ASSOCIATE OF ARTS IN GENEALOGICAL STUDIES Introduction Target Audience Primary Faculty Entry Requirements Degree Requirements Course Descriptions Program Tuition Information Submit Your Application Today! Non-Degree Students Welcome Over the past decade, genealogy has increasingly become an international interest. Time magazine stated in its April 19, 1999 issue, "Genealogy is America’s latest obsession." To verify this, one has only to witness the avalanche of genealogy software, books and materials in bookstores and on the Internet. Genealogy websites are said to be the most visited websites on the Internet. In recent years, community colleges have mounted primary and advanced genealogy courses in their community education programs. Also, there has appeared an increasing number of associations offering genealogy courses of various levels at online. Cyndi’s List, a compilation of online genealogy sites currently boasts more than 200,000 links and is visited more than 2 million times per month. Over 800,000 people visit the Mormon’s Family History Center in Salt Lake City and more than 160 million messages flowed in one month through Rootsweb, an "electronic trading post for genealogical information." The field of genealogy has become increasingly more professional. The Board for Certification of Genealogists sets forth standards for the certification of Genealogists. Presently, there are over 1,000 members of the Association of Professional Genealogists. For those who wish to become professionals and skilled in teaching others, there are many institutes, online schools and associations with excellent genealogical programs. Recently a long awaited breakthrough has occurred in the field of genealogical studies, for it now has become a respected field of inquiry in higher education. In 2004, Dr. Carolyn Earle Billingsley, offered her theoretical framework of kinship in her doctoral dissertation and her subsequent book titled, Communities of Kinship, Antebellum Families and the Settlement of the Cotton Frontier. Thus, we now proceed with dignity to offer this new Associate of Arts degree in Genealogical Studies. Mission and Objectives of the BA in Genealogical Studies The Bachelor of Arts in Genealogical Studies is designed through its structures and processes to develop skills, knowledge and attitudes among the participants in the area of genealogical theory, research, writing, teaching, legalities and ethics of the profession. The participants of the program will learn the principles and the foundational structures of genealogical research as well as its underlying theoretical anthropological kinship foundations and structures. Participants of the program will learn how to gather and find the appropriate and significant data from a wide variety of sources using census data, death certificates, obituaries, church records, marriage records, directories, county records and histories, vital records, court records, immigration and ship passenger lists, newspapers, published genealogies, social security data, property and deed records, wills and obituaries, personal letters and diaries and diverse other historical documentation. Participants will have the opportunity to develop a focus in their genealogical studies and develop skills in a specific area of study of their choosing. Participants also will learn how to use the resources of the Internet and evaluate the material found there. They will be able to take a research problem and solve the problem by a high standard of evidence. Participants will develop the skills to design and deliver presentations and seminars both face to face and virtually, with a high level of communication skills conveying information to clients and the public about genealogical research methods, sources, information, evidence analysis, and the theoretical principles of genealogy as a method of inquiry. Through this program participants will be able to apply their analytical skills to be able to critically evaluate all types of sources and evidence. Participants will be able to write research reports, proof arguments, scholarly essays, and family history. Objectives of the Program When participants have completed the program of the Bachelor of Arts in Genealogical Studies they will be able to: Demonstrate knowledge of the underlying anthropological, theoretical structures of kinship in the field of genealogy. Demonstrate a high level of competency in citing documents, artifacts and Internet based sources with precision consistent with the standards employed by the Board for Certification of Genealogists (BCG). Demonstrate competence in identifying types of sources for specific genealogical research needs and define the methodology for using those sources. Demonstrate competence in developing and implementing a plan for resolving difficult genealogical research problems. Demonstrate a high level of competence in evaluating the evidence from all types of sources. Demonstrate competence in distinguishing between same-name individuals and reconstructing relationships through at least four generations creating a genealogy/family history that uses a correct numbering system(s) as identified in The BCG Genealogical Standards Manual. Demonstrate competence in planning and delivering lecture or workshop presentations or addresses to the public, addressing aspects of genealogical inquiry with clarity and effectiveness in interacting with and addressing needs of the participants. Demonstrate competence in writing articles and papers on genealogical topics of interest with clarity for the general public, the genealogical scholar, and the practicing professional. Demonstrate skills in critically analyzing genealogical reports, scholarly papers, family histories and compiled genealogies in terms of their standards of research methodology and evidence-analysis principles. Demonstrate competence in working in a specialized area of genealogical inquiry of their choice. Demonstrate sensitivity to the constraints, parameters and ethical codes of other professionals in diverse fields. I am especially grateful to Elizabeth Shown Mills, CG, CGL, FASG, FNGS, who took the time and effort to review and comment on the mission and goals of the program. Sincerely, LaWanna Lease Blount, Ph.D. Director of Center for Education and Literacy and Director of Division for Continuing and Professional Education. TARGET AUDIENCE The Associate of Arts in Genealogical Studies designed for librarians, family historians, teachers, post secondary lecturers, curators, historians, researchers, and anyone seriously interested in tracing their family history and genealogy in detail. PROGRAM FACULTY LaWanna L. Blount, Ph.D. Center Director, Education and Literacy Dr. Blount has had a long career in education, and sociology. She was the founder and chair of the Master’s and Ph.D. Programs in Educational Administration and the Master’s Degree Program in Sociology at Greenwich University, a distance learning university of Norfolk Island, Australia. Previously she taught sociology at Connors State College, Muskogee, Oklahoma, and taught in the graduate program of Human Resource Management at Chapman University, Carlsbad, California. She taught at the Western Australian College of Advanced Education (Edith Cowan University), in Perth, Western Australia where she was also the founder and chair of the Master’s Degree Program in Educational Administration. She was a Research Officer and an Education Officer with the Technical Education Division in Perth, Western Australia, and an Associate Fellow of the Australian Institute of Management. Her early career was spent teaching in Venezuela and Libya for Exxon Corporation. Dr. Blount has written and published two family history/genealogy books titled: The History of the Blount Family, Bountiful, Utah: Family History Publishers, 2001 and The Leases and Related Families, Bountiful, Utah: Family History Publishers, 1998. She is a member of the Association of Professional Genealogists and the Lone Star Chapter of the Association. She has served as editor of the Muskogee County Genealogical Society Quarterly. She has presented papers and written many articles in education, educational administration, and genealogy. In 2006 she compiled Notable Women of Polk County, Texas, a book sponsored by the Polk County American Association of University Women (AAUW). In 2007, Dr. Blount was invited to participate in the "People to People" delegation to China of "Women in Higher Education". Dr. Blount’s BS in Education is from the University of Wisconsin, Platteville. Her M.S. in Educational Administration and her Ph.D. in Higher Educational Administration and Sociology are from the University of Wisconsin, Madison. Dr. Blount can be contacted at: LaWanna Lease Blount, Ph.D., Center Director Tel:(936)632-0145 Carolyn Earle Billingsley, Ph.D., M.A. Carolyn Earle Billingsley has an M.A (1999) and a Ph.D. (2001) from Rice University of Houston, Texas, with fields in Southern History, Colonial American History and Anthropological Kinship Theory. At Rice, she was also an editorial intern with both the Journal of Southern History and the Jefferson Davis Papers project. Her B.A. was awarded at the University of Arkansas at Little Rock (1994), where as part of the honors program, she majored in history, with minors in German and Arkansas Studies. After graduating summa cum laude and as outstanding history major, she was awarded both a Phi Kappa Phi scholarship and a Fulbright Scholarship. After accepting the latter, she spent two years studying the German language, translation, and history at the Universität Graz in Austria (1994-1996). She is the author of Communities of Kinship: Antebellum Families and the Settlement of the Cotton Frontier (Booker Worthen Literary Prize Winner 2005; published University of Georgia Press, 2004),and other books and articles, both genealogical and historical in nature; teaches upper-level history at UALR; is Coordinator of Course 3: Research in the South, for Samford University's IGHR; co-editor of the Arkansas Genealogical Society Ezine; Arkansas Genealogical Society Board Member, and past president; founder of the Saline County [Arkansas] History and Heritage Society and editor of their quarterly The Saline (1986-1991); a frequent lecturer on genealogical and historical topics, and the Butler Center for Arkansas Studies Fellow for 2007. Dr. Billingsley was elected to the Association of Professional Genealogists Board of Directors in 2007. See Dr. Billingsley’s Website for more information, including a complete curriculum vita. Antonio Cardona, MPA, MA, CPM, CWDP, GCF Mr. Cardona holds the Executive Master's in Public Administration from Rutgers University and Master of Arts in Community Counseling from The College of New Jersey. He has been actively involved in diversity and race relations, and the development of anti-discrimination programming for over 10 years. Mr. Cardona is a native speaking Spanish language communicator and has served as an EEO Investigator for the State of New Jersey, including placement within the Office of the Attorney General for assurance of compliance and diversity administration. He is a human resource professional with the New Jersey Department of Human Services and a Workforce Development Coordinator and Career Counselor. Mr. Cardona coordinates mediation scheduling and training for Union County and serves as a professional mediator with the court systems in Union and Somerset Counties. He is an Associate Professor of Psychology with Mercer County College, and an adjunct faculty member with the Human Resource Development Institute, Union County College. Mr. Cardona serves the State of New Jersey as a diversity expert, holds government certifications in EEO/AA, Diversity Programming and Training, Mediation and Employment Dispute Issues, and holds workforce development credentials including Certified Job Counselor, Training-the-Trainer, and Managing Workplace Diversity. He is an active radio and television presenter, trainer and speaker and serves on a number of state boards and community advisor boards. Ruth Huffman-Hine, Ph.D. Dr. Huffman Hine has spent forty years in the field of education, twenty-four of which were in designing and implementing programs in literacy, English as a Second Language and programs for high school completion. Serving as administrator of the school corporation's program, she collaborated with business and industry to design programs of instruction to encourage workers to be successful in their jobs. Dr. Huffman Hine is zealous in her desire to inspire adults to achieve an education so they can be successful in their life's pursuits. She holds a lifetime teaching certificate with a BS in Education from Butler University, Indianapolis; MA in Education from Indiana University, Bloomington; and a doctoral degree in Educational Administration from Greenwich University. She has served in leadership roles in adult education professional organizations, and has provided direction in training volunteer tutors. Dr. Huffman Hine is presently doing research for a publication in adult education. Mirjana Radovic, Ph.D. Dr. Radovic has spent over twenty years as a scientist. She has been a professor, a researcher and an author of eight books devoted to business management and entrepreneurship. Dr. Radovic has written numerous articles, reviews and essays in a number of professional journals and popular magazines. A native of Belgrade, she holds a Bachelor's Degree in Economics from Belgrade University, Faculty of Economics. In 1982, she earned her Master's Degree in Theoretical Economy and eventually a Ph.D. in Economics from Belgrade University. She has served as guest lecturer at a number of universities, foundations and institutes in Moscow, The Hague, New York, Washington DC, San Francisco, St. Paul, Atlanta, Portland, and New Orleans. She was awarded two scholarships from the United Nations to study at Lomonosow University in Russia and Kerala University in India. Dr. Radovic is the owner and director of the first business magazine in her country, Small Business News. Beside many duties and hobbies, she has written two novels. Gordon S. Harmon, BS, MPH Gordon Stewart Harmon has been a practicing family historian and genealogist since 1977 when he began to ask his paternal grandmother about his Italian heritage. After some early information from these discussions, he began the journey. Growing up in Arkansas and Oklahoma, he completed his undergraduate degree from Northeastern State University and obtained his graduate degree at the University of Oklahoma. He retired as a Lieutenant Colonel from the US Army Special Forces/Special Operations in 1996 after serving for 29 years on active duty and the Army Reserve. He was assigned to various positions and in joint command assignments. A graduate of the Command and General Staff College, he did tours in Viet Nam and later, Operation Desert Storm (Gulf War) and Operation Enduring Freedom (Bosnia) where he served with the Special Operations Command, Europe - this completed his military service. He taught as an Assistant Professor at the University of Kentucky, Colleges of Medicine (Department of Community Medicine) and Allied Health (Department of Community Health). He served on the faculty with the Academy of Health Sciences, Department of the Army. He has published several copyrighted books and articles on his family history and other family surnames including client’s genealogical research reports. Gordon currently serves as President of the Endecott-Endicott Family Association, Inc., an international family association. He completed (December, 2006) the requirements for the Certificate Program with the Heritage Genealogy College based in Salt Lake City and is now on the faculty. Currently, he is near completion of submitting his formal portfolio for his credentials as a Certified Genealogist SM with the Board for Certification of Genealogist based in Washington, DC. He is an active member of several national, state and local genealogical and historical societies and currently is a member of the Association of Professional Genealogists. Gordon is a regular contributor to several family surname newsletters and genealogical forums. He resides in Springfield, Missouri, USA. Andrew Flaxman, MBA Prof. Flaxman is the Director of Educate Yourself for Tomorrow, a Liberal Arts self-study program. Leaving a successful Wall Street career in 1980, he organized the faculty to create the curriculum and guides to promote self-knowledge through literature, art and music. Mr. Flaxman wrote introductory material on history, politics and economics and offered the program through home study and seminars. In 2000 he established a website at www.onlinehumanities.com to make the courses available through the Internet. This guided approach to Liberal Arts is unified by the ancient advice to "Know Thyself." The word "Liberal" has the same root as "Liberate." Liberal Arts should be the study of what leads to freedom, as in "The truth shall set you free." The self-knowledge theme of this course of study enables students to think deeper and more clearly. This inspirational approach, beyond the purely intellectual, is used to bring deeper purpose and meaning to the Humanities. Flaxman conducts seminars in the courses through Berkshire Community College and Berkshire Institute for Lifetime Learning in Great Barrington, MA. He has had a varied career as a social studies teacher for emotionally disturbed adolescents, as a publisher of philosophical and educational materials, and as an investment broker. His publications include Learning from History, (Gifted Education Press of Virginia), 1990; The Open "I"; Humanities Education (University of Minnesota), 1991; The Extra Senses in Our Perception, Thresholds Quarterly, May, 1999; The Bhagavad Gita and Self Education, Thresholds Quarterly, Winter, 2000; and The Open "I" (revised), Chrysalis Reader, 2001. Flaxman earned his MBA from Rutgers University and graduated from Princeton University, cum laude in history. Daniel L. Huber, Ph.D. Dan Huber grew up on the shores of Lake Michigan in Milwaukee, Wisconsin. Heavily influenced by the beauty of nature around him and the communal interest in helping others, inspired by his parents, Dan developed and pursued a career in helping people. His career started as a childcare counselor at the Child Guidance Clinic in Boston, where exposure to the brightest minds in psychiatry and psychology in helping children, inspired him to enter further graduate study in psychology. His studies began at Boston University and culminated in degrees in counseling and school psychology and a doctorate in developmental psychology from University of Wisconsin at Milwaukee. Along with his strong academic interest in learning ways to help others, Dan developed spiritually through meditation and Shamanism. He found this to be a much broader view for understanding and helping to improve the human condition. Dan’s current work is focused on using ancient techniques of meditation and Shamanism to improve the lives of others and strengthen communities. This interest is presently being expanded into teaching, researching and infusing scientific psychology with practical spirituality. Return to Top ENTRY REQUIREMENTS Students seeking entry to the Associate Degree in Genealogical Studies must have a high school diploma or equivalent and two or more years of independent career work in genealogical studies. Return to Top DEGREE REQUIREMENTS The Associate of Arts in Genealogy Studies requires a minimum of 60 credits including general education, genealogical studies, and electives, as outlined below: General Education(Required: 30 credits) Genealogical Studies(Required: 21 credits) Humanities Electives (Required: 9 credits) General Education (Required: 30 credits minimum) The purpose of the General Education requirement is to ensure the understandings, essential skills, knowledge and attitudes necessary for intellectual growth and professional development. This array of courses is typical of the first two years of college within American Universities. Students must demonstrate completion of a total of 30 semester credits in general education competencies, assuring students develop an understanding and appreciation of the social and culture differences and interdependency of the global community, and build an awareness of themselves as spiritual, social, and biological beings. Required: 27 credits selected from the following courses: ASC 101: English Composition (3 credits) ASC 103: English Literature (3 credits) ASC 111: History of the United States I (3 credits ) ASC 112: History of the United States II (3 credits ) ASC 113: United States Government (3 credits) ASC 120: Introduction to Sociology (3 credits) ASC 130: Introduction to Psychology (3 credits) ASC 140: Basic Mathematics (3 credits) ASC 141: Introduction to Life Sciences (3 credits) Plus: Three credits selected from among the following Internet Technology courses: ILT 501: Psychology and E-Learning (3 credits) ILT 503: Applying Adult Learning Models to the Online Environment (3 credits) ILT 530: Creating the Online Classroom (3 credits) ILT 531: The Effective On-Line Instructor (3 credits) Several Genealogical and Historical organizations conduct quality programs that are eligible for transfer credit at Akamai, satisfying the credit requirements for the major field. Genealogy methods courses and successfully completed examinations are eligible for transfer from the following reputable schools, institutes, and BCG Board Certifications: University of Toronto Professional Learning Centre *Samford University *Brigham Young University *National Genealogical Society *University of Washington-Seattle Genealogy.Com University *Bellevue Community College Board for Certification of Genealogists *NOTE: These Programs from Claire Mire Bettag, CGRS, EDUCATIONAL PREPARATION in Elizabeth Shown Mills, CG, CGL, FASG, PROFESSIONAL GENEALOGY ; Baltimore: Genealogical Publishing Company, 2001, pp 18-42 Other Transfer Opportunities University of Toronto Professional Learning Centre The University of Toronto Professional Learning Centre in conjunction with the National Institute for Genealogical Studies conducts a certificate program comprised of 40 genealogical studies courses. Akamai students that successfully complete courses within this certificate may transfer and receive credit toward the academic major at the Associate level. ...More Information Samford University Samford University's Institute of Genealogy and Historical Research (IGHR) located in Birmingham, Alabama holds week long residential courses each summer in June. Participants enroll for a week long one-credit genealogical studies course for approximately 30 contact hours. To receive credit in transfer to Akamai University, participants are required to prepare a credit transfer submission including the exact title of the course, the name, title and qualifications of the instructor, and provide a validated enrollment receipt. For credit to be award in transfer, participants must also prepare and submit a post-course scholarly paper of at least 2,500 words reflecting upon the learning obtained from the course, and a review of readings. If transferring a workshop, participants must submit a project illustrating the work completed along with a descriptive paper of the basic learning of the course. Either submission for transfer will be evaluated by a faculty panel. ...More Information Brigham Young University The Brigham Young University Center for Family History and Genealogy conducts a certificate program leading to an 18-credit Family History Certificate. To receive credit in transfer to Akamai University, participants are required to submit a copy of the certificate course requirements, copies of papers completed in the program, and a formal transcript. ...More Information National Genealogical Society The National Genealogical Society, Arlington, Virginia, conducts a DETC accredited home study course in American Genealogy. Akamai University awards 3 credits in transfer of the completed program. To receive credit in transfer to Akamai University, participants are required to submit their papers and projects from the program and the syllabus for each course. The basic online course of 6 lessons should be taken if participants have no prior basic genealogy work. ...More Information University of Washington-Seattle UW at Seattle conducts an Extension Certificate Program in Genealogy and Family History. The program focuses upon the following three classes: Genealogy and Family History, Research Sources and Strategies, and Research Seminar in Genealogy and Family History. The centerpiece of the program is a family history project. Classes meet one evening per week on the UW campus in Seattle. Akamai University awards 3 credits in transfer of the completed certificate program, one credit per course. To receive credit in transfer to Akamai University, participants are required to submit their projects from the certificate program, the syllabus for each course, and a formal transcript. ...More Information Genealogy.Com University Genealogy.Com University offers free online genealogy courses that are eligible for transfer to Akamai University. One credit is awarded for successful completion of all elements of any of the following three courses: Internet Genealogy, Tracing Immigrant Origins, and Researching with Genealogy.Com. To receive credit in transfer to Akamai University, students must submit a course paper from each of the courses in transfer. These online classes are designed by Genealogy Research Associates. ...More Information Bellevue Community College This online program offers three eight-week courses including an introductory course for beginners, and intermediate courses, one that instructs in the use of genealogy tools, software and sources, and another that explores U.S. genealogy and the types of records to be researched. These classes use beginner or intermediate level textbooks, as well as web links, email and asynchronous conferencing with the instructor. Assignments include up to four hours of homework and reading each week. Akamai awards one credit for completion of each of these online courses. To receive credit in transfer to Akamai University, participants are required to submit a copy of the certificate course requirements, copies of papers completed in the program, and a formal transcript. ...More Information Board for Certification of Genealogists This international board promotes standards in genealogical research. Board-certified genealogists, awarded the CG and CGL certifications by examination receive one credit from Akamai University for each certification earned. At its annual conferences BCG offers a "Skillbuilding Track" designed to be an advanced course of instruction, one class each session of the conference for a typical total of 16-17 one-hour classes given by BCG's officers, trustees, and other advanced-level personnel. Akamai students may gain credit from attendance at these sessions, by submitting a request for credit transfer including the title of the track session, an affidavit showing instructor's signature verifying your atendance, and a paper or project completed during the session which illustrates the skills developed. ...More Information NOTE: Credit allocations related to IGHR and for BCF Board Certifications are currently under review. References: The above programs, eligible for transfer credit, with the exception of University of Toronto Professional Learning Centre, in conjunction with Institute of Genealogical Studies Certificate Program, and Genealogy.Com University are from Claire Mire Bettag, CGRS, "Educational Preparation" in Mills, Elizabeth Shown, CG, CGL and FASG, Professional Genealogy, Baltimore: Genealogical Publishing Company, 2001, pp. 18-42. Other Transfer Opportunities Many other Genealogical Societies and Chapters sponsor courses and programs. Many Genealogical and Historical Societies have yearly seminars and courses in genealogy and family history. Participants wishing to transfer a particular society or association course or program not listed above should petition the Program Director for approval. The petition should include the title and duration of the course or seminar, the name and qualifications of the instructor and sponsoring organization. The petition should be accompanied by a scholarly paper or project report describing the learnings from a follow-up project. To submit a petition for credit transfer, contact the Program Director ...Send email to the Program Director HUMANITIES ELECTIVES For the most part, elective courses are selected from the field of the Humanities. Courses are available as follows: HUM 101: Introduction to Rembrandt (3 credits) HUM 102: Hesse and Jung – Gnosticism in Modern Form (3 credits) Hum 103: The Destiny of Abraham Lincoln (3 credits) HUM 104B: The Spiritual Search in Fiction (3 credits) HUM 105: Mozart and the Evolution of Western Music (3 credits) HUM 106B: Our Senses - Insights from King Lear (3 credits) HUM 201: Leonardo, The Turning Point (3 credits) Hum 203: Benjamin Franklin, American Initiate (3 credits) Hum 211: Learning from History (3 credits) Hum 212: The Profit Motive (3 credits) Return to Top COURSE DESCRIPTIONS Genealogical Studies General Education Humanities Descriptions Instructional Learning Technologies Genealogical Studies Courses GEN 200: Kinship Theory, Section 1 (3 credits) Kinship Theory will acquaint students with an understanding of anthropological kinship theory. Anthropology is the main discipline that studies kinship in an organized fashion, and the central organizing principle in the discipline of genealogy is the reconstruction and analysis of kinship. Students will learn how to unify history, genealogy, and kinship theory, and to apply them to five main areas of family history research: (1) migration, (2) settlement patterns, (3) marriage, (4) politics and economics, and (5) religion. The class will also introduce students to, or advance their knowledge of putting together all the elements of a proper research paper as a final project applying their knowledge of kinship theory to family history research. (Author and Instructor: Dr. Carolyn Earle Billingsley) GEN 201: Kinship Theory, Section 2 (3 credits) This course builds on Section 1 , reinforcing the initial concepts and introducing more advanced ones. However, in Section 2 , the emphasis will be on researching and producing a written paper about a group of people, while reinforcing the educational goals of Section 1 . Moreover, students will learn to employ a wider variety and a deeper analysis of source materials. In this section, students’ final paper project will focus on some group, e.g., a church congregation, a community, a cemetery, a school, an ethnic group, a cultural group, a business or corporation, or any group approved by the instructor. The principles of kinship theory will be firmly embedded in this project in a more sophisticated manner than in Section 1. (Author and Instructor: Dr. Carolyn Earle Billingsley) GEN 202: Basic Genealogy (3 credits) This is a basic course to assist you in developing skills in using the resources available to trace your family lineage. You will search records both on the world wide web, and in historical libraries and archives, and investigate death certificates, wills, Bible records, census records, birth certificates, and other primary records, to identify your ancestors in building your lineage line. (Instructor: Prof. Gordon S. Harmon) GEN 203: Essential Legal Concepts for Genealogical Analysis (3 credits) This course provides the foundation for effectively using legal documents as sources for genealogical evidence. Students will learn the legal concepts and terminology that will enable them to recognize the genealogical significance in deeds, wills, indentures, contracts, court actions and other legal records, as well as the cautions to be observed in using that content to resolve problems of kinship or individual identity. (Author and Instructor: Dr. Donn Devine) GEN 204: Research Methodologies in Military Records Research (3 credits) This course is designed to help the student gain a good working knowledge of the principles and techniques involved in conducting military service research. Primary and secondary sources of information (local, state, national and other) will be presented for the students to conduct research (independent study) on their ancestral patriot. Colonial, Revolutionary War and Civil War ancestral research will be the emphasis of this course. Students will demonstrate the skills learned by the completion of a research report on the results of their independent research. This student report will be presented, discussed and reviewed by the instructor prior to beginning the research. (Author and Instructor: Professor Gordon S. Harmon) GEN 206: DNA as Genealogical Evidence (2 credits) Tests are now available at affordable prices that reveal genealogically significant characteristics of individual samples of DNA, the component of every living cell that contains the genetic code. This is a valuable new type of evidence, and when properly used in conjunction with traditional record evidence, can help bring resolution when documentary evidence is inconclusive. This course will introduce students to appropriate uses of DNA as a resource for their own research, focusing equally on the extent to which currently available tests can confirm or nullify other evidence of kinship or identity, and on their limitations for those purposes. (Author and Instructor: Dr. Donn Devine) GEN 207: Land and Property Records Research (3 credits) This course is designed so that the student will be able to demonstrate knowledge and skills of the major resources of land and property records for the purpose of compiling ancestral research. Land acquisition pre and post American Revolution will be presented. Sources for research of land and property records and types of land records will be presented from Colonial America to more recent times including both government and local land. Sources of bounty land warrants, land patents and homestead warrants will be covered with other sources for land, property and tax records research. Students will be required to complete a practical exercise that will demonstrate the student’s understanding of the principles and techniques in conducting land, property and tax research.( Author and Instructor: Professor Gordon S. Harmon) GEN 208: U.S. Court Probate and Immigration Records (3 credits) This course is designed to assist the student to develop knowledge and practical skills in using U.S Court, Probate and Immigration Records for conducting genealogical research. A review of some of the various local, state and federal court records will be explored with an analysis of possible holdings in these courts to provide the student with an understanding of these legal resources and the information they may contain for conducting genealogical research. Probate records and wills will be studied to determine their value in research. Practical exercises will be required to demonstrate skills using basic methodologies for extracting and transcribing court and probate records. An overview of the US immigration laws will familiarize the student with the requirements for obtaining US naturalization, which is another valuable source for genealogical research. (Author and Instructor: Professor Gordon S. Harmon) GEN 209: US Vital, Census and Church Records (3 credits) This course is designed to assist the student with a general knowledge of the basic principles and tools in locating US Vital records, US Census records and church records in performing genealogical research. Sources of local and state vital records, and state and federal census records will be addressed. Major limitations of using census records in genealogical research will be emphasized. Methodologies of church records research, with the varied sources for church records will also be taught. Students will be required to conduct practical exercises on their own ancestry using all three of these important sources of genealogical information. (Author and Instructor: Professor Gordon S. Harmon) GEN 212: Genealogy and Race (3 credits) In this course, students will be introduced to Various combinations of race in the USA, as constructed in the past. Although most people self-identify with a particular race (or assume they are of a particular race), nobody is “pure” anything. By studying this topic through concentrating on various tri-racial-isolate groups (a mixture of white, black, and Native American), such as Melungeons, Redbones, Issues, and others, and by understanding the widespread use of "passing," the student will be better prepared to recognize and utilize cues about race in records. This study will entail examinations of laws and court cases, Eugenics, Social Darwinism, and Nazi Germany's racial purity philosophy, in addition to typical genealogical sources. Although the focus will be mainly on southern groups, the topic has wider applicability. This enhanced knowledge of race and the way it was perceived in the past will enhance a student’s ability to conduct genealogical research, either for his or her own family or for clients. (Author and Instructor: Dr. Carolyn Earle Billingsley). GEN 216: Genetics (3 credits) This course is designed to introduce the principles of heredity, with emphasis on the relationship of genetics to the health, welfare, behavior and society of humankind. Genetic diseases will be covered and the application of genetics to the origin, adaptations and evolution of species. (Author and Instructor: Dr. Donald Logsdon) GEN 222: Entrepreneurship for Genealogists (3 credits) This course focuses upon issues of procurement, planning, control, and operation of the new business. Students will participate in brainstorming and other assessment processes used for evaluating ideas from conceptualization to implementation, including reflections upon the business climate and how an idea might fare given current conditions. Favorable ideas will be formulated into elements of a formal business plan. (Author and Instructor: Dr. Mirjana Radovic Markovic) GEN 250: Grantsmanship and Proposal Writing Workshop for Genealogists (2 credits) This course is for anyone who will be, or is now writing grants for a genealogical project, for their community association, or their organization. The twelve essential steps of grantsmanship as a systems and marketing approach are outlined and explained. Based on the PPPW (Program Planning and Proposal Writing) model of the Grantsmanship Center of Los Angeles, participants will learn the essential parts of a grant proposal and what information is to be included in each part such as, Summary, Title Page, Introduction, Problem/Needs, Objectives, Methods, Evaluation, Future Funding, Dissemination, Budget and the Appendix. Participants will develop plans for writing a proposal, and draft a proposal in the workshop. The expanded booklet on Program Planning and Proposal Writing (PPPW) and the Proposal Checklist and Evaluation Form published by the Grantsmanship Center will be used by the participants, go to http://www.tgci.com (Resources) to order the two booklets. Dr. Blount has training from the Grantsmanship Center and has written successful grants for academic and community organizations. [Instructor and Author: Dr. LaWanna Lease Blount] GEN 252: Teaching for Learning, the Objectives-Based Model (2 credits) The purpose of this course is to assist all genealogists to teach for more effective learning in presentations, lectures and/ or teaching classes. This course is based on the Rational Objectives based model of curriculum and teaching, Participants will learn the difference between aims, goals, and types of objectives and the power of correctly written Performance or Learning Objectives for assessment and evaluation processes. The course is designed within the tenets of adult learning theory. Participants will be taught how to write their instructional goals, write effective performance objectives from those goals of what their participants will have learned when they complete the course, select content, learning activities or methods and develop a total evaluation based on their learning objectives. Participants will be required to write objectives for a presentation they plan to give, and critically review their previous objectives and syllabi in terms of the criteria learned in the class. Check the Resources link on the web site for the listing of Resources for this course. (Author and Instructor: Dr. LaWanna Lease Blount) GEN 253: Developing Power Point Slides for Teaching and Delivering Presentations (1 credit) The purpose of this course is to assist all genealogists to learn about ,and use PowerPoint in order to improve their teaching. PowerPoint is a useful tool for conducting conferences, making presentations, offering short courses and teaching workshops. How to make Powerpoint presentations is a vital educational skill to have, more over, quality PowerPoint presentations take time to develop; many include important graphs, photos, and other multimedia. Some base knowledge of PowerPoint is required for this course. Through readings (Death by PowerPoint-Video and Textbook ) and several strategically assigned PowerPoint assignments the student will learn how to use this powerful tool to the fullest extent. A special focus will be on revamping a student’s past genealogical presentation(s) and using more up to date PowerPoint media presentation. A student can elect to create a final PowerPoint project with appropriate features of this software which may include any of the following elements; the use, analysis and interpretation of any array of genealogical documents; compiled sources or analysis of relevant vital records. (Author and Instructor: Prof. Antonio Cardona) GEN 291: Directed Study for Special Topics in Genealogy (3-4 credits) Through this course genealogy students pursue a directed study project in genealogy under the direction of qualified faculty. This course is intended to allow students in the Bachelor’s Degree in Genealogical Studies to add in a significant manner to their advanced knowledge in the area through advanced research and reading, field explorations or completion of a special project. Students being the course with the preparation of a brief proposal for study and pursue selected foundational readings in support of their project. Students may pursue a survey of the literature, conduct field investigations on the topics and construct reflective elements of the discipline under the guidance of a qualified mentor. A scholarly paper, research report or special project presentation of the quality suitable for publication is required. The goal of this course is to open for closer student inspection a selected and defined area of study in genealogical studies. This course must be approved by the Center Director and Program Director. (Instructor to be assigned) Return to Top General Education Courses ASC 101: English Composition (3 credits) How do we go about composing something worthwhile? What makes a novel a great work of art? One way of judging the quality of a book is to notice how truth is expressed concerning all three levels of reality; the physical, the psychic – which includes the emotional and the intellectual – and the spiritual. Whereas we have become familiar with the physical, emotional and intellectual aspects of life, how do we discriminate spiritual values? If a novel lacks or confuses them, the work will not be accepted as great art. This course compares and contrasts two somewhat autobiographical novels of spiritual seeking and considers their artistic merits. One, The Razor's Edge, by W. Somerset Maugham, was a best seller a half century ago, was made into two movies and remains popular today. The other, The Last Barrier, by Reshad Feild, is a contemporary novel by a Sufi master. The student is asked to judge the merits of these novels from both artistic and philosophical points of view by composing an original work. The main thrust of the course, however, will be on improving writing ability.( Author and Instructor: Mr. Andrew Flaxman) ASC 102: Developing Social Communication Skills (3 credits) This course looks at fundamental, unique, and key attributes of human communication processes and behavior including skills for understanding, connecting, and facilitating discourse with others in diverse social contexts. Specific social assessments, readings, and project activities will be discussed with the student to enhance understanding and use of communication and formal presentation skills as related to career interests of students. (Instructor: To be assigned) ASC 103: English Literature: Why try reading Shakespeare today? (3 credits) Why try reading Shakespeare today? If we are looking to be entertained, far easier forms are available elsewhere. Yet Shakespeare’s works have appealed to many different people for many generations. The purpose of this lesson is to help the reader to appreciate Shakespeare’s comprehension of the dramatic nature of life and its infinite possibilities. If, as he said, “the world is a stage and we are its players,” then we can see the progression throughout history of men and women as having each taken their turns in the limelight of this grand stage. If one views the world in this way, it might follow that the history of the theater would mirror our evolution. Looking at Shakespeare’s work in a historical framework would then enable us to apply the meaning of his sometimes difficult plays to our own life and times. Students will read and/or view King Lear, Hamlet and The Tempest and relate these plays to various levels of self- knowledge. Special emphasis will be placed on insights found in the tragedy of King Lear so that we may avoid such an outcome for ourselves. Questions and thoughts follow the course guide which requires written responses. This course requires no prior learning. (Author and Instructor: Mr. Andrew Flaxman) ASC 111: History of the United States I (3 credits) This course is designed for students to review the History of the United States from the colonial period to Civil War, through the reconstruction period. Specific areas of student interests and needs will be addressed. Students will be required to write a paper of a specific event or topic of interest using at least three references in addition to their textbook. A reading list will be distributed. (Instructor: Prof. Andrew Flaxman) ASC 112: History of the United States II (3 credits) This course is designed for students to review the History of the United States from the Reconstruction to present time. Specific areas of student interests will be addressed. Students will be required to write a paper of a specific event or topic in the period above using at least three references in addition to their textbook. A reading list will be distributed. (Instructor: Prof. Andrew Flaxman) ASC 113: United States Government (3 credits) This is a basic course of the workings and power of the three branches of the United States Government; the executive, the legislative and the judicial. The powers of each branch and their roles and responsibilities will be addressed. Issues relating to each branch will be discussed. Students will be expected to write a major paper on a topic of interest. (Instructor to be assigned) ASC 120: Introduction to Sociology: Understanding Society, Groups, and Social Relationships (3 credits) This course aims to increase the student's awareness and understanding of sociological perspectives, concepts, processes, and relationships in the study of how a given society functions, survives, and changes. Students will examine how cultural values, age, gender, social class, socialization processes, role expectations, technology, community, group, and individual behavior influence life-style and every day life experiences. Individualized student objectives and assignments may focus on how sociological study can enhance one's genealogical career and broaden an understanding of the past. How do societal traditions, kinship ties, sentiments, ideals, written records, prejudices, and conflicts persist in meaningful relationships and events today, and which ones point to social innovations and prospective changes in the future? (Instructor: Dr. Ruth Huffman-Hine) ASC 130: Introduction to Psychology: Understanding Self, Personality, and Human Behavior (3 credits) This broad based course will give the student a comprehensive overview of Psychology, including research methods, the historical roots and current issues in psychology, the function of the brain in mental health and illness, learning theory and intelligence, developmental issues, psychological disorders and psychotherapies. (Author and Instructor: Dr. John Laughlin) ASC 140: Basic Mathematics (3 credits) This course focuses on as foundational understanding of basic mathematics principles, including arithmetic, decimals, fractions, percentages, linear equations with one and two variables, and simple geometry. (Author and Instructor: Dr. Donald Logsdon) ASC 141: Introduction to Life Sciences (3 credits) This course is designed for the non-science major and will examine life from the simple to the complex and from the conceptual to the specific. This course will apply biological concepts to relevant issues from the beginning of cells through the dynamics of Earth’s ecosystems. The topics include cells, inheritance, evolution, and ecology. (Author and Instructor: Dr. Donald Logsdon). Humanities Electives HUM 101: Introduction to Rembrandt (3 credits) When an artist truly reflects the spiritual temper of his world he usually influences the inner evolution of his contemporaries. Such a one was Rembrandt (1606-1669), whose sensitive use of light, darkness, color and subject matter blended into a series of teachings about the human soul, the development of consciousness and the relationship between spirit and matter. In a sense we are his contemporaries, for his use of light to dispel darkness is of great relevance to all of us today. After all we live in an age of darkness in which humankind's perception of the spirit behind matter has been lost. Through studying Rembrandt's self-portraits and other works (in particular The Anatomy Lesson of Dr. Tulp, The Return of the Prodigal Son The Polish Rider, The Evangelist Matthew Inspired by Angel), we will consider the development of his skills and Consciousness through his career. His paintings and biography will be discussed in the context of the evolution of human consciousness. Questions and thoughts follow the course guide, which requires written responses. (Guide by: Gisela Wielki; Instructor and Author: Mr. Andrew Flaxman) HUM 102: Hesse and Jung – Gnosticism in Modern Form (3 credits) The publication of hitherto unknown Gnostic manuscripts found at Nag Hammadi in Egypt has generated much scholarly interest and reawakened public curiosity about the gnostic religion. Gnosticism, a religious worldview, sees man’s soul as an alienated spark of heavenly light struggling in a hostile world of matter. Every individual has to be redeemed from this alienation by spiritual knowledge, gnosis, of his or her real nature and divinity. In fact, knowledge of God is, for the Gnostic, inseparable from knowledge of the Self. Gnosis is an intensely personal experience, in which the recognition of the divine light within becomes both self-realization and God-realization. Gnosticism flourished from the first to the fourth centuries A.D., but the Gnostic world-view has found expression since in religion, psychology, philosophy and literature, particularly in the novels of Hermann Hesse, and the writings of C.G. Jung, the Swiss psychologist. Gnosis means to know. Gnosticism was an ancient religion suppressed by the Catholic Church. The student will study Demian, by Hermann Hesse, The Gnostic Gospels, by Elaine Pagels and Memories, Dreams, Reflections, by Carl Jung to discover the nature of Gnosticism in both its ancient and modern forms. The student will learn not only about Gnosticism but be given profound insights about his or her own spiritual nature. Questions and thoughts follow the course guide which requires written responses. This course requires no prior learning but does require the ability to think clearly and in an unprejudiced manner. (Author and Instructor: Professor Andrew Flaxman) HUM 103: The Destiny of Abraham Lincoln (3 credits) Abraham Lincoln belongs to the very best that America has contributed to the furtherance of Mankind. What sort of man was required to heal the split in the nation's soul caused by the institutionalization of slavery in our Constitution? This evil principle made a lie or our proclaimed philosophy of freedom. What can we learn from Lincoln about the nature of freedom, destiny and war and how can we apply these insights to our own life and times? It is with these questions in mind that this essay focuses on certain aspects of Lincoln's biography. Students will study the biography of Lincoln. We will consider how Lincoln viewed free will, destiny, pacifism and psychic phenomena. Emphasis will be placed on his personal relationships and beliefs and how these affected his mission. The course should leave the student with a better understanding of how important it was for humanity that the United States be held together. Questions and thoughts follow the course guide, which requires written responses. Students will be required to write an essay. (Instructor and Author: Mr. Andrew Flaxman) HUM 104B: The Spiritual Search in Fiction (3 credits) What makes a novel a great work of art? One way of judging the quality of a book is to notice how truth is expressed concerning all three levels of reality; the physical, the psychic ? which includes the emotional and the intellectual ? and the spiritual. Whereas we have become familiar with the physical, emotional and intellectual aspects of life, how do we discriminate spiritual values? If a novel lacks or confuses them, the work will not be accepted as great art. This course compares and contrasts two novels of spiritual seeking and considers their artistic merits. One, The Razor?s Edge, by W. Somerset Maugham, was a best seller a half century ago, was made into two movies and remains popular today. The other, The Last Barrier, by Reshad Feild, is a contemporary novel by a Sufi master. The student is asked to judge the merits of these novels from both artistic and philosophical points of view. Questions and thoughts follow the course guide which requires written responses. (Guide by Richard Wentzler; Instructor, Mr. Andrew Flaxman) HUM 105: Mozart and the Evolution of Western Music (3 credits) From Mozart's Life and music we can learn that it is through pain that we grow and develop into more mature and joyful individuals. The Human Being, unlike an animal, can transform pain into wisdom and joy. Mozart was able to transcend "all the concerns and burdens, the passing pleasures too, of a pitifully harried existence, to soar into that realm which can only be called divine, where man assumes the robe of immortality." Mozart will be studied in the context of the evolution of Human consciousness. The student will read the Davenport biography of Mozart, listen to Mozart?s String Quintet in G Minor (K516), Mozart's Piano Concerto in A Major (k488), and listen to and/ or view The Magic Flute. The outcome of this course will be an appreciation of Mozart and an increased awareness of how melody, harmony and rhythm relate to our thinking, feeling, and doing. Questions and thoughts follow the course guide, which requires written responses. Students will be required to write an essay. (Instructor and Author: Mr. Andrew Flaxman) HUM 106B: Our 12 Senses: Insights from King Lear (3 credits) A great work of art must appeal to us through the perfection of its form, engage our deepest feelings and help us to understand ourselves. Although we honor Shakespeare's plays with the highest acclaim, we do not comprehend him very well. There is an aspect of Shakespeare, which, though grasped by our intuitions, has remained outside the clear light of day for his audiences and the majority of critics. Though there has been no lack of explanations by scholars over the past three centuries, the wisdom in Shakespeare has been insufficiently understood. King Lear, for example, has not been adequately appreciated in its deeper dimensions. Students will be introduced to this play with the concept of how we actually have 12 senses, not just the commonly recognized 5. With this approach we will uncover some of the wisdom to be found in King Lear. Questions and thoughts follow the course guide, which requires written responses. (Author and Instructor: Andrew Flaxman) HUM 201: Leonardo, The Turning Point (3 credits) Leonardo da Vinci was always motivated through his observation of reality "to transcend the real," to provide for humans something beyond the materialistic. Everything he did was the expression of some inner reality and everything he made, either in art or science, expressed something more. Thus his whole life and work is one of the first modern examples of the spiritual scientist - the individual who can reunite religion, art and science in a modern, transformed way. Leonardo was not frustrated by the paradoxical unity of the spiritual and the mundane. In fact, he thrived on it; it was the basis of his work, the essence of his being and his great legacy to us. The student will become familiar with the art of Leonardo da Vinci with special emphasis on The Last Supper. The focus of this course will be to discover the wisdom that underlies this great work of art. We will examine Leonardo?s understanding and use of astrology to depict all 12 disciples. Questions and thoughts follow the course guide, which requires written response. Students will write an essay. (Guide by: Beredene Jocelyn, et.al; Instructor and Author: Mr. Andrew Flaxman) HUM 203: Benjamin Franklin, American Initiate (3 credits) The end of June in 1787, found the Constitutional Convention, the meeting called to set the official course for the new nation, mired in disunity and indecision that threatened the whole project with failure. In one of the final public appearances of his life, Benjamin Franklin asked the delegates why they had not till then "once thought of humbly appealing to the Father of Lights to illuminate our understanding," and suggested daily prayers for the sessions. "The longer I live," he explained, "The more convincing proofs I see of the Truth, that God governs in the Affairs of Men. And if a Sparrow cannot fall to the Ground without his Notice, is it probable that an Empire can rise without his Aid? We have been assured, Sir, in the Sacred Writings, that 'except the Lord build the House, they labor in vain that build it.' I firmly believe this; and I also believe, that, without his concurring Aid, we shall succeed in this political Building no better than the Builders of Babel; we shall be divided by our little, partial, local Interests, our Projects will be confounded, and we ourselves shall become a Reproach and a Bye-word down to future Ages. And, what is worse, Mankind may hereafter, from this unfortunate Instance, despair of established Government by human Wisdom, and leave it to Chance, War, and Conquest." Benjamin Franklin was the most philosophical of the "founding fathers". This course will discuss his beliefs and his relationship to Freemasonry and Rosicrucianism. Students will read The Autobiography of Benjamin Franklin along with a biography of Franklin. Questions and thoughts follow the course guide, which requires written responses. Students will write an essay. (Instructor and Author: Mr. Andrew Flaxman) HUM 211: Learning from History (3 credits) What can history teach us about the justification of violence? Barbara Tuchman, the late popular historian, was skeptical of our ability to learn from history. The epilogue of her book, The March of Folly, is entitled "A Lantern on the Stern." suggesting that history can tell us of the follies of the past, but is not too helpful in leading us to a wiser future. Why do political leaders throughout history resort to violence and war so often even when it is contrary to their own enlightened self-interest? How is it that wisdom does not seem to prevail in decision-making? This course will attempt to answer these questions and provide a way to learn from history. Students will read History of the Peloponnesian War by Thucydides, The Prince by Machiavelli, On Civil Disobedience by Henry David Thoreau, and Letter from Birmingham City Jail by Martin Luther King, Jr. Questions and thoughts follow the course guide, which requires written response. Students are required to write an essay. (Instructor and Author: Mr. Andrew Flaxman) HUM 212: The Profit Motive (3 credits) What is it to profit? In a business sense it means to have revenues exceed costs and expenses. In general terms it means to gain, benefit or take advantage of. In all meanings there must be an accounting to know if there actually is a profit. In all accounting, the time element is fundamental. A business reports a profit or loss for a certain period of time say for a quarter or for the year. It is very common to think you have made a profit for a certain period of time only to discover hidden costs and expenses later that completely reverse the picture. Through review of history from Biblical times to the present, this course provides an answer to this question from different perspectives. Students will read The Worldly Philosopher by Robert Heilbroner, The Servant as Leader by Robert K Greenleaf and The Soul of Economies by Denise Breton and Christopher Largent. Questions and thoughts follow the course guide, which requires written response. Students are expected to write an essay. (Author and Instructor: Mr. Andrew Flaxman) Instructional Learning Technologies ILT 501: Psychology and E-Learning (3 credits) This course focuses on an examination of how the Internet affects our definition of who we are and our communication and learning. Topics cover the intra-personal (the self online) and interpersonal relationship aspects involved in e-learning. Students will look at the nature of adult learning-at-distance, cross-cultural considerations, and the effectiveness of online learning in their field of study. Critical evaluative papers will be required. [Instructor: Prof. Antonio Cardona] ILT 503: Applying Adult Learning Models to the Online Environment (3 credits) This course is an overview of primary adult learning models and implications of their effective use in the online environment. Theories are selectively critiqued theoretically, empirically, practically, and ideologically. Teacher-centered versus learner-centered theory will be discussed. Students will explore variables influencing the effectiveness of teaching methods and gain a critical understanding of psychological factors affecting the online learning environment. Analytical papers and field of study case will be required. [Instructor: Prof. Antonio Cardona] ILT 530: Creating the Online Classroom (3 credits) This course explores the role of distance learning in today?s education and training environments. Topics include structural differences in distance learning programs, benefits of online learning, startup factors, marketing issues, technological issues, future trends, and international education considerations. Principles for effective distance learning will be examined. Students will develop a project applicable to their field of study. [Instructor: Prof. Antonio Cardona] ILT 531: The Effective On-Line Instructor (3 credits) This course focuses on facilitative and presentational aspects for the teacher using technology in the classroom. Students will explore methods of a) introducing self-directed programs into a classroom setting, b) motivating their students to complete programs and achieve success, and c) integrating online technology into the physical classroom to leverage the Web for research. This courses addresses the personal aaspects of using technology effectively. Students will be required to complete papers and participate in practical projects. [Instructor: Prof. Antonio Cardona] Return to Top PROGRAM TUITION INFORMATION The Associate of Arts in Genealogical Studies is a two year program requiring a total of 60 semester credits for completion. The standard tuition for the program is $9000, structured at the rate of $150 per credit. Students are awarded $100 per credit in tuition reduction allowances for all approved transfer credit. Additional Information about Tuition and Fees Submit Your Application Today!