How to Create Titles for Elective Courses

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"What are some common titles for elective credit in high school?"

Before titling a course, one must understand the difference between core and elective courses and how these terms are used in the educational world—the "education-eze". Colleges use “education-eze”.

Parents must also understand what is and isn't required by their state school law statutes. Though some colleges and universities hire home education admission personnel versed with knowledge to help homeschooled applicants, other advisors are not always familiar with state statutes, requirements, or procedures. Knowledgeable parents have the means to empower student applicants who may face questions.

Core courses are offerings in the major discipline areas of English, math, social sciences, and natural sciences. Some districts (and colleges) include foreign or world languages in core courses. All other courses are considered electives.

For this post, I am revising an elective list I created in 2015. The list does not include courses most often considered core academics--for example, Calculus or British Literature--though those core courses could also be used as electives if the core course requirements have been meet.

English Electives (when not considered part of the core content English I, English II, English III, and English IV)

Shakespearean Theater

Greco-Roman Theater

Short Stories

Poetry (perhaps of a specific historical era or demographic)

Writing for Print and Publication

Creative Writing

Yearbook

Digital Publishing

Ancient Languages

Biblical Studies: Old Testament

Biblical Studies: New Testament

Communication Electives

Speech (this course may considered a core by some schools)

Competitive Speech

Impromptu Speech

Expository Speech

Policy Debate

Lincoln-Douglas Debate

Media Productions

Mathematics Electives

Business Mathematics (some schools no longer consider this a high school level course)

Personal Finance (this course is often considered a required course for some schools but an elective for others)

Social Science Electives

Comparative Government

Global Studies

International Relations

Introduction to Law

Mock Trial

Constitutional Law

Independent Study: Foreign Policy

Introduction to Criminal Justice

Psychology (this course may be considered a core course for some schools and an elective for others)

Sociology

Anthropology

Archaeology

Family and Consumer Science 

Contemporary World Issues

Ancient Civilizations

Independent Study: The Korean War

Medieval History

Introduction to Social Work

Child and Adolescent Psychology

Philosophy

World Religions

Theology

Church History

Internship: Youth Ministry

Natural Science Electives

Environmental Science

Animal and Agricultural Sciences

Introduction to Agriscience

Equine Science

Equine Medicine

Introduction to Veterinary Science

Introduction to Forestry

Botany

Entomology

Zoology

Astronomy

Introduction Aerospace Science

Forensics

Introduction to Health Sciences

Performing/Fine Arts Electives

Introduction to Drama

Musical Theater

Art History (perhaps add a historical era, for example Asian Art History)

Art Appreciation

Choreography

Dance Technique (consecutive years add beginning, intermediate and advanced)

Competitive Dance

Introduction to Ball Room Dance

Stagecraft

Set Design

Theater Production

Two-Dimensional Art

Three-Dimensional Art

Sculpture

Ceramics

Drawing and Painting

Cartooning and Caricature

Printmaking

Pottery

Creative Photography

Digital Photography

Band

Orchestra

Symphonic Band

Wind Ensemble

Jazz Ensemble

Keyboard

Piano

Music Theory (consecutive years add beginning, intermediate and advanced)

Music History (perhaps add a historical era or genre, for example, History of Jazz)

Music Appreciation

Physical Education Electives

Personal Fitness (this course is sometimes considered a required course for some schools but an elective for others)

Nutrition and Wellness

Aerobics

Tennis

Golf

Volleyball

Competitive Swimming

Water Polo

Lifesaving

Advanced Lifesaving

Team Sports

Recreational Sports

Beginning Weights (consecutive years add intermediate and advanced)

Weight Training (often accompanies sports training and play) 

Sports Psychology

Introduction to Sports Medicine

Care and Prevention of Athletic Injuries

Sports Rehabilitation

Business Education Electives

Accounting

Marketing 

Copyright Law

Advertising and Sales

Principles of Entrepreneurship

Banking and Finance

Business Principles

Foundational Principles of Small Business

Business Technology

International Business

Global Business Studies

Computer Science Electives

Computer Fundamentals and Programming

Introduction to Computer Systems

Computer Design and Repair

Keyboarding

Word Processing

Graphic Design

Digital Design

Web Design

Digital Arts

Computer Gaming 

Home Economics Electives

Fashion Design

Textiles and Fabrics

Clothing Construction and Textiles

Machine Sewing

Quilting and Applique

Interior Design

Introduction to Early Childhood Education

Nutrition

Principles in Food Preparation

Principles in Food Preparation: Pastry

Principles in Food Preparation: Desserts

Principles in Food Preparation: Main Courses

Principles in Food Preparation: Appetizers

Introduction to Culinary Arts

Introduction to Pastry

Cake Decorating

Home and Automotive Repair

First Aid and CPR

Emergency Preparedness

Vocational Electives

Cosmetology

Cabinet Making

Carpentry

Trim and Finish Carpentry

Masonry

Landscaping

Horticulture

Floral Design

Landscape Architecture

Building Design and Architecture

Drafting

Technical Drawing

Plumbing

Welding

Auto Mechanics

Diesel Mechanics

Small Engine Repair

Electronics and Circuitry 

When our young adults are reading, working on research, studying content, or participating in an experiential opportunity, I search for potential titles. If I can't find a title or course content close to what our learners are studying, I search for high school courses (and in some cases college courses) offered at other high schools across the nation. Those resources usually allow me to find a title--or at least give me a springboard--which accurately describes the content being learned. 

If you want to learn more about documentation of elective credits and how to create college admission paperwork, check out this post.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

 

Using Living Books in High School

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When we started our homeschooling high school journey in 2003, I was determined not to leave the learning power of Living Books behind in the elementary and middle school years. 

YOU can use Living Books in high school.

Our high school learners were greatly impacted by the Living Books they chose. In fact, several titles greatly influenced their career choices and life goals.

When we began our high school journey, the first content area in which we incorporated Living Books was history. This seemed a natural choice since we had been using Living Books--biographies, autobiographies, and historical fiction--to accent our history studies in the elementary and middle school years. 

History

Aristotle. Complete Works of Aristotle, Vol. 1. Princeton University Press, 1984.

De Tocqueville, Alexis. Democracy in America and Two Essays on America. Penguin Classics, 2003.

Franklin, Benjamin. The Autobiography of Benjamin Franklin. 1790.

McCullough, David. John Adams. Simon &Schuster, 2002.

McCullough, David. The Wright Brothers. Simon &Schuster, 2015.

Metaxas, Eric. Amazing Grace: William Wilberforce and the Heroic Campaign to End Slavery. Harper One, 2007.

Rousseau, Jean-Jacques. On the Social Contract. Dover Publications, 2003.

The next content area in which we chose to incorporate Living Books was science. It was also a natural fit, especially for learners who had interest in specialty areas or who wanted to dig deeper to learn more about scientists and inventors. As our young adults advanced through the high school years, we included adult and college level materials. 

Science

Burton, Mary June. Louis Pasteur: Founder of Microbiology. Franklin Watts, 1963.

Carson, Ben, and Cecil Murphey. Gifted Hands: The Ben Carson Story. Zondervan, 1996.

Douty, Esther. America’s First Woman Chemist: Ellen Richards. Julian Messner, 1961.

Einstein, Albert. The Meaning of Relativity: Four Lectures Delivered at Princeton University, May 1921 (Classic Reprint). Forgotten Books, 2017.

Keller, Helen. The Story of My Life. 1903. Signet, 2010.

Williams, Beryl, and Samuel Epstein. Medicine from Microbes: The Story of Antibiotics. Julian Messner, 1965.

Reaching our creatives with written materials was challenging at times, unless the reading was related their artistic gifting or interest. Perhaps you find yourself in that quandary. The effort you put forth to help your high schoolers find books, matters. Make suggestions. Go to the bookstore together. Visit the library and browse the shelf. Find out who influences or has influenced the field. The effort speaks to your interest in what matters to your teen.

I did discover I had to let go of my rigid definition of what a Living Book was in order to be open to the plethora of possibilities I would  have otherwise discounted.

The Arts

Astaire, Fred. Steps in Time: An Autobiography. Cooper Square Press, 2000.

Kistler, Mark. You Can Draw in 30 Days: The Fun, Easy Way to Learn to Draw in One Month or Less. Da Capo Lifelong Books, 2011.

Tada, Joni Eareckson, Joni. Bantum Books. 1978.

Trapp, Maria. The Story of the Trapp Family Singers: The Story Which Inspired The Sound of Music. William Morrow Paperbacks, 2001.

What about an athlete who loves to read? How can Living Books be interwoven in a personal fitness or weight training course? And, what about an athlete who would rather play ball than read?

Sports

Dorman, H. A., and Karl Kuehl. The Mental Game of Baseball. Diamond Communications, 2002.

Hershiser, Orel, and Jerry B. Jenkins. Out of the Blue. Wolgemuth & Hyatt Publishers, 1989.

Kilmeade, Brian. The Games Do Count: America’s Best and Brightest on the Power of Sports. HarperCollins, 2004.

Living Books have the power to pull in even the most reluctant reader!

Living Books can give life to any subject, if we allow them the opportunity to do so. Recently, one daughter began to lean toward personal growth and leadership materials. I worked on ways to incorporate what she was reading into an elective: Personal Development and Career Exploration. I could have also titled the course Interpersonal Communication, based on the resources she chose. When I wrote More Than Credits, I included the books and activities into an elective framework. It is one of five electives featured in the book.

What If My High School Learner Is Interested in Animal-Related Sciences?

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As we work with families, animals continue to be a common area of interest. Honestly, little learners tend to carry the same interest. Animals are fascinating. They’re part of our world, in our lives, and they’re real and make learners curious…sometimes continuing well into the high school years.

What to do?

Parents usually ask, “Can we put together a course with the niche interests of our learner in mind?”

First, check what your state homeschool laws require.

Second, if your animal-loving leaner is also an athlete with sights set on college athletics, double-check the NCAA eligibility guidelines.

Third, if there’s a hint of what post-secondary plans may look like down the road, consider those (and realize they change).

With that knowledge in mind, move forward.

Pull Resources

If you’re a proponent of unit study learning, think unit study. That’s really what designing (or allowing the young adult to create while completing an independent study) a high school course is all about—gathering ideas and resources. If you haven’t used unit studies or heard of them, don’t worry! You (and your learner) will get hang of it. It’s really about following in interest.

Determine the possibilities for content. Often, when one of my learners has a working knowledge of a topic, we build on that foundation to get the brainstorming ball rolling. From that starting point, we can list other topics toward which the learner wants to devote time. Sometimes ideas will come from past studies, related textbooks, or nonfiction resources. In the case of animal-related sciences, those topics might include

  • Veterinary terminology

  • Anatomy & physiology (body systems of specific animals)

  • Animal nutrition

  • Animal behavior

  • Service animal training and care

  • Proper exercise of companion animals

  • Animal grooming

  • Care and cleaning of animal facilities

  • First aid for animals

  • Disease control

  • Animal reproduction (including genetics and gestation)

  • Clinical examination procedures and related lab equipment

  • Lab techniques

  • Veterinary mathematics (dosage and concentration, calculations and conversions)

  • Animal welfare and legislation

  • Careers in animal-related sciences

We make note of those and begin to keep our eyes and ears open for related educational opportunities.

We’ve experienced the fruit and rewards of this kind of learning. Often, when we get to the end of a season and I step back and reflect, the results are more amazing than I could have planned or imagined. And, (BONUS) the learner is motivated and engaged, and content is retained. WINS all the way around!

Capitalize on Experiential Learning

We have found experiential learning (job shadowing, volunteering, apprenticing, part-time employment in the area) extremely beneficial. Not only are content areas interwoven, but the experience can foster important relationships which may lead to future employment.

In the area of animal science, think about the options

  • Volunteer at a zoo or aquarium

  • Volunteer at a science center

  • Volunteer at an AKC event

  • Participate on a research team or in a study

  • Apprentice with a dog agility trainer

  • Visit service dog training facility or train a service animal

  • Work as a pet grooming assistant

  • Serve as a vet helper

  • Volunteer with the local Audubon Society

  • Participate in Citizen Science project

  • Work in a pet store

  • Work with a breeder

  • Serve as a canine foster or rescue caregiver

  • Work or volunteer at a horse barn

  • Visit and observe venues were animal care and training, office procedures, and professional practices can be observed, for example

  • Visit colleges and universities offering majors being considered and tour their animal science buildings

Don’t forget about 4H! There are offerings for animal science topics and resources.

Interview Professionals

We’ve also learned from our experience that field trips are extremely beneficial, especially if there is time to interview or talk with professionals in the field. Talking with professionals has been advantageous for our children and teens as they were able to gather insights into the field or learn about the job market outlook. In addition, our learners gained nuggets of content we wouldn’t have known to incorporate. Learning from professionals in the field is beneficial in many ways.

If you don’t have a wide selection of local animal care or service opportunities, consider learning from and about famous vets or others who work with animals. The internet affords plentiful tutorials and professional interviews.

Use Nonfiction/Primary Source Documents/Professional Resources

Online resources—within parameters—offers the ability to learn from primary source documents and professional resources. These can be used to enhance and independent study or reinforce and build on what is being learned experientially through volunteering, job shadowing, apprenticing, or part-time employment. Curriculum guides, course descriptions, textbook table of contents, and materials recommended by professionals in the field can guide and build a course. As you gather helpful nonfiction, primary source, or professional resources, consider these (and more—as your learner digs into content).

Look for ways your high schooler can learn about possible careers in areas of animal care and service. Give them space to think outside the box to things like wildlife conservation veterinarians, zoo veterinarians, and animal nutritionist.

Keep in mind, several typical high school courses (biology, marine science and human anatomy and physiology) are beneficial to animal care and health sciences. The content of these classes is related and relevant, often foundational. In addition, some universities require these traditional core course options for admission. Should your learner be considering vet medicine, marine biology, or another animal-related career, be knowledgeable about what universities are requiring (but don’t let those requirements overshadow the richness and depth experiential learning—hands-on—offers learners). Both book knowledge and experience are important.

College and university admission requirements will vary as will the courses each institution requires for degrees. Be informed about these differences as well as be familiar with the professors who teach at schools of interest. What is taught in courses varies professor to professor. If a student has niche area of interest and an influencer in that field teaches at a particular university, take note.

Oregon State offers these suggestions.

Cornell University College of Agriculture and Life Science

University of California - Davis recommendations for high school students

Read Biographies

When we build a course, we often add biographies of people in the field of interest. For starters in animal care and study fields consider James Herriot, Steve Irwin, James Audubon, and Temple Grandin.

Investigate the History

Every topic has a history, a story of how that industry or field changed over time. Animal-related sciences are not different. Adding this aspect to the course can be a fascinating journey.

Tie in English

Parents often ask how to tie in English to niche areas of interest. I encourage them to think real-life. What writing may be a natural part of the career or field. Consider

  • Note the study skills. Reading, researching, skimming, note taking, retelling what was learned in a day’s time are all important language arts skills. Often these go unnoticed, yet the repetition of using these important study skills allows the student to become a more efficient learner, not to mention time manager.

  • Have the learner write a paper on something or someone of interest. 

  • Learn the stylistic form for the academic discipline. Does the content area format in MLA or APA? Learn that format when writing papers for this course.

  • Keep a running list of vocabulary and terminology related to the subject—new words which are foundational to further learning.

  • Write thank you letters for interview, job shadowing, or volunteer opportunities.

  • Write resume entries for an volunteer experience or employment opportunity.

  • Add animal-related literature: Just So Stories by Rudyard Kipling, All Creatures Great and Small by James Herriot, and Watership Down by Richard Adams.

Record: Tips for Independent Learning

What do I love about this type of learning (from what we've experienced)? Our children become very knowledgeable about the field and often its niche areas and they run with the learning. If they are learning something independently, based on something they wanted to dive into and are managing their study time, I ask them to bullet point the content they learn (animal behavior, medicines for bacterial infections, etc) and copy any URLs in a Word document. I also ask them to record author and title of any books or online resources they use. In doing so, I have what I need for state records or for documents which might be needed for college admission.

This general format can be used with any topic of interest.

This post is not intended as legal advice or educational counsel. The content is based on the author’s experience. It is the parent’s sole discretion to use this information as he or she sees fit as they fulfill their responsibility as parent overseeing the education of his or her child.

How to Use What You Have: Homeschooling High School Nutrition and Wellness

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We’ve adopted a phrase.

Use what we have to boost what we know.

In this season of pandemic shelter-at-home orders—with libraries closed and resources narrowed—we are pushed to look for alternatives. Hence, the above phrase could mean several things.

Use the resources, items, and interests we have to learn something new.

Or

Use the resources, items, and interests we have to deepen, reinforce, and apply knowledge we learned previously.

Today, my mind is on high school, specifically nutrition and wellness!

Parks and gyms are closed. For some, stress eating is a challenge. For others, needed food sources are difficult to find. How do we practice healthy habits in the areas of nutrition and wellness with the parameters under which we are living?

This is where life meets learning!

The conversations about boosting the immune system. The trials and errors of building a personal fitness plan without a gym. The recipe substitutions and related research. The online stretching or aerobic classes.

Learning is taking place.

If your high schooler is engaged in this type of learning, it matters and it’s valuable.

In my book More than Credits: Skills High Schoolers Need for Life, I include practical, applicable, real-life activities to give parents and high school learners a jumpstart toward thinking outside-the-box in the areas of nutrition, wellness, and personal fitness. Ideas include

  • Adjust a recipe, considering personal health and dietary needs.

  • Utilize an online aerobic workout tutorial to build cardiovascular health.

  • Learn how to take, record, interpret, and monitor vital signs (pulse, respiration, and blood pressure).

  • Compare standing blood pressure to lying down.

  • Calculate personal Body Mass Index (BMI) for each family member.

  • Compare heat exhaustion to heat stroke, including prevention, symptoms, and treatment.

  • Determine how social, cultural, and emotional influences impact nutrition and health choices.

  • Study the effects of stress on physical and mental well-being.

  • Research how to keep the body hydrated, determine ounces required, and implement a hydration plan.

  • FInd three types of online calorie calculators and compare site features.

  • Explain the difference between whole foods and processed foods.

  • Research the growing seasons in your area.

  • Plant a vegetable or herb garden.

  • Enroll in an online culinary course or tutorial series for a specific area of interest: pastry, main dish, gluten-free, keto.

  • Clean and restock a freezer or refrigerator.

  • Learn how to wash hands properly for food preparation.

  • Learn first aid for common kitchen accidents: burns, scalds, cuts, puncture wounds, allergic reactions, and choking.

  • Learn how to properly and safely use a gas grill.

  • Research and list ways to reduce the severity and exacerbations of autoimmune disease.

This is a sampling of ideas from More than Credits. And, given our current situation and the needs and interests of your learner, you will discover others opportunities which are individually applicable to your family or teen. The outcomes may not be a percentage correct on a test or page filled with fill in the blank questions. Instead, it may be a casual conversation or a task completed together (like cleaning the fridge properly or doing a workout together. The end result will be your teen learning and applying self-care. This is worth more than the credits. It is life-impacting and it matters.

More than Credits includes frameworks, resources, and living book and biographical suggestions for five elective credits: personal fitness, nutrition and wellness, personal development and career exploration, philosophy, and personal finance.

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College and University Admission Requirements for Home Education Grads

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I speak to rooms full of parents--living rooms conversations to packed convention halls--considering and navigating a home education journey for their middle and high school young adults. Most often we talk about specifics and how-tos. At some point in the presentation, usually during a Q&A session, I am asked to address specific admission requirements.

There isn’t a one-size-fits-all answer to the question.

The answer to the question varies per institution and the status of the student applying—home education, private school, or transfer student.

Home educated in our state means enrolled in the Home Education Program with the county of residence. Those students are defined as home education students (homeschooling) and will apply to colleges as home educated, non-traditional, or non-accredited graduates. The terms used for the admission status varies college to college.

In our state if the student chooses to enroll in a private school for classes once, twice, or three or more times a week--or as a place of record--that student is considered a private school student and will apply to colleges as a private school graduate. Some colleges and universities require private schools to be accredited, by the state or by a regional accrediting agency. This is important to note as not all accreditation is considered equal by some universities.

Generally colleges welcome home educated students with unique educational and extra-curricular experiences and varied community service opportunities, but it is always wise to check on the admission requirements of particular schools of interest.

Don't assume.

  • Some universities are hiring admissions counselors designated to serve home educated students. After reading online admission requirements, make contact with the counselor. Advanced research and knowledge demonstrates interest and initiative, especially if the contact and inquiries are made by the student.

  • A running list of questions may be helpful. Help your learner process what he or she may want to ask.

  • Early research allows parents and students to plan well. Gain the knowledge you need (but don’t panic if your learner doesn’t quite know what he or she wants to study or where he or she wants to attend—there’s time)!

Locating specific requirements for home educated applicants takes time. This is why I include and update links to admission requirement pages as I find them. If your student's college of interest is not listed below, try 

  • typing "homeschool" or "home education" in the search box of the college website.

  • searching "homeschool coordinator" in the search box of the college website.

  • contacting the homeschool admissions coordinator. Colleges and universities are hiring personnel to help their home-educated applicants.

  • looking for homeschool admission requirements under the heading "non-traditional". Home education is considered a non-traditional method of education by many universities.

Direct links to information relevant to home-educated applicants are included as available. These links are a guide. Be sure to continue research based on the unique needs of your high school learner.

Agnes Scott College, Decatur, GA

Amherst College, Amherst, MA

Anderson University, Anderson, SC

Appalachian State, Boone, NC

Arizona State University, Phoenix Area, AZ

Ave Maria University, Ave Maria, FL

Barnard College - Columbia University, New York, NY

Berry College, Mount Berry, GA

Bellhaven University, Jackson, MS

Belmont Abbey College, Belmont, NC

Bentley University, Waltham, MA

Bowdoin College, Brunswick, ME

Bradley University, Peoria, IL

Brandeis University, Waltham, MA

Brown University, Providence, RI

Bryan College, Dayton, TN

Bucknell University, Lewisburg, PA

California Institute of Technology, Pasadena, CA

Calvin University, Grand Rapids, MI

Cedarville University, Cedarville, OH

Central Methodist, Fayette, MO

Charleston Southern University, Charleston, SC

Cleveland Institute of Art, Cleveland, OH

Colorado Christian University, Lakewood, CA

Colorado State University, Fort Collins, CO

Columbia University, New  York

Cornell University, Ithaca, NY

Covenant College, Lookout Mountain, GA

Davidson College, Davidson, NC

Drexel University, Philadelphia, PA

Emmanuel College, Franklin Springs, GA

Emory, Atlanta, GA

Emory-Riddle Aeronautical University, Daytona Beach, FL

Flager College, St. Augustine, FL

Florida Agricultural and Mechanical University, Tallahassee, FL (click on Academic Core Units and Homeschool/Non-traditional)

Florida Atlantic University, Boca Raton, FL

Florida Gulf Coast University, Ft. Myers, FL (click Units tab for specific courses)

Florida Institute of Technology, Melbourne, FL

Florida International University, Miami, FL

Florida Polytechnic University, Lakeland, FL

Florida State University, Tallahassee, FL

Franciscan University, Steubenville, OH

Furman University, Greenville, SC

George Mason University, Fairfax, VA

Greensboro College, Greensboro, NC

Grove City College, Grove City, PA

Guilford College, Greensboro, NC

Harvard College, Cambridge, MA

Hillsdale College, Hillsdale, MI

Houghton College, Houghton, NY

Indiana University, Bloomington, IN

James Madison University, Harrisonburg, VA

John Hopkins University, Baltimore, MD

Kansas State University, Manhattan, KS

LeTourneau University, Longview, TX

        Home School Endowed Scholarship - Le Tourneau

Liberty University, Lynchburg, VA

Marquette University, Milwaukee, WI

Massachusetts Institute of Technology, Cambridge, MA

Mercer University, Macon, GA

Messiah College, Grantham, PA

Methodist University, Fayetteville, NC

Montreat College, Montreat, NC

New College, Sarasota, FL

New Mexico Tech, Socorro, NM

North Carolina Wesleyan, Rocky Mount, NC (see page 15 of the college catalog) 

Northeastern University, Portsmith, NH

Oberlin College and Conservatory, Oblerin, OH

Ohio State University, Columbus, OH

Ohio University, Athens, OH

Olgethorpe University, Atlanta, GA

Patrick Henry College, Purcellville, VA

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

Pepperdine University, Malibu, CA

Pratt Institute, Brooklyn, NY

Princeton University, Princeton, NJ

Purdue University, West Lafayette, IN

Purdue University, Fort Wayne, IN

Reed College, Portland, OR

Rhode Island School of Design, Providence, RI

Rice University, Houston, TX

Rollins College, Winter Park, FL

St. Olaf, Northfield, MN

Savannah College of Art and Design (SCAD), Savannah and Atlanta, GA

*SCAD admission required documents

Smith College, Northampton, MA

SMU- Southern Methodist University, Dallas, TX

Southeastern Louisiana University, Hammond, LA

St. Johns College, Annapolis MD and Santa Fe, NM

Stanford University, Stanford, CA

Stetson University, Deland, FL

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY

Syracuse University School of Architecture, Syracuse, NY 

Taylor University, Upland, IN

Tennessee State, Nashville, TN

Texas Christian University, Fort Worth, TX

The College of William and Mary, Williamsburg, VA

The George Washington University, Washington, D.C.

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

United States Naval Academy, Annapolis, MD

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL

University of Cincinnati, Cincinnati, OH

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI

University of Minnesota, Minneapolis, MN

University of New Hampshire, Durham, NH

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK

University of Pennsylvania, Philadelphia, PA

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL


University of Tennessee, Knoxville, TN

University of West Florida, Pensacola, FL

Valdosta State University, Valdosta, GA

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Washington State University, Pullman, WA

Wheaton College, Wheaton, IL

Yale University

You can Celebrate High School and it can encompass More than Credits!

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I do not receive any compensation for inclusions on this list. It is completely random--I add to the list as I research and work with families. This list is not intended as endorsement or advertisement; simply as a helpful tool to aid and encourage. 

This list grows and grows. Check back for new additions. 

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Interest-Based High School Credits: Art Can Look Like This

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High school art can look like this!

What if there aren’t enough hours to count as credit?

What if we run out of content?

Questions mount, fear enters.

Step out of fear and watch the possibilities unfold.

As I talk with parents, I often ask, “Why do we hit the brakes in high school?” What I mean is, all the great methods we utilized in the elementary and middle school years, the ones our children loved, the ones we know worked—experiential, project-based, hands-on, field trips, even service—inadvertently pushed aside to make room for the check-offs, grades, and credits. Not that goals, grades, and credits aren’t important or necessary. Obviously they’re needed for college admission paperwork. However, when those aspects take precedence, best practices dissolve, curiosity deteriorates, and anxiety heightens. What if the successful, engaging methods could be retained and built upon in the presence of grades and credits?

THEY CAN!

“Experiential learning doesn’t have to end in high school. Learners don’t need to leave interests behind. ”

How?

Let’s say your learner has an interest in calligraphy, as my daughter did. There’s an interest. There are possibilities, some not seen until after a few other steps are taken.

As I pondered our situation, I figured I had at least two choices.

I could explain to my daughter there wasn’t time in her (a.k.a. our) day which would likely lead to how we could negotiate how to fit in calligraphy IF she finished Algebra first. Several things crossed my mind. If I choose this path, my daughter might eventually stop being interested in or pursuing her interests, figuring I would say no most of the time or that she’d have to come up with some amazing proposal in order to dig into something she enjoyed. I didn’t want that. Life is full of new and exciting learning opportunities, moments which teach important skills needed for the future. Why would I want to block or squelch her curiosity for new learning? Being a life learner is essential. And, what if she heard (though I didn’t say it), “Those ideas are just not as important as Algebra.” OUCH!

My second option might be to allow my daughter to investigate the interest and give her the freedom to figure out how to manage her time and energy in the process so that all she needed to get done could be completed. Major life skill gained. Bonus! With this option, I was able to ponder and remind myself that the interest may wane after a week (therefore no need to worry about whether we would get other subjects done). And, what if this interest took my learner one step closer to her future career? We wouldn’t know unless we took the first step toward discovery, in my daughter’s case, calligraphy.

I made my decision.

But, what if the interest sticks or grows into something else and Algebra (or other subjects) don’t get done?

Yes, this is a possibility. In fact, other subjects may take a back seat for a little awhile or not be completed in the time frame I expected. But, they would get done. The time management lessons gained in the process would indeed be life lessons. People are always navigating wise use of time, even into the adult years. She will, too.

My next question surfaced. What If the interest (calligraphy in our case) stuck around awhile or morphed into something else? We’d have to figure out how to complete the other subjects (especially since at this time she intends to go to college).

I also reminded myself there are other reasons why learners don’t complete subjects in a specific time frame. It may not be solely because of the added interest or that time was mismanaged. Maybe there’s a mental block with the subject, cause “it doesn’t make sense” or “I am not good at _______”. This is not our situation, but I know learners where this component needed to be considered and addressed. In other words, not completing a subject “on time” may not be the fault of “another interest”. Instead, the original subject likely needs tweaking. Often the benefit of adding something a learner enjoys allows the mind to relax enough to tackle other difficult subject matter.

What if there aren’t enough hours to count as credit?

If we don’t get started, take the first step, we won’t know possibilities. Starting keeps curiosity alive. It’s like a muscle, needing to be stretched, used, worked. Have courage, jump in, and be curious about where the interest will led.

In the case of calligraphy, everything counts—instructional videos; live lessons; reading resources; researching of inks, tools, and paper; practice lettering; projects; entries for fairs or contests. When the learner begins on their study, I encourage them to being to keep bullet points of what is being completed. This may look like

  • watched how-to video on calligraphy

  • video instruction and practicing of basic calligraphy strokes

  • tutorial on hand-lettering

  • researched pens and ink

  • made a supply wish list

  • created a budget and made goals for how to purchase supplies

  • checked out a book at the library and read the chapter on calligraphy

  • read about medieval calligraphy

Over a short period of time, activities, hours (and learning) stack up, potentially leading to other interests. It all counts as credit.

What if we run out of content?

Contrary to our thoughts, I really don’t think if it is possible to run out of content. There’s always something new to learn in an area. In addition, when we allow our learners to study an interest, often another pops up.

“We parents tend to shut down opportunities and interests before they even start because there’s ‘not enough time in the day’ or ‘we can’t turn that into a class’. ”

What if the interest is calligraphy?

In the case of calligraphy, here are some possibilities to jump start the study.

  • modern brush calligraphy

  • pointed pen calligraphy

  • hand lettering

  • basic and classic styles (Gothic, Old English, Unical)

Calligraphy may morph into

  • watercolor brush lettering

  • embroidery calligraphy

  • chalkboard lettering

  • watercolor

  • writing Japanese characters

  • the history of calligraphy from Rome to the Middle Ages and the movement to modern calligraphy.

Some high schools offer Calligraphy 1 and Calligraphy 2, so creating a self-directed or independent study course is not unreasonable.

There are online courses available, too, like this one offered by BYU Online high school calligraphy course.

What if the interest is not calligraphy, but something else? The same process applies. Get started. Dig in. Bullet point what is completed. Keep learning. Gain hours. Concisely title what was learned.

Fear keeps us from trying new things—children and parents alike. With curiosity comes possibility, endless things to wonder about, explore and learn. I wonder what ideas will surface today?

It matters, and it counts!

 

More than Credits: High School Philosophy, Morals, and Ethics

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The high school years offer a season to celebrate the people our young adults are becoming. Part of that transformation is coming to understand how thoughts influence words and behavior as well as how to productively evaluate thoughts and the thought process.

Along that journey, there will be moments of confidence, clarity, and productivity, but there will also be times of disagreement,miscommunication, and debate. Our high schoolers are learning how to think and then communicate those thoughts while expanding their problem solving abilities and processing their mistakes, all in the light of what they believe to be true.

In this season, young people continue to learn details about who they are and what value they bring to their spheres of influence.

It’s philosophy; discovering a clearer picture of what one believes when compared to other’s thoughts and how those beliefs affect actions and words. It’s the wrestling with and expressing of morals, values, and ethics. It matters, and it can count for high school credit.

As you embark on the adventure, one of the first questions you may encounter is what content to include in a philosophy-type course. You aren’t the only one asking this question. In fact, many parents face this question, and usually haven’t had any idea where to start.

I’ve been in that place, too.

In fact, it’s why I decided to offer suggestions and a framework for a philosophy-based course in More than Credits! The content will empower and encourage you, offering selections for

  • high-interest reading materials,

  • suggestions for writing assignments, and

  • practical hands-on experiences which will impact the young adult as well as the lives of others.

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Intentional.Real. Relational.

More than Credits: Skills High Schoolers Need for Life

Ethics, the moral principles which undergird the standards by which individuals respond to important life questions, develop as we face life circumstances and choices. In those moments, we decide what we believe, why it matters, and where we will place our time and attention. Our high schoolers are no different. They face daily decisions amid a myriad of worldviews and philosophies.

What they believe about God, themselves, and the situations in the world, matters. Home can provide a safe place to investigate truths, dialogue thoughts, and ponder choices.

“A course which involves the development of philosophy, morals, and ethics gives high school learners opportunities to earn credit for wrestling with their thoughts, discovering what their faith means to them, and applying those thoughts to their life choices and their relationship with God.”
— Cheryl Bastian, More than Credits: Skills High Schoolers Need for Life

Most importantly, a young adult’s moral and ethical thoughts influence the decisions they make. Essentially, the content cultivates the “why” behind what an individual believes as well as why certain things are valued over certain other things. All of this encompasses an individual’s belief system and influences his or her spiritual growth and personal development beyond simply mimicking, borrowing, or living out the faith of his or her parents.

One of our learners grew to love C. S. Lewis. He had read the Narnia series earlier in his homeschooling years, but as a high schooler selected A Year with C. S. Lewis: Daily Readings from His Classic Works (HarperCollins Publishers, 2003) from our home library shelves. I had no idea he had such an appreciation for the author. I marveled how the devotional motivated him to read a handful of other classic Lewis writings. Amazingly, content developed because of his newly discovered curiosity for C. S. Lewis’s thoughts and the course began to take form without any planning on my part. I simply (albeit battling fear he would learn enough!) fostered his vested interest. Realizing the impact of self-selected reading, not just philosophical material but other resources as well, we adopted a motto in our home:

“Read the book and I will award credit for your accomplishment.”

Ultimately, one book led to an independent study, which we combined with other activities and great conversations! Seeing our son’s continued interest Lewis and then other great thinkers, Mike and I decided to read the books he was reading. Mike asked if he wanted to spend time each week talking about what we were learning, all of us. Without much direction about where our discussions might lead, we began to meet, ponder, and converse. Hearing each person express his or her opinions or interpretations about what was read and how those thoughts could be applied to current circumstances provided a venue to process viewpoints—the Socratic method, family-style.

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We couldn’t possibly comprehend the fullness or richness of our first steps. Our dialogue through one book fueled more reading and before we knew it a weekly forum took shape. Best of all, something greater resulted: our relationships with one another deepened. We gained respect for one another and realized we could learn together. We weren’t just teaching our son. He taught us!

A few years into meeting consistently, our son commented, “I wish everyone had the opportunity to be in a community like this.” Years later, when we talked about the depth of our conversations, he commented, “Those years are the main reasons why I lead a small group at church today, so others can have the same opportunity I did!”

Wow! That’s philosophy credit with future implications.

Philosophy courses continue to fade from high school curriculum guides. Thankfully, our homeschooling freedoms allow for this essential course to remain a feasible choice for young adults. In fact, conversational group setting provides one of the most beneficial venues to process and ponder the philosophical thought which undergird and permeate life. Consider gathering your family or your young adult and his or her friends to ponder life together.

Conversations, heart connections with our young adults, provided some of the most meaningful experiences of our family’s high school years. Some of the most treasured, thought-provoking discussions happened over half-price milkshakes pondering a life-truth or a plate of nachos after losing a baseball game.

When we paused our days, looked one another in the eyes, and listened, family members knew their ideas and thoughts mattered.

And, philosophical, moral, and ethical thoughts and beliefs formed all the while.

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