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In University by Think Student Editor October 5, 2023 Leave a Comment
Compared to the rest of the British education system, university can seem so very different. Lessons are now lectures or seminars, you have complete independence, and you even have the option to live on campus. Plus, there are so many other differences on top of this. This might make you wonder if the components of studying at university are different as well, especially in terms of how the course works. One of the components that’s important to look at in this way is coursework and how it differs at university.
In short, at university coursework is similar to at previous levels of education, where coursework is a form of assessment without exams that helps to make up your grade. At university, this is because successfully completing coursework helps you to pass modules, allowing you to get your qualification. This coursework can come in many different forms and the types you do will depend on your course and your university. However, some of the main types are essays, reports and projects, including research projects such as dissertations.
Continue reading to learn more about what coursework is at university. This article will take you through how coursework works at university and what some of the main types of university coursework are.
Table of Contents
When thinking about coursework, we tend to be more familiar with the term when it’s associated with school or college. In this case, coursework is a form of internally assessed assignment that will make up a part of your grade.
As a form of assessment, it will often be essential to help you to get your qualification, whether that’s for a GCSE/ National 5 qualification, an A-Level/ Higher or Advanced Higher or a more vocational qualification, such as a BTEC or a T-Level. For more information about what coursework is like at this stage, check out this guide by NI Direct.
As university can feel so different from school or college, you may be wondering whether or not there even is coursework at university and whether it works in the same way.
Simply put, yes, there is coursework at university . In fact, some universities state that most modules will have some form of coursework involved in them.
Students take a range of modules to make up their degree programmes. This means that students are very likely to do at least a bit of coursework in a few of their modules across the course of their studies. You can learn more about this by checking out this page on the University of St Andrews website.
At university there is so much more variation in what you can study and how you study it. From the different classifications of degree, even just within the undergraduate level, from foundation degrees to all the different kinds of bachelor’s degree, such as the BA, BSc or LLB, to all of the other kinds of qualification that you can do at university.
Due to all of this variation, there should be no surprise that in each of these different kinds of courses, students will be taught in different ways. Moreover, there isn’t any actual standardisation across universities, meaning that even on very similar courses, students can be taught with completely different methods.
As a result of this, the coursework that you do at university will completely depend on your course and your university. However, there are some common types of coursework that are done.
Some of these main ones are essays, reports and projects . For more information about what different types of coursework at university might be, you can check out this page by the University of Leeds.
You can learn more about these in their respective sections below.
An essay is an academic piece of writing where students will have to make an argument in response to a certain question. In secondary school and college, you may have come across essays in the form of exam questions, where they would be valued in terms of their marks. For example, you may have had to do a “10-marker”, a “20-marker” and so on.
Alternatively, you may have come across them as part of your own coursework or NEAs, particularly in humanities subjects, where the knowledge and argument you present would be more detailed and in-depth. For university study, essays as a form of coursework, are more similar to the latter as they will need to be well-researched and in-depth .
However, university is at a higher level that school and college . As a result, university essays will need to be as well with students needing to carry out some independent research and reading before they can start the essay rather than relying just on what they have been taught.
You can learn more about essays as a form of coursework at university on this page by the University of Nottingham.
Reports and lab reports are a type of coursework that you will probably not have directly come across in previous study, although you may have done something a bit similar. Unlike an essay, a report is purely factual and objective, where the main aim is to present findings and to analyse the data collected, rather than to make an argument.
While they are particularly present in the sciences and social science subjects, reports are a form of coursework that can be used across a large variety of different subjects. Due to this, there are many different types of report and which one you may have to undertake as a part of your coursework will depend on your degree.
For more information about this, look at this page on the University of York’s website.
One of the main types of report is a lab report. This is a type of report done by sciences students after an experiment has been done. You can learn more about them by checking out this guide by the University of Nottingham.
For university study, a project as a form of coursework can refer to a few different modes of study. First of all, when talking about a project, we might be referring to a research project.
A research project is an extended essay that students complete by undertaking and then presenting their own research and comparing this to the preexisting ideas. This kind of research project will typically be big and may even be an entire module.
In cases like this, the research project will most likely be in the form of a dissertation or even a thesis if done at doctorate level. You can learn more about this type of project by looking at this page on the University of Sheffield’s website and for more on dissertations, look at the following section.
However, projects can also be in the form of group projects that can vary a bit more across universities. For example, at Imperial College London, students undertake a multidisciplinary group project to try and come up with solutions to the biggest social challenges. You can learn more about this on this page on their website.
Also, the University of Edinburgh Business School runs group consultancy projects at both undergraduate and master’s degree levels. For more information about this, check out this page on their website.
At university in the UK, a dissertation is a type of research project that can be taken by students for either a bachelor’s degree or a master’s degree. As an extended essay, students will need to produce an answer to a specific question of somewhere between 5,000 and 50,000 words depending on the university and whether it is a bachelor’s or master’s degree that you’re doing.
There are different kinds of dissertation and depending on which kind students do will depend on how they go about writing it. For an empirical dissertation, students will need to carry out research and collect data first hand to use as part of their dissertation. Whereas for a non-empirical dissertation, students will have to research into data and information that is pre-existing.
You can learn more about what a dissertation is by looking at this Think Student article .
As previously mentioned, one of the main types of coursework at university are projects, including research projects. This means that yes, dissertations are a type of coursework at university as they are types of research project.
Celebrating 150 years of Harvard Summer School. Learn about our history.
Getting good grades in college can be a lot tougher than in high school. For many students, it requires building new skills and establishing new habits. Learning those skills now—before starting college—will help make your transition as easy and as successful as possible.
The transition from high school to college is a big one. Meeting new friends, living on your own, and creating your own schedule are just some of the new, exciting challenges that await you.
In the excitement of starting a new life on campus, college coursework can sometimes become a second priority.
However, adjusting to college coursework is often the biggest challenge of all. Even the best students may be surprised at how difficult college courses are. The subject matter is more complex. The workload is larger. And instructors’ standards are higher.
Mastering college-level courses requires a new level of independence, advocacy, engagement, and time management.
You can prepare yourself to succeed before you even get to campus. Identifying the skills you need, and building those skills into established habits, will help make your transition to college academics, and college life, easier, less stressful, and more successful.
College courses require your full attention and active participation.
And the more you engage with your teachers, teaching assistants, and classmates both in and out of the classroom, the easier it will be for you to succeed in that class.
Active listening is one of the most critical parts of engaging in a course, according to Gina Neugebauer, assistant director of Harvard Summer School’s Secondary School Program.
“Professors and teaching assistants can tell if you’re actively listening. They notice if you’re taking notes and making eye contact. They also notice if you’re distracted by your phone or computer,” notes Neugebauer.
Active listening means not checking your social media accounts or texting friends during class.
It also means really giving the instructor and your classmates your full attention.
It sounds easy in theory but it takes practice. It can be tough to not think about all the work you have or your next party. But the more you work on actively listening, the easier it will be to not get distracted and miss important information in class.
Beyond active listening, there are many ways to participate in a course. And you can tailor your level of engagement to your personality and comfort level.
“It’s all about gauging what you’re comfortable with,” says Neugebauer.
“You may not be the person who raises their hand all the time but you actively respond to online discussion posts, for example. You may not feel comfortable talking in front of hundreds of students in a large lecture hall but you take advantage of TA office hours and email the instructor with questions.”
But don’t be afraid to push yourself if you aren’t someone who usually speaks up in class.
It’s ok to start small. Work on raising your hand in small seminars or discussion sections. As you gain confidence, you’ll find it gets easier to answer questions and share your opinions.
In college, you are responsible for your own success. You will need to advocate for yourself and know when—and how—to ask for help. That requires a level of independence that you may not have needed in high school.
The good news is that instructors and teaching assistants want to help you.
“Instructors, on the whole, enjoy hearing from you. And they’d rather hear from you right from the start, rather than have you struggle on your own for three weeks,” says Neugebauer.
If you have a question about an assignment, send your instructor an email. Are you upset about a grade you got on a recent test? Visit your instructor or TA during office hours to discuss what went wrong and how you can improve.
But remember, says Neugebauer, professors are busy and you are only one of many students.
“Your email should include your full name, what course you’re taking, and a brief description of your question or concern. And you cannot expect an answer at 2 a.m. because that’s when you’re studying. When you reach out to an instructor, give them 24-48 hours to respond.”
And remember, always be respectful and non-confrontational.
Challenge yourself in a college course. Get a sneak peak at college life.
Explore summer programs for high school students.
If you have excelled in high school without extra help, you might be tempted to persevere on your own.
In college, Neugebauer points out, asking for help is the norm.
“Once you get into your undergraduate program, you’ll find that almost everyone has, at some point, asked a TA for extra tutoring, gone to a tutoring center, or a writing or math center for extra help. It’s part of the learning process of an undergraduate program,” Neugebauer says.
Colleges have a variety of support systems in place to help you succeed.
TA office hours are a great place to start if you find yourself struggling with a specific concept or assignment. Peer tutoring programs enable you to learn from students who have been through the course themselves. Academic coaches can help with more general study tips or exam-related stress.
The key is seeking out help proactively, before you get too far behind. As the courses become more difficult, catching up becomes increasingly difficult.
Balancing everything that comes with life on a college campus can be difficult for many incoming college students.
“The biggest challenge we see facing high school students who are trying to adapt to college life is overcommitment. Students want to engage in every activity, a full course load, and even sometimes a part-time job. They don’t schedule enough time for self-care, quiet time, doing laundry, and plenty of study time. All those things take time,” Neugebauer says.
Good study habits and time management are key to avoiding the stress that comes from getting overcommitted.
Neugebauer recommends getting into the habit of keeping an accurate and up-to-date calendar.
“The best thing I can recommend is a calendar, such as Google Calendar. Use it to schedule everything: your class, your lunch time, time at the gym. It may seem counterintuitive, but work on scheduling literally everything, even sleep.”
Be sure to include assignments, tests, and other deadlines, as well as office hours for your instructors, TAs, and academic coaches.
Use your calendar to block off dedicated study time. And once you schedule it, stick to it! Avoid the temptation to procrastinate or use that time to hang out, play video games, or scroll on your phone.
Your calendar should also include dedicated time for self-care.
Regular mealtimes, good exercise habits, and a full night’s sleep are not only critical for your physical and mental health. You’ll also be surprised at how much they contribute to your academic success.
Getting outside your comfort zone is a critical part of preparing yourself for the exciting challenges that await you in college.
“Being uncomfortable allows for growth. It means saying to yourself, ‘this is new. I want to try it. I want to see how it feels.’ This is all about adapting to a new environment but also examining yourself as a person,” says Neugebauer.
Taking on a new challenge—regardless of the ultimate outcome—builds resilience, mental toughness, and confidence, all of which you will need to succeed in your college courses.
But, warns Neugebauer, it’s also important to know your limitations.
“That uncomfortable feeling should be manageable. It should be a challenge but not so challenging that you feel panicked and wake up in cold sweats every night. It should be something that gets you a little nervous but also excited about what you’re involved in every day.”
However you decide to challenge yourself, it’s never too early to start if college is in your future. The sooner you start identifying and mastering the skills you need in college, the better prepared you’ll be to succeed right from day one.
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Emerson is a Digital Content Producer at Harvard DCE. She is a graduate of Brandeis University and Yale University and started her career as an international affairs analyst. She is an avid triathlete and has completed three Ironman triathlons, as well as the Boston Marathon.
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Blog Resume Help Relevant Coursework Resume
Adding coursework to your resume that’s relevant to the job you’re applying for can highlights the skills you’ve gained while studying.
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When not to include related coursework on a resume, how and where to put relevant coursework on your resume.
Wondering whether to list relevant coursework on your resume? In this article, we explain when you should, what the advantages are, and provide several examples as a guide.
Our free-to-use resume builder can make you a resume in as little as 5 minutes. Just pick the template you want, and our software will format everything for you.
There are certain situations where you should include relevant coursework on your resume.
The best time to include relevant coursework on your resume is if you’re a recent college graduate .
If you’ve spent the last few years studying and completing difficult assignments, you can showcase the skills you’ve developed from that experience on your resume.
Including relevant coursework is especially important if you’re writing a resume with no work experience , because your coursework shows that you have key skills and knowledge, even if you haven’t held a formal job yet.
If you’ve just graduated, learning how to make a great resume will help you land your first job in the professional world.
Including relevant graduate coursework on your resume demonstrates the skills and knowledge you’ve acquired that apply to your new career field.
Your graduate school courses have likely given you foundational abilities that are unrelated to your previous work experience, so it’s important to showcase these.
If your resume already fills a page without any coursework on it, you don’t need to include it. The perfect resume should prioritize your most relevant work experience over your coursework.
You can talk about your coursework in your:
Most people include coursework in the education section of their resumes.
If you want to expand your education section, write “Relevant Coursework” under your degree name, and then use commas to separate the names of the courses. For example:
How to list relevant coursework in your education section
Bachelor of Arts in Anthropology New York University, New York City, 2018
Relevant Coursework: Language and Identity, Culture and Society, Medical Anthropology, Anthropology of Gender and Sexuality, Humans Rights and Culture
If you have plenty of space, turn your relevant coursework into a bulleted list so each course is on its own line:
How to list relevant coursework using a bulleted list
Bachelor of Arts in Anthropology New York University, New York City, 2020
Relevant Coursework:
If you want to create a functional resume with a longer education section, consider formatting your relevant coursework like you would format a work experience section, like this:
How to list relevant coursework similarly to work experience
Relevant Coursework Social and Developmental Psychology:
Including coursework in your work experience section allows you to share detailed information about what you did for each course.
In this instance, you should pick the courses most relevant to the job you’re applying for, create a bulleted list for each, and format them as you would past jobs you’ve had.
Ideally, your course descriptions should include quantifiable information. For example:
How to list relevant coursework with quantifiable information
Online Marketing , MARK 160, Fall 2020
Unsure how to format your resume? Browse our sample resumes in your field for ideas.
Lauren Mastroni
Digital Content Writer
Lauren Mastroni is a Digital Content Writer dedicated to crafting engaging content and providing actionable advice that empowers people in their job searches. An enthusiastic contributor to the Resume Genius team, Lauren has a passion for developing valuable resources for job seekers. Lauren holds an M.S. in Psychology from University of Derby and currently lives in Taipei, Taiwan. She enjoys learning all she can about the career space, and is committed to helping job seekers of all experience levels navigate the job hunt and advance their careers. You can reach Lauren at [email protected].
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13 min read · Updated on September 11, 2023
If you are a recent graduate struggling with a lack of work experience, knowing how to include relevant coursework on a resume can be one of the best ways to create a more compelling resume narrative.
One thing that many recent college graduates have in common with one another is a general lack of work experience. That lack of experience can sometimes make it difficult for them to construct a resume that sells their potential to be the best candidate for a job. Fortunately, there are ways to still create a strong and compelling resume, even without experience. For example, did you take classes that might be relevant to the position? If so, including relevant coursework on your resume may be the perfect solution to your resume challenges.
In this post, we will explain how you can identify relevant coursework and where it should be listed in your resume. We will also include several examples of relevant coursework on a resume so that you can see the best options for using these details to strengthen your job search efforts.
Of course, when we talk about relevant coursework, we are talking about those classes and educational activities that have direct relevance to the position you are seeking. The first thing you need to recognize is that many of the classes you took during your college career will not need to be included in your resume. After all, most degrees require that students complete any number of basic foundational courses that will have little if any relation to their chosen job — at least from a resume standpoint.
So, what types of classes, achievements, and activities should you focus on as you identify suitable courses to add to your resume? While this sounds like a simple question, it actually requires some serious thought and evaluation. Fortunately, there are some basic rules that you can follow as you make that determination. Below are just some of the potentially relevant things that you might want to include in your resume:
Coursework that demonstrates that you have a foundation of knowledge in a required aspect of the job you are seeking. For example, if communication skills are needed for the position, you should include courses that focused on business communications, writing, etc.
Projects that are related to particular job skills. For a marketing position, you should include any marketing-related projects you completed during your studies. Or you could include research projects you engaged in if you are seeking a job where research skills are essential.
Academic achievements can also be included, including notably high GPA scores or awards you received. Also, be sure to include any related extracurricular activities. That could include everything from clubs to sporting activities if they helped you develop skills that would be useful for the job.
Again, do not include coursework that has no bearing on the job at hand. This will require you to carefully consider each course to determine its relevance. One way to do that is to read the job posting and select keywords and phrases of import that seem to be describing the skills or educational qualifications needed for the job. Then go through your coursework and try to match courses to those skills. As you do so, remember that some basic courses like those involving communication—both written and verbal—may be included, since communication is one of those soft skills that every company values .
You can learn more about the difference between hard and soft skills by reading our excellent article, Key Differences Between Hard Skills and Soft Skills . A better understanding of those critical soft skills can help to ensure that you don't underestimate the value of any of your classes. There's a great chance that you have more marketable soft skills than you realize!
Before you add your job-related classes to your resume, you should decide whether it is necessary. For example, you can almost certainly benefit from including your relevant coursework on your resume if:
You recently graduated from school or are beginning the process of looking for a job because you are close to graduation. Students and recent graduates typically have little or no real job experience to highlight skills. Fortunately, their studies and project assignments will likely have helped them to develop important skills that they can highlight in their resumes.
Your educational achievements are necessary to qualify for the position you are seeking. In those instances, your prospective employer will be interested in knowing that you have fulfilled those requirements and have the basic knowledge needed for the position.
There may also be times when you need to include coursework even after you have been in the workforce for some time. For example, if you are switching careers and your current work experience does not include the skills needed for your new job, that may not matter as much if you can show that your studies prepared you for the role.
As you select relevant coursework for your resume, don't forget to consider courses of study related to your minor too. Hopefully, you will have selected a minor that is at least tangentially related to your desired career path. If so, then chances are that some of the courses you completed may have some relevance that can translate to a useful resume listing. For more information about minors and when they can be added to your resume, read How to Include a Minor on Your Resume .
Obviously, there will be times when you should forgo any mention of your courses in your resume. Some examples of situations where you might not need to list your specific coursework include:
When your coursework is not really relevant to the position you seek. Including irrelevant coursework could actually distract from your important skills and experiences.
Situations in which coursework was completed so long ago that the information is no longer useful. For instance, many technology-related courses can lose their value over time. Other examples include old marketing courses and other educational achievements that involve skills that have evolved rapidly in recent years.
If your resume is already filled with enough work experience and skills that there is no need or room for specific course details. Remember, you want to add your courses to enhance your value as an employee. If adding a particular course does nothing more than add length to the resume, skip it.
In most resumes, the coursework should be placed in the education section, with a subheading titled “Relevant Coursework.” When creating this part of the education section, you should insert the subheading under the name of your degree, with a list of the courses you studied. For example:
Bachelor's in [Name of Degree]
[College Name, City, Graduation Date]
Relevant Coursework: [Course 1], [Course 2], [Course 3], [Course 4], [Course 5]
Alternatively, you can also opt to show your courses in a bullet-point list if your resume is short and you need to fill more space. You can even elaborate on each course with a few words to describe the skills you learned in class. For example:
Relevant Coursework:
If you have no actual work experience, you may even want to consider using your education section as a substitute for that experience section. If you choose that option, you may want to place the education section closer to the top of your resume and flesh out each course in the same way you would detail a job listing in your work experience section. That means using detailed descriptions that include quantifiable results highlighting your achievements.
Before we show you some examples of how to list relevant coursework on your resume, there are a few tips that can help to ensure that your final product is as compelling as possible. By incorporating these ideas into your resume creation process, you can more effectively make that all-important great first impression on any hiring manager.
Only list relevant coursework if you lack sufficient work experience to meet the job requirements.
Always make sure that the courses you list highlight skills and knowledge needed for the position. If a course has nothing to do with your chosen line of work, it has no place in your resume.
Relevant courses may be related to hard and soft skills.
If you choose to use descriptions for each course, use that as an opportunity to insert relevant keywords from the job description. This can be a great way to ensure that your resume can get past any applicant tracking system .
Always proofread your entire resume to eliminate spelling mistakes, punctuation and grammar errors, and style or formatting discrepancies.
Make sure that you tailor your resume to fit the job you want. Since you will likely be applying for different jobs during your job search, you may need to modify your educational coursework details to align with the needs of each position.
Do not forget to include important skill information in your coursework descriptions. Again, try to use those job description keywords.
If you are maintaining an updated resume throughout your educational career, be sure to continually edit your resume as your coursework evolves over time. This can make it easier to keep it updated and can save you some time when your job search begins.
In this final section, we will explore some different examples to show you how you can successfully incorporate relevant coursework into your resume. We have included a couple of examples of the most basic listing options, as well as an expanded sample that enables you to provide more details and skills. You can refer to these samples and use them as guides as you create your own relevant coursework section.
Bachelor's in Information Technology
My College, Anytown 2022
Relevant Coursework: Cyber Security 101, Business Intelligence, Application Development, Networking and Telecom, Artificial Intelligence
This simple listing would be a good option for anyone who has at least some relevant work experience but who still needs an additional boost to meet the job requirements. In this case, the job seeker's coursework listing is presented in a minimalist format, documenting the specific courses and areas of focus—but without any other information about those studies.
Cyber Security 101
Business Intelligence
Application Development
Networking and Telecom
Artificial Intelligence
This option is similar to the first example but presents the classes and areas of focus as separate bullet points. This provides additional emphasis for each area of study, while also taking up a bit more space in the resume. This can be a great option if your resume is a little short and you need to expand the content.
My College, Anytown
Completed in 2022
Certified Cyber Security Expert, skilled in protecting data, information, and infrastructure.
Coursework included training on risk analysis, threat mitigation, compliance assurance, and cloud security.
Completed multiple projects and research assignments designed to test knowledge and adaptability to various types of cyber threats.
Business Intelligence
Business analytics certificate, training focused on data interpretation and communication to resolve business problems with a data mindset.
Course included 3 projects testing analytical skills using hypothetical business challenges based on real-world business scenarios.
Application Development
Courses focused on the development of software coding skills used for web application creation, troubleshooting, and debugging.
Final course project involved the creation of an independent web app to streamline online sales processes for a test company.
Training focused on routing, packet switching, and cybersecurity needs.
Spent eight weeks as a volunteer networking intern for a local ISP, receiving hands-on training from experienced networking professionals.
AI and machine learning studies, emphasizing tech integration into business processes, impact on sales and marketing, and ethical concerns.
Conducted study for the course final, evaluating potential AI benefits for enhanced marketing in the digital age and impact on online sales.
This more detailed example is a superior option for those who have no work experience and need their educational credentials to highlight their skills. In this sample, each area of interest is accompanied by bullet point details describing the types of courses studied and the lessons or skills developed during those classes. In addition, bullet points are added to highlight specific achievements, describe studies and real-world application of skills, and demonstrate competency in the subject matter.
This type of format can enable your coursework section to serve as a replacement for work experience if you have never been employed. When used for that purpose, you can expand on each course listing to include additional skills and keywords from the job post. Simply add new bullet points where needed to flesh out each area of emphasis.
Again, if you choose to replace your work experience section with this relevant coursework section, make sure that you move this section closer to the top of your resume so that it receives more prominence. Basically, if your strongest selling point is your education, then make sure that your important courses are one of the first things that a prospective employer sees. Also, you may want to highlight your educational qualifications in your resume summary so that the reader expects to see those coursework details.
Finally, it is important to reiterate just how vital it is that your resume makes the best possible impression. When you approach the labor market with little or no work experience, you are usually already at a competitive disadvantage. There will almost always be someone else who has a similar level of skill and educational background, as well as real-world experience. To compete against a qualified rival, you need a resume that can effectively sell you as the best candidate for the job.
For recent graduates and job seekers moving to entirely new careers, a lack of relevant work experience can be a major impediment to landing job interviews and employment offers. One way to overcome this obstacle is to learn how to use relevant educational coursework on your resume to highlight your qualifications and skills. Hopefully, this post and its resume examples can provide you with the inspiration and help you need to translate your educational experience into a compelling resume narrative. Fortunately, there are ways to ensure that your resume effectively positions you to have the best chance at landing any interview and job. To make sure that your resume is up to par, get a free resume review today. And if you really want to be sure that your resume is ready for prime time, take a few moments to discover just how easy it is to get professional resume assistance from our team of experts!
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The english department uses this general system of numbering for our courses:.
100–109 and 200-209 Old English 110–119 and 210-219 Middle English 120–129 and 220-229 Renaissance 130–139 and 230-239 17th-c 140–149 and 240-249 18th-c 150–159 and 250-259 Romanticism and 19th-c British 160–169 and 260-269 20th-c and 21st-c 170–179 and 270-279 American 180–189 and 280-289 Modernism, thematic courses mainly modern 190–199 and 290-299 Criticism, Theory
Common courses, english 10: literature today.
Literature Today focuses on works written since 2000—since most of you were born. It explores how writers from around the world speak to and from their personal and cultural situations, addressing current problems of economic inequality, social displacement, technological change, and divisive politics. We will encounter a range of genres, media, and histories to study contemporary literature as a living, evolving system. The course uniquely blends literary study and creative writing—students will analyze literature and make literature. The conviction that these practices are complementary will inform our approach to the readings and course assignments.
This foundational course for English concentrators examines literary form and genre. We will see kinds of literature as they have changed over time, along with the shapes and forms that writers create, critics describe, and readers learn to recognize. The body of the course looks to the great literary types, or modes, such as epic, tragedy, and lyric, as well as to the workings of literary style in moments of historical change, producing the transformation, recycling, and sometimes mockery of past forms. While each version of English 20 includes a different array of genres and texts from multiple periods, those texts will always include five major works from across literary history: Beowulf (epic), King Lear (tragedy), Persuasion (comic novel), The Souls of Black Folk (essays; expository prose), and Elizabeth Bishop’s poems (lyric). The course integrates creative writing with critical attention: assignments will take creative as well as expository and analytical forms.
This course looks at the many questions that arise when we make literature an object of study. What do we do when we read a literary text? Why does it matter who wrote it, with what technology, and within what legal constraints? How does approaching a text with particular assumptions alter its meanings? The course introduces students to broad theoretical questions (e.g. what is an author? what is a text? what are literary canons? how do we compare interpretations?) and critical approaches (e.g. formalist, historicist, feminist, postcolonial, race and ethnicity, gender and sexuality, etc.). The course empowers students to think about the concept of literature, and about what’s at stake in studying it. The course also introduces students to fundamentals of literary research with both primary and secondary materials in the Harvard Libraries.
The Junior Tutorial is a unique experience within the English Department and provides an opportunity to pursue focused, but flexible, study in a topic of shared interest to tutees and tutors. Encouraging in-depth exploration of topics not normally covered in the English curriculum, the Junior Tutorial also enables students to consolidate and refine critical skills gained in Common courses while at the same time exploring possible thesis topics. Rising juniors have the opportunity to identify a thematic, historical, or chronological literary subject they might like to study in their Junior Tutorial. The tutorial is required of all honors concentrators.
Pre – 1700:.
The dynamic periods of English literature known as Medieval, Renaissance, and Early Modern, when English became a literary language, emerging from multiple ethnic and linguistic communities.
These courses cover the long transition spanning the Enlightenment, Romanticism, and Victorian eras from a feudal and political world of inherited privilege and absolute power to one of increasing democracy, often coupled with imperialism and suppression of indigenous peoples.
Twentieth century writers from Modernism to Postmodernism and Postcolonialism saw the advent of suffragism, black civil rights, total war, the atom bomb, and life-altering technologies from the airplane to the Internet.
English 99r: senior tutorial.
The Senior Tutorial is the Senior Thesis, which may take the form of an investigation of a critical topic or a creative writing project.
Undergraduate seminars: english 90.
90-level seminars are introductions to the specialized study of literature and are restricted to undergraduates. Enrollment is limited to 15, but any English concentrator may be admitted with permission from the course head. All honors concentrators are required to take at least one 90-level seminar within the department. While some preference is given to English concentrators, no seats are guaranteed, so we encourage you to begin seminars before senior year.
The Supervising Reading and Research tutorial is a type of student-driven independent study offering individual instruction in subjects of special interest that cannot be studied in regular courses. English 91r is supervised by a member of the English Department faculty. It is a graded course and may not be taken more than twice, and only once for concentration credit. Students must submit a proposal and get approval from the faculty member with whom they wish to work.
100-level lectures are open enrollment, have a weekly section or discussion session, and are open to undergraduates and graduates.
Common ground courses and shakespeare.
The English concentration encourages students to develop their own interests while searching out unfamiliar and challenging areas of study. Besides introducing students to some of the greatest works of literature in English, the Common Ground courses and Shakespeare requirement should be seen as invitations to further exploration in the areas and approaches around which they move.
Every concentrator takes three Common Ground courses, each of which investigates important works of English literature from its own perspective, and a course in Shakespeare, the key figure of the English literary canon. Arrivals introduces students to the first thousand years of the English literary tradition, up to 1700: this is a course in literary history. Poets teaches the methods required to read and interpret a variety of kinds of poetry: this is a course in literary form. Migrations follows the spread of English literature to the Americas and beyond from 1700 to the present: this is a course in literary topography and geography.
Each syllabus is individually designed by the professor teaching it, which means that no two Common Ground courses are exactly alike. For most courses, enrollment is limited to ensure that students gain the benefit of close contact with the professor. Preference is given to English concentrators. Enrollments are determined after the first class meeting, so if you are interested in any of the Common Ground courses, please attend the first day of class.
The Common Ground and Shakespeare courses do not pretend to offer a complete map of the field of English studies. They do, however, create a basic template on which students can extend their own maps, while promoting the attentive reading and sharpened writing in literary analysis required by the program.
These courses introduce the literature of medieval and early modern Britain, from the earliest written English poems, such as Beowulf, to the masterpieces of the seventeenth century, such as Paradise Lost. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of premodern Britain. Arrivals attends to the early history of literary forms, to the developing idea of a vernacular literary canon, and to the category of the literary itself.
These courses develop close reading, explication, and the interpretation of poems; consideration of voice, speaker, mood, and tone; and familiarity with lyric, dramatic, meditative, and narrative poetic forms. Students develop a vocabulary to talk about poems, poetic structure, and elements of prosody. Attention is paid to thematic and formal elements as they work together, to tradition and innovation in verse forms, and to the relationships among poems across time. These courses examine poets in more than one period or style.
These courses attend to the spread, and the transformation, of literature in English as it became established in North America and other English-speaking sites around the globe. All Migrations courses include American literature from more than one century, and all include, without being restricted to, the literature of the United States, read within a variety of possible transnational contexts. Within these parameters, courses vary widely. Central works of the American literary canon will be studied alongside other literatures or in relation to specific themes.
The study of Shakespeare has always been central to English departments. If the study of literature concerns its history, its array of forms, its creation of a canon, its methods of analysis, and its dispersal to the ends of the earth, Shakespeare looms large in all of these areas: indeed some of our analytical methods have come into being precisely for the sake of understanding what he did. Shakespeare courses strive to put Shakespeare in the literary-historical, theatrical, and critical contexts in which the shape of his genius can be most clearly felt.
Courses meeting this requirement attend to the creative achievements associated with alternative traditions, counter-publics, and archives of dissent. Students will encounter diverse perspectives and aesthetic traditions without which it is difficult fully to understand long-canonized literatures. Topics include, but are not limited to: (1) the historical construction of markers of difference, such as race, ethnicity, class, gender, and sexuality—and their intersections, including intersections with dialect; and (2) the imaginative and formal innovations produced by disenfranchised groups. (Required for the Class of 2020 and beyond; these fall courses and spring courses will fulfill this distribution requirement.)
90-level seminars are introductions to the specialized study of literature and are restricted to undergraduates. Enrollment is limited to 15, but any English concentrator may be admitted with permission from the course head. All honors concentrators are required to take at least one 90-level seminar within the department. While some preference is given to English concentrators, no seats are guaranteed, so we encourage you to begin seeking enrollment into seminars before senior year.
The Junior Tutorial is a unique experience within the English Department and provides an opportunity to pursue focused, but flexible, study in a topic of shared interest to tutees and tutors. Encouraging in-depth exploration of topics not normally covered in the English curriculum, the Junior Tutorial also enables students to consolidate and refine critical skills gained in Common Ground courses while at the same time exploring possible thesis topics. Rising juniors have the opportunity to identify a thematic, historical, or chronological literary subject they might like to study in their Junior Tutorial. The tutorial is required of all honors concentrators.
The Senior Tutorial is the Senior Thesis, which may take the form of an investigation of a critical topic or a creative writing project.
Graduate seminars: english 200.
These seminars are primarily for graduate students. Interested undergraduates should consult the course head for more information.
For more details about 300-levels and filling out your study card as a graduate student, please review the Graduate Study Card Tips document.
Cross-listed courses.
Sometimes English Department faculty teach courses outside of the English Department. Most of these courses may be counted for English concentration credit. Students seeking concentration credit should check with the Undergraduate Program staff before registering.
English Department faculty often teach General Education courses in the Aesthetic and Interpretive Understanding, Culture and Belief, and United States in the World categories. These offerings by English faculty count toward concentration and secondary field credit.
Freshman Seminars taught by English Department faculty count toward concentration elective credit and secondary field seminar or elective credit.
The courses of instruction from previous academic years can be found on the Registrar's Office website.
If you’re a college student, recent graduate, or entry-level professional, chances are you don’t have a lot of professional experience to list on your resume.
This, in turn, might make you feel insecure about your application, especially considering that the work experience section is among the most important section of a resume.
Well, listing your relevant coursework might just be the answer!
By listing the courses that are relevant to the job position or internship you’re applying for, you can show recruiters that while you don’t have much work experience, you have the right skills and knowledge for the job.
But what is the right way to list relevant coursework on your resume and is there a time when you shouldn’t list it all? And what exactly is relevant, to begin with?
In this article, we’re going to answer all those questions and more. Read on to learn:
Resume example with relevant coursework.
And more! Let’s dive right in.
Professional experience is one of the most important sections of a successful resume, but you first need to land a job to start building it.
Which begs the question, how can a recent graduate or entry-level professional prove they’ve got what it takes for an entry-level position with no, or minimal, professional experience ?
Well, this is where coursework comes in.
Together with academic projects and achievements, as well as extracurricular activities, listing relevant coursework can help students and entry-level professionals show they’ve got the necessary skills for the job despite not having the relevant professional experience.
The coursework you list on your resume should actually be related to the position you’re applying for.
For example, if you’re applying for a job as a graphic designer, listing your achievements in your World History class won’t really impress recruiters. If, on the other hand, you mention that you were top of your class in Design and Layout , you’ll be effectively showing recruiters that you have great potential as an up-and-coming graphic designer.
To sum things up, here are the top cases when relevant coursework is necessary on a resume:
If, on the other hand, you have 2+ years of work experience in the field, as well as the needed skill-set, coursework on your resume will only take up space and can be skipped entirely.
Checking the job description is another way of determining whether you should add relevant coursework to your resume. If, for example, the job description requires that you list your majors, GPA, diploma, or portfolio, chances are they’ll also be interested in your coursework, especially if it’s relevant to the position.
So you’ve established that you should include relevant coursework on your resume. Now, you may be wondering where exactly to include it.
As a rule of thumb, coursework is listed under an applicant’s education history. Depending on whether you have any professional experience to list, the education section may come before or after the work experience section.
Here are the four best ways to add relevant coursework to your resume:
Instead of creating a fresh section called “Relevant Coursework,” you’re better off just adding the courses to your education section.
As a student resume can be one-page max , this helps you to save up the space needed for other essential resume sections.
Here’s a practical example of what this looks like on the resume of a recent graduate applying for a high-school teaching position:
BA in World Literature
UC Berkeley
2012 - 2016
Relevant coursework: British Literature, American Literature, Medieval Literature, William Shakespeare, Language and Cognitive Development
To make your relevant coursework more visible and reader-friendly, list them in bullet points underneath your diploma title.
Here’s how the above Literature graduate’s resume would look like following this formatting:
Relevant Coursework:
Finally, if you want to take your relevant coursework resume section to the next level, add detailed explanations to your courses to support how they’re relevant to the position you’re applying for or how they helped develop your skill-set.
A recent study found that companies are suspending the use of degree completion as a proxy and instead now favor hiring on the basis of demonstrated skills and competencies . This means that your relevant coursework should aim to show exactly how it has helped you acquire the skills required for the position.
Here’s an example of how that would play out for a journalism student applying for an entry-level reporting job at a newspaper:
B.A. in Journalism and Mass Communication
Northwestern University, IL
2015 - 2018
To make sure your coursework is as relevant as possible, check out the required skills in the job description. If you have taken classes that have helped you master those skills, then make sure to mention how by adding all the necessary details, as shown above.
Here are seven tips you should always keep in mind when listing coursework on your resume:
And that’s a wrap! You now have all the necessary information to add relevant coursework to your resume effectively.
Before you start working on your resume, though, here’s a brief summary of the key points covered in this article:
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This Office of the Registrar webpage addresses specific topics and areas of change in preparation for Spring Semester 2025.
Overview of messaging, course scheduling timeline, faqs about the academic calendar, what departments and schools need to do, course syllabi, faqs about the course schedule, faqs about classroom assignments, office of the registrar messages to department schedulers regarding spring semester 2025.
The course schedule quick tips/scheduling timeframe specific to Spring 2025 can be found here .
The academic calendar can be accessed on the Spring Semester 2025 academic calendar page .
No, there are no changes to the Spring Semester 2025 as of 8/12/2024.
No changes to online or in-person delivery have been announced as of 8/12/2024.
The OTR is preparing for a "normal" semester. Because of that, many of the scheduling rules and policies that were suspended in previous semesters (e.g., Spring 2021 and Fall 2021) have been put back into place. The bullet points below highlight some key items.
In January 2012, Rice's Faculty Senate approved a student-initiated motion regarding syllabus standards and the required distributing of course syllabus information. Syllabi are normally required to be uploaded by the first day of classes. Uploading a syllabus will enable students to successfully "shop" for courses during the ADD/DROP period. All students, even those not registered for the course, are able to view a syllabus that has been posted/archived within ESTHER.
Additional information regarding course syllabi can be found on the Course Syllabus page .
How did you determine the initial slate of courses listed for departments to edit?
The courses listed for departments in the first round of scheduling came from Spring 2024. Departments should edit this list to indicate the Spring 2025 offerings.
The OTR will begin assigning classrooms for Spring 2025 using enrollment data for Spring 2025 as well as predicted enrollment based on previous semesters. The goal is to have all classrooms assigned and posted by early December.
It is extremely important that departments and schools review the course schedule information to determine for each course whether an OTR-Scheduled or Department-Scheduled Room is needed. Failure to provide complete and accurate information may result in the OTR being unable to find a suitable classroom for the course. Room preference information is due by November 10, 2024.
The process of assigning classrooms is a long and tedious process. The OTR uses an electronic system "optimizer" tool but then manually reviews and adjusts based on other known variables. Our goal is to release classroom assignments in around early December, approximately a month before the first day of classes.
The supply of classrooms is limited. If your assigned classroom poses a significant problem, please email [email protected] and explain the issue and what you think can be done to rectify it. We will make every attempt to satisfy your need, but please keep in mind that it is possible that the assigned room may be the best or only option available.
Generally, no, a room will not be assigned. Should a room be needed for the instructor to give the presentation, use classroom technology, utilize a whiteboard, please email [email protected] , and we will find an appropriate room for what is needed from the available spaces.
Our top priority is providing value to members. Your Member Services team is here to ensure you maximize your ACS member benefits, participate in College activities, and engage with your ACS colleagues. It's all here.
Traumatic Brain Injury (TBI) Guidelines Course is a joint initiative of Brain Trauma Foundation and the American College of Surgeons Committee on Trauma. This online course aims to educate trauma care providers about the key evidence-based recommendations of the TBI guidelines. The Brain Trauma Foundation guidelines have consistently shown to reduce TBI mortality by 50%. The course content includes initial patient assessment, helpful resources, the adult severe Guidelines for the Management of Severe TBI, 4th Edition; the SIBICC algorithms; and pearls of surgical management, as well as an international perspective. The course will be of interest to all clinicians who care for trauma patients, providing learners with current best evidence practices for patients with severe TBI.
After successfully completing this course, participants will be able to:
Describe the importance of early identification for good outcomes
Analyze relevant physician contributions in research and prevention
Recognize knowledge gained with questions at the end of each section, and the final module
Register for the course by selecting which credit and pricing option fits your needs
For any questions about the Traumatic Brain Injury Guidelines course, contact us at [email protected] . Bulk discounts are available.
Accreditation.
The American College of Surgeons is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
The American College of Surgeons designates this enduring activity for a maximum of 1.50 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
A Certificate of Completion is available for those who are not CME-eligible.
Since its founding in 1986, Brain Trauma Foundation has worked toward a vision of improving the outcomes of patients with traumatic brain injuries. The Foundation does this through the development of best-in-class, evidence-based guidelines, groundbreaking research partnerships, and educational outreach.
Btf tbi planning/development committee.
Offered in multiple countries, the ATLS course teaches a systematic, concise approach to the early care of the trauma patient.
The ASSET course uses human cadavers to teach surgical exposure of anatomic structures that when injured may pose a threat to life or limb.
RTTDC aims to improve the quality of care in rural communities by developing a timely, organized, and systemic response to care of the trauma patient.
DMEP teaches planning methods, preparedness, and medical management of trauma patients in mass casualty disaster situations.
In the hands-on BEST course, participants learn endovascular techniques such as REBOA to temporize life-threatening hemorrhage.
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Our 3 to RUN initiative empowers you to schedule our chosen classroom training course or virtual SAP Live Class on a date that suits you. You need at least three confirmed participants to register and SAP will add it to your schedule.
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5 September 2024
This course originated from a first idea from prof. Peter Sloot back in 2014, and after some first deliberations with Jacobijn Sandberg and Rob Belleman in 2018, a big team of full professors from IvI and one from ILLC started some two years ago to design and set up this course and collectively they will be teaching this course. The course gives a big history perspective on our field, and using turning points in the history of our field we educate the students on the major developments and break-throughs in our field, on how these developments are interlinked, and on the impact on science and society.
The course will end with a symposium on the future of information (on Friday October 25 th in the main hall of Lab42).
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September 3, 2024
RATINGEN, 4 September 2024 - FUJIFILM Healthcare Europe GmbH is proud to announce the launch of its eagerly anticipated standardised Basic Colonoscopy Training Course in 16 countries across the Growth Emerging Markets (GEM) region. This new course aims to provide healthcare professionals in different regions with the same high quality learning experience.
Following the successful introduction of the EndoRunner, the distribution of the state-of-the-art mikoto colon simulator and the launch of the EndoGel ESD training simulator, the standardised Basic Colonoscopy Training Course in the Growth Emerging Markets (GEM) region is the next step in FUJIFILM's commitment to provide global quality training with a local impact, conveniently delivered to participants' doorsteps in order to continuously improve patient outcomes.
This intensive 2-day course utilises the innovative mikoto colon simulator, ensuring that participants receive hands-on training with the most advanced simulation tools available.
FUJIFILM Healthcare Europe is working closely with FUJIFILM Middle East and FUJIFILM Healthcare Turkey to bring the Basic Colonoscopy Training Course to the following countries from September 2024: Romania, Bulgaria, Croatia, Hungary, Lithuania, Ethiopia, Kenya, Uganda, Tanzania, Nigeria, Tunisia, Algeria, Morocco, Rwanda, Uzbekistan and Kazakhstan.
To further enhance the effectiveness of the training, participants are provided with pre- and post-course surveys to evaluate their learning experience. This valuable feedback will help to continually improve and tailor this training programme to meet the specific needs of healthcare professionals.
The courses will be led by Prof Mostafa Ibrahim, a renowned expert in the field of medical education who is the founder of the Egypt-based ROEYA Training Center, a PhD from the Université Libre de Bruxelles in Belgium and a Professor of Gastroenterology and Endoscopy in Cairo, Egypt. Prof Ibrahim will be present at each course, along with an expert from each course country, to ensure that participants receive the highest level of expertise and guidance.
said Prof Mostafa Ibrahim.
For more information on the new Basic Colonoscopy Training Course, please contact Ms Saskia Papa at [email protected]
Stefan Bachmeier Marketing Manager Europe Endoscopy Systems FUJIFILM Healthcare Europe GmbH Mail: [email protected]
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ADMINISTRATOR SAMANTHA POWER: Hello, everyone, and welcome to the launch of USAID's new Locally Led Humanitarian Assistance Policy . One of our biggest priorities here at USAID, as many of you know, is putting local leaders in the driver's seat so that they can identify and lead the changes that they want to see in their own communities.
All around the world, in every sector of development, we have seen how these are the leaders who drive the most transformative and enduring change. But, changing our mindsets and our methods across the agency has, of course, been challenging. It has proven time-consuming to reach beyond our established partners to build relationships with these local groups. It has often taken more staff resources to help new partners navigate the sometimes-complex process of partnering with USAID.
And, of course, these challenges are especially relevant to you and your efforts to provide humanitarian assistance, as speed is especially essential during emergencies. You all operate in circumstances when life-saving assistance is needed now.
This is likely one of the main reasons that our Bureau for Humanitarian Assistance gave just one percent of its budget to local partners in 2022, and two percent in 2023. But despite all of the reasons why increasing partnerships with local organizations is hard, we know why it is imperative.
Local organizations are often the first to respond to humanitarian crises; they offer unique contextual knowledge and expertise; and they foster deep and lasting connections with affected communities. Local responders often operate in dangerous, isolated places where major international organizations cannot.
In Sudan, for example, as the Sudanese Armed Forces and the Rapid Support Forces keep international organizations from reaching large portions of the population, local leaders have created groups called emergency response rooms that are distributing food and water to people in need, arranging accommodation for displaced communities, and organizing evacuations for those fleeing violence.
And, local leaders are also uniquely positioned to respond to crises in a way that doesn't just meet the immediate need, but sets their communities up for sustained, long-term recovery.
Just a few months ago, I visited a community in the foothills of the High Atlas Mountains in Morocco, who were hit hard by last year's devastating earthquake. Even as these local leaders help people meet their most urgent needs, from providing health and nutrition support to getting schools operating again, they are also helping women, young people, and individuals with disabilities start or restart their own businesses – so that these individuals can move from requiring assistance to building sustainable livelihoods of their own.
We recognize the very real challenges that make it difficult to partner directly with local leaders, associations, and organizations in the humanitarian space. But, the more that we can navigate and overcome these barriers, the better we will be at getting lifesaving and life-changing aid to the places where it is most urgently needed around the world.
This new policy lays out how we can do so – not only by funding local leaders directly, but also by advocating for local organizations to serve in decision making roles in bodies like the UN-led Humanitarian Country Team and humanitarian clusters; and by encouraging our international partners to channel resources directly to local actors as well.
And, the policy includes lessons that we hope can inform these efforts and spur lasting change – not only here at USAID, but across the entire humanitarian space. Together, we have the chance to unlock the extraordinary potential of our local partners to meet emergency needs and to accelerate lasting recovery.
Thank you so much.
Body The Locally Led Humanitarian Assistance Policy outlines USAID’s vision and goals for advancing locally led emergency response, early recovery, resilience, and disaster risk reduction.
Deputy administrator isobel coleman at a sudanese diaspora event.
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No IT background is necessary. Some familiarity with ticketing systems may be useful.
Define operating systems, computer components, programming concepts, databases, and explain the differences between commercial and open software
Summarize the importance of computer networks, including wired and wireless connections; explore network resources and storage types in MS Windows
Describe how to protect against security threats, address public browsing security concerns, and list password management best practices
List the benefits of cloud computing, describe the cloud infrastructure layer, virtual machines, and summarize features of ticketing systems
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This course will guide you through fundamental concepts and skills to confidently navigate various aspects of IT and the digital world. You will be introduced to the vast field of IT, covering a wide range of topics to build your IT knowledge. You will delve into hardware, operating systems technology, software, programming, databases, networking, storage, cybersecurity, cloud computing, and support and operations.
Designed to summarize the IT Fundamentals and Cloud specialization courses, this course is ideal for individuals seeking non-IT practitioner roles, such as project managers. It provides essential insights into the IT field, equipping you to collaborate effectively with IT teams and make informed decisions within your role. Each lesson contains materials such as hands-on labs and interactive activities to practice your newfound skills, glossaries to help you learn new vocabulary, as well as practice and graded quizzes to assess what you’ve learned. If you seek a non-technical role in the IT industry, this course provides you with a strong foundation so you can thrive in the ever-evolving IT landscape.
This week you will learn about computer hardware and operating systems. Lesson one presents computing fundamentals such as types of devices, their benefits, their internal components, and peripheral devices. Other hardware you will learn about includes printers, display devices, and port types, along with their connectors. In lesson two, you will be introduced to operating systems for the devices you learned about in lesson one. You will learn how those operating systems implement files and folders and the basic operations you can perform on them.
11 videos 3 readings 3 quizzes 1 app item 4 plugins
This module has three lessons that cover the basics of software, web browsers, programming languages, and database fundamentals. The first lesson addresses software applications, where you learn about the differences between open-source and commercial software, software versioning, file formats, and components of web browsers. In the second lesson, you will explore some basic programming concepts. In the third lesson, you investigate databases, where you compare and contrast different types of database storage and manipulation.
12 videos 3 readings 4 quizzes 2 app items 6 plugins
In this two-lesson module, you learn about networking and storage. Lesson one focuses on networking, where you investigate concepts such as comparing and contrasting types of networks’ topologies, the cables used to connect devices to a network, and the common ports those cables use. You learn about network connections and how to adjust network settings in Windows. In lesson two, you are presented with types of local storage devices compared to hosted storage and sharing and how to troubleshoot storage issues.
10 videos 2 readings 3 quizzes 2 app items 3 plugins
In the two instructional lessons in this module, you will be introduced to some fundamental concepts in cybersecurity. First, you hear about the confidentiality, integrity, and availability triad and then about intellectual property and confidential information. Then you will learn about types of threats, breaches, and attacks. You will explore password management, access control, authorization, and single-sign-on authentication. In lesson two, you will learn about safe browsing practices such as application ecosystem security, plug-ins, extensions, and toolbars. You will also learn about public browsing risks, safe browsing techniques, and virtual private networks.
11 videos 2 readings 3 quizzes 1 app item 5 plugins
Cloud computing is the topic of this module. In lesson one, explore the characteristics, benefits, models, infrastructure, virtualization, and storage for cloud-native applications. In lesson two, you learn about cloud-computing emerging trends and practices. Some of those trends include the hybrid-multi-cloud, containerization, microservices architecture, serverless computing, and the development of applications specifically for the cloud, also known as cloud-native applications.
12 videos 2 readings 3 quizzes 1 app item 5 plugins
In the first lesson of this module, you will test your knowledge and the skills you’ve acquired in this course. This module contains a 20-question graded final examination focused on the content of this course. In lesson two, you may choose to learn about troubleshooting and ticketing systems. This is not a required lesson for this course, but the content will provide you with an overview of troubleshooting and ticketing systems, enhancing your knowledge of IT Fundamental concepts.
5 videos 3 readings 2 quizzes 2 plugins
We asked all learners to give feedback on our instructors based on the quality of their teaching style.
IBM is the global leader in business transformation through an open hybrid cloud platform and AI, serving clients in more than 170 countries around the world. Today 47 of the Fortune 50 Companies rely on the IBM Cloud to run their business, and IBM Watson enterprise AI is hard at work in more than 30,000 engagements. IBM is also one of the world’s most vital corporate research organizations, with 28 consecutive years of patent leadership. Above all, guided by principles for trust and transparency and support for a more inclusive society, IBM is committed to being a responsible technology innovator and a force for good in the world. For more information about IBM visit: www.ibm.com
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Reviewed on Aug 23, 2023
It's a pleasure to take this training course. Very understanding and helpful.
Regards Ibrahim M. Yahaya
Reviewed on Apr 3, 2024
The lessons can sometimes be boring and some contents don't have subtitles in English. Include visualization and metaphors in your lessons so it's easy to understand.
Reviewed on Jul 30, 2023
I've managed an IT department for a while but it is not my original training. This course gives me the language and skills to direct staff and converse with them on the same level. Top marks!
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COMMENTS
Coursework (also course work, especially British English) is work performed by students or trainees for the purpose of learning. Coursework may be specified and assigned by teachers, or by learning guides in self-taught courses. Coursework can encompass a wide range of activities, including practice, experimentation, research, and writing (e.g., dissertations, book reports, and essays).
Steps for writing a coursework. Planning- First and foremost step is to give a thought about before writing. Deciding the objectives, scope, limitations of your work. Before writing a coursework, a student has to plan based on duration and the materials needed and as instructed in coursework tips.
As a result, to write coursework, students thoroughly research their topics, create detailed outlines, adhere to specified formats, draft their content clearly and concisely, and proofread their papers for any mistakes. Step 1: Preparation. Planning or preparation is the first step in writing a coursework paper.
1 Meet Coursework. 2 How to Write a Coursework in a Few Simple Steps. 2.1 Choosing a Topic for Coursework. 2.2 Gathering Information for the Project. 2.3 How to Write a Coursework According to a Detailed Plan. 2.4 Coursework Introduction. 3 How to Write a Coursework Report: Tips From Top Writers.
There will be major parts to all of your coursework assignments where you need to present all of your facts and information. This section is the most important. Remember that each part needs to be well-written, free of mistakes, and follow the rules. Moreover, you need to explain one paragraph in detail.
Coursework that requires writing: Carry out superficial research on the topic of your coursework. Settle on your topic. Work on the structure of your coursework. Make a summary or an abstract and confirm it with your instructor. Conduct profound research to find all the information you need.
Careful planning and research are needed for successful coursework, as well as strong data-gathering and essay-writing skills. In this article, we look at how to produce excellent coursework, from planning to proofreading. This information might also be useful to you if you're planning on attending an Oxford Summer School this summer.
Coursework papers can be described as an extension of a school project or essay. The role of coursework varies from different disciplines that a student is majoring in. When writing your coursework paper, conducting relevant research plays a very vital role. The emphasis required is independent for various topics.
Coursework should be written in an experimental mode, such as written, spoken, or multimodal. Students must also include a supporting statement that contains all the information and aspects. Journal Coursework. Writing journals for coursework is regarded as an act that promotes casual writing as a regular activity.
The work of the course plays an incredibly significant part in having a decent result for a student. If the coursework is good, the student is likely to get good grades and guidance. A lot of studies and hard work is going into writing coursework. ... Data collection is a method of obtaining information from all accessible sources to find ...
Despite these variations, coursework assignments generally adopt a typical outline format that includes the following: The title page - includes the assignment title, the student's name, the course title, and the date.; Table of contents - provides a list of the major sections and subsections of the assignment.; Abstract - a summary of the assignment that highlights the key points.
Post Graduate Certificate in VLSI Design. University Certificate. Choose from hundreds of free courses or pay to earn a Course or Specialization Certificate. Explore our catalog of online degrees, certificates, Specializations, & MOOCs in data science, computer science, business, health, and dozens of other ...
Coursework is practical work or studies completed by a student in partial fulfilment of training or degree. Coursework includes projects, fieldwork, design studies, extensive college essays, and other activities. The type of work required varies on the course. It is mostly a part of the learning process and a step towards preparing students to ...
For more information about what coursework is like at this stage, check out this guide by NI Direct. As university can feel so different from school or college, you may be wondering whether or not there even is coursework at university and whether it works in the same way. Simply put, yes, there is coursework at university. In fact, some ...
In the excitement of starting a new life on campus, college coursework can sometimes become a second priority. However, adjusting to college coursework is often the biggest challenge of all. Even the best students may be surprised at how difficult college courses are. The subject matter is more complex. The workload is larger.
Example of relevant coursework in an education section. Most people include coursework in the education section of their resumes. If you want to expand your education section, write "Relevant Coursework" under your degree name, and then use commas to separate the names of the courses. For example:
Bachelor's in [Name of Degree] [College Name, City, Graduation Date] Relevant Coursework: [Course 1], [Course 2], [Course 3], [Course 4], [Course 5] Alternatively, you can also opt to show your courses in a bullet-point list if your resume is short and you need to fill more space. You can even elaborate on each course with a few words to ...
Specialization - 6 course series. In today's connected world, core knowledge of IT hardware, software, networking, cybersecurity, and cloud technologies is vital for almost every function, or role within an organization. Adding storage, updating an operating system, connecting to a network, recognizing phishing, and setting up Cloud instances ...
Learn Information Technology or improve your skills online today. Choose from a wide range of Information Technology courses offered from top universities and industry leaders. Our Information Technology courses are perfect for individuals or for corporate Information Technology training to upskill your workforce.
The course also introduces students to fundamentals of literary research with both primary and secondary materials in the Harvard Libraries. English 98r: Junior Tutorial The Junior Tutorial is a unique experience within the English Department and provides an opportunity to pursue focused, but flexible, study in a topic of shared interest to ...
B.A. in Journalism and Mass Communication. Northwestern University, IL. 2015 - 2018. Relevant Coursework: Writing and Reporting: Learned the ins and outs of news reporting through several practical assignments and exams. Media Ethics: Got introduced to the most essential ethical theories and decision-making strategies in journalism and wrote a paper on Ethical Journalism and Human Rights that ...
It is extremely important that departments and schools review the course schedule information to determine for each course whether an OTR-Scheduled or Department-Scheduled Room is needed. Failure to provide complete and accurate information may result in the OTR being unable to find a suitable classroom for the course. Room preference ...
Roll into the 18th of my home course needing a par to shoot a 79, my first time sub 80. Drive is fine, finds the fairway maybe a little shorter than I would usually hit.
Traumatic Brain Injury (TBI) Guidelines Course is a joint initiative of Brain Trauma Foundation and the American College of Surgeons Committee on Trauma. This online course aims to educate trauma care providers about the key evidence-based recommendations of the TBI guidelines.
This course will prepare you to: Explore SAP Gateway architecture and deployment options; Perform OData queries and operations with SAP Gateway; Define data model and implement CRUD operations; Generate new SAP Gateway services and extend existing ones; Build and publish SAP Gateway services based on CDS Views; Configure routing and multiple ...
Specialization - 4 course series. The Information Systems Foundations specialization provides an immersive experience into software development and information systems across four courses. Designed to progressively build from basic concepts to advanced applications, it aims to arm you with practical skills in software engineering, domain ...
New course Turning Points in Information Sciences 5 September 2024. On Monday 2 September all first year students in the bachelor programs in Informatica, Informatiekunde and Kunstmatige Intelligentie gathered in the Nieuwe de la Mar theatre for their very first lecture for the new course Turning Points in Information Sciences. ...
Prof Ibrahim will be present at each course, along with an expert from each course country, to ensure that participants receive the highest level of expertise and guidance. We are delighted to be launching the Basic Colonoscopy Training Course in 16 countries across the Growth Emerging Markets (GEM) region, said Prof Mostafa Ibrahim.
All around the world, in every sector of development, we have seen how these are the leaders who drive the most transformative and enduring change. But, changing our mindsets and our methods across the agency has, of course, been challenging. It has proven time-consuming to reach beyond our established partners to build relationships with these local groups. It has often taken more staff ...
There are 6 modules in this course. This course will guide you through fundamental concepts and skills to confidently navigate various aspects of IT and the digital world. You will be introduced to the vast field of IT, covering a wide range of topics to build your IT knowledge. You will delve into hardware, operating systems technology ...