Northeastern University

Academic Catalog 2023-2024

Experiential phd.

The future of research will be collaborative. Researchers across academic institutions, industry, government, and other organizations will team up to solve complex real-world problems. Researchers will require technical proficiency as well as the ability to work with others, form teams, manage projects, and more—skills that go beyond the classroom. At Northeastern University, every PhD student and postdoctoral research associate has opportunities to acquire experiences beyond traditional research. Exposure to and integration with our many partners through unique programs in authentic settings from laboratories to startup companies to nonprofit institutions leads to greater impact and broader career opportunities, both within and beyond academia.

Northeastern’s Experiential PhD programs offer such opportunities for current Northeastern PhD students and postdoctoral research associates and for full-time master's-level employees at companies, laboratories, and organizations who want to pursue a doctoral degree at Northeastern. The former occurs through the LEADERs program , while the latter occurs through the Industry PhD program . Traditional internships and sponsored research agreements are available to Northeastern students.  

The LEADERs program is designed to enable researchers to develop professional skills through authentic career exploration opportunities at organizations in industry, government, and the nonprofit sector. Beyond the comfort zone of their own university research group, PhD students and postdoctoral research associates encounter new experiences that help shape their research perspective. They also bring fresh ideas and talent to their host organizations. Northeastern is one of the only universities in the world to offer students in all of its research-based doctoral-degree programs the option to learn and pursue research outside of their primary research group. These real-world placements are highly flexible and customizable, tailored to meet the needs of both Northeastern’s PhD students and postdoctoral research associates and our institutional partners.

The Industry PhD is a first-of-its kind research-based doctoral program for full-time master's-level employees.  Designed with input from external partners, employees pursue a research-based doctoral degree while maintaining their job and conducting research at the employer site. This enables employees to acquire new skills that will help them to advance in their careers and provides the organization with an opportunity to invest in their future leaders. By working closely with Northeastern faculty, employees will explore their research from a broader scientific perspective, enabling them to appreciate the research foundation of their day-to-day work and to pursue new areas of research for the company.

Experiential PhD programs offer robust benefits to both students and institutional partners. Students solve complex problems as part of their education and chart careers as future innovators. Our institutional partners receive many benefits as well, including:

A deeper engagement in rapidly evolving fields of research

Access to university facilities and senior faculty expertise

Opportunities for senior leadership to mentor and copublish with students and to serve on their dissertation committees

A chance to recruit emerging talent

Opportunities to partner with Northeastern, an entrepreneurial research university known for its innovative collaborations with academia, government, and industry

At Northeastern University, PhD students enjoy a uniquely broad range of immersive opportunities to expand critical inquiry, learn, perform original research, and chart a path to professional success. Experiential PhD opportunities enable PhD students to step outside the comfort zone of their campus research group where students can pursue challenging, creative, customized assignments within industry, government, or the nonprofit sector that inform and enhance their pursuit of a research doctorate.

This Graduate Certificate in Experiential PhD Leadership aims to:

•  Challenge students to address complex problems  through experience within the context of real-world needs and challenges faced by industry, government, or nonprofit-sector organizations, broadening students' view of stakeholders and impact, shaping the very questions they raise and answer.

•  Equip students for a lifetime with the cultural agility, creativity, and professional skills— public speaking and communications, meeting goals and expectations (e.g., project management for personal and professional purposes), teamwork, leadership, peer influence, leading from the middle—that they will need to translate their findings into impactful solutions.

•  Enrich every student’s research group and, ultimately, fields of expertise  by fostering a collaborative, entrepreneurial, innovative approach to knowledge creation that expands their network far beyond academia to include intellectual and professional mentors and collaborators.

This graduate certificate designed for PhD students across all of Northeastern’s research-based PhD programs provides students embarking on an experiential PhD with the preparation, project delivery, and guidance for contextual integration within the context of leadership development. All students pursuing this leadership certificate will be mentored by their sponsor supervisor and dissertation advisor(s).

Complete all courses and requirements listed below unless otherwise indicated. 

A grade of B or higher is required in each course.


Program credit/gpa requirements.

12 total semester hours required Minimum 3.000 GPA required

The Industry PhD is a first-of-its kind research-based doctoral program  designed with input from external partners to provide a pathway  for full-time  master's-level employees. Designed with input from external partners,  employees pursue a research-based doctoral degree while maintaining their job and conducting research at the employer site. This enables employees to acquire new skills that will help them to advance in their careers and provides the organization with an opportunity to invest in their future leaders. By working closely with Northeastern University faculty, employees will explore their research from a broader scientific perspective, enabling them to appreciate the research foundation of their day-to-day work and to pursue new areas of research for the company.

The Industry PhD is applicable to any of our 35 doctoral programs. Applicants should follow the requirements of the program to which they are applying. In addition, the following Industry PhD terms apply.

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PhD Graduate Education at Northeastern University logo

The Experiential PhD at Northeastern University

A new frontier in graduate education

Our programs leading to the research doctorate offer students challenging assignments inside our many partner organizations in industry, government, academia, and the nonprofit sector. Northeastern is one of the only universities in the world to offer all PhD students experiential learning opportunities outside of their primary research group. Placements are flexible and customizable, tailored to the interests of students and partners.

Our students discover opportunity.

Northeastern’s distinctive approach pushes students beyond their campus comfort zone. Immersive experiences inform— and transform—students’ research trajectory while expanding their networks and helping them chart a path to careers in and beyond academia. Experiential PhD opportunities across all Northeastern PhD programs include internships, fellowships, practicums, LEADERs and special initiative programs that:

> Challenge students to solve problems in the context of society’s needs and limited resources, shaping the questions they raise through their own dissertation research. > Equip students with professional skills, creativity, and cultural agility, serving graduates for lifetime as they translate discoveries into practical solutions.

>  Expand each student’s professional network by pairing students with an industry mentor and exposing them to newpeers and potential collaborators.

Our institutional partners ignite innovation.

By engaging our talented PhD students—through an internship, corporate fellowship, embedded-employee fellowship, research-based partnership such as LEADERs , or another customized option—each partner gains:

> An opportunity to build a pipeline for recruiting exceptional graduates.

> Access to university facilities and senior faculty expertise.

> A deeper engagement in rapidly evolving elds of research.

> Opportunities for senior leadership to mentor and co-publish with students, and to serve on their dissertation committees.

> Opportunities to partner with an R1 research universityknown for its robust collaborations with academia, govern-ment, and industry worldwide.

Looking for more information?

Online College Plan

10 Online Colleges That Give Work & Life Experience Credit

Find your degree.

colleges that give credit for life experience

You know that you have a lot to gain and to learn when you decide to pursue a college degree, that’s why you’ve decided to take this incredible step into your future. But, what about everything you already know in your chosen field? This is where work and life experience credits come in!

Originally published: September 2018 Last Updated: February 2024

Dozens of colleges and universities across America have the answer. Many institutions of higher learning have committed to giving credit where credit is due.

They will allow you to receive literal credits for your relevant experience whether that is from professional experience, life experience, prior training or credentials related to your field, or training you received in the military.

When did the idea of work and life experience credits begin?

Since 1974, the American Council on Education’s College Credit Recommendation Service (ACE) has existed to help students earn credits for formal training that happened outside of a traditional degree program.

They have partnered with a broad range of organizations and reviewed over 30,000 different programs in order to provide colleges and universities with course equivalency information. They evaluate standardized tests, work training programs, and more.

Colleges and universities across the country trust the council to determine if credits should be bestowed upon students. There are plenty of helpful resources and more information about the service on the ACE website.

How can I prove my work and life experience?

There are a variety of ways that you can earn credit for what you already know by demonstrating competency in specific areas. So, if you have all of the knowledge and skills that a course seeks to teach you, you may be able to receive credit by showing your proficiency instead of completing the course.

One way that schools do this is by offering different standardized tests. These tests usually have an associated fee, but some students may be able to get those fees waived based on financial need. These exams include:

  • Challenge Exams: You would take the equivalent of an end-of-course exam and receive credit if you pass. You will have to contact individual schools to determine if this is an option for you.
  • CLEPs: The College-Level Examination Program allows students to take a set of exams in specific content areas to test out of some classes. You can search the CLEP website to see if your school accepts these exams.
  • DSSTs: DANTES Subject Standardized Tests are the option for students who have learned outside of an academic setting to prove that they are proficient in a particular subject. There are more than 30 of these exams currently available, which are all recommended by ACE. Close to 2,000 schools accept these credits.

After testing, are there other ways to demonstrate my work and life experience in my field of study?

Apart from sitting for an exam, you can potentially earn college credit for professional licenses or certificates, workforce training, and military training. This is done through the creation of a Prior Learning Assessment (PLA) Portfolio.

This portfolio should contain information regarding all of your workplace or military training, any licensure, certifications, or diplomas you may have received, and any civic activities, volunteer service, or similar ventures.

You should include supporting documents, any competency-based exam results, as well as plenty of writing that details what you know, how you learned it, and how you can demonstrate that knowledge.

Earning credit for your life or work experience doesn’t have to be difficult. The resources published by the ACE and the academic advisors at the schools you’re considering can show you how to get college credit for work experience. Additionally, many schools have a PLA Portfolio course that you are required to take, which will walk you through this process in great detail.

The benefits of going through this seemingly daunting process should not be overlooked. First of all, you deserve to have your skills recognized. Schools that offer credit for life experience can be a great choice for senior citizens who want to earn an affordable degree .

These programs can also help you earn a degree quickly. While there are a variety of fees that you may encounter by submitting a PLA or taking the aforementioned exams, they are saving you money in the long run. The average cost per credit hour in the United States is just a few dollars short of $600. Every course that you get credit for this way is a significant savings.

If this is something that you’re interested in doing, the ten schools on this list are a great place to start. Each of these schools awards credit for work and life experience. All were ranked according to the following.


This article explores the top ten online colleges that give credit for work or life experience. In order to create this ranking, we began by curating a list of schools that met the following criteria:

  • features at least one distance education degree program;
  • allows students to earn credit for their past experience;
  • is based in the United States;
  • is properly accredited;
  • is not a for-profit institution.

Once we had a complete list, we used our standard ranking factors of the Freshman Retention and Graduation Rate. These two percentages were added together to obtain a final score (out of a possible 200) for each school.

The schools that received the highest score are presented here, with the highest-scoring school coming in first place. In the event that any two institutions receive the same final score, they are presented in alphabetical order.

The data presented to you in this ranking came directly from the schools’ websites whenever it was available. Additional information was gathered from U.S. News & World Report and the National Center for Education Statistics.

As a disclaimer, OnlineCollegePlan doesn’t grant any institutions more favorable treatment. All of the schools are held to the same rigorous standards, and we openly provide our methodology so that you can understand how we came to these conclusions. Due to incomplete information, there may be a number of schools that are not represented here that otherwise may have ranked.

If none of the schools in this ranking seem like a good fit for you, you may want to check out our article featuring the Top 100 Best Online Colleges .

Tuition Disclaimer: All stated tuition values are based on a student’s in-state residency only and are subject to change.

Linfield is accredited by the Northwest Commission on Colleges and Universities and currently only offers bachelor’s degrees. Linfield offers a total of 72 different majors and minors to a student body of less than 2,000.

The college offers students credit for life experience through examinations with either CLEP or course finals. ACE-approved work-related credits are also accepted, and the college also provides portfolio examinations for those whose experience cannot be categorized.

Linfield College accepts up to 30 credits for past experience, listing standard sources as well as travel, personal interest, family, and life experience. This is a very welcoming policy, which is part of what makes this college the best online option for students seeking credit for experience.

Coupled with the exceptional educational quality that comes from a highly personalized environment, this is an impressive school. Majors offered online include:

  • Business Information Systems
  • Computer Information Systems
  • Global Studies
  • International Business
  • Project Management

There are six minors and 18 certificates to customize your learning further. Linfield offers interesting certificates, such as Wine Management, and a Yoga Instructor program.

Online programs at Colorado State University are reasonably popular given the size of the university’s student body. More than a tenth of those students are studying entirely online through the Colorado State University Global campus which offers a variety of undergraduate degree completion programs, graduate degrees, certificates, and other continuing education opportunities.

The university accepts up to 90 transfer credits for some of its programs which is an excellent option for those of you who have completed some of your degree already.

In addition to that, the university also accepts credit from Advanced Placement testing at the high school level, college courses you completed during dual enrollment in high school, International Baccalaureate credits, CLEP testing, and more.

There are 20 online programs offered at DeSales University, including a selection of accelerated bachelor’s degrees and professional certificates. Online classes at DeSales are presented asynchronously, and the courses are condensed into six- and eight-week sessions depending on which class it is. There are 11 start dates throughout the year.

These programs are provided through what the university calls the ACCESS program which has garnered recognition several times throughout the past 40 years since it was established. You have the option to take classes in this accelerated format, or you can also take them on a more traditional schedule.

If something happens and you need to take time off to take care of other obligations, you can pick right back up where you left off. 75 transfer credits are accepted, and you can earn credit for your experience in several ways. DSSTs, CLEPs, and more are all accepted. You also have ample access to financial aid and academic support services while enrolled.

Wisconsin Lutheran College offers one online degree program that leads to a Bachelor of Science in Business Management. As the college continues to grow, its offerings to distance-learning students will grow with it.

This degree program is provided in an accelerated format, allowing it to be completed in as little as 20 months of full-time study. There is a generous transfer policy that you could benefit from if you have any prior college experience.

If not, Wisconsin Lutheran College does accept up to 45 credits from other sources such as previous life and work experience. You can apply any CLEP test results to your degree, and you can also submit a portfolio.

Demonstrating competency in specific areas through a variety of ways will allow you to earn credit, as will any other learning experience you received in a professional setting.

Westfield State University is made up of the following:

  • College of Education, Health, and Human Services
  • College of Arts, Humanities, and Social Sciences
  • College of Graduate and Continuing Education
  • College of Mathematics and Sciences

There are six online degrees offered at the bachelor’s level:

  • Business Management
  • Criminal Justice
  • Liberal Studies

The university has been recognized for the quality of its online programs in the past. Classes are offered all year, which may help you to complete your degree faster. Westfield accepts credit through the presentation of a Prior-Learning Portfolio.

You have the opportunity to earn credit for CLEP testing, internships, and can also demonstrate your proficiency in other ways.

Central Michigan University offers 53 total online degree programs. In addition to that, you can also explore your options with more than 20 certificate programs, professional development courses, and personal enrichment courses.

There are options for accelerated format programs that allow you to complete part of your master’s degree courses while you’re working on your bachelor’s degree. The majority of classes are asynchronous, and there are very few on-campus requirements across its entire repertoire.

Students of the CMU Global Campus can earn credit for prior learning. Prior Learning credit is awarded for work, training, and life experience at CMU. What sets the university apart is that it relies on competencies.

So, even if your knowledge doesn’t pertain to a specific course offered, you can still potentially have your knowledge recognized as a credit. In order to receive this credit, students would submit a PLA portfolio for review.

Online programs are offered at Walsh University; however, they are not very popular among the current student body. There are more than ten majors that can be completed in online and accelerated formats. Courses last just five- or eight-weeks and they are self-paced. Some programs can be finished in just over a year of full-time study.

The undergraduate programs accept up to 92 transfer credits, including those from prior learning. Majors include business, communication, a BSN, and more. If none of the offered majors suit your needs, you can also create your own major; Walsh University is one of the very few schools with this option for online students.

There are also four different graduate degrees you can earn online, with a further ten areas of interest to choose from. Walsh University welcomes credits from CLEP testing, work training or experience, and even life experience when students can adequately demonstrate their competency in their portfolios.

Albertus Magnus College has some of the most flexible online programs for students. There are online programs that are taken entirely via the web, and there are what AMC calls Flex programs. The Flex programs allow those students who are close enough to the school to take classes at the brick-and-mortar campus if they are interested in doing so.

There are accelerated degree programs that feature eight-week courses. The setup of these programs allows you to earn as much as 30 credits in just one year, and you can do that online or on-campus. The college is more than committed to enabling you to enroll in a program that is convenient, efficient, and meets all of your needs.

Prior learning credits can be earned from CLEP, DANTES exams, challenge exams, and by submitting a portfolio. Students are eligible for financial aid whether they are full- or part-time, and the college provides access to internships, experiential learning, career services, and more.

The University of Memphis has operated a Division of Professional and Continuing Education since the 1970s. Over time, in order to expand options for nontraditional students, the University of Memphis Global was created. This division offers more than 60 online programs that are fully online, don’t require any visits to campus, and feature predominantly asynchronous courses.

These programs are very flexible, making them an excellent opportunity to attend a highly respected university and receive a quality education that meets all of your needs. U of M offers prior learning credit through a PLA Portfolio because as it boasts, it understands that learning can happen anywhere.

Almost every course in the undergraduate curriculum allows for challenging exams. You can also earn CLEP, DSST, AP, and IB credit. Professional training and licensing are also considered.

There are more than 40 online degree programs to choose from through Eastern Kentucky University’s EKU Online division. Some of the fields offered include business, criminal justice, education, nursing, psychology, social work, and more.

There are six start dates throughout the year, and all of the courses are taught by the same faculty as their on-campus counterparts. EKU Online takes great care to make sure that its programs fit into the lives of busy students no matter what they have going on, so many of the courses are asynchronous. In addition, there are generous financial aid opportunities available.

Credit for life and work experience is formally recognized by the university as long as students are actively enrolled and seeking a degree. EKU currently accepts military training and CLEP examination credits as long as there is an equivalent course offered at the university.

phd degrees for life experiences


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PhD for life experiences

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What Qualifications are Needed for the Accredited Life-Work Equivalent Doctorate?

Mandatory ten years experience of life, work experience for the accredited Doctorate degree   package. Many with no traditional training, are experts in their respective fields.

Participation in, and engagements that are appraised.

Occupation & Career endeavors

Education achievements

Hobbies, Work-shops  &  Volunteer-ism

Military at any branch or level

Congregational Contributions

Independent self enrichment

So you know: There is no indication of experience on degree

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How it's now possible to get a PhD or DBA in a matter of days.

The Doctorate degree focuses on life experience . This means the award is based on your own experiential knowledge. Your award is relevant to your expertise. Your Doctorate PhD award, is practical, not academic. This helps people be empowered, reach higher, and gives them a sense of accomplishment.  This accredited program is designed for any, with constraints to time and finances. We've bridged the gap. No longer does it take decades to grasp the coveted post-graduate Doctorate certificate, but within a week, established on what you already know.

Knowledge and Know-How Based Doctorate Degree

Can you really buy a PhD for years of know-how?

With sky-rocketing costs of brick-and-mortar learning, shortage of teaching staff and professors, and pandemic's rapidly evolving, education isn't as simple as it once was.

We've observed legal loop-holes which allow you to submit your life experiences and apply it toward your desired parchment. Be it Science, Theology, Divinity, Business, Counseling or a myriad of other concentrations, we have you covered. What's more, you'll receive a list of Universities which you can choose from. A real life experience degree , with abundant opportunity, that is to say, it goes as far as you can take it.


Secure better positions, and solidify personal objectives are just some of the doctoral degree advantages.

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Adults, with age and maturity greater than thirty-four years. You should have the equivalence of a Bachelor's, or higher. life-experiential knowledge, vast present and prior working skills, including executive-level positions are desirable, furthermore, empirical research and mentoring others are a value you can bring to your fast Doctorate degree program . Community (including local, state or government) services, group, and religious leadership and interactions, accredited correspondence. are another valuable asset. 


The cost of the Online Doctorate, PHD, DBA and other advanced degrees, varies based on which online program you choose. We make this affordable to all, and have the diploma alone, for $199.00, or the complete professional package, for $449.00, what's more, you can get college transcripts, official and sealed. Of course, there is no comparison to the cost of a traditional phd degree , which will eclipse 100k, with many nearing a "quarter-million-dollars." It's no wonder individuals are seeking alternative, innovative routes to posses their award in a much quicker fashion.


Dr. George Balikov, a candidate in Health Psychology, said that PhD starting salaries "run the gamut," from low, to lower middle-level pay. One example, Psychology Doctoral candidates, has a starting salary about $85,000, and can go as high as $95,000. A doctorate in Social Work, which is a branch of psychology, has a starting salary of $63,000. Coaching services has seen a rise in base-pay, of 10% over the last 5 years. One thing is certain: If you want to be successful in your career, whether you've earned, or bought your PhD, you must become an expert in your chosen field .


There are two areas of study in the accredited Doctor levels: Research and Professional. Candidates have several avenues, likewise, many branches to develop their ambitious career path, for example: Doctor of Applied Science (DAS) Doctor of Business Administration (DBA), Doctor of Philosophy (PhD), the following are quite popular, other instances, are: Doctor of Arts, Doctor of Transformational Leadership (DTL) Doctor of Theology (ThD). A plethora of Doctor concentrations means you'll surely locate an online major in your field of expertise.


We know, real University Doctorate education takes grit, extreme dedication, extensions of finance, and true-blue hard work. On the other hand, to buy a PhD qualification Online, at the Doctorate level , on the basis of Life Experience , takes a mere few minutes and a credit card number. Many purchase their online diploma for accolades, but there are those, whom get their certificate with intent of fraud. for example, a common frivolous practice, is to obtain the parchment in, say. English or Teaching, albeit, with unrecognized accrediting organizations , and attempt to use this for monetary gain in another country. For their economic advantage, others will consider using this for employment or promotion purposes, dubiously, we would add. “To buy--or not to buy,” that is the question. Do your homework, and due diligence. Check all laws pertaining to the use of such accredited online articles, most importantly, regarding any other use, aside from “a Correspondence Doctorate ornament on your office wall.” 

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January 17, 2024

Enrollment, experiences and employment opportunities inspire Purdue Global College of Social and Behavioral Sciences dean


Sara Sander, dean of Purdue Global’s College of Social and Behavioral Sciences, collaborates with faculty and staff members in developing competitive degree programs, continually advocating for working adult learners. (Purdue Global photo/John Underwood)

Sara Sander uses collaboration daily to build successful outcomes for all students

WEST LAFAYETTE, Ind. — Sara Sander loves trying out new ideas, especially for higher education projects.

Sander recalls the time in 1994 when she was pursuing her master’s degree from the University of Arkansas at Fayetteville. Administrators needed someone to teach a night class.

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“I remember thinking, ‘I’ll do it. I’ll try it.’ The class was filled with adult learners, and I loved it,” Sander says. “They had focus and determination, and it really meshed well with my teaching. Every chance I got, I taught those night classes. I knew then that working with adult learners is where I wanted to be.”

Sander now serves as dean and vice president of Purdue Global ’s College of Social and Behavioral Sciences, and she is interim dean of the School of Aviation .

That experience started her on a journey into the then-new realm of online education — one that has had her leading the way in shaping the experience of thousands of students.

Dialing up success

Sander has served as dean of the College of Social and Behavioral Sciences since 2013, and previously served as dean of the College of Arts and Sciences from 2003-13. During her tenure, the college has seen tremendous growth in student enrollment and degree programs.

She began her career in online education in January 1997, reviewing and editing regional accreditation paperwork for the Higher Learning Commission. In 1998, the organization was selected to participate in the U.S. Department of Education’s Distance Education Demonstration Program, which allowed institutions to use financial aid to teach online courses — a novelty at the time.

“We were picked for the project,” Sander says. “They needed volunteers, so I raised my hand again. I wanted to try this and see what the outcome would be.”

And she began teaching to an online classroom in 1998 — with students using dial-up modems to connect to online courses.

Looking back at the experience, Sander says it was rocky, but it eventually worked.

“The mentality at the time was to replicate everything that instructors did when we taught in person,” she says. “My first attempt was overly difficult for both me and the students, but I had never gotten to know and understand the challenges, hopes and fears of a group of students more. This made me a better teacher, and I realized then the overarching potential of online learning.”

Sander says advancements in technology, design and learning theory have all contributed to building supportive online atmospheres to help students progress through their degree plans.

First-gen student leading other first-gen students


A native of Illinois and Iowa’s Quad Cities area, Sander uses her personal experience as both a traditional and nontraditional first-generation college student to help others advance in their education and careers.

She earned her bachelor’s and master’s degrees from the University of Arkansas at Fayetteville. She earned her doctoral degree in 2010 from Capella University.

“Like our students, I had to balance family responsibilities and a full-time job,” she says. “That balancing act, that’s hard. I was in the sandwich generation, taking care of a parent and raising my children at the same time. Many of our students find themselves in that situation.”

The current student snapshot at Purdue Global includes these data points:

  • 59% of students are 30 years of age or older.
  • 40% of students are from underserved populations.
  • 52% of students have a child or other dependents.
  • 50% are first-generation college students.
  • Approximately 10,000 are military-affiliated students, a population that includes uniformed personnel, veterans and eligible dependents.

Drawing on her experience, she has led the way, with her staff, in developing tools for first-gen and first-time students, including an online dictionary and reference guide that explains terms commonly used in higher education. She was also instrumental in starting Purdue Global’s First-Generation College Student Scholarship program , which awarded 22 scholarships in 2023.

Career creation and student success

Sander started at Purdue Global as a technical admissions coordinator, serving as an admissions advisor, full-time faculty member and dean of instruction before becoming dean.

Those positions have helped her and her team as they continually work with industry partners, faculty and Purdue Global’s Center for Career Advancement to design new degree programs that benefit students.

“We are always working and reviewing what is needed in the career landscape and how we can serve a need for students,” Sander says.

During the 2022-23 academic year, the college launched 11 new programs; four of them were new degrees, and seven were collaborations with other Purdue Global colleges, including a business fundamentals concentration that is open to all students so that they are exposed to basic management concepts.

“At Purdue Global, we make sure our degrees are multidisciplinary. We are responding to how there is more overlap in today’s workforce and making sure that our students have basic understandings of other areas,” she says.

The college launched its first professional doctoral program — the Doctor of Education in Leadership and Innovation — in 2023. The degree was designed for those who want to lead in nonprofit, corporate, government, higher education and K-12 settings and for those who lead training and development programs.

It has been successful, with more than 250 students enrolled. The first students are expected to graduate in 2025.

“This shows the value placed on professional doctorates in other workplaces,” Sander says.

Collaboration across majors and areas

Student growth is a key goal for Sander and her team and is measured in a variety of ways: enrollment, externship sites and employment opportunities for students. The college has more than 600 partnerships with employers — 192 of which hired Purdue Global graduates in the 2022-23 academic year.

The college includes majors and programs at the bachelor’s level in fire science, emergency management, early childhood education, aviation, psychology, human services, communication, legal studies and criminal justice, offering master’s degree programs in public administration, homeland security and emergency management.

“Collaborations are key for our success,” Sander says. “It’s part of our culture. We talk about collaboration every opportunity we can.”

Sander is grateful for the associate deans, department chairs and faculty who design curricula that keep the programs going and relevant to today’s environment.

“Most of our faculty are practitioners, meaning they understand what it’s like to be out there doing the job,” she says. “They are going to teach and develop courses on what it means to do the job. They all hold the appropriate credentials and certifications.”

For example, a judge is teaching in the public safety and legal studies area. There are 15 fire chiefs and assistant fire chiefs who lead fire science programs . And there is a forensic investigator in the  criminal justice program who teaches about and creates a crime scene for her students in her car and driveway.

Comebacks and gratitude

Student success, to Sander, is when a student comes in, earns their degree, graduates and gets a job or promotion.

“The value they found in their education is going to help them either feel fulfillment in their personal life or advance their career. It’s great to see how it impacts their life,” Sander says. “There are things that happen when you get a college degree — you have higher self-esteem and self-confidence and become better communicators and thinkers. There’s a lot of other benefits of a college degree that make it worth it.”

Purdue Global’s National Association of Colleges and Employers First Destination Data 2021-22 report shows students have high knowledge and positive career outcomes in several high-performing programs in the College of Social and Behavioral Sciences, including the following:

  • Master of Science in instructional design and technology (Education and Communication).
  • Bachelor of Science in applied behavior analysis (Psychology).
  • Associate of Applied Science in criminal justice (Public Safety).
  • Bachelor of Science in environmental policy and management (Legal Studies).

Commencements are filled with moments of connecting with students , where several of them share how grateful they are to have a place for working adult learners. They also share stories of how they overcame challenging situations in the pursuit of their degrees, as well as their dreams.

“ Those two days of celebration leave me invigorated to come back and continue doing what I’m doing,” Sander says. “There’s an inspiration with adult learners. Once they finish, they can change the course and direction of their family . They impact their communities. It’s the examples they set for their children. It’s stepping out of traditional roles in ways that they traditionally may have viewed themselves within their families. We have so many exceptional students doing exceptional things.”

Coming back to school to get a degree is something that Sander understands. It can seem so lofty, and it can take time to realize that the degree is within sight.

“My personal comeback is when I went back to school to get my doctoral degree,” she says. “There were seven years between the time I finished my master’s to when I started the doctorate. It was something that I had wanted to do. It just seemed impossible from many standpoints. There was no better feeling than when I finished it.”

About Purdue Global

Purdue Global is Purdue’s online university for working adults who have life experience and often some college credits. It offers flexible paths for students to earn an associate, bachelor’s, master’s or doctoral degree, based on their work experience, military service and previous college credits, no matter where they are in their life journey. Purdue Global is a nonprofit, public university accredited by the Higher Learning Commission and backed by Purdue University. For more information, visit .

Writer/Media contact: Matthew Oates, [email protected] , 765-496-6160, @mo_oates

Source: Sara Sander

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Phd graduates: a guide to life after your degree, published by steve tippins on june 25, 2022 june 25, 2022.

Last Updated on: 2nd February 2024, 05:49 am

What do PhD students do after they graduate? What should they do? And what are the unexpected challenges and limitations they encounter?

The first thing a PhD graduate should do is rest and gather their thoughts. It can actually feel stressful to rest after you’re finished because you’re used to pushing yourself to the limit. It can almost be a letdown for some people to have time to rest. However, it is vital to allow yourself to return to a baseline that is a healthy pace of life. Take time and gather your thoughts. 

After that, it’s time to take a look at how to navigate your career after you graduate with your PhD.

Getting a Job as a PhD Graduate

Traditionally, many people moved on to academia after getting their PhD . They would become a professor or instructor. The ideal was to become an assistant professor and do the teaching, research, and service needed to continue; then become an associate professor; and then get tenure and eventually become a professor. That has been the traditional route for people with PhDs . 

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But what people do with a PhD is expanding dramatically. In some fields such as education, having a doctorate leads to administrative positions. Many principals and superintendents with doctorates, whether it’s a PhD or EdD, use their degree to enhance their career outside of colleges and universities. They do administrative activities and fill administrative roles in school systems or specific schools. 

Are Universities Failing PhD Graduates?

“Instead of seeking work across society, many highly skilled doctorate holders end up teaching a course here and there – for low wages – in the vanishing hope of full-time jobs as professors. This proliferation of adjunct labor devalues the people doing it and the academic workplace together.” – The Conversation

People are beginning to wonder: Is getting a PhD worth it? Are schools actually doing the right thing by putting out more PhDs? 

Over-Producing PhDs

There are more PhDs than academic jobs at this time. And, the pandemic didn’t help hiring; uncertainties are all over the place. The number of college-age students is lower, so demand for professors is lower. 

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What have many universities done in response to all this? They have said, “we are not going to hire tenure track people, we will hire instructors or even adjunct professors.” Doing so frees them from the obligations of tenure. 

Over 50% of doctoral candidates don’t finish their dissertations.

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Tenure is almost like locking people up for lifetime contracts. Abandoning this practice gives universities a lot more flexibility to handle their demand. However, this also means that there is a whole group of people who are getting paid a lot less. 

This is especially hard on those in adjunct positions who have earned a PhD. They have spent lots of years working to get paid $2,000 to $10,000 to teach a class. It’s hard to support yourself on that, let alone support a family and pay student loans.

The Adjunct Faculty Rut

Many people who come from a PhD program get stuck in the adjunct faculty rut while searching for a full-time position. They have to do the research to keep current, but they could make more money working a $15 to $20 an hour job that doesn’t require much education. People entering a PhD program should understand that is one of the realities they may face. Now, many people consider careers outside of academia and what a PhD can do for them.

Careers Outside of Academia

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Challenges for PhDs Looking for Jobs Outside Academia

One of the challenges people with PhDs face is having employers understand who they are, what their skills are, and why they should hire a PhD. Some people have this perception that PhDs are overqualified to work for them. Other people think PhDs are just theoretical and want somebody who will “actually do work.” You have to combat that thought process. 

Selling the Skill Set of a PhD to Non-Academic Employers

Presenting the skills you acquired doing a PhD to employers and showing them that your skill set is going to be highly valuable is one challenge. This will be less of a challenge over time as more PhDs enter the workforce. 

How do you sell the skill set of a PhD to a non-academic employer? It’s all about communicating the skills you acquired and proved by doing your PhD. Here are some examples:

  • In order to get a PhD, you had to be highly organized. 
  • In order to keep track of all the research you were doing, you had to be able to carry out a long-term project. 
  • You had to be able to work with people, even though some may think you did it alone. 
  • You had to be able to work with a committee and essentially manage a group of people. 
  • You have planning skills: the planning of your degree, doing the research, and then carrying out the research. It’s a huge endeavor and skill set. 
  • You have the technical skills 
  • Critical thinking has become part of your normal life. You bring the ability to look at problems from many different sides and then break the problem down and come up with the creative solutions employers are looking for. 

PhDs have to market the skill set more than the degree.

How Does the Glut of PhDs Affect Society?

phd degrees for life experiences

From a positive perspective, having a group of highly educated people with the skills we just outlined is potentially highly beneficial for society. People within society with these skills can help solve and tackle many problems. 

However, on the opposite side, to get a PhD, you spend time outside of the productive world. You have what some economists might call pent-up demand for materials and services. If there’s a glut of PhDs and you don’t have the capacity to get the jobs you wanted within academia, that can cause unemployment. 

For example, there are places in the United States like Austin, Texas where they say all the taxi drivers have PhDs. People fall in love with Austin, but there aren’t many jobs there. They dedicate huge portions of their life to their PhD and then end up working in jobs they never needed that degree for. 

Is Getting a PhD a Waste of Time?

You shouldn’t get a PhD for financial rewards. However, there is joy in following the pursuit of knowledge. If you are the type of person who really wants to answer questions, explore issues, and come up with solutions, a PhD may be an ideal route for you. If this is the case for you, figure out how to monetize it and become successful. 

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For many people, there’s no greater feeling than finding a problem and then providing solutions to it. That can be the beauty and non-monetary reward of being involved in a PhD. Just make sure to cover the financial side of things as well.

Final Thoughts

When you’re doing a PhD, you are surrounded by people who are also on a quest. The camaraderie of supporting each other on these quests can be very rewarding. 

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Ultimately, you should not enter into a PhD program lightly. You should understand not only the process of getting a PhD – the rules and procedures – but also why you want to get a PhD. What about it is going to be worth over three years of your life? Explore that, and if you can answer that question, a PhD can be very rewarding.

Steve Tippins

Steve Tippins, PhD, has thrived in academia for over thirty years. He continues to love teaching in addition to coaching recent PhD graduates as well as students writing their dissertations. Learn more about his dissertation coaching and career coaching services. Book a Free Consultation with Steve Tippins

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Older PhDs student experiences – should you pursue a PhD later in life?

In today’s world, it’s not uncommon for individuals to change careers or pursue higher education later on in life.

For those considering a PhD program at an older age, there may be some hesitations and concerns about the experience.

  • Will it be worth it?
  • How difficult is it to balance academic responsibilities with other commitments such as family and work?
  • What are the experiences of older PhD candidates?
  • And many more questions…

In this article, we will explore the unique challenges and rewards of pursuing a PhD later in life, and share the insights and experiences of older PhD candidates.

Whether you’re considering a career change or simply seeking personal growth, read on to discover if pursuing a PhD is right for you.

Two specific case studies:

This case study explores the experiences of two mature PhD students, who despite their age, successfully navigated through their doctoral programs.

These students come from diverse backgrounds, having pursued their PhDs in Marketing and Computer Engineering. Their stories highlight the importance of determination, support systems, and practical experiences in achieving their academic goals.

Case 1: Marketing PhD Student at 48


This student began their PhD journey at the age of 43, having accumulated 15 years of corporate experience, 5 years of teaching, and some consulting work. They decided to pursue a PhD after talking with their advisor during their master’s program.


One of the main challenges faced by this student was knowing when to stop working and take breaks. Managing workload and maintaining mental health were essential aspects of their PhD journey.

Key Factors for Success:

The student emphasized the importance of having a good advisor and a support network. Their prior experience in the corporate world helped them form interesting and relevant research questions. This also made them more relatable to students when teaching.

The student is now in the final stages of their PhD and has been offered a tenure-track assistant professor position at a university in New York.

Case 2: Computer Engineering PhD Student at 32

This student completed their PhD at the age of 32, having taken five years off after their master’s to work in the aerospace industry. They had always planned on getting a PhD and built significant experience in their field during their time off.

Working full-time while pursuing a PhD consumed most of their time, making it difficult to balance work, studies, and personal life. They acknowledged that having children would have added another layer of complexity to their situation.

The student’s success can be attributed to a fantastic advisor, a passionate research topic, and the ability to work from home. Their company’s financial support for their PhD program played a significant role in their decision to continue working full-time.

Having completed their PhD in three years, the student now plans to continue climbing the technical ladder within their company and aims to achieve a Technical Fellowship.

The experiences of these mature PhD students demonstrate the importance of determination, support systems, and real-world experience in successfully completing a doctoral program. Both students managed to overcome challenges and leverage their unique backgrounds to achieve their academic and professional goals.

If you want to know more about how to do a PhD at an older age you can check out my other articles:

  • What is the PhD student average age? Too late for your doctorate?
  • What is the average masters students age? Should you return to graduate school?
  • Typical Graduate Student Age [Data for Average Age]
  • Balancing PhD and family life – tips for balancing a busy life

Life Experience Helps with a doctoral degree 

Life experience can be a valuable asset when pursuing a PhD. The journey towards obtaining a doctoral degree can often be challenging and demanding, requiring dedication, hard work, and resilience.

Other benefits can include:

Iindividuals with life experience may have an advantage as they already possess a certain level of maturity, self-discipline, and time-management skills.

Life experience can bring a unique perspective and insight to research, as individuals may draw from their personal experiences to inform their research questions and design.

Moreover, being part of a cohort with diverse backgrounds and experiences can also enrich the doctoral experience, leading to greater learning and growth as a researcher.

You’re never too old to become a PhD student

Age is just a number, and this is especially true when it comes to academic pursuits. It is never too late to do a PhD, as academia welcomes learners of all ages. Long gone are the days when PhD candidates had to be in their early 20s to pursue this degree.

Nowadays, more and more people in their 30s or 40s are pursuing doctoral degrees, and many have even found great success after graduation.

Here are some potential advantages and drawbacks of doing a PhD later in life:


  • Greater maturity: You have a better understanding of what you want to do and can focus on your goals.
  • Real-world experience: You have a better understanding of real-world problems and can work on more relevant research.
  • Stronger mental health: Having other commitments in your life can help you maintain a better work-life balance and prevent you from dwelling on research-related stress.
  • Financial resources: You may have more financial resources at your disposal, which can be helpful during your PhD journey.
  • Less need for validation: You’re likely pursuing the degree for genuine reasons rather than seeking status or validation.
  • Better relationships with professors: You may find it easier to connect with your professors as peers and friends.
  • Research relevance: Your research may be more relevant to managers because you’ve experienced management roles.
  • Time constraints: You may not have as much time to enjoy the benefits of your PhD, especially if you plan to retire in your 60s.
  • Additional life commitments: You may have more personal responsibilities, such as children, a spouse, or aging parents, which can make it more challenging to balance your PhD work.
  • Potential need for relocation: You may have to move around for job opportunities, which could be difficult if you have a family or other commitments.
  • Opportunity cost: Pursuing a PhD at this stage in life may come at the expense of other career opportunities or financial gains.
  • Difficulty in obtaining tenure: You may not obtain tenure until your late 50s, which may be a drawback for some individuals.
  • Not a financially sound decision: If you’re pursuing a PhD to make more money, the return on investment may not be as high as you expect.

Older PhD candidates often have a wealth of experience and knowledge that can only enhance their research and academic contributions.

So if you are considering pursuing a postgraduate degree, don’t let your age hold you back. It’s never too old to follow your academic dreams!

If you want to know more about how doing a PhD later in life you can check out my other articles:

Who is the oldest person to do a PhD? 

The oldest person to earn a PhD was a 95-year-old woman named Ingeborg Rapoport.

She was a Jewish-German physician who began her PhD studies in the 1930s but was unable to complete them due to the Nazi regime.

After a successful medical career, she decided to resume her studies in 2008 at the age of 94 at the University of Hamburg in Germany.

Her doctoral thesis focused on diphtheria and included research conducted in the 1930s, making her research especially significant.

In 2015, Rapoport successfully defended her thesis and earned her doctorate, becoming the oldest person in history to do so.

Her achievement received widespread recognition and admiration, and she demonstrated that age is just a number when it comes to academic achievement.

Wrapping up – doing a PhD later in life

In this article, we explore the unique challenges and rewards of pursuing a PhD later in life, drawing from the experiences of older PhD candidates.

Two case studies showcase the importance of determination, support systems, and practical experiences in successfully completing a doctoral program.

Life experience offers numerous benefits for older PhD students, such as a broader perspective, problem-solving skills, transferable skills, time management, an established professional network, emotional resilience, enhanced credibility, motivation and purpose, adaptability, and mentorship opportunities.

Age should not be a barrier to pursuing a PhD, as older candidates often bring valuable real-world experience and knowledge to their research.

Key advantages of pursuing a PhD in your 40s include greater maturity, real-world experience, stronger mental health, financial resources, less need for validation, better relationships with professors, and research relevance.

Drawbacks may include time constraints, additional life commitments, potential need for relocation, opportunity cost, difficulty in obtaining tenure, and lower return on investment.

The oldest person to earn a PhD was 95-year-old Ingeborg Rapoport, exemplifying that it’s never too late to follow your academic dreams.

phd degrees for life experiences

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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Experience Plus – Earn Credit by Portfolio

Earn college credit by submitting a professional portfolio.

Liberty University recognizes that adult learners have valuable experiences that they bring to the academic environment of higher education. For that reason, we believe students should receive college credit for learning that can be demonstrated through experience.

In some cases, credit may be awarded directly for job training, based on a precedent that has been established by our university. In other cases, students will need to petition for credit through the official portfolio process.

Find out more about the Experience Plus Program here.

Please note:  If your degree involves any type of licensure and/or other certifications that are received from a state, government entity, or military branch following the conferral of the degree, then you are ineligible for any type of Experience Plus credit.

If you are unsure whether or not this pertains to you, please call Academic Advising (800) 424-9595 or email  [email protected] . Also, for undergraduate students at least 25% of classes in your major must be completed at Liberty University and for graduate and doctoral at least 50% must be completed at Liberty.

Experience Plus Portfolio Apply Now  

What is a portfolio, application process.

  • Students must be accepted to a degree program to pursue the portfolio review process. 
  • Students may submit their portfolio through the Experience Plus Portfolio Application Portal for review and evaluation by a faculty member. Students will select the school and specific course to be reviewed for credit approval.  
  • Based on learning objectives, students will answer a varying number of questions for which they are requesting to earn credit.
  • Letters of verification from supervisors
  • Certificates
  • Transcripts
  • Job descriptions/evaluations
  • Work samples
  • PowerPoint presentations
  • Charts, graphs, and photographs
  • Newspaper clippings
  • A $100 non-refundable portfolio assessment fee  will be charged for each portfolio submission to your student account in order to evaluate academic credit for knowledge demonstrated through the Experience Plus portfolio. Not all experience qualifies for academic credit.
  • You will be notified by email once the portfolio has been approved or denied. If your portfolio is denied, you will have the opportunity to submit one appeal based on the feedback of the faculty member who has reviewed it.

Evaluation Process

  • The Experience Plus Coordinator will assign your portfolio to a subject matter expert in the field.
  • This process will be completed within five business days of submission. However, depending on the time of year (i.e. holiday, spring break, etc.), it could take longer.
  • The Experience Plus Coordinator will contact you by email once the portfolio has been returned for final processing. Please be aware that there is no guarantee of approval.

Questions? Contact the Experience Plus Coordinator at [email protected] .


Undergraduate and graduate student qualifications for submitting a portfolio for credit.

  • Must be accepted to a degree program to pursue the portfolio review process
  • Have a minimum of 3 years training in their field
  • Demonstrate professional excellence in their field
  • Work relates to a subject taught at Liberty
  • Have experience in at least one of the following areas: m issions,  business,  counseling, or  education

For students pursuing a degree in nursing or aviation, please submit your RN credential or pilot license for credit by emailing [email protected] .


Please note: This list of programs that are ineligible for Portfolio experience is subject to change at any time and is inconclusive. PhD students must email [email protected] to inquire about portfolio eligibility. 

Bachelor of Science in Social Work (B.S.) Bachelor of Education (B.Ed.) in Elementary Education – Licensure Bachelor of Education (B.Ed.) in Middle Grades – Licensure Bachelor of Education (B.Ed.) in Special Education – Licensure

Juris Master (J.M.) Master of Arts in Addiction Counseling (M.A.) Master of Arts in Clinical Mental Health Counseling (M.A.) Master of Arts in Marriage and Family Counseling (M.A.) Master of Arts in Marriage and Family Therapy (M.A.) Master of Arts in Clinical Mental Health Counseling (M.A.) – 60-hour Master of Arts in Religion (M.A.R.) — Community Chaplaincy Master of Arts in Sports Chaplaincy (M.A.) Master of Arts in Teaching (M.A.T.) — Elementary Education Master of Arts in Teaching (M.A.T.) — Middle Grades Education Master of Arts in Teaching (M.A.T.) — Secondary Education Master of Arts in Teaching (M.A.T.) — Special Education Master of Divinity (M.Div.) — Community Chaplaincy (Non-Thesis) Master of Divinity (M.Div.) — Community Chaplaincy (Thesis) Master of Divinity (M.Div.) — Healthcare Chaplaincy (Non-Thesis) Master of Divinity (M.Div.) — Healthcare Chaplaincy (Thesis) Master of Divinity (M.Div.) — Military Chaplaincy (Non-Thesis) Master of Divinity (M.Div.) — Military Chaplaincy (Thesis) Master of Divinity in Chaplaincy (M.Div.) Master of Education (M.Ed.) — Administration and Supervision Master of Education (M.Ed.) — Math Specialist Endorsement Master of Education (M.Ed.) — Reading Specialist Endorsement Master of Education in School Counseling (M.Ed.)

School of Business DBA program core classes and dissertation classes School of Business DSL program

Helpful Information about Portfolio Submission

If you are interested in learning about how your portfolio submission will be graded, please review our grading rubric . Each area of experience will be evaluated for  mastery   or  developing.     

  • Credit earned by portfolio is considered transfer credit and counts towards overall transfer credit hours and transfer allowance/limit for your program. It does not count towards your GPA requirements, minimum Liberty University credits, and it cannot be used to fulfill degree requirements, even if approved, if you have already reached the transfer limit for your program.
  • Each portfolio request has a $100 submission fee. If your portfolio is denied, there is a $50 appeal fee to resubmit your request. The fees will be charged to your student’s account.
  • Undergraduate: 100-400 level courses
  • Master: 500-600 level courses
  • Doctoral: 700-900 level courses
  • As you answer the essay-type questions for your portfolio request, you must demonstrate competency in the course learning objectives. It is imperative that you prove academic learning through your experience.
  • It is highly encouraged you provide supplementary documentation that validates competency in the specific areas. Refer to the below list of suggested documentation.
  • Access to the Portfolio portal is not available before the term you are scheduled to begin courses or if you have any kind of hold on your account.
  • Please review the grading rubric before you begin and be advised that the EPlus team does not review your portfolio requests. The submissions are reviewed by qualified faculty members in the respective academic departments.

Examples of supplementary documentation:

  • Resumes with years of experience
  • Letters of verification from supervisors/employers
  • Certificates of completion
  • Digital portfolios
  • Published works
  • Professional/Industry certifications
  • Programming, coding, scripting, configurations, simulator, and software work and files

Examples of topics or experience not to use :

  • Apprenticeship programs
  • Basic vocabulary, spelling, grammar
  • Career development
  • Company or job-specific training
  • Court reporting
  • CPR and first aid
  • Defensive driving
  • Guns/firearms/concealed weapons/batons
  • Internship/on-the-job training
  • Job interviewing skills
  • New hire training
  • Notary public
  • Office machines
  • Orientations
  • Remedial college preparatory classes
  • Secondary coursework
  • Silva mind control lecture series
  • Smoke enders program
  • Speed reading
  • Truck driving
  • Tutoring/mentoring/coaching
  • Typing/keyboarding

List of Available Courses

Don’t see your course listed? Please email  [email protected] or call Academic Advising  (800) 424-9595 .

  • College of Arts and Sciences

College of Arts and Sciences Course Guides

College of Arts and Sciences course eligible for the portfolio access:

  • CFRE 101 – Conversational French I
  • CGRM 101 – Conversational German I
  • CGRM 102 – Conversational German II
  • CGRM 103 – Conversational German III
  • CSPA 101 – Conversational Spanish I
  • ENGL 103 – Technical Communication for the Professions
  • GEOG 200 – Introduction to Geography
  • HIST 305 – Introduction to Public History
  • WRIT 201 – Introduction to Creative Writing
  • College of Applied Studies and Academic Success (CASAS)

College of Applied Studies and Academic Success (CASAS) Course Guides

College of Applied Studies and Academic Success (CASAS) courses coming soon!

  • Helms School of Government

Helms School of Government Course Guides

Helms School of Government courses eligible for the portfolio process:

  • CJUS 200 – Introduction to Criminal Justice
  • CJUS 230 – Criminal Justice Research and Writing
  • CJUS 300 – Administration of Justice Organizations
  • CJUS 310 – Juvenile Justice
  • CJUS 320 – Corrections
  • CJUS 321 – Juvenile Corrections
  • CJUS 322 – Community-Based Corrections
  • CJUS 323 – Delinquency and Crime Prevention
  • CJUS 324 – Legal and Ethical Issues in Juvenile Justice
  • CJUS 330 – Judicial Process
  • CJUS 340 – Criminology
  • CJUS 350 – Criminal Justice Ethics
  • CJUS 360 – Introduction to Forensics
  • CJUS 361 – Crime Scene Photography
  • CJUS 362 – Crime Scene Management
  • CJUS 363 – Computer and Cyber Forensics
  • CJUS 380 – Introduction to Homeland Security
  • CJUS 381 – Incident Command System/Emergency Planning and Incident
  • CJUS 382 – Critical Infrastructure Protection
  • CJUS 383 – Behavioral Dimensions of Disaster
  • CJUS 400 – Criminal Law
  • CJUS 410 – Constitutional Criminal Procedure
  • CJUS 420 – Criminal Investigations I
  • ETHC 323 – Critical and Historical Development of Public Ethics
  • ETHC 324 – Applied Ethics in Public Policy
  • ETHC 325 – Legal Ethics
  • FIRE 310 – Fire Prevention and Protection
  • FIRE 320 – Legal and Political issues in Fire Administration
  • FIRE 330 – Human Resources Management in Fire Services Organizations
  • FIRE 340 – Administration of Fire and Emergency Services
  • FIRE 450 – Leadership in Fire Services Organizations
  • GOVT 210 – Introduction to Political Science
  • GOVT 215 – Logic and Legal Reasoning
  • GOVT 220 – American Government
  • GOVT 230 – Public Policy Research and Writing
  • GOVT 280 – Undergraduate Torts
  • GOVT 302 – Modern Political and Economic Ideas
  • GOVT 320 – American Executive Processes/Institutions
  • GOVT 322 – American Legislative System
  • GOVT 327 – State and Local Government
  • GOVT 328 – American Political Processes
  • GOVT 329 – American Exceptionalism
  • GOVT 330 – Introduction to Comparative Politics
  • GOVT 340 – International Relations
  • GOVT 345 – Jurisprudence
  • GOVT 346 – Legal Research and Writing
  • GOVT 348 – Constitutional Studies – The 2nd Amendment – The Right to Keep and Bear Arms
  • GOVT 350 – Political Economy and Public Policy
  • GOVT 376 – Resilient Nations
  • GOVT 380 – Introduction to Intelligence
  • GOVT 381 – Intelligence Analysis
  • GOVT 404 – Undergraduate Contracts
  • GOVT 406 – Undergraduate Property
  • GOVT 407 – Undergraduate Civil Procedure
  • GOVT 408 – Negotiation
  • GOVT 409 – Advanced Logic and Legal Reasoning
  • GOVT 421 – American Constitutional History
  • GOVT 422 – American Constitutional Law
  • GOVT 425 – American Foreign Policy
  • GOVT 460 – Contemporary Issues in Political Science
  • GOVT 470 – Government Regulation of Business
  • GOVT 476 – Persuasive Argumentation for Lawyers
  • GOVT 480 – Terrorism
  • GOVT 481 – Counter-terrorism
  • GOVT 483 – Military Operations and Intelligence
  • GOVT 484 – Strategic Intelligence
  • GOVT 490 – Political Theory
  • PADM 360 – Introduction to Public Administration
  • PADM 462 – Public Finance and Budgeting
  • PADM 475 – Advanced Public Administration
  • PADM 480 – Legal and Political Issues in Public Administration
  • PADM 485 – Public Administration Leadership and Community Engagement
  • PLST 200 – Introduction to Paralegal Studies
  • John W. Rawlings School of Divinity

John W. Rawlings School of Divinity Course Guides

John W. Rawlings School of Divinity  courses eligible for the portfolio process:

  • APOL 104 – Contemporary Worldviews
  • APOL 201 – Apologetics and Cultural Engagement
  • APOL 220 – Introduction to Apologetics
  • APOL 311 – Foundational Issues in Apologetics
  • APOL 325 – Christianity and the Cults
  • APOL 431 – Introduction to Islam
  • APOL 480 – Biblical Studies and Apologetics
  • BIBL 104 – Survey of Old and New Testament
  • BIBL 105 – Old Testament Survey
  • BIBL 110 – New Testament Survey
  • BIBL 205 – Old Testament Life and Literature
  • BIBL 210 – New Testament Life and Literature
  • BIBL 311 – Joshua thru Judges
  • BIBL 314 – Old Testament Poetical Books
  • BIBL 316 – Isaiah
  • BIBL 323 – John
  • BIBL 324 – Pastoral Epistles and Leadership Development
  • BIBL 330 – Life of Christ
  • BIBL 350 – Inductive Bible Study
  • BIBL 360 – Methodical Study of Scripture
  • BIBL 364 – Acts
  • BIBL 370 – Logos Bible Software
  • BIBL 410 – Genesis
  • BIBL 425 – Romans
  • BIBL 450 – Daniel-Revelation
  • BIBL 460 – New Testament Theology
  • BIBL 461 – Old Testament Theology
  • BIBL 471 – Biblical Archeology
  • BIBL 472 – New Testament Backgrounds
  • BIBL 473 – Old Testament Backgrounds
  • BIBL 480 – Hermeneutics
  • CHHI 300 – Survey of the History of Christianity
  • CHHI 301 – History of the Christian Church I
  • CHHI 302 – History of the Christian Church II
  • CHMN 201 – Introduction to Church Ministry
  • CHMN 360 – Foundations in Ministry Programming
  • CHMN 447 – Discipleship in Church Ministries
  • CHMN 450 – Leadership and Management in Ministry
  • CLED 300 – Biblical and Theological Foundations of Christian Leadership
  • CLED 310 – Foundations of Christian Leadership
  • CLED 325 – Critical Issues in Ministry Leadership
  • CLED 365 – The Personal Development of the Leader
  • CLED 410 – Team Dynamics in Christian Leadership
  • CLED 425 – Ethical Issues in Christian Leadership
  • CLED 450 – Organization and Leadership in Ministry
  • COAL 210 – Introduction to Camp and Outdoor Adventure Leadership
  • COAL 220 – Foundations and Programming in Camp and Outdoor Leadership
  • COAL 310 – Christian Camp: Site Plan and Design
  • COAL 370 – Managing the Christian Ministry Organization
  • COAL 460 – Camp and Outdoor Ministry: Property, Programs, Policies, and Procedures
  • EVAN 101 – Evangelism and the Christian Life
  • EVAN 201 – Preparation for Personal Evangelism
  • EVAN 220 – Effective Message Preparation in Evangelism
  • EVAN 301 – Evangelism and the Work of the Holy Spirit
  • EVAN 401 – Discipleship in Evangelism
  • GLST 200 – Introduction to Global Studies
  • GLST 220 – Intercultural Communication and Engagement
  • GLST 290 – Cultural Anthropology
  • GLST 301 – Global Exposure
  • GLST 385 – Career Preparation for Global Workers
  • GLST 431 – Introduction to Islam
  • GLST 485 – Engaging Tribal Cultures
  • PLED 421 – Homiletics I
  • PLED 422 – Homiletics II
  • PLED 446 – Christocentric Preaching
  • RLGN 104 – Christian Life and Biblical Worldview
  • RLGN 105 – Biblical Worldview: From Creation to Redemption
  • RLGN 350 – World Religions
  • RLGN 360 – Practical Teaching of Scripture
  • THEO 313 – The Person and Work of Christ
  • THEO 324 – A Theology of Suffering and Disability
  • THEO 330 – Theology of the Family
  • THEO 340 – Theology and Politics
  • THEO 360 – Theological Interpretation of Scripture
  • THEO 362 – Historical Theology
  • THEO 415 – Examining and Applying Biblical and Theological Concepts
  • THEO 430 – Modern and Contemporary Theology
  • THEO 450 – Middle East Conflict in Biblical Perspective
  • WLED 220 – Survey of Women’s Ministries
  • WLED 320 – Spiritual Formation and Development for Women in Leadership
  • WLED 330 – The Role of Christian Women in Ministry
  • WLED 387 – Methods of Teaching the Bible and Communication Skills for Women
  • WLED 410 – Leadership Development and Strategies for Women in Ministry
  • YOUT 201 – Survey of Youth Ministries
  • YOUT 220 – Global Youth Culture
  • YOUT 301 – Foundations of Youth Ministry
  • YOUT 310 – Strategies for Student Outreach
  • YOUT 340 – Current Issues in Youth Ministry
  • YOUT 350 – Campus Ministry
  • YOUT 360 – Camping Ministry
  • YOUT 370 – Managing the Christian Youth Organization
  • YOUT 380 – Ministering to Adolescents in Crisis
  • YOUT 447 – Discipleship in Youth Ministry
  • YOUT 448 – Contemporary Youth Communication
  • YOUT 450 – Professional Orientation to Youth Ministry
  • YOUT 460 – Programs for Youth Ministry
  • School of Behavioral Sciences

School of Behavioral Sciences Course Guides

School of Behavioral Sciences  courses eligible for the portfolio process:

  • CCOU 201 – Intro to Christian Counseling
  • CCOU 202 – Issues of Christian Counseling
  • CCOU 301 – Christian Counseling for Marriage and Family
  • CCOU 302 – Christian Counseling for Children
  • CCOU 304 – Christian Counseling for Women
  • CCOU 305 – Issues in Human Sexuality
  • CRIS 302 – Foundational Principles of Crisis Response
  • CRIS 303 – Acute Stress, Grief, and Trauma
  • CRIS 304 – PTSD and Combat-Related Trauma
  • CRIS 305 – Trauma Assessments and Interventions
  • CRIS 306 – Complex Trauma And Disaster: Offering Emotional And Spiritual Care
  • DBFA 300 – Marriage, Family and Faith: Basic Worldviews
  • DBFA 305 – Relationships, Public Policy, and Advocacy Strategies
  • DBFA 400 – Child/Adolescent Development, Deviance, and Violence: Etiology, Assessment, and Treatment
  • DBFA 410 – Contemporary Thought, Research and Emerging Paradigms in Marriage and Family Studies
  • DBMF 300 – Child and Adolescent Issues and Helping Strategies
  • DBMF 400 – Marriage and Family Systems – Foundations Models and Techniques
  • DBMF 405 – Divorce Remarriage and Blended Families
  • DBPC 300 – Child and Family Development: Psychological and Theological Perspectives
  • DBPC 305 – Effective Parenting: Childhood Behavior and Discipline Strategies
  • DBPC 400 – Human Development across the Lifespan
  • DBPC 405 – Childhood Issues Trauma and Abuse
  • DBPC 410 – Healthy Sexuality: Biblical and Developmental Factors
  • LIFC 201 – Introduction to Life Coaching
  • LIFC 202 – Advanced Skills in Life Coaching
  • LIFC 301 – Health and Wellness Coaching
  • LIFC 302 – Marriage Coaching
  • LIFC 303 – Financial Life Coaching
  • LIFC 304 – Leadership Coaching
  • MILT 275 – The Resilient Warrior 
  • MILT 325 – Resilient Marriage and Family
  • MILT 375 – Military Career and Community Transition
  • MILT 475 – Military Mental and Behavioral Health
  • PSYC 101 – General Psychology
  • PSYC 210 – Developmental Psychology
  • PSYC 221 – Psychology of Childhood
  • PSYC 231 – Psychology of Adolescence
  • PSYC 235 – Psychology of Adulthood
  • PSYC 255 – Introduction to Research
  • PSYC 305 – Overview of Theory and Treatment of Substance Abuse
  • PSYC 306 – Advanced Theory and Treatment of Substance Abuse
  • PSYC 307 – Treatment and Recovery of Addictions
  • PSYC 308 – Diagnosis and Treatment of Sexual Addiction
  • PSYC 309 – Healthy Sexuality
  • PSYC 312 – Social Psychology
  • PSYC 317 – Crisis Intervention
  • PSYC 320 – Behavior Modification
  • PSYC 336 – Gerontology
  • PSYC 341 – Psychology of Personality
  • PSYC 345 – Exceptional Child
  • PSYC 351 – Multicultural Counseling and Research Issues
  • PSYC 354 – Statistics for the Social Sciences
  • PSYC 355 – Statistics in Psychology
  • PSYC 365 – Psychological Foundations of Learning
  • PSYC 371 – Theories in Counseling and Psychotherapy
  • PSYC 380 – Physiological Psychology
  • PSYC 405 – Group Dynamics
  • PSYC 420 – Psychology and Christianity
  • PSYC 421 – Psychological Measurement
  • PSYC 430 – Abnormal Psychology
  • PSYC 475 – Psychology of Criminal Behavior
  • SOCI 200 – Introduction to Sociology
  • SOCI 201 – Social Problems
  • School of Business

School of Business Course Guides

School of Business  courses eligible for the portfolio process:

  • ACCT 211 – Financial Accounting
  • ACCT 212 – Managerial Accounting
  • ACCT 301 – Intermediate Accounting I
  • ACCT 302 – Intermediate Accounting II
  • ACCT 311 – Cost Accounting I
  • ACCT 332 – Accounting Information Systems
  • ACCT 370 – Financial Statement Analysis
  • ACCT 401 – Taxation I
  • ACCT 402 – Advanced Accounting
  • ACCT 403 – Governmental and Not-for-Profit Accounting
  • ACCT 404 – Auditing
  • ACCT 412 – Taxation II
  • ACCT 432 – IT Audit
  • BUSI 101 – Introduction to Business
  • BUSI 201 – Intermediate Business Computer Applications
  • BUSI 223 – Personal Finance
  • BUSI 240 – Organizational Behavior and Management
  • BUSI 300 – Business Communications
  • BUSI 301 – Legal and Ethical Concepts for Decision Makers
  • BUSI 302 – Legal and Ethical Issues in Healthcare
  • BUSI 303 – International Business
  • BUSI 304 – Introduction to Health Policy
  • BUSI 310 – Principles of Management
  • BUSI 311 – Introduction to Healthcare Administration
  • BUSI 313 – Foundations of Project Management
  • BUSI 320 – Finance Principles
  • BUSI 321 – Money and the Financial System
  • BUSI 330 – Principles of Marketing
  • BUSI 331 – Marketing Research
  • BUSI 332 – Consumer Behavior
  • BUSI 335 – Leading Change
  • BUSI 336 – Introduction to Entrepreneurship
  • BUSI 342 – Human Resources Management
  • BUSI 343 – Employee and Labor Relations
  • BUSI 344 – Human Resource Management in Healthcare Administration
  • BUSI 345 – Leadership Theory and Practices
  • BUSI 352 – Financial and Retirement Planning
  • BUSI 354 – Estate Planning
  • BUSI 360 – Contemporary Issues in International Business
  • BUSI 365 – Global Industries and Operation
  • BUSI 370 – Dynamics of the American Automotive Dealership Industry
  • BUSI 405  – Forecasting and Predictive Analytics
  • BUSI 409 – Nonprofit Management and Governance
  • BUSI 411 – Operations Strategy
  • BUSI 414 – Project Management I
  • BUSI 415 – Advanced Project Management
  • BUSI 416 – Leading Project Teams
  • BUSI 418 – Research and Evidence-Based Practice in Healthcare
  • BUSI 419 – Management of Quality Improvement and Outcomes
  • BUSI 420 – Investments
  • BUSI 421 – Insurance and Risk Management
  • BUSI 422 – Real Estate Finance and Investment
  • BUSI 427 – Team Dynamics
  • BUSI 428 – Strategic Management and Marketing in Healthcare
  • BUSI 430 – Promotion Strategy
  • BUSI 431 – Sales Management and Professional Selling
  • BUSI 436 – Digital Marketing in a Virtual World
  • BUSI 438 – Marketing Brand Management
  • BUSI 439 – Conversion and Optimization
  • BUSI 440 – Compensation Management
  • BUSI 442 – Consumer Retention Through Digital Marketing
  • BUSI 443 – Workplace Planning and Employment
  • BUSI 444 – Human Resource Development
  • BUSI 446 – Retailing and Category Management
  • BUSI 452 – Survey Design
  • BUSI 453 – Applied Marketing Analysis
  • BUSI 455 – Conflict Resolution and Negotiation
  • BUSI 464 – International Marketing Integration/Trade Agreements
  • BUSI 465 – Export Management Strategy
  • BUSI 472 – Organizational Ethics
  • CSIS 100 – Introduction to Information Sciences and Systems
  • CSIS 208 – Application Programming
  • CSIS 209 – C Sharp Programming
  • CSIS 212 – Object-Oriented Programming
  • CSIS 310 – Web Architecture and Development
  • CSIS 312 – Advanced Object-oriented Programming
  • CSIS 320 – IS Hardware and Software
  • CSIS 330 – Business Data Communication Systems
  • CSIS 331 – Networks
  • CSIS 335 – Network Security
  • CSIS 340 – Studies in Information Security
  • CSIS 341 – Information Security Planning
  • CSIS 345 – Introduction to Linux
  • CSIS 351 – System Analysis and Design
  • CSIS 352 – System Administration
  • CSIS 354 – Integrative Programming and Technologies
  • CSIS 355 – Network Architecture and Protocols
  • CSIS 375 – Introduction to Human-Computer Interaction
  • CSIS 405 – Business and Economic Forecasting
  • CSIS 410 – Web Enterprise Technologies
  • CSIS 440 – Digital Forensics
  • CSIS 470 – Executive Perspectives on E-Commerce Technology
  • ECON 110 – Survey of Economics
  • ECON 213 – Principles of Economics I (Microeconomics)
  • ECON 214 – Principles of Economics II (Macroeconomics)
  • ECON 350 – Classical Economics
  • INFO 305 – Quality Management and Decision Support
  • INFO 310 – Foundations of Pharmacology
  • INFO 320 – Healthcare Informatics
  • INFO 321 – Healthcare Coding and Classification
  • INFO 405 – Informatics Information Systems
  • SMGT 200- Introduction to Sports Management
  • SMGT 201 – History of Sport
  • SMGT 300 – Introduction to Coaching
  • SMGT 302 – Sport Facilities and Events
  • SMGT 304 – Coaching Football
  • SMGT 305 – Sport Law
  • SMGT 306 – Coaching Basketball
  • SMGT 307 – Coaching Fall Sports
  • SMGT 308 – Coaching Spring Sports
  • SMGT 310 – Communication in Sport
  • SMGT 312 – Introduction to Sport Outreach
  • SMGT 314 – Coaching Dynamics
  • SMGT 315 – Concepts and Practices in Outreach
  • SMGT 317 – Mentoring in Sport Ministry
  • SMGT 321 – Global Sport Ministry
  • SMGT 400 – Sport and Exercise Psychology
  • SMGT 401 – Sport Methodology, Methods, and Practices
  • SMGT 402 – Sports Chaplaincy
  • SMGT 404 – Administration and Organization in Sport and Recreation
  • SMGT 405 – Sports Finance
  • SMGT 406 – Issues and Trends in Sport
  • SMGT 410 – Sports Marketing
  • School of Communication and the Arts

School of Communication and the Arts Course Guides

School of Communication and the Arts courses eligible for the portfolio process:

  • ARTS 222 – Introduction to Graphic Design
  • ARTS 224 – Media Design
  • ARTS 332 – Vector Illustration
  • ARTS 340 – Publication Design
  • ARTS 342 – Digital Imaging
  • ARTS 361 – Digital Photography
  • ARTS 380 – Interactive Publication
  • ARTS 473 – Introduction to 3D Graphics
  • ARTS 474 – Interactive Game Development
  • ARTS 478 – Interactive Design II
  • JOUR 225 – Media Writing
  • SCOM 110 – Media and Culture
  • STCO 307 – Strategic Communication
  • STCO 356 – Digital/Social/Mobile Communication Strategies
  • STCO 357 – Public Relations and Promotion Tactics
  • School of Education

School of Education Course Guides

School of Education  courses eligible for the portfolio process:

  • EDUC 200 – Principles of Education
  • EDUC 205 – Learning Theory and Portfolio Development
  • EDUC 210 – Early Childhood Education Fundamentals
  • EDUC 215 – Wellness in the Early Childhood Setting
  • EDUC 301 – Instructional Practices for Math Teachers
  • EDUC 302 – Instructional Practices for Reading Teachers
  • EDUC 303 – Instructional Practices for Content Teachers
  • EDUC 304 – Classroom Management for Teachers
  • EDUC 306 – Scholarly Writing and APA for Teachers
  • EDUC 307 – Instructional Practice for Differentiated Instruction
  • EDSP 360 – Learning and Behavior Problems
  • EDSP 367 – Introduction to Autism Spectrum Disorders
  • EDSP 370 – Intervention for Students with Intellectual Disabilities
  • EDSP 377 – Autism: Educational and Theoretical Approaches
  • EDSP 410 – Instructional Adaptation for Special Education
  • EDSP 429 – Survey of Trends in Special Education
  • School of Health Sciences

School of Health Sciences Course Guides

School of Health Sciences  courses eligible for the portfolio process:

  • AMOA 203 – Medical Office Systems and Procedures
  • AMOA 207 – Medical Office Coding
  • HLTH 491 – Grantsmanship
  • School of Nursing

School of Nursing Course Guides

School of Nursing  courses eligible for the portfolio process:

  • NURS 211 – Post-Licensure Health Assessment
  • NURS 215 – Post-Licensure Pathophysiology
  • NURS 220 – Advanced Nursing Communications
  • NURS 325 – Nursing Concepts
  • NURS 416 – Preceptorship in Nursing
  • NURS 440 – Strategies for Community Health Care
  • NURS 446 – Post-Licensure Population Health
  • NURS 489 – Leadership in Nursing
  • NURS 491 – Nursing Management

College of Arts and Sciences   courses eligible for the portfolio process:

  • HIST 505 – Public History
  • HIST 701 – Historical Professions
  • HIST 820 – Teaching History Online
  • TESL 602 – Curriculum, Testing, and Assessment
  • TESL 603 – Teaching Grammar, Lexicon, and Pronunciation

Helms School of Government  courses eligible for the portfolio process:

  • CJUS 500 – Criminal Justice Integration
  • CJUS 520 – Administration of Justice Organizations
  • CJUS 530 – Human Resources Management in Criminal Justice Organizations
  • CJUS 550 – Topics and Trends in Criminal Justice
  • CJUS 601 – Criminal Justice Program Evaluation
  • CJUS 610 – Leadership, Ethics, and Policing
  • CJUS 620 – Fundamentals of Forensic Psychology
  • CJUS 630 – Crisis Intervention in Law Enforcement
  • CJUS 640 – Psychology and the Legal System
  • CJUS 650 – Rehabilitation and Reintegration of Offenders
  • HLSC 500 – Foundations of Homeland Security
  • HLSC 510 – Homeland Security Organization and Administration
  • HLSC 520 – Legal Issues in Homeland Security
  • HLSC 600 – Introduction to Disaster Management
  • HLSC 610 – Understanding Terrorism and Homeland Security
  • HLSC 620 – Hazard Mitigation
  • INTL 500 – Introduction to International Relations
  • INTL 502 – Global Governance
  • NSEC 502 – Christian Values in National Security
  • NSEC 503 – National Security, National Defense, and Foreign Policy
  • NSEC 504 – Historic Lessons of National Security in War and Peace
  • NSEC 505 – Cybersecurity Policy / Operations and Political Challenges
  • NSEC 506 – Sovereignty and National Security Challenges
  • NSEC 507 – Terrorism and National Security
  • PADM 501 – Fundamentals of Public Administration
  • PADM 530 – Politics, Strategies, and Initiatives of Community Economic Development
  • PADM 550 – Public Policy Analysis
  • PADM 600 – Politics and Policy of Public Sector Budgeting
  • PADM 610 – Management of Public Sector Organizations
  • PADM 620 – Public Administration Praxis: Legal and Contemporary Issues
  • PSCI 610 – Contemporary Political Process and Trends
  • PPOG 500 – Introduction to Writing, Research, and Turabian
  • PPOG 502 – Economics and Public Policy
  • PPOG 503 – Political Philosophy
  • PPOG 504 – Leadership, Statesmanship, and Governance
  • PPOG 506 – Introduction to Geopolitics and International Diplomacy
  • PPOG 624 – Presidential Leadership
  • PPOG 625 – Legislative Leadership
  • PPOG 626 – State and Local Leadership
  • PPOG 635 – Speech Writing for Candidates and Officeholders
  • PPOG 640 – Middle East Laws and Policy
  • PPOG 641 – U.S. Middle East Foreign Policy
  • PPOL 501 – Foundations of American Governance: An Introduction to Public Policy
  • PPOL 505 – Applied Public Policy Research Methods
  • PPOL 630 – Campaign Tactics, Strategies, and Management
  • PPOL 631 – Message, Media, and Political Communications
  • PPOL 650 – International Law, Policy, and Politics
  • PPOL 652 – US Foreign Policy and Sovereignty Issues
  • PSCI 501 – American Government
  • PSCI 600 – Comparative Politics

John W. Rawlings School of Divinity courses eligible for the portfolio process:

CHPL 598 – Spiritual and Professional Development of the Chaplain CHPL 645 – Chaplain Resilient Leaders CHPL 655 – Chaplain Evangelism and Discipleship DSMN 500 – Discipleship Ministries DSMN 520 – Spiritual Formation DSMN 610 – Family Discipleship DSMN 630 – Small Group Ministries DSMN 660 – Leading a Healthy, Growing, Multiplying Church EVAN 500 – Spiritual Factors of Growing Churches EVAN 505 – Introduction to Church Planting EVAN 510 – Evangelism and the Growing Church EVAN 610 – Church Planting Methods and Culture EVAN 670 – Strategic Prayer and Spiritual Warfare YOUT 510 – Developing a Philosophy of Youth Ministry YOUT 520 – Leading Youth and Family Ministry YOUT 615 – Integrating Youth Ministry into the Home and Church YOUT 630 – Contextualization of Evangelism and Discipleship in Youth Ministry APOL 500 – Introduction to Apologetics THEO 510 – Survey of Theology THEO 525 – Systematic Theology I THEO 530 – Systematic Theology II OBST 515 – Old Testament Orientation I OBST 520 – Old Testament Orientation II NBST 515 – New Testament Orientation I NBST 520 – New Testament Orientation II GLST 600 – Cultural Anthropology LEAD 505 – Church Administration LEAD 520 – The Life of Leaders LEAD 610 – Team Leadership and Conflict Resolution LEAD 620 – Mission, Vision and Strategic Planning LEAD 625 – Preventing Ministry Failure LEAD 635 — Theology of Pastoral Ministry

School of Aeronautics

School of Aeronautics Course Guides

School of Aeronautics courses eligible for the portfolio process:

  • AVIA 505 – Aviation Context and Foundations
  • AVIA 525 – Applied Aviation Research
  • AVIA 535 – Developing Aviation Leaders
  • AVIA 536 – Contemporary Issues in Aviation Leadership
  • AVIA 537 – Aviation Organizational Leadership
  • AVIA 542 – Aviation Teaching and Learning Strategies
  • AVIA 543 – Ethics in Aerospace Decision Making
  • AVIA 544 – Aerospace Education and Training Leadership
  • AVIA 545 – Aviation Curriculum Development
  • AVIA 571 – Safety Fundamentals in Aeronautics
  • AVIA 572 – Applied Human Factors
  • AVIA 573 – Safety Culture Methods
  • AVIA 574 – Graduate Safety Analysis
  • AVIA 575 – Contemporary Issues in Aviation Safety
  • AVIA 605 – Aviation Law

School of Behavioral Sciences courses eligible for the portfolio process:

  • CRIS 605 – Crisis and First Responder Training: Skills and Techniques
  • CRIS 606 – Acute Stress, Grief and Trauma
  • CRIS 607 – PTSD and Combat-Related Trauma
  • CRIS 608 – Trauma Assessment and Interventions
  • CRIS 609 – Complex Trauma and Disasters: Offering Emotional and Spiritual Care
  • DBFA 600 – Family, Faith, and the Future: Worldview
  • DBFA 605 – Public Policy and Advocacy Strategies
  • DBFA 610 – Divorce, Remarriage, and Blended Families
  • DBFA 615 – Child/Adolescent Development, Deviance, and Violence
  • DBFA 620 – Research and Emerging Paradigms in Marriage and Family Studies
  • DBMF 600 – Counseling Children and Adolescents: Issues and Strategies
  • DBMF 605 – Parenting and Child Discipline Strategies: Raising Healthy Kids
  • DBMF 610 – Marriage and Family Systems: Foundations, Models, and Techniques
  • DBPC 600 – Child and Family Development: Psychological and Theological Perspectives
  • DBPC 610 – Human Growth and Lifespan Development
  • DBPC 615 – Childhood Issues, Trauma, and Abuse
  • DBPC 620 – Healthy Sexuality: Biblical and Developmental Factors
  • EDCO 705 – Issues and Trends in Community Counseling
  • EDCO 711 – Advanced Group Counseling
  • EDCO 715 – Applied Counseling Theories
  • EDCO 725 – Teaching and Learning
  • EDCO 735 – Statistics
  • EDCO 740 – Diagnosis and Treatment of Addictive Behaviors
  • EDCO 745 – Intermediate Statistics and Research
  • EDCO 800 – Advanced Tests and Measures
  • EDCO 801 – Assessment in Marital and Family Counseling
  • EDCO 806 – Premarital and Remarriage Counseling
  • EDCO 810 – Research Design
  • EDCO 811 – Marriage Counseling
  • EDCO 815 – Family Development
  • EDCO 817 – Trauma and Current Issues in Marital Counseling
  • EDCO 821 – Ethics and Issues in Pastoral Counseling
  • EDCO 826 – Growth and Development of the Pastoral Counselor
  • EDCO 831 – Individual and Family Issues in Pastoral Counseling
  • EDCO 836 – Premarital and Marital Issues in Pastoral Counseling
  • EDCO 841 – Crisis and Current Issues in Pastoral Counseling
  • HSCO 502 – Human Growth and Development
  • HSCO 506 – Integration of Spirituality and Counseling 
  • HSCO 508 – Studies in Interpersonal Communication
  • HSCO 509 – Multicultural Issues In Human Services
  • HSCO 511 – Group Dynamics
  • HSMF 601 – Marriage and Family Counseling
  • HSMF 603 – Premarital and Marital Counseling
  • HSMF 611 – Counseling Children and Their Families
  • HSMF 620 – Counseling Adolescents and Their Families
  • HSMF 687 – Counseling Women
  • LIFC 501 – Introduction to Life Coaching
  • LIFC 502 – Advanced Life Coaching Skills
  • LIFC 601 – Health and Wellness Coaching
  • LIFC 602 – Marriage Coaching
  • LIFC 603 – Financial Life Coaching
  • LIFC 604 – Leadership Professional Life Coaching
  • MILT 525 – Advanced Resilience for Leaders and Caregivers
  • MILT 575 – Resilient Marriage and Family
  • MILT 625 – Military Career and Community Transition
  • MILT 675 – Advanced Military Mental and Behavioral Health
  • PACO 500 – Introduction to Pastoral Counseling
  • PACO 501 – Foundational Doctrines for Pastoral Counselors
  • PACO 504 – Multicultural Issues in Pastoral Counseling
  • PACO 506 – Integration of Psychology and Theology
  • PACO 507 – Theology and Spirituality in Counseling
  • PACO 509 – Spiritual Formation in Pastoral Counseling
  • PACO 600 – Survey of Christian Counseling Theories
  • PACO 602 – Pastoral Counseling with Couples
  • PACO 603 – Premarital and Marital Counseling
  • PACO 604 – Crisis Intervention in Pastoral Counseling
  • PACO 611 – Counseling Children and their Families
  • PACO 615 – Marriage and Family Counseling
  • PACO 617 – Theories and Techniques in Pastoral Counseling
  • PACO 618 – Advanced Marriage and Family Counseling
  • PACO 620 – Counseling the Adolescent and Their Families
  • PACO 625 – Healthy Sexuality
  • PACO 630 – Gerontology and Counseling
  • PACO 687 – Counseling Women
  • PACO 825 – Growth and Development of the Contemporary Minister
  • PACO 835 – Premarital and Marital Issues in Pastoral Counseling
  • PACO 840 – Crisis and Current Issues in Pastoral Counseling 
  • PSYC 510 – Research Methods and Statistics in Psychology I
  • PSYC 512 – Advanced Social Psychology
  • PSYC 515 – Research Methods and Statistics in Psychology II
  • PSYC 516 – Industrial/Organizational Psychology
  • PSYC 520 – Psychology and Christianity
  • PSYC 525 – Advanced Developmental Psychology
  • PSYC 545 – Test Construction/Validation
  • PSYC 565 – Psychology of Learning
  • PSYC 575 – Cognitive Psychology
  • PSYC 620 – Intervention and Behavior Support
  • PSYC 621 – Advanced Child Psychology
  • PSYC 631 – Advanced Adolescent Psychology
  • PSYC 635 – Advanced Adult Psychology
  • PSYC 636 – Gerontology
  • PSYC 640 – Organizational Behavior and Development
  • PSYC 642 – Human Resource Training and Development
  • PSYC 644 – Organizational Ethics
  • PSYC 645 – Developmental Psychopathology
  • PSYC 648 – Leadership and Motivation
  • PSYC 651 – Personnel and Performance Management
  • PSYC 676 – Developmental Neuropsychology
  • TRMA 800 – Child and Adolescent Trauma
  • TRMA 810 – Adult and Familial Trauma
  • TRMA 820 – Disaster Mental Health and Community Response
  • ACCT 622 – Advanced Auditing
  • ACCT 632 – Advanced Financial Accounting Theory
  • BMAL 500 – Organizational Behavior
  • BMAL 501 – Strategic Leadership and Management
  • BMAL 504 – Leading Organizational Change
  • BMAL 530 – Accounting for Non-financial Managers
  • BMAL 550 – Effective Executive Communication
  • BMAL 560 – Corporate Responsibility
  • BMAL 602 – Nonprofit Management
  • BMAL 603 – Entrepreneurship
  • BMAL 604 – Managing and Leading Across Cultures
  • BMIS 501 – Executive Leadership and Management
  • BMIS 510 – Enterprise Models
  • BMIS 520 – IT Infrastructure
  • BMIS 530 – Systems Analysis, Modeling, and Design
  • BMIS 570 – Ethics and Legal Issues
  • BMIS 580 – Human Computer Interaction and Emerging Technology
  • BMIS 601 – Decision Making and Executive Information Systems
  • BMIS 603 – Business Simulation and Modeling
  • BMIS 650 – Operations Management
  • BMIS 662 – Telecommunications and Network Security
  • BMIS 663 – Secure Enterprise Design and Development
  • BMIS 664 – Information Forensics, Compliance, and Risk Management
  • BMIS 665 – Information Operations and Security
  • BMIS 680 – Advanced Project Management I
  • BMIS 681 – Advanced IT Project Management II
  • BUSI 501 – Executive Leadership and Management
  • BUSI 502 – Servant Leadership
  • BUSI 503 – Leadership Theory
  • BUSI 504 – Leading Organizational Change
  • BUSI 505 – Healthcare Informatics
  • BUSI 506 – Legal and Ethical Issues for Health Professionals
  • BUSI 511 – Healthcare Administration
  • BUSI 520 – Strategic Marketing Management
  • BUSI 528 – Strategic Management and Marketing for Health Professionals
  • BUSI 530 – Managerial Finance
  • BUSI 538 – Investments and Derivatives
  • BUSI 561 – Legal Issues in Business
  • BUSI 570 – Ethical Leadership
  • BUSI 600 – Business Research Methods
  • BUSI 601 – Accounting for Decision Making
  • BUSI 602 – Non-profit Management
  • BUSI 603 – Entrepreneurship
  • BUSI 604 – International Business
  • BUSI 605 – Environment of International Business
  • BUSI 606 – Global Financial Markets
  • BUSI 607 – Developing Global Markets
  • BUSI 610 – Organizational Design and Structure
  • BUSI 611 – Operations Management for Health Organizations
  • BUSI 612 – Marketing Promotions
  • BUSI 613 – Supply Chain Management
  • BUSI 614 – Marketing Research
  • BUSI 619 – Quality Assessment and Evidence-based Decision Making
  • BUSI 620 – Global Economic Environment
  • BUSI 629 – Economic Analysis in Healthcare
  • BUSI 642 – Contemporary Issues in Human Resource Management
  • BUSI 643 – Workforce Planning and Employment
  • BUSI 644 – Human Resource Development
  • BUSI 646 – Managing Human Capital in Healthcare
  • BUSI 650 – Operations Management
  • BUSI 680 – Advanced Project Management I
  • BUSI 681 – Advanced Project Management II
  • BUSI 682 – Global Project Management
  • CSCI 501 – Overview of Computer Security
  • CSCI 511 – Digital Forensics
  • CSCI 561 – Ethics, Legal Issues & Policy
  • CSCI 605 – Applied Cryptography
  • CSIS 505 – Software Development
  • CSIS 525 – Database Design and Development
  • CSIS 535 – Computer Networks
  • CSIS 643 – Software Design
  • CSIS 651 – Advanced Topics in Computer Security
  • CSIS 657 – Statistical Analysis and Data Mining
  • INFO 505 – Health Informatics
  • INFO 535 – Health Systems and Delivery
  • INFO 545 – Health Care Information Systems and Integrated Technologies
  • INFO 668 – Health Data Analytics and Decision-Making
  • MRKT 600 – Applied Market Research
  • MRKT 640 – Consumer Behavior
  • MRKT 661 – Ethical and Legal Issues in Marketing
  • MRKT 670 – Brand Management
  • SMGT 501 – Social Issues in Sports Management
  • SMGT 502 – Sports Marketing and Public Relations
  • SMGT 503 – Ethics in Sport
  • SMGT 504 – Foundations of Sport Ministry
  • SMGT 505 – Legal Issues in Sports
  • SMGT 506 – Economics and Financial Management in Sport
  • SMGT 520 – Understanding Research in Sport, Recreation, and Tourism
  • SMGT 611 – Foundations of Outdoor Adventure Sports
  • SMGT 612 – Outdoor Adventure Programming
  • SMGT 613 – Leadership and Administration of Outdoor Adventure Sports
  • SMGT 631 – Sport Event and Facility Management
  • SMGT 632 – Sport Development and Sales
  • SMGT 633 – Management and Leadership in Sport Organizations
  • TOUR 601 – Current Issues and Theories for Hospitality and Tourism Management
  • TOUR 602 – Hospitality and Tourism Marketing Strategy
  • TOUR 603 – Sport and Event Tourism Planning and Impacts
  • ARTS 524 – Advanced Typography
  • ARTS 532 – Vector Illustration
  • ARTS 540 – Publication Design
  • ARTS 542 – Digital Imaging
  • ARTS 561 – Digital Photography
  • ARTS 573 – 3D Graphics
  • ARTS 574 – Interactive Game Design
  • ARTS 578 – Interactive Design
  • ARTS 580 – Interactive Publication
  • EDSP 722 – History and Future of Special Education
  • EDSP 724 – Collaboration and Communication in Special Education
  • EDSP 725 – Assessment and Evaluation in Special Education
  • EDSP 726 – Disability and Learning
  • EDUC 500 – Learning Theory
  • EDUC 518 – Understanding Educational Research and Assessment
  • EDUC 521 – Foundations of Exceptionality
  • EDUC 562 – Introduction to Higher Education
  • EDUC 603 – Comparative Education
  • EDUC 624 – Behavior Management
  • EDUC 626 – Characteristics of Autism Spectrum Disorder and Assessment
  • EDUC 628 – Communication, Language, and Sensory Aspects for Autism
  • EDUC 629 – Technology and Diversity
  • EDUC 630 – Technology Practices for Instructional Improvement
  • EDUC 631 – Foundations of Educational Technology and Online Learning
  • EDUC 633 – Principles of Design and Management in Distance Education
  • EDUC 634 – Teaching Science in the Elementary School
  • EDUC 635 – Teaching Science in the Middle School
  • EDUC 636 – Teaching Social Studies in the Elementary School
  • EDUC 637 – Teaching Social Studies in the Middle School
  • EDUC 638 – Leadership in Educational Technology
  • EDUC 639 – Trends and Issues in Educational Technology
  • EDUC 642 – Leadership and Supervision in Education
  • EDUC 643 – Contemporary Issues in Educational Policy
  • EDUC 644 – School Leadership in Diverse Settings
  • EDUC 655 – Organization and Administration of Preschools
  • EDUC 656 – Literacy Across the Curriculum
  • EDUC 658 – Introduction to Student Affairs
  • EDUC 663 – Social and Political Aspects in Higher Education
  • EDUC 664 – Economics and Finance of Higher Education
  • EDUC 665 – Student Support Services and Retention
  • EDUC 668 – Mathematics Instruction and Learning for K-8
  • EDUC 669 – Literacy for Middle Level Learners
  • EDUC 675 – Elementary Curriculum and Methods
  • EDUC 676 – Middle Grades Curriculum and Methods
  • EDUC 703 – Theories of Historical and Social Foundations of Education

EDUC 710 – Introduction to Theory and Research

  • EDUC 721 – Issues and Trends in Exceptionality
  • EDUC 723 – Administration and Supervision of Special Education

EDUC 730 – Technology Practice for Instructional Improvement

  • EDUC 735 – Issues & Trends in Teaching and Learning

EDUC 741 – Theories of Leadership

  • EDUC 745 – Organizational Analysis and Problem Solving for Educators
  • EDUC 746 – Conflict Resolution

EDUC 747 – Advanced School Law

  • EDUC 750 – Survey of Educational Research
  • EDUC 758 – Teaching the College Student
  • EDUC 759 – College and University Administration
  • EDUC 771 – Curriculum Theory

EDUC 782 – Historical Perspectives of Higher Education

  • EDUC 784 – Assessment and Accreditation
  • EDUC 812 – Advanced Educational Statistics
  • EDUC 815 – Quantitative Methods of Research
  • EDUC 817 – Qualitative Methods of Research
  • EDUC 840 – Issues and Trends in Educational Leadership
  • EDUC 848 – Culture and Educational Leadership
  • EDUC 871 – Investigations in Curriculum Change

EDUC 915 – Quantitative Analysis

School of Health Sciences courses eligible for the portfolio process:

  • HLTH 553 – Grant Acquisition and Management
  • HLTH 620 – Introduction to Global Health
  • HLTH 630 – Principles of Community Health
  • HLTH 640 – Principles of Nutrition
  • School of Music

School of Music Course Guides

School of Music  courses eligible for the portfolio process:

  • ETHM 500 – Ethnic Music Theory
  • ETHM 511 – Introduction to Ethnomusicology
  • ETHM 512 – Field of Ethnomusicology (16-week)
  • ETHM 513 – Anthropology of Music (16-week)
  • ETHM 514 – Organology
  • ETHM 530 – Worship and Culture
  • ETHM 541 – Seminar in Ethnic Music: India
  • ETHM 542 – Seminar in Ethnic Music
  • ETHM 543 – Seminar in Ethnic Music: Africa
  • ETHM 545 – Seminar in Ethnic Music: Middle East
  • ETHM 546 – Seminar in Ethnic Music: China
  • ETHM 549 – Seminar in Ethnic Music: Eastern Europe
  • ETHM 560 – Ethnic Music Performance
  • ETHM 600 – Transcription and Analysis of Non-Western Music
  • ETHM 613 – Applied Ethnomusicology
  • ETHM 688 – Field Experience in Ethnomusicology
  • MUSC 510 – Foundations of Music Education
  • MUSC 524 – Analytical Techniques
  • MUSC 525 – Advanced Contemporary Arranging Techniques
  • MUSC 531 – Bibliography and Research
  • MUSC 620 – Music in America
  • MUSC 630 – Principles of Music Technology
  • MUSC 640 – History and Philosophy of Music Education in America
  • MUSC 670 – Principles of Curricula and Pedagogy for Music Education
  • WMUS 524 – Analytic Techniques for the Worship Leader
  • WMUS 525 – Advanced Contemporary Arranging Techniques 
  • WMUS 630 – Principles of Music Technology
  • WMUS 670 – Principles of Music and Worship Pedagogy
  • WRSP 540 – Current Issues in Worship
  • WRSP 650 – Bibliography and Research in Music and Worship
  • WRSP 840 – Current Trends and Transitions in Christian Worship
  • NURS 500 – Research
  • NURS 501 – Health Policy and Ethics
  • NURS 502 – Nursing Theory and Advanced Practices
  • NURS 503 – Managing Population Health
  • NURS 504 – Advanced Pharmacology
  • NURS 505 – Advanced Health/Physical Assessment
  • NURS 506 – Advanced Physiology and Pathophysiology
  • NURS 519 – Strategies for End of Life Care
  • NURS 521 – Nursing Issues, Informatics, and Technology
  • NURS 522 – Performance Management in Health Care
  • NURS 523 – Financial and Resource Management for Nurse Leaders
  • NURS 524 – Systems Management and Leadership for Nurse Leaders
  • NURS 700 – Advanced Nursing Research
  • NURS 716 – Applications of Evidence-based Care
  • NURS 718 – Informatics, Technology, and Trends for Transforming Health Care
  • NURS 721 – Leadership, Policy, and Ethics
  • NURS 732 – Interprofessional Collaboration and Outcomes Management for Quality in Health Care
  • NURS 750 – Spiritual Care
  • NURS 764 – Learning Theories and Teaching Methods for Nurse Educators
  • NURS 765 – Curriculum Development and Program Evaluation for Nurse Educators
  • NURS 766 – Advanced Evaluation Strategies for Nurse Educators
  • NURS 767 – Transition to Nurse Educator Role
  • NURS 832 – Clinical Prevention and Biostatistics
  • NURS 834 – Health Care Operations and Financial Management
  • NURS 836 – Translational Research in Health Care

Back to Experience Plus – Earn More Credit for Your Experience

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Northwind Institute Experience Credit Portfolios


Northwind Institute is committed to helping find the fastest and most affordable path to a degree. Application of work experience, transfer credits, military experience, and ministry experience can be applied toward your Northwind Seminary degree.

Earning a degree is a life-changing achievement. Many people have taken some college courses and did well in them. But life happened, and they veered away from earning their degree. Or maybe they got into the workforce and found their niche and now you want to expand their opportunities. Knowledge and expertise can go a long way to helping you earn that degree faster with Northwind Institute’s Experience Credit Portfolios.

Been working for years? Served in the military? Have ministry experience?

You could be eligible to use these experiences for academic credit to finish your undergraduate degree faster at Northwind Seminary. You could also be awarded college credits for life experience such as volunteering. Our Experience Credit Portfolios help you articulate and organize your achievements into an online portfolio that can be assessed for academic credit.


After spending time to earn the credits, regardless of the degree, it’s wise to try and get as much out of that degree as possible. Credits from many degrees can transfer to other degrees, which can save money and time to earn a degree. 

The Northwind Registrar will use transcripts from other schools that applicants provide to compare the courses they took with the courses needed to complete a degree.

Military learning from training, education, and occupational experience is evaluated by the American Council on Education and documented on your Joint Services Transcript (JST). Provide us with your JST, and we’ll review the recommendations on your transcript to determine how many credits you’ll receive and whether they’ll go toward electives or general education.

Ministry supervision, training, and seminars can be reviewed to determine if they can be included in our Specialized Ministry or Supervised Ministry Courses.


The portfolios are considered to be academic courses at Northwind Institute. The tuition of $50 per credit is based on the number of academic credits that are eligible for transfer after successfully completing the portfolio process.


Credits earned through prior coursework or experience can count toward a maximum of 75% of an undergraduate program or 50% of a graduate program. Program and state-specific exceptions may apply.

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Life Experience Credit Portfolio evaluation results in awarding academic credit that is eligible for transfer to undergraduate degrees at Northwind Seminary.

Students will develop a list of community volunteer work, hobbies, study travel, reading, or personal enrichment study.

Experiences can range from civic engagement and public speaking to parenting and volunteerism.

Students may also include a journal of their life experiences.


Work Experience Credit Portfolio evaluation results in the awarding of academic credit that is eligible for transfer to undergraduate degrees at Northwind Seminary.

Students develop a l ist of any professional certifications, corporate training, continuing education, or personal study related to work.

Experiences can range from work assignments and duties to significant accomplishments and professional certifications.

Students may also include a journal of their work experiences

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Military Experience Credit Portfolio evaluation results in the awarding of academic credit for Ministry Experiences that are eligible for transfer to undergraduate and graduate degrees at Northwind Seminary.

Military learning from training, education, and occupational experience is evaluated by the American Council on Education and documented on your Joint Services Transcript (JST).

Provide us with your JST, and we’ll review the recommendations on your transcript to determine how many credits you’ll receive and whether they’ll go toward electives or general education.


Ministry Experience Credit Portfolio evaluation results in the awarding of academic credit for Ministry Experiences that are eligible for transfer to undergraduate and graduate degrees at Northwind Seminary.

Students will develop  a list of any church or ministry-related training or service: Church Boards, WHC Board, Bible Study, Sunday School (Student or Teacher), Choir, Lay Reader, etc... 

Students may also include a journal of their experience or duties in the Church or Church-Related Organizations

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The average Purdue Global military student is awarded 54% of the credits needed for an associate's and 45% of the credits needed for a bachelor's.

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College Credit for Work and Life Experience

Enroll in a College Credit for Work Experience Course and You Could Save Nearly $11,000 on Tuition

See Notes and Condtions below for important information.

If you’ve worked for years or served in the military, you may be eligible to use your experience for college credit to finish your undergraduate degree faster at Purdue Global.

You could also be awarded college credits for life experience such as volunteering. Our courses teach you how to articulate and organize your achievements into an online portfolio that's ready to be assessed for undergraduate credit applicable toward a degree at Purdue Global.

See Notes and Conditions below for important information.

Assessment Credit Portfolio

Assessment credit may be awarded for learning directly assessed by University faculty via an Assessment of Skills and Knowledge (ASK) exam or experiential learning portfolio. Credit for work experience courses provide access to a mentor to help you navigate the process. There is a $1,500 portfolio evaluation fee, which may be covered by financial aid.

If your portfolio earns credits valued below the $1,500 assessment fee, you will receive a tuition grant equal to the difference toward the next term of your Purdue Global degree (up to the entire $1,500).

How Much Can You Save?

On average, portfolio submitters earn 33 credits and save nearly $11,000 on tuition.

What Our Students Have to Say

I was able to complete a portfolio, which gave me 26 extra credits. By then, I was well on my way to obtaining my BSN.

Lucy Stewart

BS in Nursing Graduate

Testimonial(s) obtained by Purdue Global. The views and opinions expressed are those of the individual; student experiences may vary.

Credit for Experience Course Options

See which of our two online courses could be the right fit for you. Access our  calculator  to find out in a few quick clicks.

LRC 100: Pathway to College Credit—Portfolio Development

This not-for-credit course is for students who haven’t yet started classes at Purdue Global, or are enrolled in an ExcelTrack ® program.

There is no tuition for this self-paced, self-directed online course offered through Purdue Global. However, there is a fee if you choose to submit your portfolio for prior learning credit.

EL 206: Academic Prior Learning Portfolio

This 6-credit online course is for undergraduate students who have already started classes at Purdue Global.

Current  tuition rates  apply. Review the  prior learning portfolio course FAQs  for more information.

LRC100: A minimum 5+ years of work experience is recommended for taking this course to better ensure you have eligible work experience.

How Is My College Credit for Work Experience Portfolio Evaluated?

A key criterion in Purdue Global’s evaluation of your portfolio is your ability to organize and present verifiable evidence of college-level learning through proper documentation. You must also include a narrative that explains the rationale for the claim for credit.

Supporting documentation may include:

  • Job description and performance evaluations
  • Certifications (evidence of licenses, training records, ranks)
  • Work samples such as computer code, lesson plans, or proposals
  • Description of the work environment
  • Verification of knowledge, skills, and abilities by a supervisor or employer
  • Other appropriate forms of documentation verifying learning

You must document the fulfillment of course outcomes, based on chosen courses, and follow the  portfolio development and assessment process . Learn which  courses are ineligible for work experience credit .

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Credit for Work Experience Calculator

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After evaluating your answers, we have determined your score below:.

You are most likely an excellent candidate for our credit-for-work experience courses. Contact an Assessment Advisor at 855.791.7106.

You may be a good candidate for our credit-for-work experience courses. Contact an Assessment Advisor at 855.791.7106.

It is unclear if our credit-for-work experience courses are right for you. Contact an Assessment Advisor at 855.791.7106.

It is unlikely you can benefit from our credit-for-work experience courses at this time.

Credits for Experience: Credits are not guaranteed through this process. See the University Catalog for the Prior Learning policy. Credits awarded apply toward a Purdue Global undergraduate program.

Work/Life Experience Credit Savings: In 2021–2022, incoming Purdue Global students who passed EL206 and submitted a portfolio for evaluation earned an average of 33 quarter credit hours toward their Purdue Global undergraduate degrees. Based on these experiential learning credits, tuition savings for nonmilitary students were on average $10,743.00. Tuition savings calculated as 33 quarter credit hours x standard tuition rate of $371.00 = $12,243.00 - $1,500.00 course fee = $10,743.00. Savings for students vary depending on the student's individual prior learning experience. Savings for 2021–2022 incoming Indiana students who passed EL206 and submitted a portfolio for review were $9,700.00. Savings for 2021–2022 incoming military students who passed EL206 and submitted a portfolio for review ranged from $3,945.00 to $6,090.00. Eligible college credits articulate into Purdue Global undergraduate degree plans. Savings dependent on credit awards, which are dependent on individual circumstances. See University Catalog for Prior Learning policy. See for course fee refund policy. Source: Purdue Global School of General Studies, October 2022. 2021–2022 academic year.

Lomonosov Moscow State University

Preparatory course (pre-university programme).

  • Duration of study: March 2024 – July 2025.
  • Holidays: July – August 2024.
  • Start date: 1 March – 30 March 2024.
  • Exams: June 2025.
  • Tuition: $8900.
  • The level of Russian: Beginner.
  • Duration of study: September/October 2024 – July 2025.
  • Start date: September – October.
  • Tuition: $7000.
  • The level of Russian: All levels.

phd degrees for life experiences

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Studying abroad at cleveland state university can provide life-changing experiences, competitive advantages.

Posted on April 18, 2024 at 10:36 AM, updated April 18, 2024 at 3:15 PM Print

Studying Abroad at CSU can Provide Life-Changing Experiences, Competitive Advantages

Dr. CK Kwai, Cleveland State’s director of the Center for International Services and Programs, called studying abroad a “life-changing experience” now more than ever. 

“When I talked to parents 10 to 15 years ago, I would say it’s important to study abroad to be able to see things from a different perspective,” Kwai said. “As students graduate, they may end up working with folks from different parts of the world. 

“But now, when someone graduates, it’s very likely they’re working for somebody who came from different parts of the world.” 

Students can join the many who have chosen to enhance their degree at CSU by pursuing education abroad opportunities. Of the about 188,000 students who participated in U.S. Study Abroad programs for credit during the 2021-22 academic year, more than 6,000 were from Ohio, according to NAFSA. California, Texas and Pennsylvania-based universities all had 10,000 students or more study abroad during the 2021-22 academic year. 

“These are value-added experiences that keep students on track for graduation, give them real-world experience, definitely through a different lens when learning about the content from different professors in different countries,” said Cleveland State Manager of International Programs Julie Good. 

What’s Available at CSU? 

CSU works with a variety of third-party providers, including the Council on International Educational Exchange and School for International Training, to help set up its partnerships with affiliate programs and open its options for students who wish to study abroad in places like Botswana, Argentina, China, Japan, Germany, Ireland, Egypt and Australia, among many more. 

CSU’s exchange programs, whether national or international, give students the ability to experience a home away from home with unique academic opportunities. Cleveland State also offers reciprocal exchange options for undergraduate students who have been nominated by their home university. The exchange for most disciplines are taught at Chung Ang University, a private research university based in Seoul, Korea. The courses for reciprocal exchange options are taught in English. 

What are the Costs? 

University-led programs are seven-day –to –four-week programs that lead to in-residence credits. The Faculty-led Programs Abroad (FLPA) offer cost-effective options and courses led by CSU faculty members. The Spring 2024 program is based in Paris, France with travel dates from March 8-17. The program cost of just under $3,500 included roundtrip group airfare, a Paris Metro pass, a museum pass, airport transfers and more. 

How Does Studying Abroad Give Students a Competitive Advantage? 

Studying Abroad at CSU can Provide Life-Changing Experiences, Competitive Advantages

In 2019, more than 31 million job openings required skills that students can acquire while studying abroad, according to the NAFSA- Association of International Educators.  

“The world is only getting smaller,” Good said. “The types of work that we’re going to be doing in the future means that we need to know how to work together, get along with other people, respect other people, to be able to navigate diverse differences. Studying abroad helps to lead to that.” 

“When you are always in your own comfort zone, even though sometimes people acknowledge it’s important, they don’t go out of their way to find out, investigate or explore,” Dr. Kwai added. “Because you’re in your own comfort zone, you can always run back to it, close the door and you’re perfectly fine.  

“It’s only when you’re away where you have to really learn about yourself and try to understand why the world is different or why your surroundings are different than you are.” 

To learn more about Cleveland State’s study abroad programs , visit 

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Texas A&M Blazes Trail In Semiconductor Education And Training

Artist's rendering of a CPU

From powering mobile phones to safeguarding national defense, semiconductors have become increasingly vital in today’s world. The growing demand for skilled professionals calls for semiconductor training.

Starting in fall 2025, Texas A&M University’s Department of Electrical and Computer Engineering will introduce a new Master of Science program focused on microelectronics and semiconductors. This program will blend digital and analog integrated circuit design with semiconductor manufacturing, ensuring students are proficient in both areas and can collaborate effectively between design and fabrication processes. The development of this program is made possible by a $1 million gift from Samsung Austin Semiconductor .

Before its launch, the program must receive approval from the state’s Higher Education Coordinating Board and undergo authorization within Texas A&M University.

“We at the Texas A&M System recognize the importance of a highly educated workforce that understands microelectronics and semiconductors,” said Texas A&M University System Chancellor John Sharp. “I think you will see Aggies leading the way as the country increases the amount of domestic semiconductor manufacturing.”

The new degree is in addition to the semiconductor efforts already underway within The Texas A&M University System. The Texas A&M System is at the forefront of semiconductor research and training, establishing the  Texas A&M Semiconductor Institute  in May 2023 to focus on the need for trained semiconductor professionals and coordinate efforts in response to federal and state CHIPS initiatives. The institute, in conjunction with the Texas A&M Engineering Experiment Station (TEES), is committed to collaborating with semiconductor companies, coordinating system member research and fostering workforce training.

Also, beginning in fall 2024, electrical and computer engineering will offer three certificates to address the state and national need for trained experts in the field of semiconductors. The certificates are in response to the 2022 U.S. Congress CHIPS and Science Act, a strategic approach for the country to be a leader in domestic manufacturing, create more employment opportunities, fortify supply chains and accelerate future research directions.

“As the demand for semiconductor expertise rises, we remain committed to training the next generation of skilled professionals in this critical sector,” said Dr. Robert H. Bishop, vice chancellor and dean of engineering and director of TEES. “Through collaboration with industry partners and the Texas A&M Semiconductor Institute, we are poised to make significant strides in semiconductor research and education.”

The certificates include digital integrated circuit design, semiconductor manufacturing and electromagnetic fields and microwave circuit design.

The digital integrated circuit design certificate will be for graduate students in electrical and computer engineering and focus on the design stage of digital integrated circuits (IC). These are circuits designed to perform specific tasks, like signal processing and machine learning computing. After the design stage, the corresponding IC chips are fabricated by the manufacturer.

The semiconductor manufacturing certificate will focus on manufacturing semiconductor chip products and will be offered to electrical and computer engineering undergraduate and graduate students. Students will learn the process by which devices or chips are created, including photolithography (layering transistors and metal wires on silicon wafers), assembly and packaging.

The electromagnetic fields and microwave circuit design certificate will be for any engineering or science graduate student who wants to focus on high-frequency circuit analysis, design and implementation.

“We have proposed new certificates related to semiconductors given the growth of the industry as well as insufficient workforce development,” said Dr. Jiang Hu, a professor in the electrical and computer engineering department.

The Artie McFerrin Department of Chemical Engineering will offer a safety in semiconductor processing certificate, which will be available to all engineering and science graduate students.  

This certificate will be integrated with the  Mary Kay O’Connor Process Safety Center . The center’s primary role is to spearhead the integration of safety principles into chemical, oil and gas processing and, now, semiconductor manufacturing and energy transition.

“ This certificate program gives engineers a new tool to add to their existing portfolio so they can learn how to safely deal with chemicals and processes in the semiconductor manufacturing sector,” said Dr. Sreeram Vaddiraju, an associate professor in the Artie McFerrin Department of Chemical Engineering.

The electrical and computer engineering and chemical engineering departments also have two additional certificates in the planning stages: chip design verification and analog chip design.

The integration of the Master of Science degree, certificates and training programs in microelectronics and semiconductor manufacturing serves to bolster the entire spectrum of semiconductor companies in Texas, including GlobalWafers, Samsung Austin Semiconductor, Texas Instruments, NXP, Maxim, Silicon Labs, Cypress and more.

This article originally appeared on the College of Engineering website .

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2024 Honorary Degree Recipients

April 15, 2024 by Office of Communications

Jason Cone ’99

Jason Cone will deliver the address at Franklin & Marshall’s 237th Commencement and also will receive an honorary doctorate of humane letters. Jason, who graduated from F&M in 1999 with a joint major in biology and government, has more than 20 years’ experience leading nonprofit organizations that respond to complex humanitarian crises, mount international and national social change advocacy campaigns, and manage security and risk incidents.

Jason is the chief public policy officer of Robin Hood, New York City’s largest anti-poverty philanthropic organization. In this capacity, he oversees a $12 million grant-making portfolio tackling issues such as child poverty, criminal justice, affordable housing, child care, and tax policy reform.

Prior to working at Robin Hood, Jason worked for 15 years at Doctors Without Borders/Medecins Sans Frontieres (MSF-USA). He completed his tenure there as its U.S. executive director, leading a staff of more than 200 with an annual budget of $370 million. He led international communications and policy advocacy campaigns on childhood malnutrition, access to medicines, the global refugee crisis, and epidemics from the West African Ebola epidemic to HIV/AIDS.

Jason was MSF-USA’s chief liaison and negotiator with the Obama and Trump administrations on issues ranging from global health and counterterrorism to the protection of health care in conflict zones. After the invasion of Ukraine in 2022, while continuing to work at Robin Hood, he was among the co-founders of BlueCheck Ukraine, which has provided more than $4.2 million to local Ukrainian organizations providing emergency humanitarian aid in besieged regions of the country. He is president of BlueCheck’s Board of Directors.

Jason is an internationally recognized speaker and writer on global humanitarian issues and has published essays and opinion pieces in The New York Times , Time , Politico , Harvard International Review , Foreign Policy and other publications. He was nominated for a News & Documentary Emmy for his executive producer role on “Starved for Attention,” a documentary series on childhood malnutrition.

Jason is a member of the Council on Foreign Relations. He has completed programs on nonprofit leadership and public policy at Syracuse University’s Maxwell School and the Harvard Kennedy School’s Executive Education program. He lives in Rutherford, N.J., with his wife, Christie Del Rey-Cone, also a member of Franklin & Marshall’s Class of 1999, and an employment attorney for NBC Universal, and with their two children, Anabella and Leo.

Jason Cone '99

Madeline Anderson

Madeline Anderson, a Lancaster native and a media pioneer who is the first Black woman to produce and direct a TV documentary, will receive an honorary doctorate of humane letters at Franklin & Marshall’s 237th Commencement.

Madeline produced and directed the landmark documentary film, “Integration Report 1.” Televised in 1960, it chronicles the events leading to the first attempt at a civil rights march on Washington, D.C. Her next film, 1970’s “I Am Somebody,” tells the story of African American women hospital workers in Charleston, S.C., who went on strike to demand fair pay, unionization, and respect in the workplace.

Madeline enjoyed a long career in public television, helping to create such cultural touchstones as “Sesame Street” and “The Electric Company” for Children’s Television Workshop. She was the first Black employee at National Education Television (NET), the New York City-based public TV station, where she helped create “Black Journal” with pioneering filmmaker William Greaves. She also is the first Black woman to executive produce and direct a nationwide syndicated TV series, the PBS educational program “Infinity Workshop.”

Madeline was one of the first Black women to join the Motion Picture Editors Guild. She was twice honored by the Sojourner Truth Festival of the Arts, first in 1970 and again in 2023. She is a member of the Black Filmmakers Hall of Fame and helped create what would become WHUT-TV at Howard University, the country’s first, and only, Black-owned public television station. Her works are archived at the Smithsonian Institution’s National Museum of African American History and Culture and the Library of Congress National Film Registry.

Madeline was born in southeastern Lancaster City’s 7th Ward neighborhood and graduated from J.P. McCaskey High School in 1945. She often expressed her desire to become a filmmaker, but was told no Black women were Hollywood producers or directors. So she worked in a factory for two years to save enough money to move to New York City. There, she received a partial scholarship to New York University, where she earned her bachelor’s degree in psychology. She then decided to pursue her passion for film.

Today, she lives in Brooklyn and is directing and editing “I’m Still Standing,” a feature documentary about her life as a filmmaker, media pioneer, and activist. At 96 years old, Madeline is unable to travel; her daughter will accept the honor on her behalf.

Madeline Anderson

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University of Houston Lands 18 Programs in Latest QS World University Rankings

By Shawn Lindsey — 713-743-5725

  • University and Campus

phd degrees for life experiences

The University of Houston is, once again, demonstrating its strength as a global leader. UH has 18 programs ranked among the top in the world according to the 2024 edition of the QS World University Rankings by Subject , released today by QS Quacquarelli Symonds.

UH’s hospitality programs in the Conrad N. Hilton College of Global Hospitality Leadership led the way with a world rank of No. 35. The petroleum engineering program in the Cullen College of Engineering also ranked in the top 100 worldwide (51-100).

In its annual list, QS evaluated 55 narrow academic disciplines and five broad faculty areas by analyzing the reputation and research output of almost 5,000 institutions worldwide. In total, it provides independent comparative analysis on the performance of more than 16,400 individual university programs in 96 locations around the world.

“We are pleased to have yet one more accolade confirming the quality of our programs. Our faculty members are at the forefront of groundbreaking research spanning various fields, positioning UH as a global leader in advancing societal progress and fostering innovation,” said Diane Z. Chase, senior vice president for academic affairs and provost.

In addition to the 18 individual subjects that were ranked, UH’s earned an overall world ranking in three of the five broad disciplines: engineering and technology, natural sciences, and social sciences and management.

Using five key metrics— academic reputation, employer reputation, research citations, research impact and cross-border research collaboration. Of the almost 5,000 institutions evaluated, fewer than a third of the institutions earned a published world ranking. The U.S. led the rankings with 213 institutions, followed by the United Kingdom (103) and China (101).

“QS’ analysis of performance trends across nearly 16,000 university departments worldwide continues to illuminate factors influencing the quality of higher education institutions globally,” said QS senior vice president Ben Sowter. “An international outlook remains paramount, manifested through diversity of students, faculty body and research relationships. Additionally, universities experiencing upward mobility have benefited from sustained, targeted investment, highlighting the importance of government support. Meanwhile, the development of partnerships with industry correlates with improved performance in employment and research.”

UH Programs in the QS World Rankings by Subject:

Arts & Humanities

   - English Language & Literature                        

Social Sciences and Management (Overall Ranking)

   - Hospitality & Leisure Management                  

   - Accounting & Finance                                    

   - Economics & Econometrics                            

   - Education                                                    

   - Business & Management Studies

Engineering and Technology (Overall Ranking)

   - Petroleum Engineering                                  

   - Engineering – Chemical                                 

   - Engineering - Electrical & Electronic                

   - Engineering - Mechanical, Aeronautical & Ma.  

   - Computer Science & Information Systems       

Life Sciences and Medicine

   - Psychology                                                   

   - Medicine                                                      

   - Biological Sciences                                        

Natural Sciences (Overall Ranking)

   - Chemistry                                                    

   - Materials Science                                          

   - Mathematics

   - Physics & Astronomy

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April 11, 2024

The University of Houston is, once again, demonstrating its strength as a global leader. UH has 18 programs ranked among the top in the world according to the 2024 edition of the QS World University Rankings by Subject, released today by QS Quacquarelli Symonds.

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phd degrees for life experiences

Media Center 4/17/2024 6:35:00 PM Meghan Durham Wright

Division I Council approves changes to transfer rules

Student-athletes who meet progress-toward-degree requirements to be immediately eligible at new school.

The Division I Council on Wednesday unanimously adopted a package of rules changes to allow transferring student-athletes who meet certain academic eligibility requirements to be immediately eligible at their new school, regardless of whether they transferred previously. The council's action is not final until the meeting concludes Thursday and is subject to ratification by the Division I Board of Directors at its meeting later this month. If ratified, the rules would be effective immediately.

Specifically, to be immediately eligible after a transfer, undergraduate student-athletes would have to have left their previous school while academically eligible and in good standing (not subject to disciplinary suspension or dismissal) and meet progress-toward-degree requirements at their new school before competing. For graduate transfer student-athletes to be eligible, they would have to earn a degree from their previous school, leave while academically eligible and be enrolled as a full-time postgraduate student while continuing to satisfy minimum academic standards.

"With these rule changes, NCAA members continue to prioritize long-term academic success for college athletes who transfer, while supporting their opportunity to compete immediately," said Lynda Tealer, deputy athletics director at Florida and chair of the council. "We hope that this practical approach to transfer eligibility requirements will encourage student-athletes to make well-informed decisions about transferring and the impacts such a move could have on their ability to graduate on time in their degree of choice, particularly as it relates to transferable credits."

Moving forward, student-athletes are expected to enter the Transfer Portal within their sport's notification-of-transfer windows, which Division I members emphasized are important for providing transparency to student-athletes and coaches for recruitment opportunities, roster management and financial aid planning. There will continue to be exceptions to the legislated transfer windows, including for the departure of a head coach or a discontinued sport. Student-athletes who plan to enroll as graduate students at their next school can enter the portal at any time during the academic year but must enter the portal prior to the conclusion of their respective sports' final transfer windows.

In addition to reviewing the council actions during its meeting next week, the Division I board will consider directing the Committee on Academics to examine criteria for academic waivers and consider the creation of a Transfer Academic Progress Rate, which would give real-time information about the academic health of a school's four-year undergraduate transfer student-athletes. 

The board also will consider charging the Committee on Academics to study the creation of a Graduation Passport, which would specifically track academic progress and will provide a measure of graduation outcomes for student-athletes who transfer. This resource would be the first metric of its kind to specifically track graduation for students who transfer. Currently, the federal graduation rate does not count transfers as graduates, and the NCAA's graduation success rate generally assumes outcomes based on the academic status at the time of a student-athlete's departure. 

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