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You can develop your passion for numbers and problem-solving in SNHU’s math courses. Consider a psychology course to understand psychological principles and develop insight into human thought and behaviors. Dive into courses like marketing, financial accounting and microeconomics to learn skills you could apply to the business world. Or explore your creative side with graphic design, creative writing and more.

Popular SNHU Courses—8 weeks long, 100% online.

ACC-201 Financial Accounting

Learn the steps of the accounting cycle and how to prepare financial statements in accordance with industry established rules and regulations. Develop skills needed to analyze financial accounting information, communicate this information to stakeholders, and understand the accounting procedures that produce this information.

Explore more about SNHU's:

HIM-215 Coding & Classification Systems

Learn about the central technologies, terminologies, and systems involved in Medical Coding, building the skills you need to create and maintain a central hub for all patient data in a healthcare setting—from the lab, to surgery, insurance, registries and more. Gain relevant and career-focused skills, so you can prepare for real-world success.

MKT-225 Digital Marketing

Learn the different types of digital marketing channels and business functions using digital marketing technology and tools. Topics will focus on earned, paid, and owned media and the intersection of the three. The course will also emphasize development of a digital marketing strategy and its impact on the business.

CYB-200 Cybersecurity Foundations

Gain familiarity with foundational cybersecurity concepts and terms. Learn the difference between adversarial and environmental threats and analyze how security practitioners respond to each. Explore legal and human factors and examine how they influence the development of organizational security strategies.

IT-215  Introduction to AI Literacy

Learn practical applications and ethical considerations of artificial intelligence through hands-on experience with some of the most popular AI tools, preparing you to use AI responsibly in your career and daily life. After taking IT-215, you'll be prepared to take IT-216 Introduction to Responsible AI and IT-217 AI in Practice. 

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PSY-108 Introduction to Psychology

Explore the complexities of the human mind, and examine the science behind why we think, feel, and do what we do. Students will experience the evolution of psychology through the early schools of thought, major branches, and core theories that guide contemporary perspectives. As students consider the broad influence of psychology on their perceptions, emotions, and everyday choices, this course aims to show that, in human experience, "psychology is everywhere."

More Popular SNHU Courses Check out more popular SNHU courses: MAT-240 - Applied Statistics This is a fundamental course in the application of statistics. In this course, students will learn to apply statistical techniques to a variety of applications in business and the social sciences. Students will learn how to solve statistical problems by hand and through the use of computer software. Topics include probability distribution functions, sampling distributions, estimation, hypothesis testing and linear regression. BIO-120 - General Biology I General biology course that includes mammalian cell structure and function, cellular reproduction and physiology, and Mendelian genetics. Laboratory exercises (BIO 120L) to follow lecture topics. BIO-205 - Human Anatomy and Physiology BIO 205 Human Anatomy and Physiology I is the first of two courses examining the structure, function, and interdependence of human body systems. The course begins at the cellular and molecular levels with a concentration on the organization of the human body as a symbiotic system. The integumentary, skeletal, muscular, and nervous systems provide focal points for case studies and discussions throughout the term. The laboratory component allows the student to integrate and apply theory based knowledge from the course to simulations and critical appraisal exercises. ECO-201 - Microeconomics This course examines the role of economic systems in allocating scarce resources to satisfy the needs and wants of individual members of a society. After a brief exposure to alternative economic systems, the focus becomes the nature and performance of American capitalism. Primary emphasis is placed upon the development of models that explain the behavior of consumers, producers and resource suppliers in various market structures. PHY-101 - Principles of Physics Principles of Physics is an algebra based course that explores the major topics in physics, such as motion and forces, gravity and projectiles, energy and work, thermodynamics, vibrations and waves, electricity and magnetism, solids and fluids, light and optics, and atomic and nuclear physics. CHM-101 - Fundamentals of Chemistry An introductory chemistry course emphasizing the contribution of chemistry in our everyday lives. This course will enable students to look at various aspects of the world around them through the lens of chemistry. It will introduce basic concepts and applications of chemistry as well as chemical topics and their relationship to matters of societal concern. SOC-112 - Introduction to Sociology Is one's identity individually or socially constructed? Are all stereotypes invalid or can there be value in generalizations? Is globalization widening the gaps or homogenizing the world? In this course, students will grapple with these essential questions in examining the world through the lens of a sociologist. Sociology offers an empirically-based methodology for critically evaluating society-from issues of individual agency to the roots of global institutions. Culture, norm stratification, systems, structure, social institutions, social change, the organization of social behavior and its relationship to society and social conditions are emphasized. Students will challenge their own preconceived notions and evaluate these constructs in terms of their relevancy to contemporary issues and problems. BUS-206 - Business Law I Students will examine the background, foundation, and ethical aspects of the United States' legal system as it applies to business organizations. Students will also learn the impact of torts, product liability, criminal law, contracts, sales, business organizations, and agency and cyber law in a business setting. BUS-210 - Managing and Leading in Business Students will explore leadership and management theories and how to incorporate them in one's own personal style for effective contribution and collaboration in diverse team environments, and learn about the skills necessary to lead in various organizational structures and areas of business. Students will also examine how the functional areas of business are interrelated and work together in organizations. MKT-113 - Introduction to Marketing This course examines the organization's functions for creating, communicating, and delivering value to customers. These functions, designed to meet customers' needs and organizational goals, include marketing research, environmental monitoring, target market selection, product selection, promotion, distribution and pricing. PSY-200 - Foundations of Addictions This course introduces students to various types of addictive behaviors as well as their causes and consequences in relation to the individual, family, community, and society. It includes an overview of theories on addiction and approaches to identification, prevention, and treatment. ENG-226 - Introduction to Creative Writing An introductory creative writing course designed to acquaint students with the craft of creative writing and the skills that will be required in subsequent creative writing workshops. Students will explore such craft issues as point of view, voice, characterization, dialogue, setting, conflict, rhythm, imagery, poetic structure, and dramatic scene development. Students will be expected to submit a number of writing exercises, including stories and poems. Students will also be expected to read and comment on their peers' writing with thoughtful and constructive criticism, as well as read and discuss published work. ENG-421 - New Media: Writing and Publishing This course introduces students to the latest trends in new media writing and publishing. Students will gain insight and practical understanding of how today's digital environment affects their field. This course will focus extensively on writing content for a variety of digital formats and employing media to showcase one's works. Not sure what course you want? Explore our academic catalog  for a full list of course offerings. if (typeof accordionGroup === "undefined") { window.accordionGroup = new accordion(); } accordionGroup.init(document.getElementById('39124755fbf64eb19f6ec128a7265431')); Individual online courses start soon

Undergraduate Term starts 10/28/24

• Individual 3-credit undergraduate classes cost $990 ($330 per credit)
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Please note that financial aid is not available for students taking individual courses only. Learn more about tuition .

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University students: Earn college credits quickly and affordably that you can transfer to a degree program at SNHU or another university. Check your university's transfer policy.

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Frequently Asked Questions

Celebrating 150 years of Harvard Summer School. Learn about our history.

Your Guide to Conquering College Coursework

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.

Mary Sharp Emerson

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.

Be engaged in your college coursework

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.

The importance of active listening

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.

Different ways to actively participate

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.

Build independence and advocate for yourself

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.

Don’t be afraid to seek help

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.

Build time management techniques

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.

Challenge yourself as you engage in college coursework

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.

Spend your summer at Harvard!

About the Author

Digital Content Producer

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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Quick Guide to College Course Types

Find the right college for you..

You’re going to have a lot of new experiences in college with different types and styles of courses. You may take a gen-ed in a large lecture hall, or find yourself doing research for a major-specific class in a lab. Here’s an overview of the different college course types and delivery styles.

Orientation Classes

An orientation course is a short educational program that formally introduces first-year college students to the school. Orientation helps new students learn about their college campus and its rules and familiarizes them with the services and resources that the school offers. Orientation classes are designed to get new students excited and prepared for the start of their academic journey. For most colleges, attending orientation is required.

First-Year Seminars

Many colleges now offer first-year seminars designed to help new students make the college transition. These courses will prepare you for future classes by providing the tools and study habits necessary for success. First-year seminars can be one-to-three credit electives, a full semester course, or part of a longer orientation program. However, these seminars differ from standard orientations, which are more about introducing the school, campus, and staff.

General Education Classes/Core Courses

As the first part of any degree, general education classes or “gen-eds” are the courses a student must take before getting into major-specific studies. General education classes are required by a college’s core curriculum and may include basic math, science, and humanities classes. For example, a student majoring in biology may still need two semesters of English courses as part of their general education. Some general education classes/core courses can be satisfied prior to first-semester enrollment if the student meets certain AP® and IB test scores.

Major-Specific Classes

Major-specific classes are the classes required by your specific field of study. Your academic adviser can help you understand which courses are necessary for your major. It's important that you meet with your adviser at least once a semester to ensure that you remain on the path to satisfying these requirements.

Elective Classes

Unlike the process for general education and major-specific classes, students usually have a degree of freedom in choosing their elective classes. Even though elective credits may be a requirement for your major, your electives don’t necessarily have to be related to your field of study. Many students use elective classes as a way to explore educational interests outside of their major, such as an engineering student taking a dance class.

Lecture-Style Classes

Many gen-eds, electives, and lower-level major courses will be lecture-style classes. These are large classes held in a lecture hall, a theater-like room that may seat hundreds of students. The professor talks for the entire class while students take notes. Lecture classes are common in first-year courses. Students in these classes may also attend a related discussion class.

College Discussion Classes

Discussion classes (sometimes called sections) are often a required part of lecture classes. Discussions usually involve smaller groups of students led by a graduate student. You’ll do additional work, talk about the lecture, and have a chance to ask questions.

Laboratory Classes

Labs are usually part of a science lecture class. Students use what they’ve learned from the lectures to complete a laboratory assignment, such as creating a computer program or doing a physics experiment.

Studio-Style College Courses

Students who take hands-on classes such as art, theater, music, design, or photography will find themselves in a class environment that corresponds to what they are studying. A drawing class, for example, may be divided into two parts: a lesson class and a drawing studio.

Independent Study

For an independent-study class, a student and a professor design a study program for the student that is separate from regular courses . Independent study often requires a research project or a research review of readings on a central theme, as well as a series of papers or one major paper.

Online College Classes

Many traditional and online colleges offer classes to enrolled students over the internet. These online classes are usually conducted via a learning management system, a software or web application that students can use to submit assignments, see their syllabi, and even communicate with teachers and other students. Some courses may combine in-person class meetings with online course elements that are more self-paced and time-flexible.

What is a core subject in college?

Core academic subjects in college are the general education/core course requirements for each major, and they must be taken before starting major-specific studies. They can include basic classes in the humanities, mathematics, natural sciences, and social sciences, and they may not all be directly related to your actual major.

How long are college classes?

College courses can vary in length depending on the number of credits and how many days a week the class is held. Usually, some classes will run an hour and 15 minutes and meet twice a week. Some classes might be three hours long and meet once a week, while some may be as short as 50 minutes and meet three times a week. Lab classes and discussion classes will vary in length depending on the subject and number of credits they provide; they are usually between 2 and 4 hours long.

What are the basic classes in college called?

The basic classes in college are called general education or core course requirements.

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Traditional Pathway Program Admission Requirements

Admission to the University of Colorado College of Nursing's Traditional bachelor of science program (TRAD) is competitive. To keep the selection process fair, admission requirements are definitive and applied to each application in the same manner. Please keep in mind that applications are not reviewed until they are received by the application deadline and coded as ‘verified’ in NursingCAS.

Students requiring an F-1 visa are encouraged to contact the Office of International Admission prior to starting the TRAD application

Minimum TRAD Admissions Requirements

How to Apply

• Earned grades in the prerequisite courses, as detailed below. These courses must be earned from a regionally accredited institution with a grade of C or higher. A minimum 3.0 prerequisite GPA is required. This prerequisite GPA only includes the highest grade attempts for courses listed on transcripts at the time of application. If your outstanding course(s) drops your prerequisite GPA to below a 3.0, your offer of admission will be withdrawn. Prerequisite courses must be completed within 10 years of the application deadline . We strongly suggest a minimum overall GPA of 3.0. Note that the overall GPA calculation includes all previous course attempts from regionally accredited institutions, regardless of the year courses were completed. Grade forgiveness and repeat/delete policies are not honored for the overall cumulative GPA.

Applicants without a bachelor's degree are required to complete a total of 60 semester credits (or 90 quarter credits) from a regionally accredited institution. You may take a maximum of 18 semester credits (12 quarter credits), the semester before you start the program. Of these 18 semester credits (12 quarter credits), only one course can be from Anatomy, Chemistry, Physiology, or Microbiology.

The required courses include: (view BS prerequisite descriptions and track your prerequisite progress )

Watch our video guide on prerequisite information.

• Human Anatomy (or A&P I)
• Human Physiology (A&P II)
• Microbiology
• General Chemistry*
• College Algebra
• General Sociology
• General Psychology
• Developmental Psychology
• Cultural Anthropology or Multicultural Studies
• English Composition II
• Creative Arts
• Two from Foreign Language, History, Microeconomics, Philosophy, or Political Science (courses must be from two different content areas)

*One of these science lectures must have an accompanying lab.

Note: Prerequisites alone often do not total 60 semester (or 90 quarter) credit hours. Some electives may be necessary. Elective credit hours may be selected from most major academic disciplines. Examples of exceptions are commercial or vocational courses, doctrinal courses in religion, and physical education activity courses.

Applicants with a bachelor's degree are only required to complete five prerequisite courses listed below. Only two of the following prerequisites may be taken the semester before you begin the program: 1) statistics and 2) one course from anatomy, chemistry, physiology, or microbiology.

• General Chemistry

Note: Degrees have no expiration date, but need to be posted on your transcripts the semester before you start the program.

• International credential evaluation for degrees earned outside of the United States. To request an evaluation of a foreign degree, a prospective student should submit copies of their diploma and transcripts to [email protected] .
• English language proficiency (see Additional Requirements below)
• Letter of good academic standing if you have previously attended or are transferring from another nursing program.
• Meet the minimum requirements outlined in the Technical Standards for admission, progression, and graduation.

How to Apply/Application Materials

• Complete the application and pay the required application fee. Note that there are two fees associated with the application (NursingCAS and CU Nursing). Both must be paid for an application to be considered complete.
• Submit official transcripts from all institutions attended directly to NursingCAS. Official transcripts from all institutions must be sent regardless of years attended, the number of credits enrolled, or grades earned. This includes any concurrent/dual enrollment courses you took in high school; you must submit official transcripts for any post-secondary school(s) from which you earned college credit while in high school. Submitting transcripts is a two-step process:
• Order your official transcripts in NursingCAS and submit them directly to NursingCAS.
• Enter all courses from each transcript into NursingCAS; this includes the school name, course name, course code, grade, credit number, and term completed. Applicants have the option to pay for this service offered by NursingCAS and is available on the transcript entry page in the application. Failing to accurately report can result in an application being withdrawn from admissions consideration.
• Three professional or academic references (at least one academic reference is recommended). The NursingCAS application will ask for the contact information for your three references. References will be contacted by NursingCAS to complete an online Likert-scale reference form, which is then submitted directly back to NursingCAS. Letters of reference are not accepted.
• Personal statement responding to the following: “Given your personal background, describe your interest in nursing and what makes you special or unique.” Statements must be no more than 500 words, 12 point font, Times New Roman, double spaced, with one-inch margins.
• Official TOEFL scores reports (international applicants only - see Additional Requirements below).

When to Apply

• The application process often takes several weeks (including entering courses into NursingCAS, receiving recommenders' ratings, and ordering all official transcripts [domestic and foreign]), therefore applicants should allow themselves ample time to complete each section. We recommend applicants submit their applications 4 to 6 weeks prior to the application deadline. For details on deadlines, refer to undergraduate application deadlines .
• Applications must be submitted (i.e., in a Received status) by the application deadline. After the application deadline, there is a consecutive 10-day grace period which allows for: all references to reach a Completed status, all official transcripts to be received by NursingCAS, and the application to reach Verified Status. After this grace period, applications not in a Verified status and/or without these required supporting documents will not move forward in the application process. Learn more about your application status .

What to do After Applying

• Once any additional course(s) currently being taken are completed, a final official transcript must be received in NursingCAS, and course information manually entered, using the Academic Update feature. See more information on the Academic Update process and timeframe in NursingCAS.
• Make sure your application is listed in Verified status. Verified status means the application has been received and transcripts have been delivered and determined to be accurate and complete. Learn more about your application status .
• You must be available for the interview and orientation dates listed in the NursingCAS application. The interview dates are not negotiable.
• If any academic history (grades, courses, student standing, etc.) has changed after your application has reached Verified status, you may do an Academic Update in NursingCAS. See more information on the Academic Update process and timeframe in NursingCAS.

Interview Selection

A select number of students will be invited to interview for a position in the TRAD cohort. The admission interview consists of program presentations, individual and group interview activities.

Admissions Notifications

All admission notifications are delivered by email to the address listed in NursingCAS. Admission decisions are generally admitted, waitlist, or deny. All admits are given 10 consecutive days to respond to the offer of admission. Failure to respond to the offer will result in administrative withdrawal. An enrollment deposit is not required.

Students placed on the waitlist are notified by phone if space becomes available. The waitlist ranks are not provided.

Pre-enrollment Requirements

All students at CU Nursing are admitted conditionally pending successful completion/passing of the pre-enrollment requirements including, but not limited to background checks, drug screens (including marijuana), immunizations, etc. Prospective students who have criminal convictions (or pending criminal activity) are encouraged to contact an admissions representative prior to applying. If criminal history or a pending criminal charge prohibits the possibility of clinical placements, admission will be rescinded/denied.

Admitted students should not start any of the pre-enrollment requirements until properly informed and instructed to do so. Many of the pre-enrollment requirements are timed and starting items prematurely can result in a financial loss to the student.

Admitted students are considered CU Nursing students and are held to all policy and procedures that govern the university and college.

Additional Requirements

Transfer credit requirements, transfer credit.

All of your prerequisite classes will be considered transfer credit. This college level credit may be accepted by the University of Colorado if:

• It has been earned at a regionally accredited college or university.
• A grade of C (not C-) or better has been attained.
• The credit is for courses appropriate to the degree sought at this institution.
• It is not vocational-technical course work.
• It is not remedial course work

Advanced Placement (AP) Credit

• Only specific prerequisites and electives can be met using AP credit; view the AP Credit Transfer Guide .
• The minimum score shown is required to transfer the AP credit to meet prerequisites and electives.
• The official transcript (score report) from the College Board is required to show the score(s) earned. This document needs to be sent directly to the University of Colorado College of Nursing.
• To ensure that your official score report is received by the College of Nursing, please request that the College Board mail the document to:

University of Colorado College of Nursing Office of Admissions 13120 E. 19th Avenue, Mailstop C288-6 Aurora, CO 80045

International Baccalaureate (IB) Credit

• Only specific prerequisites and electives can be met using IB credit. View the IB Credit Transfer Guide .
• The minimum score shown is required to transfer the IB credit to meet prerequisites and electives.
• Instructions for ordering your IB diploma are available through on the IB Requesting transcripts and certificates page .
• To ensure that your official score report is received by the College of Nursing, please request that the International Baccalaureate program mail the document to:

College Level Examination Program (CLEP) Credit

• Only specific prerequisites and electives can be met using CLEP credit; view the CLEP Credit Transfer Guide .
• The minimum score shown is required to transfer the CLEP credit to meet prerequisites and electives.
• The official transcript (score report) from the College Board is required to show the score(s) earned.
• To ensure that your official score report is received by the College of Nursing, please use the following school code when ordering the report from College Board: 5281.

Pass/Fail Credit

• COVID-19 Exception for Prerequisite Courses - The CU College of Nursing's strong recommendation is that students choose to have standard grades listed on their transcript and not the Pass/Fail grade option. However, for courses completed in Spring 2020 only, Passing (P) or Satisfactory (S) grades may be accepted to fulfill prerequisite courses, provided the P or S indicates that the student has earned a C grade or higher. For GPA calculation purposes, an approved P or S course grade will be converted to the lowest score associated with the P or S by the sending institution (e.g. a C grade will be calculated as a 2.0). For spring 2020 grades only, the student, via the sending institution, will have the option of submitting the underlying/actual grade earned, e.g. A, B, etc., which will be used in the GPA calculation for review purposes. There will not be a cap to the total number of prerequisite credits that may be taken on a P/F or S/U basis for spring 2020 coursework, provided that the aforementioned criteria are satisfied.

Foreign Transcripts and Study Abroad Credits

Transcripts for all foreign (non-study abroad) coursework must be submitted directly to the University of Colorado College of Nursing for evaluation through the Office of International Affairs. Transcripts for study abroad coursework from a non-U.S. institution may be required depending on how foreign coursework is posted on the domestic (receiving institution) transcript. If all course information (course title, credits hours and grades) is posted to the domestic transcript, applicants do not need to submit a separate transcript from the study abroad institution. If any course information is incomplete, or the grades are posed as Pass/Fail, a transcript for the study abroad coursework will need to be submitted directly to the University of Colorado College of Nursing Office of Admissions & Student Affairs .

English Language Proficiency

Due to the clinical nature of the nursing profession, all students must meet the following communication standards, as outlined in the Technical Standards of our Student Handbook :

• A student must be able to communicate clearly and effectively in English with clients, teachers and all members of the health care team. Written and oral communication must use standard, professional medical terminology.
• He/she must communicate with clients clearly and effectively in English to elicit information regarding history, emotional status and activity, and to perceive nonverbal communications.
• Communication includes speech, hearing, reading, writing and computer literacy.
• A student must be able to clearly and effectively report in English to members of the health care team. Additionally, students must be able to relay appropriate information to clients, as well as teach, explain, direct and counsel a wide variety of individuals.
• In some instances the student will be required to provide clear, direct communication in English during highly stressful, crisis situations. These skills necessitate a strong command of the English language and prompt, timely interpretation of pertinent patient data.
• Students must be able to communicate online in a timely, professional manner, e.g., enter an electronic medical record immediately after the patient visit.

If your primary language is not English, or if you are an International Student, you will need to demonstrate required English language proficiency by meeting one of the following criteria:

• You are a citizen of a country whose official language is English including Australia, Belize, Botswana, Canada (except Quebec), Commonwealth Caribbean, Ghana, United Kingdom, Ireland, Kenya, New Zealand, Singapore, South Africa, and Zimbabwe.
• You have obtained a total score of at least 560 on the paper-based TOEFL and 50 or above on the Test of Spoken English (TSE); a score of 83 on the Internet-based TOEFL with 26 or above on the spoken English section. For other minimum subscores see internationaladmissions.ucdenver.edu . The College of Nursing TOEFL Exam Code is 3377. Be sure to use this code when registering for the exam to ensure that we will receive the results.
• You have obtained a total score of 6.5 on IELTS with a minimum speaking subscore of 8. Official IELTS scores must be sent directly to the College of Nursing.
• You have graduated from the University of Colorado Denver’s ESL Academy.
• You have graduated from a US/UK accredited school abroad with English as the medium of instruction.
• You have earned a Bachelor’s degree in the U.S. or you have successfully completed a minimum of 2 semesters of full-time study in a master’s program at an accredited institution in the U.S.

Previous Enrollment in a Nursing Program

Applicants who were previously enrolled in another nursing program (prerequisite courses excluded) are required to submit a letter of good standing from the previous school indicating that the student left in good academic standing. Documentation can be sent to [email protected] and will also need to be included in the NursingCAS application profile.

Technical Standards

All College of Nursing students must meet the minimum requirements outlined in the Technical Standards for admission, progression and graduation.

Healthcare Experience Recommended

Healthcare experience is not an admissions requirement for the Traditional Pathway. However, it is strongly recommended that applicants have exposure to the nursing field so that they better understand the expectations for this career path. Applicants are encouraged to include information about healthcare experience in their resume and the Experiences section in NursingCAS.

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Athens and Sparta

7 h total length

Examine the History and Legacy of the Ancient Greeks

A study of the ancient Greek cities, Athens and Sparta, is of vital importance to understanding the story of Western Civilization. Moreover, such a study reveals timeless truths about human nature that are applicable in any age. What is necessary in order for a democracy to flourish and endure? How does a city form free and self-governed citizens? What are the best means of resisting tyranny from without or within? 

Now you can explore these lessons alongside Victor Davis Hanson and Paul A. Rahe, distinguished professors of history, in our free online course, “Athens and Sparta.” This course will examine the culture and government of each city, as well as their respective roles in the two great conflicts of the fifth-century B.C. You will learn how Greek victory in the Persian War secured freedom and democracy in the West, and how the ill-fated Peloponnesian War brought a decisive end to the Golden Age of Athens.

By enrolling in this nine-lecture course you will receive free access to all the lecture videos, course readings, and quizzes to aid you in the study of these two great ancient cities and their enduring influence on Western Civilization. 

We invite you to join us today to encounter the triumphs and failures of ancient Greece with Professors Hanson and Rahe.

Expand Course Details

Lessons in this course.

Why Study the Classics?

The histories of Athens and Sparta—the most dominant cities of classical Greece—are of vital importance to understanding the story of Western Civilization. In Athens, great thinkers such as Plato examined universal philosophical questions. In Sparta, the martial virtues, including the virtue of courage, were mastered. A careful study of these two cities reveals timeless lessons about human nature and human conflict.

Life and Government in Sparta

Geographically isolated by mountain ranges and the sea, Sparta was able to become one of the two most dominant ancient Greek cities, along with Athens. Spartan government was stable, which was made possible by a system of checks and balances. Sparta fostered a way of life that demanded total dedication to the political community. These factors were essential to Sparta’s extraordinary military success.

Life and Government in Athens

In the fifth century B.C., Athens, the leading city of ancient Greece, experienced a golden age in the areas of literature, philosophy, politics, and art, among others. To a large degree, these accomplishments were made possible by a government that was based on the principle of  demokratia , or rule by the people. Athenian direct democracy produced great achievements, but also often led to great injustices, as in the case of the philosopher Socrates.

Sparta and the Persian War

The first major challenge to the Spartan way of life occurred in approximately 546 B.C., when Persia, the largest empire at the time, set its sights on Greece. In a long war that led to the eventual defeat of Persia, Sparta was a decisive contributor in two major areas: leadership of the Greek resistance and military prowess, particularly at the decisive Battle of Plataea.

Athens and the Persian War

The Persian War was a conflict between two radically different civilizations. The Athenian democracy, in conjunction with several other neighboring Greek cities, was able to repel the invading Persians for two main reasons. The first was its superior naval prowess. Second and more fundamental was the statesmanship of Themistocles, who rallied the Greeks in defense of the Western ideal of freedom and against the tyrannical Persian Empire.

Sparta and the Peloponnesian War

The Greek victories against the Persians at Salamis and Plataea changed the geopolitical outlook for the small but powerful cities of Sparta and Athens. Preoccupied with ruling over a large section of the Peloponnese, Sparta stood aside reluctantly while the Athenians founded the Delian League and continued the war at sea against the Persians. As the Persian threat gradually dissipated, Athens and Sparta became enemies and fought one another in the Peloponnesian War.

Athens and the Peloponnesian War

The Peloponnesian War (431–404 B.C.) between Athens and Sparta was a war unparalleled in Greek history for its length and intensity. Wars in ancient Greece were typically short and fought to settle border disputes. Even the battles of the Persian War, while grand in scale, were only episodic. By the end of the Peloponnesian War, Sparta and its allies were victorious, and the Athenian Golden Age came to an end.

Sparta and Athens - Conclusions

The Spartan regime was distinguished by its extreme discipline, which was fostered by a culture of shame and by the society’s extreme regimentation. However, Spartan rule abroad—in the absence of these restraints—typically resulted in corruption and tyranny. Following its victory in the Peloponnesian War, Sparta’s attempt to establish and rule an empire led to its eventual demise.

Athens and Sparta - Conclusions

Following the defeat of the Athenian Empire by Sparta and its allies in the Peloponnesian War, Athens was ruled by tyrants. Although democracy was eventually restored, the war had weakened the Athenians’ attachment to freedom. This made them vulnerable to the kind of autocratic government that was eventually imposed on them by Philip of Macedon and Alexander the Great.

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The Mixed Methods Blog

How many students are taking dual enrollment courses in high school new national, state, and college-level data.

Last week, the U.S. Department of Education released new data that, for the first time ever, provide college-level counts of the number of high school dual enrollment students, disaggregated by race/ethnicity and gender. The provisional release of these new data represents years of effort among dozens of organizations pushing for better dual enrollment data. In this post, I detail a first look at this new information.

What is the size and significance of dual enrollment across postsecondary sectors and states?

Nationally, community colleges enrolled the majority of high school dual enrollment students, followed by public four-year and private nonprofit four-year colleges. For community colleges, the 1.78 million high school dual enrollment students represented 21% of total enrollments during the 2022-23 year (8.6 million in total). Two hundred forty thousand high school students took dual enrollment at the 10 largest dual enrollment colleges alone, and of these top 10, eight were community colleges.

As shown below, the size of high school dual enrollment at community colleges differed substantially across states. For example, in Idaho and Indiana, high schoolers represented the majority of community college enrollments in 2022-23, and in eight other states dual enrollment made up a third or more of total community college enrollment. At 37 community colleges across the country, 50% or more of enrollment was from high school dual enrollment.

Compared to undergraduate students overall, how representative are dual enrollment students by race/ethnicity and gender?

Compared to undergraduates overall, Black and Hispanic students were underrepresented nationally in dual enrollment during 2022-23, echoing our previous analysis of national K-12 data. White students were overrepresented in dual enrollment, accounting for 52% of high school dual enrollment compared to 45% of undergraduate enrollment overall (and 44% of K-12 enrollment).

Black students, which made up 13% of undergraduate enrollment and 15% of public K-12 enrollment, comprised only 8% of high school dual enrollment. Black students were underrepresented in dual enrollment in every state except for Massachusetts. And Black students had equal or greater representation in dual enrollment at only 74 community colleges—fewer than one in ten community colleges serving dual enrollment students nationally.

Hispanic/Latino students made up 22% of undergraduate enrollment (and 29% of public K-12 enrollment) but only 20% of high school dual enrollment. Hispanic/Latino students had greater or equal representation in dual enrollment in 18 states and at more than a third of community colleges nationally.

One caveat is that, nationally, more dual enrollment students were reported with unknown race/ethnicity (9%) compared to undergraduates overall (5%), muddying the picture somewhat. Similar to undergraduates overall, men were underrepresented among dual enrollment students nationally (43%).

In the dashboard below, you can select your college or your state and identify the number of dual enrollment students, consider the size of dual enrollment as a percentage of overall undergraduate enrollment, and compare the racial/ethnic and gender representation of dual enrollment students to that of undergraduate enrollments overall.

How does your state compare to others in dual enrollment size and representation?

The top five states for dual enrollment by size—California, Texas, New York, Indiana, and Florida—together reported nearly 900,000 dual enrollments, about a third of dual enrollment nationally. California, Texas, and Florida enrolled the largest numbers of Hispanic or Latino dual enrollment students, and Texas, Florida, and Georgia enrolled the largest numbers of Black dual enrollment students.

In the dashboard below, you can look across states to compare the percentage of dual enrollment as a share of overall undergraduate enrollment (shown in the map), see states ranked in order of the number of high schoolers enrolled in dual enrollment, and compare racial/ethnic composition of dual enrollment across states and to the U.S. overall.

How does participation in dual enrollment vary among colleges in your state?

In the dashboard below, you can look within your state to compare the size and demographic breakdown of dual enrollment students across colleges. Select your state to view all of the postsecondary institutions, the size of their dual enrollment programs, the significance of dual enrollment as a share of their undergraduate headcount, and dual enrollment counts disaggregated by race/ethnicity and gender.

Implications of the new data

Given decades of research documenting the positive benefits of participating in dual enrollment coursework on high school and postsecondary outcomes, the growth of these programs has great potential to expand college and career opportunity for high school students across the country. And yet gaps in access to dual enrollment for Black, Hispanic, low-income, and other underserved groups persist in preventing these programs from fully realizing their potential. But, as we have learned in our dual enrollment equity pathways research, it is not only possible to broaden the benefits of dual enrollment but also increasingly important for college business models to rethink the conventional approach, sometimes described as “programs of privilege” or “random acts” of dual enrollment. These new data can help to motivate and guide reform efforts by providing public, college- and state-level, disaggregated data for practitioners and policymakers seeking to rethink dual enrollment as a more equitable and effective on-ramp to career-path postsecondary education for students.

About the author

John Fink is a senior research associate and program lead at the Community College Research Center.

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Transfer Credits

As a transfer student, it is extremely important to make sure prior coursework transfers properly to your degree plan at UT Austin. Check out these resources and answers to common transfer credit questions .

To start transferring credits, submit official transcript of all attempted coursework from each of your prior institutions.

The Automated Transfer Equivalency System is a database of all courses offered at Texas institutions and can help students understand which courses automatically transfer into UT Austin.

Once you are admitted to the university, the Interactive Degree Audit tool allows you to see how you are progressing through your degree plan. This tool provides an estimate of how your credits apply to your required coursework. It can also help you plan for future classes and understand additional requirements for minors and certificates.

For classes that do not transfer automatically but may meet the requirement for a certain course, there are petition processes in place. There are separate petition processes depending on which degree requirement you feel the course fulfills:

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To petition a class for your major, minor, and/or certificate, ask your academic or program advisor.

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Home / News / University News / New industry-standard certification added to FAMU-FSU College of Engineering degree program

New industry-standard certification added to FAMU-FSU College of Engineering degree program

Graduate students in the joint college’s systems engineering master’s program can now graduate with valuable INCOSE certification

The FAMU-FSU College of Engineering’s Master of Systems Engineering (MSSE) program has a new benefit for engineers seeking career-boosting certifications and advanced degrees.

The  International Council on Systems Engineering (INCOSE)  announced today that courses required for the joint college’s MSSE degree have been recognized as equivalent to the certification knowledge exam for Associate Systems Engineering Professional (ASEP) and Certified Systems Engineering Professional (CSEP) certification.

This additional, prestigious recognition for MSSE graduates who complete the coursework and certification process before graduation can provide valuable professional skills and recognition for professionals working as systems engineers. The joint college’s recognition is the first time a historically Black university’s coursework has been recognized.

“Adding this additional — and professionally very valuable — INCOSE component to our systems engineering master’s program is a win-win for the college and our students,” said  Suvranu De , dean of the FAMU-FSU College of Engineering. “The degree itself is a vital part of advancing an engineering career, and graduating with INCOSE is an added benefit that will pay dividends for our students almost immediately.”

MSSE students who do well in the college’s MSSE courses assessed to have Academic Equivalence (AcEq) can bypass the certification knowledge exam when applying for ASEP and CSEP Certification. The INCOSE certification program’s volunteer reviewers have recognized the assessments they complete through their existing coursework as an equivalent alternative to the standardized test developed by INCOSE.

“I am especially proud of this industry certification which demonstrates the quality of the MSSE academic program and its commitment to industry needs,” said  Randy Hanna , dean of FSU Panama City, where the program’s faculty work.

Academic members of INCOSE’s Corporate Advisory Board can offer Academic Equivalency upon recognition by the INCOSE certification program. Candidates who apply through AcEq must still meet all other INCOSE certification requirements, including individual membership and payment of application fees.

“Universities recognized as having Academic Equivalency show commitment to offering their students a systems engineering education aligned with the INCOSE Systems Engineering Handbook,” said Courtney Wright, INCOSE certification program manager. “The program at the FAMU-FSU College of Engineering will bring the current best practices of systems engineering to their students and introduce them to continued professional development through INCOSE.”

The FAMU-FSU College of Engineering Master of Systems Engineering program is the fastest-growing graduate program in the history of the college and part of the Department of Industrial and Manufacturing Engineering graduate degree program offerings. The program is administered out of the Florida State University-Panama City campus in Panama City, Florida and led by  Danny Georgiadis  and  David Gross .

About the International Council on Systems Engineering The International Council on Systems Engineering (INCOSE) is a not-for-profit membership organization that promotes international collaboration in systems engineering practice, education, and research. INCOSE’s mission is to “address complex societal and technical challenges by enabling, promoting, and advancing systems engineering and systems approaches.” Founded in 1990, INCOSE has over 65 chapters and over 23,000 members and associates worldwide. For additional information about INCOSE, visit www.incose.org .

About the INCOSE Systems Engineering Professional Certification Certification is a formal process whereby a community of knowledgeable, experienced, and skilled representatives of an organization, such as INCOSE, confirms an individual’s competency (demonstrated knowledge, education, and experience) in a specified profession. Certification differs from licensing in that licenses are permissions granted by a government entity for a person to practice within its regulatory boundaries. Certification also differs from a “certificate” that documents the successful completion of a training or education program.