Center for Academic and Religious Excellence (C.A.R.E.)
Overview
The Center for Academic and Religious Excellence (C.A.R.E.), an NCCRS member since June 2015, is a division of Merkaz Bnos, a religious, non-profit organization founded in September 1990. Merkaz Bnos is committed to academic excellence on both the secondary and postsecondary level.
Registered by the New York State Department of Education, Merkaz Bnos high school and higher education programs are accredited by the Middle States Association of Colleges and Schools (CSS). The high school was nationally recognized by the United States Department of Education as a Blue Ribbon High School of Excellence and was also named School of the Year by the National Society of Hebrew Day Schools, among other honors and distinctions.
With a goal to expand educational opportunities, C.A.R.E. was established to help adult learners achieve academic and professional success. C.A.R.E.’s carefully developed college-level proficiency examinations provide motivated students with the opportunity to demonstrate their advanced competency in areas such as Biblical Studies, Jewish History, Language, Jewish Law, Jewish Philosophy, and Talmud.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records contact information on the top right of this page.
Source of Official Student Records
Titles of all evaluated learning experiences
Education - Center for Academic and Religious Excellence
Jewish Bible Studies - Center for Academic and Religious Excellence
Jewish History - Center for Academic and Religious Excellence
Jewish Law - Center for Academic and Religious Excellence
Jewish Philosophy - Center for Academic and Religious Excellence
Language - Center for Academic and Religious Excellence
Talmudic Studies - Center for Academic and Religious Excellence
Course Categories
Descriptions and credit recommendations for all evaluated learning experiences
Education - Center for Academic and Religious Excellence
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
September 2016 - Present.
Students will be able to demonstrate proficiency as follows: describe the attributes of an effective teacher; identify and describe a wide range of ways in which students differ; discuss growing population diversity and the changing nature of childhood and youth; explain what language is and delineate its various components; define metacognition and discuss facilitating student use of metacognitive strategies; discuss strategies to help disorganized students become organized; discuss how to use reinforcement and rewards to help students improve self-esteem.
In order to prepare for this exam, students will cover the following topics: What makes an effective teacher? Helping students develop organization skills; setting your students up for success; language in the classroom; using questions effectively; metacognition-teaching students to think; effective discipline; using encouragement effectively.
In the upper division baccalaureate degree category, 6 semester hours in Early Childhood Education, Education, Elementary Education, or Special Education (9/16) (4/21 revalidation).
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
September 2016 - Present.
Students will be able to demonstrate proficiency as follows: identify the challenges of entering teachers; realize the challenge of teaching all students; trace global origins of American education to ancient civilizations; discuss how various educational pioneers shaped education in the U.S. today with their specific methods and philosophies; trace the historical development of American education from colonial times to the present; analyze U.S. Supreme Court cases on teacher rights and responsibilities; be ready to introduce 21st century skills to classroom settings.
In order to prepare for this exam, students will cover the following topics: motivational techniques to engage all students; the importance of professional development; valuable teacher organizations and specialized professional organizations; the impact of medieval, Renaissance, Reformation, and Enlightenment cultures; significant events in the history of American education; 21st century curriculum trends; challenges which face schools in the U.S. today.
In the upper division baccalaureate degree category, 6 semester hours in Early Childhood Education, Education, Elementary Education, or Special Education (9/16) (4/21 revalidation).
Varies; proficiency examination program administered at the C.A.R.E. testing center or authorized proctor sites.
September 2020 – Present.
Upon successful completion, students will be able to demonstrate proficiency as follows: distinguish among the major theories of literacy learning and language development and evaluate their current relevance; adapt a variety of teaching techniques to meet the needs of all students, including English Learners, students with disabilities, and others who struggle with reading; define the relationship and appropriate use of evaluation, assessment, student success, and the standards movement; foster emergent literacy using approaches grounded in theory and developmental knowledge; build word acquisition skills and vocabulary using phonics, decoding, and fluency strategies; select and teach appropriate comprehension strategies for students at all levels; introduce students to concepts related to comprehending content area text and contemporary modes of presenting content; use technology appropriately in planning instruction and assessment in reading and writing; distinguish among the approaches to teaching reading and writing and decide which works best for the students; make informed choices in constructing and managing a literacy program.
The following topics are covered and assessed by the examination: Literacy and Learning theory; diversity in the literacy program; assessment for success; emergent/early literacy: decoding and work-building; word acquisition; high-frequency words and vocabulary building; comprehension: theory, strategies, and teaching procedures; combining reading and writing: text structures, content areas, including literature, and study skills; choosing an approach to create and manage a literacy program.
In the upper division baccalaureate category, 6 semester hours in Education or Literacy (9/20).
- Formerly EDU/ECE 301 Creativity and the Arts in Early Childhood Education
Varies.
September 2016 - Present.
Upon successful passing of the examination, students will demonstrate proficiency as follows: define and identify the creative arts emphasized in this course, namely dance, drama, music, visual arts, literature; clarify process versus product in meeting goals and objectives in the classroom; identify Howard Gardner’s multiple intelligences and apply them to the arts; identify the segments in the Continuum of Affective Development and their role in promotion of the arts; and identify the different elements in creative arts around the world; link all the art elements as they apply to a literature unit.
In order to prepare for this examination, students will study the following topics: the various forms of arts used in education around the world; the Process versus Product Approach in teaching; the two hemispheres of the brain and their function; the use of guided imagery for children; integrating the arts with math, social studies, science; the link between art and cognitive development and the teacher’s role in developing the visual arts; dramatizing folk tales from around the world; the young child and three dimensional art; linking the arts through literature.
In the upper division baccalaureate degree category, 6 semester hours in Early Childhood Education (9/16) (4/21 revalidation).
- Formerly EDU/ECE 302 Developmentally Appropriate Curriculum and Learning in Early Childhood Education
Varies.
September 2016 – Present.
Upon successfully passing of the examination, students will be able to demonstrate proficiency as follows: recognize the great value and importance of the preschool experience; recognize the need for Developmentally Appropriate Practices; address childhood needs holistically; plan whole group activities for preschoolers efficiently; arrange and conduct field trips for preschoolers efficiently; arrange for the arrival of classroom visitors to a preschool; set up self-sustaining centers for youngsters and monitor the children’s involvement; understand how children develop gross and fine motor skills; mediate when children experience social conflicts; and integrate the curriculum via pretend play and construction play.
In order to prepare for this examination, students study the following topics: the implications of effective teaching; analysis and evaluation of developmentally appropriate practices; group time at the various levels of early childhood education; the creation of self-sustaining centers and the steps in mentoring student involvement; all aspects of the physical domain; all aspects of the social domain; the differences between pretend and construction play and the benefits of both; theme teaching in the early childhood classroom; authentic assessment in the early childhood classroom; the composition of present and future early childhood classes.
In the upper division baccalaureate degree category, 6 semester hours in in Early Childhood Education or Education (9/16) (4/21 revalidation).
- Formerly EDU/ECE 305 Learning Disabilities and Related Disabilities
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
January 2020 – Present.
Upon completion of the course, students will be able to demonstrate proficiency as follows: describe key changes in special education; describe and analyze assessment information; describe effective instructional strategies for general education and students with disabilities; recognize the important of educational settings; explain the role of theories of learning; articulate social, emotional, and behavioral challenges; discuss the importance of the early years; discuss the challenges of adolescents and adults with learning disabilities; outline the components of the language system; explain the elements of reading and discuss reading strategies; discuss written language and expression teaching strategies; describe the characteristics of students with mathematics learning disabilities; discuss and list characteristics of Attention Deficit Hyperactivity Disorder (ADHD); explain how Autism Spectrum Disorders (ASD) are identified and diagnosed; and discuss techniques for working with students with ASD.
To prepare for this exam, students will study the following topics: characteristics of learning disabilities and related mild disabilities; assessment and the IEP process; clinical teaching; educational setting and the role of family; theories of learning and implications for teaching; social, emotional and behavioral challenges; Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorders; young children with disabilities; adolescents and adults with learning disabilities; medical aspects of learning disabilities; spoken language difficulties; reading difficulties; written language difficulties; mathematics difficulties; overview of Autism Spectrum Disorders; Evidence-based practices for educating students with Autism Spectrum Disorders; teaching students with autism to communicate; effective practices for teaching academic skills to students with Autism Spectrum Disorder; transition to postsecondary environments for students with Autism Spectrum Disorder.
In the upper division baccalaureate degree category, 6 semester hours in Education or Special Education (9/17) (9/19 administrative review) (10/22 revalidation).
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
January 2020 – Present.
Students will be able to demonstrate proficiency as follows: define and understand ecological theory; explain why attachment is important; discuss why toddlers explore everything they can find; describe how guilt helps or harms children; articulate how family centered kindergartens can help ease the transition into real school; identify the difference between salad bowl and melting pot theories; discuss various opinions regarding guidance and discipline; explain how to help children cope with fear and anger; describe how to promote self-esteem; discuss how toys help define gender roles; identify the characteristics of a successful family; discuss how isolation affects a family; explain how bias affects young children.
In order to prepare for this exam, students will cover the following topics: the child in context of family and community; issues of attachment; autonomy-seeking youngsters; working with families of school-age children; understanding families’ goals, values, values, and culture; working with families on addressing feelings and problem solving; working with families to support self-esteem; working with families around gender issues; stress and success in family life; early child care and education programs; societal influences on children and families; social policy issues.
In the upper division baccalaureate degree category, 3 semester hours in Childhood Development, Early Childhood Education, or Elementary Education (9/17) (9/19 administrative review) (10/22 revalidation).
Jewish Bible Studies - Center for Academic and Religious Excellence
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: describe G-d’s creation of the world; discuss the lives and culture of the pre-Abrahamitic population of the Middle East; describe and discuss the major events in the lives of Abraham, Isaac, and Jacob and analyze their significance; compare and contrast the roles of Abraham, Isaac, and Jacob as the progenitors of the Jewish people; and explain the significance of G-d’s promise of the land of Cana’an to thier forefathers.
Guided by the classic Rashi commentary, students develop a thorough knowledge of the entire text. Topics include: Creation of the world; Adam and Chava, Cain (Kayin) and Abel (Hevel); the travels of Abraham to and from Cana’an; Hagar and Sarah, Yishmael and Isaac; Sara’s death and Isaac’s marriage to Rebecca; Jacob and Eisav, their relationships with each other and with their parents; Jacob’s sojourn in Charan; Jacob’s wives and the eleven tribes; Jacob’s return to Cana’an; Binyamins’s birth and the death of Rachel; Joseph – his relationship with his father and brothers, his descent to Egypt and events in Egypt; Joseph’s reconciliation with his brothers and reunion with his father; the descent of Jacob and his family to Egypt; and the death of Jacob and his burial in Cana’an.
In the lower division baccalaureate/associate degree category, 6 semester hours in Judaic Studies, Comparative Literature, Biblical Studies, or Religious Studies (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: describe in detail the enslavement of the Jewish People in Egypt; track the life of Moses from its beginning in Egypt, to his escape from Egypt, to his return to Egypt, and finally leading the Jewish people out of Egypt; discuss and analyze the leadership of Moses in Egypt, at Sinai, and during the construction of the Tabernacle (Mishkan); and explore the transformation of the Jewish People from an enslaved nation to G-d’s Chosen People at Sinai.
Guided by the classic Rashi Commentary, students study the following topics: the suffering of the Jewish People in Egypt; the early life of Moses in Egypt and his escape to Midyan; the initial divine revelation to Moses at Sinai; the ten plagues and the exodus from Egypt; the revelation at Mount Sinai; the golden calf; the second set of Ten Commandments; and the erection of the Tabernacle (Mishkan).
In the lower division baccalaureate/associate degree category, 6 semester hours in Judaic Studies, Comparative Literature, Biblical Studies, or Religious Studies (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: describe the travels and encampment of the Jewish people in the desert during the forty years following their exodus from Egypt; discuss the many miracles experienced by the Jewish people during this period and analyze their results; explore the major positive and negative events that occurred during this period and their impact on the Jewish people; compare and contrast the various wars that were fought in the desert as the Jewish people approached the land of Israel; discuss the special position of the Levites and delineate their responsibilities; categorize the various commandments that were done exclusively in Israel: analyze the role of Moses during the forty year wandering in the desert; and discuss the transition of the Jewish nation from a nation of slaves to a nation that was physically, morally, and spiritually prepared to conquer Israel.
Guided by the classic Rashi commentary, students develop a thorough knowledge of the entire text. Topics include: the order of the three camps in the desert; the laws of sotah, the unfaithful wife; the unfortunate mission of the spies to Israel and the consequences; the rebellion of Korach; the sad aftermath of the events at Mei Mireva; the death of Miriam and Aaron; Balak’s and Bilaam’s attempt to curse the Jewish people and G-d’s intervention; the courage of Pinchus and his reward; and the cities of refuge.
In the lower division baccalaureate/associate degree category, 6 semester hours in Judaic Studies, Comparative Literature, Biblical Studies, or Religious Studies (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: enumerate and discuss the commandments reviewed by Moses in Deuteronomy; describe Moses’s plea to enter the land of Israel and G-d’s response; review and discuss the Ten Commandments; identify the signs of kosher animals and fish; explain and discuss the meaning and significance of Shema; describe Moses’s parting words to the Jewish nation and his subsequent death; and interpret the song of Ha’azinu.
Guided by the classical Rashi commentary, students study the following topics: appointment of judges over the Jewish people; preliminary battles before entering the land of Israel; the cities of refuge; the Ten Commandments; review of events that took place in the desert; warning of possible temptations in Israel; commandments to treat one’s fellow man humanely; the holidays of Passover, Shavuos, Succoth; forbidden marriages and divorce; the song of Ha’azinu; Moshe’s last exhortations and blessing of the Jewish people; and the death of Moses.
In the lower division baccalaureate/associate degree category, 6 semester hour in Judaic Studies, Comparative Literature, Biblical Studies, or Religious Studies (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: demonstrate familiarity with the Hebrew narrative of Samuel 1; compare and contrast the qualities of Saul and David; discuss the love between David and Jonathan; discuss the leadership of Samuel as a prophet of Israel; analyze the transition from the leadership Samuel, the prophet, to Saul, the king; contrast the early period of the reign of Saul to the later period; and explore the status of Samuel, Saul and David in the history of the prophets and kings of Israel.
Guided by standard medieval commentaries, students develop a thorough knowledge of the entire text. Topics include: the circumstances leading to the birth of Samuel; Samuel’s early years with Eli, the high priest; the events leading up to Saul’s becoming king; the war with Amalek; its effect on Saul as king and the relationship between Samuel and Saul; Samuel as leader of his people; David’s victory over Goliath and its impact on the relationship between Saul and David; David and Jonathan; David’s flight from Saul; Samuel’s death and burial; Saul’s defeat by the Philistines; and David as the progenitor of the future kings of Judea and the original planner of the first Temple.
In the lower division baccalaureate/associate degree category, 6 semester hour in Judaic Studies, Comparative Literature, Biblical Studies, or Religious Studies (6/15) (4/21 revalidation).
Proficiency examination program administered at the CARE testing center or at authorized proctor sites.
September 2017- Present.
Students will be able to demonstrate proficiency as follows: discuss the textual content and become familiar with the narrative of Genesis: discuss the opinions and concepts as discussed in the specified commentaries on various themes in the text; review the process of the creation of the world, of Adam and Eve, the birth of their sons, as delineated in the text; analyze the role of Noah in his generation and compare his impact on his community with Abraham’s; compare the similarities and differences in the lives and goals of Abraham, Isaac, and Jacob; discuss the lessons of life learned from the lives of the Patriarchs and the Matriarchs; analyze the similarities and differences in the lives of Sara, Rebecca, Rachel, and Leah; discuss the life of Joseph and his relationships with his father and brothers.
To prepare for this exam, students will study the following topics: the creation of the world, of Man, human communal development after Eden; Noah and the flood; the three Patriarchs - each within his own immediate family, his role and impact on his society, and as a founding father of the Jewish nation; the three Matriarchs – as partners in their husbands’ life work, and their respective roles as founding mothers of the Jewish nation; the twelve sons of Jacob, their relationships with their father and respective mothers, and with each other; the descent of Jacobs’ family to Egypt.
In the upper division baccalaureate degree category, 6 semester hours in Judaic Studies, Comparative Literature, Biblical Studies, or Religious Studies (9/17) (10/22 revalidation).
Proficiency examination program administered at the CARE testing center or at authorized proctor sites.
September 2017-Present.
Students will be able to demonstrate proficiency as follows: examine the textual component of Exodus and be familiar with the narrative; discuss the opinions of the commentaries on various topics in the text; describe the slavery of the Jewish people as delineated in Exodus and in the commentaries; discuss Moses’s role throughout the various stages of this period; discuss the transition of the Jewish people from an enslaved people to a free nation; describe the erection of the Mishkan and Moses’s and Betzalal’s roles; analyze the differences between the giving of the first and second sets of Ten Commandments; discuss the civil laws as delineated in Exodus and their effect on the moral standard of the Jewish people; and compare the roles of Aaron and Miriam versus that of Moses.
To prepare for this exam, students will study the following topics: the enslavement of the Jewish people in Egypt; Moses’s life from birth until his return to Egypt; the process of redemption, including the ten plagues, the preparation to leave Egypt; crossing the Red Sea, Egypt’s downfall; the road to Sinai, the Ten Commandments; the Golden Calf and its aftermath; laws between man and G-d; laws between man and man; the erection of the Mishkan.
In the upper division baccalaureate degree category, 6 semester hours in Judaic Studies, Comparative Literature, Biblical Studies, or Religious Studies (9/17) (10/22 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: reflect on the psycho-social aspects of the Biblical narrative and its implications for an understanding of Jewish life and behavior; compare and contrast the Ten Commandments as they appear in Deuteronomy and Exodus; enumerate and discuss the commandments to conquer the land, destroy idolatry, and establish life in Israel based on the commandments of the Torah; discuss the future leadership of the Jewish people – the king and the Sanhedrin; discuss the transition of leadership from Moses to Joshua; and analyze the unique greatness of Moses – leader, teacher, prophet.
In order to prepare for this examination, students study various classic and Medrashic commentaries that cover the following topics: the essential qualities of judges of the Jewish nation; the end of the generation of men who had to die in the desert; the fate of Sichon and his country Cheshbon, and Og and his country Bashan; Moses’s plea to enter the land of Israel and his view of the land from the Pisgah; the dire consequences of not following the laws of the Torah; protection of the convert, orphan, and widow; distancing the Jewish people from the culture and gods of the Canaanites; one’s responsibilities toward the poor; kindness toward one’s fellow man and towards all living creatures; law and justice among the people; and reaffirmation of G-d’s promise to Abraham, Isaac, and Jacob; nature as witness to the glory of G-d, and His special relationship with the Jewish People.
In the upper division baccalaureate degree category, 6 semester hours in Judaic Studies, Comparative Literature, Biblical Studies, or Religious Studies (6/15) (4/21 revalidation).
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
September 2016 - Present.
Students will be able to demonstrate proficiency as follows: discuss the spiritual level of the Jews in Persia before, during, and after the period covered in Megilas Esther; analyze the hidden role of Hashem in Jewish history, focusing on the events of Megilas Esther; discuss the qualities of Mordechai and Esther; view the events of Megilas Esther within the script and context of Jewish history; describe the role of the minor characters in the outcome of Megilas Ether; and discuss the impact of the events in Megilas Esther on the historical role of the Jewish nation.
In order to prepare for this exam, students will cover the following topics: the party of King Achashverosh, its purpose and goals vis-à-vis the Jewish people; Vashti’s refusal to appear and consequences of her refusal; the search for a new queen and Esther’s abduction; Bigsan and Seresh’s treason and Mordechai and Esther’s intervention; Haman’s downfall and the victory of the Jews; and Mordechai’s rise to power.
In the upper division baccalaureate degree category, 6 semester hours in Bible Studies, Judaic Studies, Near Eastern Studies, or Religion (9/16) (4/21 revalidation).
Jewish History - Center for Academic and Religious Excellence
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: examine the causes of the fall of Judea to Babylonia; describe the growth of the Jewish community in Israel during the Second Temple Era; analyze the conflict between the Greco – Roman culture versus Jewish law and tradition; and identify the leading personalities of the time and explore their influence on historical events and developments; and delineate the causes of the fall of Judea to Rome.
In order to prepare for this exam, students study the following topics: the end of the First Temple Era; new beginnings in the land of Israel; the downfall of Babylonia and the rise of Greece; the conflict between Hellenist culture and Jewish tradition; the leaders of the Jewish community and their impact on the community in Israel; the rise of Rome; the war against the Jews; and the end of the Second Temple era.
In the upper division baccalaureate degree category, 6 semester hours in Jewish History, Judaic Studies, or Religious Studies (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: identify the major events that took place in the history of the Jewish nation from 1648 to 1948 and discuss their impact on Jewish History; describe the various laws that were promulgated against the Jews during this period and their impact; differentiate between the various religious movements and groups within the Jewish nation, and their impact on Jewish History; discuss the oppression of the Jews in various countries in Europe; research the wars of this period culminating in the rise of Adolf Hitler and the Holocaust, and the cultural impact of these events on the Jewish people; and discuss the War of Independence and the formation of the State of Israel.
In order to prepare for this exam, students study the following topics: the pogroms of 1648-1649 (Tach v’Tat); Shabtai Tzvi and his impact on the Jewish community; the Enlightment; Moses Mendolsohn; the Reform movement and its effects; the French Revolution and its impact on the Jewish community; Napoleon - his reforms and their effects; the response to reform – Chassidim; Misnagdim - the Russian Pale of Settlement; anti-Semitism and the Czar; the Mussar movement; emigration to America; Zionism; World War I and its aftermath; the Holocaust; and the State of Israel.
In the upper division baccalaureate degree category, 6 semester hours in Jewish History, Judaic Studies, or Religious Studies (6/15) (4/21 revalidation).
Jewish Law - Center for Academic and Religious Excellence
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: explain the various laws of reciting blessings; discuss the laws regarding interruptions while reciting a blessing; discuss the principles and laws of ikar and tofel; identify foods exempt from blessings after having eaten bread; discuss and explain laws regarding changes of location; describe the priority and order in which blessings are recited; summarize laws regarding when a blessing is not required; discuss situations regarding various mistakes made before, after, or while reciting a blessing; review laws regarding Birkas Hamazon, and Blessings Acharonos; and discuss laws regarding blessings and prayers over various fruits and vegetables, juices and soups.
In order to prepare for this examination, students study the following topics: prerequisites for reciting a blessing; laws of reciting a blessing – speed, concentration laws of speaking and pausing while reciting a blessing; laws of blessings over foods that are not single entities; laws defining and discussing change of location, traveling; laws discussing priority of blessings; and laws regarding blessings on the Sabbath and festivals.
In the lower division baccalaureate/associate degree category, 6 semester hours in Comparative Law, Judaic Studies, Religious Studies, or Sociology (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: explain the laws of the Sabbath in regard to the kitchen; distinguish between laws delineated in the Torah versus those prescribed by Sages; discuss various permissible ways of putting food into hot vessels on the Sabbath; identify permissible and forbidden methods of reheating and serving cooked foods; identify forbidden methods of normal cooking processes on the Sabbath; discuss the creation of a new entity on the Sabbath; and discuss laws relating to setting and clearing tables on the Sabbath.
In order to prepare for this examination, students study the following topics: cooking on the Sabbath; immersing foods in hot vessels; keeping food hot on the Sabbath; laws relating to borer; grinding and cutting food; marinating and salting food; creating a new entity; opening food packages; and the laws of muktzah.
In the upper division baccalaureate degree category, 6 semester hours in Jewish Law, Judaic Studies, Religious Studies, Near Eastern Studies, or Sociology (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: differentiate between Biblical prohibitions versus Rabbinic prohibitions; define and identify categories of work; discuss various permissible ways of performing necessary activities; identify activities that are prohibited because they may lead to violations of other prohibitions; discuss activities other than those connected with the preparation of food; and discuss various garments that are permitted and forbidden to be worn on the Sabbath.
In order to prepare for this examination, students study the following topics: writing and erasing; earning money; sewing and tearing; carrying inadvertently in the public domain; shearing; laundering; tying and untying; gathering and winnowing; sifting; coloring; trapping and slaughtering; scraping and cutting; building and demolishing; and kindling and extinguishing a fire.
In the upper division baccalaureate degree category, 6 semester hours in Jewish Law, Judaic Studies, Near Eastern Studies, Religious Studies, or Sociology (6/15) (4/21 revalidation).
Varies.
June 2015 – Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: identify and explain the general principles of the Jewish Festivals; discuss which activities are permitted for food preparation; explain the principle of mitoch and its application to the laws of the festivals; discuss the laws of preparing on the holiday for the next day; discuss how the 39 categories of work forbidden on the Sabbath apply to the festivals; discuss laws pertaining to living creatures; identify different types of muktzah and their laws; discuss the use of various appliances; examine laws regarding illness and injury; and discuss the day of the first night of the festival, especially regarding candle lighting and eruv tavshilin.
In order to prepare for this examination, students study the following topics: activities permitted for food preparation; the principle of mitoch, activities that are forbidden on the Sabbath and on the festivals; muktzah; treatment of illness and injuries; laws of candle lighting; and laws of eruv tavshilin.
In the upper division baccalaureate degree category, 6 semester hours in Jewish Law, Judaic Studies, Religious Studies, or Sociology (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: discuss the dietary prohibitions and differentiate between Biblical prohibitions versus Rabbinic prohibitions to broaden and solidify the separation of meat and dairy; list the obligations of resolving any meat/dairy issue; discuss the laws of permitted food and drinks; describe methods of cooking, particularly as they apply today; and list and describe the different methods of rendering utensils kosher, when and how each method is used.
In order to prepare for this examination, students study the following topics: the prohibition of mixing meat and dairy; precautionary prohibitions; common meat/dairy problems and their solutions; the importance of consulting a Rabbi; and avoiding problems while cooking and while washing dishes.
In the upper division baccalaureate degree category, 6 semester hours in Jewish Law, Judaic Studies, Religious Studies, or Sociology (6/15) (4/21 revalidation).
Jewish Philosophy - Center for Academic and Religious Excellence
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: explore a personal relationship with G-d via prayer, Torah study, and fulfilling the commandments; describe the role of the Jewish People vis-à-vis the nations of the world; differentiate between the role of G-d’s guidance in the life of an individual versus the lives of the nations of the world; and explore the interaction between body and soul.
In order to prepare for this examination, students study Derech Hashem by Rabbi Moshe Chaim Luzzato. Topics include: the nature of the Creator; man’s understanding of G-d; the creation of the world; the purpose of the creation of the world; man’s purpose in the world and his relationship with G-d; the physical vs. the spiritual realm; the role of Providence in the life of every individual; the study of Torah and the effects of the commandments on the individual; the animal aspect of man versus the divine aspect; praying to G-d; and man’s obligation to G-d; man’s responsibilities in this world.
In the lower division baccalaureate/associate degree category, 6 semester hours in Judaic Studies, Religious Studies, or Philosophy (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: discuss the Thirteen Attributes of Mercy of G-d and their implementation on a human level; analyze how the Thirteen Attributes may be seen in the lives of sages; describe the purpose of man’s life in the world; and compare and contrast reward and punishment in this world and in the World to Come.
In order to prepare for this examination, students study the basic ideas of Rabbi Moshe Cordevero’s book Tomer Devora. Principle topics covered include: the upper and lower levels of holiness; the three levels of the soul; the tzelem – one’s physical form; the Thirteen Attributes of Mercy; incorporating the Thirteen Attributes of Mercy into our lives, by: visiting the sick; giving charity to the poor; acting pleasantly towards others; and helping and supporting students of Torah.
In the lower division baccalaureate/associate degree category, 6 semester hours in Judaic Studies, Religious Studies, or Philosophy (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: demonstrate familiarity with the Artscroll commentary on the Morning Prayers (Shacharis); explore the content and the power of prayer; identify how to make proper requests of G-d in prayer; focus on the meaning and proper pronunciation of words; build a relationship with G-d through prayer; pray with concentration and focus; and pray in a physically appropriate manner vis-à-vis position, posture, and time; define ways to maximize serenity, focus, and spiritual connection while praying.
In order to prepare for this examination, students study the following topics: successful prayer; preparation for prayer; maximizing time while praying; developing the proper attitude toward prayer; specific requests while praying; the essence and purpose of the morning blessings; the connections between various prayers – ie. Boruch She’amar and Yishtabach; and the purpose of each of the Blessings of Shemoneh Esrei; miscellaneous additional blessings.
In the upper division baccalaureate degree category, 6 semester hours in Judaic Studies, Religious Studies, or Philosophy (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: recognize speech that constitutes slander; differentiate between slander and gossip; respond to situational questions appropriately reflecting a clear understanding of what constitutes slander and gossip; discriminate between pieces of information that should and should not be communicated; and identify situations when it is necessary to ask direction of a Rabbinic authority.
In order to prepare for this examination, students study the following topics: the destructive power of slander and all its ramifications; details of the laws of slander; public versus private information; listening to slander; intimations of slander and their relevance; parameters of constructive purpose; laws of gossip; and laws and application of judging others favorably.
In the upper division baccalaureate degree category, 6 semester hours in Jewish Law, Judaic Studies, Jewish Philosophy, or Religious Studies (6/15) (4/21 revalidation).
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: discuss man’s mission in this world and the need for self-improvement; identify character traits, positive and negative, and their impact on daily life; select the appropriate tools to make lasting changes in character development; and apply the concepts that have been studied to improve one’s personal relationships.
In order to prepare for this examination, students study the following topics: man’s mission in his world; the qualities of a man who is just and how to acquire them. These qualities include: zehirus – vigilance; zerizus – alacrity; nekiyus – cleanliness from temptation in human interaction; perishus – abstinence; tahara – purity; chassidus – piety, in deeds and intent; anavah – humility; yiras cheit – fear of sin; kedushah – holiness.
In the upper division baccalaureate degree category, 6 semester hours in Ethics, Judaic Studies, Religious Studies, or Philosophy (6/15) (4/21 revalidation).
Language - Center for Academic and Religious Excellence
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: formulate simple sentences using nouns and verbs; translate simple sentences form English to Yiddish; select the most appropriate answer to questions asked in Yiddish; read a simple passage in Yiddish and answer questions based on its contents; and answer simple questions in Yiddish short ones personal like and experience.
In order to prepare for this exam, students study the following topics: speak Yiddish with accurate pronunciation; nouns singular and plural; rules of spelling, particularly of words with long vowels; personal pronouns – nominative case; adjectives – nominative, possessive; prepositions; basic verb conjugation; roots, suffixes, separable verbs; numbers; colors; months, seasons.
In the lower division baccalaureate/associate degree category, 8 semester hours in Classical Language, Yiddish Language, or Religious Studies (6/15) (4/21 revalidation).
- Formerly LANG 301 Yiddish Language II; LANG 301 Yiddish Language 2
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: formulate complete sentences with pronouns, nouns, and verb agreement; use prepositions appropriately; use numerical expressions and expressions of time correctly; write a complete, original paragraph; and read an intermediate level passage and answer questions based on its contents.
In order to prepare for this examination, students will study the following topics: personal pronouns – nominative, accusative, date cases; adjectives – comparative, superlative; verbs – regular and irregular; the infinitive; complemented verbs; idiomatic verbs; expressions of time; adverbs of location, time, manner; conjunctions; and interjections.
In the upper division baccalaureate degree category, 8 semester hours in Classical Language, Yiddish Language, or Religious Studies (6/15) (4/21 revalidation).
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
October 2022 - Present.
Students will be able to demonstrate proficiency as follows: complete sentences using the correct noun, verb or preposition; translate sentences from English to Yiddish; select the most appropriate answer to specified questions; correct grammatical errors in Yiddish; respond appropriately in Yiddish to specified questions; read intermediate level passages in Yiddish and answer questions based on the contents of the passages; answer simple questions in Yiddish about your personal experience; write a paragraph in Yiddish using an intermediate level range of vocabulary, correct grammar and accurate spelling.
In order to prepare for this examination, students study the following topics: Nouns, singular and plural forms; personal pronouns – nominative case; adjectives – nominative, possessive; numbers, colors, seasons; verbs – present, past, future tense; prefixes, suffixes, auxiliary verbs; prepositions.
In the upper division baccalaureate degree category, 8 semester hours in Classical Language, Yiddish Language, or Religious Studies (10/22).
- Formerly LANG 311 Hebrew Language II; LANG 311 Hebrew Language 2; LANG 311 Hebrew Language 1
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: demonstrate reading fluency in selected biblical and modern Hebrew texts; write in Hebrew without vowels; demonstrate understanding of basic grammatical structure and syntax; find the root (shoresh) of a verb; use numbers in correct form and gender; translate sentences from English to Hebrew; complete sentences with the appropriate vocabulary word; answer questions based on a reading passage; and compose a short paragraph using correct, appropriate grammatical structures.
In order to prepare for this examination, students study the following topics: nouns – masculine and feminine forms; numbers, singular and plural, masculine and feminine forms; prepositions, verbs – basic tenses, roots, infinitives; and homophones.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 8 semester hours in Classical Language, Hebrew Language, or Religious Studies (6/15) (4/21 revalidation).
- Formerly LANG 211 Hebrew Language I; LANG 211 Hebrew Language 1
Proficiency examination program administered at the CARE testing center or at authorized proctor sites.
Version 1: September 2017 - September 2022. Version 2: October 2022 - Present.
Version 1 and 2: Students will be able to demonstrate proficiency as follows: translate sentences from English to Hebrew; complete sentences with appropriate vocabulary words; use Hebrew prepositions correctly; answer questions based on a reading passage; identify the root of a verb; use adjectives in correct number and gender; use verbs in sentences that are correct in tense, number, and gender; and tell time in Hebrew.
Version 1 and 2: To prepare for this exam, students will study the following language topics: Hebrew prepositions; basic vocabulary verbs, nouns, adjectives; agreement in number and gender; tell time in correct Hebrew terms; the roots of verbs.
Version 1: In the lower division baccalaureate/associate degree category, 8 semester hours in Classical Language, Hebrew Language, or Religious Studies (9/17). Version 2: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate/associate degree category, 8 semester hours in Classical Language, Hebrew Language, or Religious Studies (10/22 revalidation).
- Formerly LANG 401 Yiddish Language III; LANG 401 Yiddish Language 3
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: construct sentences in subordinate order; translate from Yiddish to English and vice versa; complete dialogues of spoken Yiddish; identify and correct grammatical errors; read advanced passages in Yiddish and answer questions based on the contents; listen to a passage in Yiddish and answer questions based on the passage; write a complete, well-structured essay in Yiddish.
In order to prepare for this examination, students study the following topics: sentence structure using relative clauses; prepositional phrases; adverbial phrases; irregular adjectives; indefinite pronouns; impersonal verbs; and comparative and superlative adverbs.
In the upper division baccalaureate degree category, 8 semester hours in Classical Language, Yiddish Language, or Religious Studies (6/15) (4/21 revalidation).
- Formerly LANG 411 Hebrew Language III; LANG 411 Hebrew Language 3; LANG 411 Hebrew Language 2
Varies.
June 2015 – Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: evince an advanced level of reading comprehension; write fluently in Modern Hebrew; translate sentences from Hebrew to English; recognize and utilize correct grammatical and syntactical structures; differentiate between synonyms; conjugate verbs correctly and appropriately; read advanced passages in Modern Hebrew from adapted and authentic texts and answer questions based on the content of the passage; and write a well-developed grammatically and syntactically correct essay.
In order to prepare for this examination, students study the following topics: pronouns; the four verb tenses; the seven verb conjugations; professions, verbs in the infinitive; adjectives in number and gender agreement; colors; directions; and shapes.
In the upper division baccalaureate degree category, 8 semester hours in Classical Language, Hebrew Language, or Religious Studies (6/15) (4/21 revalidation).
Talmudic Studies - Center for Academic and Religious Excellence
Varies.
June 2015 - Present.
Upon successful completion of the examination, students will be able to demonstrate proficiency as follows: explain why Ethics of the Fathers is the path to the World to Come; trace the transmission of Jewish law and tradition through the generations from Moses until Rabbi Judah the Prince; internalize the proper conduct and self-discipline taught in Ethics of the Fathers; discuss the teaching of the sages vis-à-vis human behavior and thought and the relationship of an individual to his society; and discuss human behavior and thought vis-à-vis man’s relationship with G-d.
The discourse and analysis of this tractate of the Talmud (Ethics of the Fathers) deals with the moral, ethical, and practical teachings of the Sages and how they impact on every aspect of one’s personal, communal, and Jewish life. Topics include: how to serve G-d; submission to the authority of Torah leaders; friendship – positive and harmful; the three pillars of truth, justice, and peace; the responsibility of communal leadership; the proper path versus the evil path; and the importance of Torah study.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Classical, Judaic Studies, Religious Studies, or Philosophy (6/15) (4/21 revalidation).
Proficiency examination program administered at the CARE testing center or authorized proctor sites.
September 2016 – Present.
Upon successful passing of the examinations, students will demonstrate proficiency as follows: recognize the fundamental importance of Torah study, including the importance of interactive study, and the need to remember what one learns; identify the activities that have a destructive effect on a person’s life in this world and the next, and the various “safeguards” that can help people stay on the right path; identify the various gifts and special status given by G-d to human beings, and the need to value every person; discuss how to interact and maintain good relations with others; identify the pairs of things that cannot exist without each other; and delineate the true definitions of wisdom, strength, wealth, and honor.
To prepare for this exam, students study the following topics: Akavya ben Mahalalel’s requirements to distance one from sin; the importance of Torah Study, discussion, and thought in Jewish life; the prohibition of using Torah study for personal gain; the knowledge that although everything is foreseen in advance, free will is given; Rabbi Levitas’s emphasis on humility; the requirement to reside in a place of Torah even at the cost of exile; Rabbi Elazar HaKappar’s analysis of the progression of life, death, and judgment that every person must undergo.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Classical, Judaic Studies, Religious Studies, Sociology or Philosophy (5/16) (4/21 revalidation).
