questions that can be addressed with available datasets; analyze, visualize, and model data; and present insights and recommendations to stakeholders.
# Competencies Learners successfully completed the courses associated with the following set of competencies: 1) Demonstrate project management techniques over the life cycle of a data analysis process 2) Architect an end-to-end business strategy to power analytic insights 3) Defend a business strategy intended for executive leadership 4) Implement a technical analytic strategy for approaching a complex business problem 5) Complete a multi-stage analytics problem collaboratively by separating it into discrete action items 6) Create technical documentation of methodology and implementation associated with an end-to-end business strategy These competencies are made up of essential skills, which are demonstrated through hands-on projects assessed with rubrics. # Skills Successful completion of these projects shows that learners have acquired these skills: Data Analysis - Clean, format, and combine data to assess its appropriateness for answering business questions; Research - Develop exploratory business strategy questions based on available datasets; Research - Find, evaluate, and organize datasets that can be used to address business problems; Business Intelligence - Use analytics processes and techniques to provide insight into business strategy and operations; Communications - Propose data-informed recommendations to executive stakeholders; Teamwork - Collaborate with colleagues on an end-to-end analytics project; Problem-Solving - Develop an approach for solving a multi-stage analytics problem; Project Management - Track deliverables and progress when solving complex business problems; Writing - Document the technical approach used to address a complex business problem; Planning - Outline processes for solving technical problems in business contexts."
This course will allow students to work toward an analytical approach to reading, assessing, and interpreting data from multiple sources. Students will study many works and data from highly recognized authors, researchers, and practitioners and their contributions roles in society. During this course students will analyze qualitative and quantitative data, do reflective writing assignments, and group work. The purpose of this course is to facilitate a clear understanding of the ways data is used, misused, and visualized from society’s perspective.
1. Understand the myriad ways data present themselves in our lives 2. Develop a critical lens through which to analyze and contextualize data 3. Incorporate critical thinking in all aspects of assessing data claims 4. Analyze, evaluate, and synthesize several sources of information to highlight objective and subjective uses of data 5. Identify and describe distinct characteristics of bad data use 6. Understand, and appreciate, the distinction between, and role of, primary and secondary sources
This intensive one week course builds upon the learnings from Introduction to Statistics. This course is meant to have the learner apply introductory statistics skills while combining it with analysis and research. Parts of this include thesis statements, research questions, policy and practice for research. A critical component of this course is the student participation as its key to the learning process.
Upon completion of the course, students will gain a conceptual understanding of: 1. Review of Levels of Measurement/Statistical Notation, Central Tendency, Z-scores, Correlation, T-tests 2. Introduce to ANOVA and Chi-Square 3. Engage in Parts of a research proposal, including: Introduction, Review of Literature, Problem/Problem Statement, Conceptual Methods, and Conclusion
Program competencies are developed through a collaboration between education and industry and reflect what a student should know and be able to do within a specified scope of a career field. Students demonstrate the acquisition of these competencies through an array of assessments occurring throughout the learning process including portfolio, performance, and structured observation assessments.
# Earning Criteria Students demonstrate the acquisition of these competencies through an array of assessments occurring throughout the learning process including portfolio, performance, and structured observation assessments. Upon the successful completion of a NH CTE program the student is given a certificate. # COMPETENCIES Upon completion of their selected pathway program, The students will: • Use correct terminology, vocabulary and appropriate language to collaborate and communicate effectively in the professional workplace • Employ effective time and project management strategies to complete work efficiently and proficiently. • Apply math concepts, including measurement, operations, and higher mathematics to relevant applications and specific tasks. • Select and safely use appropriate tools, supplies, and equipment for a specific task or set of tasks. • Demonstrate awareness strategies to safely work in a variety of workspaces and locations. Program competencies are developed through a collaboration between education and industry and reflect what a student should know and be able to do within a specified scope of a career field.
Learn the critical business skills required for successful leadership and management in organizations. Apply business research skills and data analysis to solve problems and support decisions. Explore various techniques and forms of professional communications and their uses in business contexts. For this course learners will work with the Connecticut Department of Correction (CTDOC) as they decide how best to position themselves in the industry. Learners will apply what they are learning in the course directly to the project. This is a service-learning project-based course.
# Earning Criteria - Learners are responsible for responding to five central questions, completing a final research paper, and presenting their recommendation to staff of the CTDOC. # Competencies 1. Utilize information from industry and scholarly sources to inform problem-solving and decision-making. a. Focus on the CTDOC and the various divisions and units. b. Use IBIS and assigned databases to conduct industry analysis. 2. Analyze quantitative and qualitative data to solve problems and make decisions that impact organizations and their stakeholders. a. How does CTDOC compare to other state department of corrections? b. Use Porter’s Five Forces for comparison. 3. Communicate professionally to diverse internal and external audiences. a. Final presentation to administrators and CTDOC leadership. b. Final paper to provide recommendations.
This course is designed to provide students the opportunity to learn how to leverage the triple bottom: line, people, planet, and profit in making strategic business decisions. Upon completion of this course, students will be able to critically analyze and propose effective solutions connected to a real business issue and discuss. For the summer of 2023 students will specifically explore how to disrupt the school-to-prison pipeline through the examination of a real-life case study. Students will gain a comprehensive understanding of the factors contributing to the pipeline, including systemic biases, disciplinary practices, and unequal access to education and resources. By engaging with case studies, students will develop the ability to identify the root causes of disproportionate disciplinary actions and incarceration rates among marginalized communities.
# Earning Criteria 1. Executive Summary - This APA formatted executive summary assignment provides students with an opportunity to demonstrate their understanding of the school-to-prison pipeline and their ability to propose impactful solutions. In this assignment, students are tasked with creating a concise summary that includes a background on the issue, a clear problem statement, a proposed budget for interventions, data analysis supporting the need for action, implications of implementing interventions, and a compelling conclusion. By engaging with this assignment, students will apply their knowledge of the pipeline, case study analysis, and data-informed decision-making to craft a persuasive and comprehensive summary. Students will demonstrate understanding of how the triple bottom line connects to the prison industry and impact on stakeholders. 2. Final Presentation - For the case study “Shark Tank” presentation on addressing the school-to-prison pipeline and finding potential solutions, learners are required to prepare a detailed analysis and proposal. Integration of personal work experience in the CTDOC and how learners have navigated ethical considerations and sustainability is part of the presentation. This presentation should focus on identifying the key issues and offering effective strategies to mitigate the pipeline's impact. # Competencies 1. Use the triple bottom line to recommend business strategies and techniques to increase value for stakeholders (i.e. customers, employees, community, society). 2. Explain how business decisions and management practices adds value to the organization. 3. Examine business sustainability through the perspectives of local, national, and global segments. 4. Critically analyze and propose effective solutions to a current business issue using a sustainability approach.
This badge certifies the holder has achieved an understanding of Artificial Intelligence foundations, including foundational AI literacy, ethical considerations in AI use, and practical applications of AI technologies. The recipient has demonstrated proficiency in AI concepts, responsible implementation, and the integration of AI tools in solving real-world problems.
Academic Achievement: Achieve a grade of C- or better in each of the following courses: **IT-215: Introduction to AI Literacy, covering AI fundamentals, societal impacts, and communication.** (3 Semester Credits) **IT-216: AI Ethics, focusing on ethical guidelines, risk management, and ethical AI use.** (3 Semester Credits) **IT-217: AI in Practice, emphasizing hands-on application of AI tools, workflow enhancement, and problem-solving.** (3 Semester Credits) Basic Computer Skills: Demonstrate proficiency in basic computer skills prior to enrollment, ensuring the ability to effectively engage with course content, tools, and technologies used throughout the AI learning pathway.
Throughout the Lean Six Sigma Badge, you will learn how to apply Lean and Six Sigma methodologies to improve processes, reduce waste, and enhance efficiency. You will gain the skills to identify inefficiencies, analyze data, and implement solutions that lead to measurable improvements. This badge will provide you with the tools and knowledge necessary to optimize operations, improve customer satisfaction, and drive continuous improvement. Throughout the modules, you will have the opportunity to apply these concepts through practical, ungraded activities, preparing you to implement process improvements in real-world situations.
Define Measure Analyze Improve And Control (DMAIC)
# Objectives · Define lean six sigma · Apply the DMAIC methodology in a six-sigma project · Apply lean six sigma practices through sample activities # Introduction Welcome to the Lean Six Sigma Foundations badge! This badge will equip you with the essential knowledge and practical skills to drive meaningful process improvements. You'll learn how to combine the power of Lean and Six Sigma methodologies to eliminate waste, reduce variation, and enhance efficiency. Throughout this journey, you'll delve into the DMAIC methodology, learn to analyze data, and identify inefficiencies. Through practical, ungraded activities, you'll apply these concepts, preparing you to optimize operations and improve customer satisfaction in real-world scenarios at SNHU. By the end, you'll be able to define Lean Six Sigma, apply the DMAIC framework, and practice core Lean Six Sigma techniques. Take your time moving through the content, there is no deadline to completing once you have started. **Once finished you will need to complete a final assessment to receive the badge.** We encourage you to use the ungraded practice activities throughout for a more hands on approach to the learning.