ARTH-H 100 Introduction to Art History and Visual Culture (3 cr.)

This course is designed to introduce the non-specialist to the world of art and visual culture. Its emphasis will be on viewing and understanding works of art and visual culture within cultural, thematic, and historical contexts. We will discuss the purposes and themes of art, analyze objects and learn to talk and write about what we see. Learning a new visual vocabulary will enable us to analyze and to understand a variety of different styles, periods, cultures, and media, as well as to become familiar with the terminology used in speaking and writing about art.

Preferred text:

Fred Kleiner, Gardner's Art through the Ages: A Concise Global History (4th edition), ISBN: 9781305577800. eText, available through Canvas.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced Art History course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

None

BIOL-L 100 Humans and the Biological World (5 cr.)

Principles of biological organization, from molecules through cells and organisms to populations. Emphasis on processes common to all organisms, with special reference to humans. Credit given for only one of the following: L100, L104, E112, L112, S115, or Q201.

Recommended text: 

Campbell Biology: Concepts and Connections, 9th Edition. Taylor, Simon, Dickey, Hoga. ISBN-13: 978-0134653402

Or alternative AP Biology textbooks with approval of the faculty liaison.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants should have experience teaching either honors level General Biology, biology 2, or Advanced Placement Biology. Applicants should submit instructional materials that include a teacher-created curriculum or syllabus of the most advanced biology course taught. Applicants should have coursework in most of the following: molecular biology, ecology, evolution, cell biology.

High school biology and high school or college chemistry.

BUS-X 100 Business Administration: Introduction (3 cr.)

Business administration from the standpoint of the manager of a business firm operating in the contemporary economic, political, and social environment.

Required text:

Business Foundations: A Changing World 13th Edition. ISBN-13: 9781265445829 (loose leaf)

Or 12th Edition with approval of the faculty liaison.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must have a graduate degree and graduate coursework (18+ hours) in Business.

None

CHEM-C 101/121 Elementary Chemistry I (3 cr.)/Elementary Chem Lab I (2 cr.)

Introduction to aspects of general chemistry/Introduction to the techniques and reasoning of experimental chemistry. The two sequences, C101-C121 and C102-C122, usually satisfy programs that require only two semesters of chemistry.  May be taken in preparation for C117. Credit given for only one of C101 or C103.

Class size is capped at 2x the number of chemistry lab stations + 1, regardless of how many are taking the course for college credit.

Required text:

Introductory Chemistry: Atoms First, 5th Edition, By Steve Russo, Michael E. Silver, 2015. ISBN-13: 978-0321927118

Or also available as an etext bundled with Mastering Chemistry. Consult your local Pearson High School representative to receive a quote to see if this option is feasible.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should have grades of C or better in undergraduate courses in general, organic, intermediate inorganic, physical, and analytical chemistry.

High school algebra I

COLL-P 155/SPCH-S 121/COMM-S 121 Public Oral Communication/Public Speaking (3 cr.)

Prepares students in the liberal arts to communicate effectively with public audiences. Emphasizes oral communication as practiced in public contexts: how to advance reasoned claims in public; how to adapt public oral presentations to particular audiences; how to listen to, interpret, and evaluate public discourse; and how to formulate a clear response.

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Public Oral Communication eBook, J. Arthos

There is a $42.00 charge for the eBook. All students are required to have access to the eBook, regardless whether students are taking the course for IU credit or not.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should have coursework in communication studies/English. Must have teaching experience related to speech. Debate coaching does not apply. Applicants should include a curriculum or syllabus and a speech assignment with rubric.

Senior standing, or junior standing with a previous speech course

CSCI-A 290 Tools for Computing (2cr.) [Optional support course of year-long CSCI-C 200]

Exploration of topics in computing. This course is designed to provide extra support for students enrolled in the year-long version of CSCI-C 200 and are new to programming.

Required texts: TBA

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

Enrollment in CSCI-C 200

CSCI-C 102/106 Great Ideas in Computing (3 cr.)

The course covers the “Big Ideas” of computer science and the role of computing in the modern world, and includes both lecture and lab work. Labs are deliberately constructed to engage students in key concepts, as well as provide exposure to the breadth of job opportunities in Computer Science.  Year-long version is eligible as Next Level Program of Study Principles course.

Required text and materials:

Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion by Hal Abelson, Ken Ledeen, and Harry Lewis. The book can be purchased or downloaded.

Genuine Arduino Uno R3 board

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

9th graders: 8th grade English with a grade of B or better

CSCI-C 200 Introduction to Computers and Programming (4 cr.)

This course which counts towards a Computer Science major at IU is an introduction to algorithmic thinking and, specifically, to programming. It teaches the basics of programming using real world applications in natural, physical, and social sciences. The course uses real world examples from other disciplines to illustrate the power of computational thinking as students master introductory programming fundamentals. Can be offered as a semester, or a year-long course. For schools who elect to offer as a year-long course, students can also enroll in an optional, two-credit, year-long support course CSCI-A 290.

Required texts: TBA

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

High school precalculus math recommended.

CSCI-C 212 Introduction to Software Systems (4 cr.)

Design of computer software systems and introduction to programming in the environment of a contemporary operating system. Topics include a modern object-oriented programming language; building and maintaining large projects; and understanding the operating system interface. The year-long course is eligible as Next Level Program of Study Concentrator B course.

Required texts: TBA

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

CSCI-C 200 or C 211

ECON-E 201/103 — Introduction to Microeconomics (3 cr.)

Scarcity, opportunity cost, competitive and non-competitive market pricing, and interdependence as an analytical core. Individual sections apply this core to a variety of current economic policy problems, such as poverty, pollution, excise taxes, rent controls, and farm subsidies.

Required text:

Textbook to be approved by faculty liaison.

NOTE: GRADUATE COURSES FOR DISCIPLINE NOT AVAILABLE THROUGH IU DUAL CREDIT PIPELINE. In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should have on the order of 15 credit hours in undergraduate economics including introduction to microeconomics, introduction to macroeconomics, intermediate microeconomics, and at least one upper division micro-based field course. Applicants must also have at least a master’s degree with at least 18 credit hours of graduate level economics coursework.

High school algebra II

ECON-E 202/104 — Introduction to Macroeconomics (3 cr.)

Measuring and explaining aggregate economic performance, money, monetary policy, and fiscal policy as an analytical core. Individual sections apply this core to a variety of current economic policy problems, such as inflation, unemployment, and economic growth.

Required text:

Textbook to be approved by faculty liaison.

NOTE: GRADUATE COURSES FOR DISCIPLINE NOT AVAILABLE THROUGH IU DUAL CREDIT PIPELINE. In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should have on the order of 15 credit hours in undergraduate economics including introduction to microeconomics, introduction to macroeconomics, intermediate microeconomics, and at least one upper division micro-based field course. Applicants must also have at least a master’s degree with at least 18 credit hours of graduate level economics coursework.

College credit in ECON-E 201/103

EDUC- F 200 Examining Self as Teacher (3 cr.)

Designed to help a student make a career decision, better conceptualize the kind of teacher the student wishes to become, and reconcile any preliminary concerns that may be hampering a personal examination of self as teacher. Students will design a major portion of their work. Eligible Next Level Program of Study Principles course.

Required texts:

1) The Power of Our Words: Teacher Language that Helps Children Learn, Second Edition, by Paula Denton, published 2013 by Center for Responsive Schools, Inc. ISBN #: 978-1-892989-59-8

2) The First Days of School by Harry and Rosemary Wong, published 2018, by Harry K Wong Publications.  ISBN #: 978-0-9764233-8-6

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

None

Coming 2025-2026: EDUC-K 205 Introduction to Exceptional Children (3 cr.)

Definition, identification, prevalence, characteristics, and educational provisions of the various types of exceptional children, with attention to disability awareness and appropriate instructional processes. Eligible Next Level Program of Study Capstone course. Cross-listed with EDUC-E 449.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have a Master’s degree in Education or MAT or working toward this AND have taken either EDUC-K 306 Teaching Students with Special Needs in Secondary Classrooms or EDUC-K 505 Introduction Special Education for Graduate Students (or equivalents). If the course requirement is lacking, applicants will be required to successfully complete the course during the summer or fall directly after their summer training. The ACP office will pay for the tuition.

None

EDUC-P 250 General Educational Psychology (3 cr.)

The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness. Eligible Next Level Program of Study Concentrator A course. Cross-listed with EDUC-P 214, P 248, and P 251.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must have a Master’s degree in Education or MAT or working toward this AND have taken a graduate course on learning and cognition in schools like EDUC-P 510 Psychology in Teaching or EDUC-P 540 Learning and Cognition in Education. If the course requirement is lacking, applicants will be required to successfully complete the course during the summer or fall directly after their summer training. The ACP office will pay for the tuition.

None

EDUC- W 200 Using Computers in Education (3 cr.)

Required of all students pursuing teacher certification. Introduction to instructional computing and educational computing literature. Hands-on experience with educational software, utility packages, and commonly used microcomputer hardware. Eligible Next Level Program of Study Concentrator B course.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have a Master’s degree in Education or MAT or working toward this AND one of the following: - Has taught other computer technology courses at the high school level 2+ years, ideally advanced, honors or AP courses; OR - Has a Computer Science License Addition; OR - Has completed 12+ credits of technology integration in K-12 settings; OR - Has had a professional role in a K-12 setting as a technology coordinator, trainer, etc. for 2+ years; OR - Has a relevant certificate, minor or license; OR - Has completed both EDUC W531 (Technology for Teaching and Learning) and EDUC W540 (Technology-Infused Curriculum). If the course requirement is lacking, applicants will be required to successfully complete the courses during the summer and/or semesters directly after their summer training. The ACP office will pay for the tuition.

None

ENG-L 111 Discovering Literature (3 cr.)

Designed to give students an introduction both to various forms of literary expression and different modes of literary study and appreciation.

**Available only to ACP partner schools offering ENG-L 202 and an IU Indiana College Core.**

Class size is capped at 30 students, regardless of how many are taking the course for college credit. 

Required texts:

1) The Norton Introduction to Literature: Shorter 14th Edition, ed. Kelly J. Mays. ISBN: 978-0-393-88630-6

2) Other approved longer work, i.e., novel, graphic novel, play, should such be assigned and approved by faculty liaison.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Applicants should have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with another provider). It is preferred that applicants have a master’s degree in English. In some instances, a non-English master’s degree accompanied by relevant graduate coursework in English will suffice. Applicants should submit instructional materials that include a teacher-created curriculum or syllabus of the most advanced English course taught.

English 10

ENG-W 131 Reading, Writing, & Inquiry I (3 cr.)

Instruction and practice in the reading, writing, and critical thinking skills required in college. Emphasis is on written assignments that require synthesis, analysis, and argument based on sources.

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Writing Analytically, 9th edition, Rosenwasser and Stephen. ISBN-13: 9780357793770 / 9780357793657

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Applicants should have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with another provider). It is preferred that applicants have a master’s degree in English. In some instances, a non-English master’s degree accompanied by relevant graduate coursework in English will suffice. Applicants should submit instructional materials that include a teacher-created curriculum or syllabus of the most advanced English course taught.

Senior standing

ENG-L 202 Literary Interpretation (3 cr.)

Develops critical skills essential to participation in the interpretive process. Through class discussion and focused writing assignments, introduces the premises and motives of literary analysis and critical methods associated with historical, generic, and/or cultural concerns.

Class size is capped at 30 students, regardless of how many are taking the course for college credit.

Required texts:

1) The Norton Introduction to Literature: Shorter 14th Edition, ed. Kelly J. Mays. ISBN: 978-0-393-88630-6

2) Other approved longer work, i.e., novel, graphic novel, play, should such be assigned and approved by faculty liaison.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Applicants should have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with another provider). At least one graduate level course in literature is required for L202. It is preferred that applicants have a master’s degree in English. In some instances, a non-English master’s degree accompanied by relevant graduate coursework in English will suffice. Applicants should submit instructional materials that include a teacher-created curriculum or syllabus of the most advanced English course taught.

Senior standing and transcripted dual credit composition with a grade of C or better, or SAT EBRW score of 710 or higher, or ACT English score of 32 or higher, or AP English: Lang and Comp score of 4 or 5, or AP English: Comp and Lit score of 4 or 5

FRIT-F 200/FREN-F 200/203 Second-Year French I (3 cr.)

Grammar, composition, conversation coordinated with the study of cultural texts. Credit given for only one of the following third-semester courses: F200, F205, or F219.

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Réseau: Communication, Intégration, Intersections.  Second Edition. 2015. Schultz, J-M, & Tranvouez, M-P. ISBN-13: 978-0205932610

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced French course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

Two years high school French completing most recent course with C or better

FRIT-F 250/FREN-F 250/204 Second-Year French II (3 cr.)

Grammar, composition, conversation coordinated with the study of cultural texts. Credit given for only one of the following fourth-semester courses: F250, F255, F265, or F269.

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Réseau: Communication, Intégration, Intersections.  Second Edition. 2015. Schultz, J-M, & Tranvouez, M-P. ISBN-13: 978-0205932610

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced French course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

Completion of F200/203 or three years high school French completing most recent course with C or better

FRIT-M 200 Intermediate Italian I (3 cr.)

Building on previous Italian classes, students further study and practice fundamental concepts and structures in Italian grammar. Through a variety of assignments and activities, they strengthen proficiency in listening, speaking, reading, writing, cultural analysis and understanding. Includes an introduction to brief literary text.

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Sentieri. Attraverso l’Italia contemporanea, 2nd Edition. Julia M. Cozzarelli, Vista Higher Learning. Textbook + access code for Supersite.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

Two years high school Italian completing most recent course with C or better

FRIT-M 250 Intermediate Italian II (3 cr)

The study of more complex concepts and structures in Italian grammar. Through a variety of texts, media, and assignments, students practice listening, speaking, reading, writing, and they analyze cultural topics and situations to greater depth. Increased attention to short literary texts.

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Paese che vai... Sara Dallavalle, Lisa Dolasinski, Lucia Gemmani, Isabella Magni, Carlotta Paltrinieri, Karolina Serafin. Free Online Textbook (available through Canvas)

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

Three years high school Italian completing most recent course with C or better

GEOL-G 103/EAS-E 103 Earth Science: Materials and Processes (3 cr.) 

Introduction to the origin and classification of minerals and rocks. Relationships between rock types, rock structures, surficial geological processes of running water, subsurface water, glaciation, wind, tides, and landform evolution. Geologic time. Credit given for only one of G103 or G111.

Required textbook:

Textbook to be approved by faculty liaison.

NOTE: GRADUATE COURSES FOR DISCIPLINE NOT AVAILABLE THROUGH IU DUAL CREDIT PIPELINE. In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should have grades of C or better in undergraduate courses in oceanography, environmental geology, earth materials, physical geology, petrology, sedimentology & stratigraphy, geomorphology, structural geology, mineralogy, geochemistry, economic geology, petroleum geology, geophysics, paleobiology, planetary science, historical geology, geobiology, climatology, or meteorology. G103 applicants should be well versed in physical geology; G104 applicants should be well versed in historical geology. Applicants should also have a graduate degree and 18 or more graduate hours in geology.

High school physical science, preferably chemistry or physics.

GEOL-G 104/EAS-E 104 Evolution of the Earth (3 cr.)

Earth's history interpreted through five billion years. Deductive approach to understanding the significance of rocks and fossils and reconstructing the plate-tectonic origin of mountains, continents, and ocean basins. A survey of events in Earth’s evolution relevant to contemporary environmental concerns.

Required textbook:

Textbook to be approved by faculty liaison.

NOTE: GRADUATE COURSES FOR DISCIPLINE NOT AVAILABLE THROUGH IU DUAL CREDIT PIPELINE. In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should have grades of C or better in undergraduate courses in oceanography, environmental geology, earth materials, physical geology, petrology, sedimentology & stratigraphy, geomorphology, structural geology, mineralogy, geochemistry, economic geology, petroleum geology, geophysics, paleobiology, planetary science, historical geology, geobiology, climatology, or meteorology. G103 applicants should be well versed in physical geology; G104 applicants should be well versed in historical geology. Applicants should also have a graduate degree and 18 or more graduate hours in geology.

High school physical science, preferably chemistry or physics.

GER-G 100/111 Beginning German I (4 cr.)

Introduction to present-day German and to selected aspects of the cultures of German-speaking countries. For students who have not previously studied German or need to refresh what they have learned. The course aims to teach students to understand, speak, read, and write German and develop the ability to understand from context. At the same time, you will start building a basic knowledge of German grammar. Active oral participation required. 

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required texts:

Netzwerk neu A1 Kursbuch mit Audios und Videos inclusive Lizenzschlüssel allango. ISBN 978-3-12-607147-5

Netzwerk neu A1 Übungsbuch mit Audios Lizenzschlüssel allango. NP10060715700

Suggested texts:  

1) Dreyer Schmitt: A Practice Grammar of German, ISBN: 978-3190272556 (Due to availability issues this can replace the earlier Essential German Grammar by Monika Reimann)

2) A decent-size dictionary

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced German course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

One year high school German with a grade of C or better

GER-G 112/150 Beginning German II (4 cr.)

Introduction to present-day German and to selected aspects of the cultures of German-speaking countries. Introduction to German grammatical forms and their functions. Development of listening comprehension, simple speaking proficiency, controlled reading skills and simple written compositions. Active oral participation required. 

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required texts:

Dengler/Rusch/Schmitz/Sieber: Netzwerk Deutsch als Fremdsprache A2. Langenscheidt:                                             

1) Kursbuch ISBN: 978-3-12-606997-7 (https://www.klett-usa.com/netzwerk-a2/t-2188/9783126069977)

2) Arbeitsbuch ISBN: 978-3-12-606999-1 (https://www.klett-usa.com/netzwerk-a2/t-2188/9783126069991)

(Online versions also accessible through links provided above)

Suggested texts:  

1) Dreyer Schmitt: A Practice Grammar of German, ISBN: 978-3190272556 (Due to availability issues this can replace the earlier Essential German Grammar by Monika Reimann)

2) A decent-size dictionary

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced German course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

Two years high school German completing most recent course with C or better or completion of Beginning German I with a C- or better

GER-G 200/203 Intermediate German I (3 cr.)

Further development of oral and written command of language structures. Review of selected grammatical items. Listening comprehension. Reading of literary and non-literary texts. Discussion of selected films. Oral presentations. Writing of compositions based on the material covered. Emphasis on both speaking proficiency and structural awareness. Conducted in German. 

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required texts:

1) Dengler/Rusch/Schmitz/Sieber: Netzwerk Deutsch. Kurs- und Arbeitsbuch B1.1 (mit DVD und Audio-CDs). Langenscheidt, ISBN 978-3126050142 (https://www.klett-usa.com/netzwerk-b1-1-combined-half-edition/t-2188/9783126050142)

(Online version also accessible through link provided above)

2) Simon Schwartz: drüben. Berlin: avant-Verlag 2009. ISBN: 978-3-939080-37-4

Suggested texts:

1) Dreyer Schmitt: A Practice Grammar of German, ISBN: 978-3190272556 (Due to availability issues this can replace the earlier Essential German Grammar by Monika Reimann)

2) A decent sized German-English dictionary

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced German course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

Three years high school German completing most recent course with C or better or completion of Beginning German II with a C- or better

GER-G 250/204 Intermediate German II (3 cr.)

Further development of oral and written command of language structures. Listening comprehension. Review of selected grammatical items. Discussion of modern German literary and non-literary texts, as well as films. Oral presentations. Writing of compositions based on the material covered. Emphasis on both speaking proficiency and structural awareness. Conducted in German. 

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required texts:

1) Dengler/Rusch/Schmitz/Sieber: Netzwerk Deutsch als Fremdsprache. Kurs- und Arbeitsbuch B1.2 (mit DVD und Audio-CDs). Langenscheidt, ISBN 978-3126050050 (https://www.klett-usa.com/netzwerk-b1-2-combined-half-edition/t-1/9783126050050)

(Online version also accessible through link provided above)

2) Härtling, Peter: Djadi, Flüchtlingsjunge. Publisher: Gulliver von Beltz & Gelberg, 2019. ISBN: 978-3407748560. (This can replace Härtling’s earlier text, Fränze).

Suggested:

1) Dreyer Schmitt: A Practice Grammar of German, ISBN: 978-3190272556 (Due to availability issues this can replace the earlier Essential German Grammar by Monika Reimann)

2) A decent sized German-English dictionary

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced German course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

Completion of Intermediate German I with a C- or better

HISP-S 150/SPAN-S 102/112/150 Elementary Spanish II (4 cr.)

Emphasis on all four language skills and on critical thinking skills. Grading is based on exams and oral tests, written exercises, compositions, and a cumulative final exam. Students can expect to practice speaking in small groups in class, and read about and discuss materials in Spanish.

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Exploraciones (3rd ed.). Blitt, M.A. and Casas, M. Cengage Learning, 2020. ISBN: 978-0-357-03485-9. E-text included in MindTap online companion site.

Note: Previously required text Anda has been allowed for one additional year for pre-existing partner schools.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

One year high school Spanish completing most recent course with C or better

HISP-S 200/SPAN-S 200/203 Second-Year Spanish I (3 cr.)

This course reviews some of the basic structures studied in the first year, and examines them in more detail. Emphasis remains on the four skills and critical thinking skills. Readings are both journalistic and literary. Grades are based on exams, oral tests, homework, compositions, and a cumulative final exam. Homework load is substantial.

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Exploraciones Curso Intermedio (2nd ed). Blitt, M. A., Casas, M., & Copple, M.T.. Cengage Learning, 2020. ISBN-13: 9780357426852 (e-text included in MindTap online companion site)

Note: Previously required text Anda has been allowed for one additional year for pre-existing partner schools.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

Two years high school Spanish completing most recent course with C or better or S150 with a grade of C or better

HISP-S 250/SPAN-S 250/204 Second-Year Spanish II (3 cr.)

This course continues the work of S200/203. Continued emphasis on all four skills and on critical thinking skills. Grades are based on exams, oral tests, homework, compositions, and a cumulative final exam. Homework load is substantial. 

Class size is capped at 24 students, regardless of how many are taking the course for college credit.

Required text:

Exploraciones Curso Intermedio (2nd ed). Blitt, M. A., Casas, M., & Copple, M.T.. Cengage Learning, 2020. ISBN-13: 9780357426852 (e-text included in MindTap online companion site)

Note: Previously required text Anda has been allowed for one additional year for pre-existing partner schools.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should submit a teacher-created curriculum or syllabus of the most advanced course taught. The faculty liaison seeks evidence of course rigor and pays close attention to the personal statement.

Three years high school Spanish completing most recent course with C or better or S200/203 with a grade of C or better

HIST-H 105 American History I (3 cr.)

Colonial period, Revolution, Confederation and Constitution, national period to 1865. Evolution of American society: political, economic, social structure; racial and ethnic groups; sex roles; Indian, inter-American, and world diplomacy of the United States; evolution of ideology, war, territorial expansion, industrialization, urbanization, international events and their impact on American history.

Preferred text:

Roark, Johnson, et al., The American Promise: A History of the United States. ISBN: 9781319208929, 1319208924

Other approved textbooks:

American Yawp, Out of Many, Created Equal, Give Me Liberty (Foner), American History: A Survey (Brinkley et al.), America’s History (Edwards/Self).

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must show a personal and institutional commitment to offering a college-level course. If the ACP courses are taught in conjunction with AP U.S. History, the ACP curriculum must be the primary curriculum. Types of instructional materials to submit include a syllabus, lesson plan, or assignment. Applicants’ academic background must include at least (1) four undergraduate US history courses, or (2) two undergraduate US history courses and a graduate US history course. Graduate coursework in history is preferred.

High school World History

HIST-H 106 American History II

1865 to present. Evolution of American society: political, economic, social structure; racial and ethnic groups; sex roles; Indian, inter-American, and world diplomacy of the United States; evolution of ideology, war, territorial expansion, industrialization, urbanization, international events and their impact on American history. 1865 to present. Evolution of American society: political, economic, social structure; racial and ethnic groups; sex roles; Indian, inter-American, and world diplomacy of the United States; evolution of ideology, war, territorial expansion, industrialization, urbanization, international events and their impact on American history.

Preferred text:

Roark, Johnson, et al., The American Promise: A History of the United States. ISBN: 9781319208929, 1319208924

Other approved textbooks:

American Yawp, Out of Many, Created Equal, Give Me Liberty (Foner), American History: A Survey (Brinkley et al.), America’s History (Edwards/Self).

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must show a personal and institutional commitment to offering a college-level course. If the ACP courses are taught in conjunction with AP U.S. History, the ACP curriculum must be the primary curriculum. Types of instructional materials to submit include a syllabus, lesson plan, or assignment. Applicants’ academic background must include at least (1) four undergraduate US history courses, or (2) two undergraduate US history courses and a graduate US history course. Graduate coursework in history is preferred.

High school World History

INFO-I 101 Intro to Informatics and Computing (4 cr.)

Problem solving with information technology; introduction to information representation, relational databases, system design, propositional logic, cutting edge technologies; CPU, operating systems, networks; laboratory emphasizing information technology including webpage design, word processing, and databases using tools available on campus.

Required text:

No physical materials required for the course.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

9th graders: 8th grade English with a grade of B or better

INFO-I 230 Analytical Foundations of Security (3 cr.)

This course will allow students to re-evaluate and conceptualize material learned in discrete courses to consider the topics from the perspective of security. For example, computer system basics such as hardware (CPU, memory, ...) and software are reconsidered from the perspective of how their interactions create vulnerabilities. Vulnerabilities that combine standard hardware and software configurations will be examined, as these illuminate both security and computer networks. Operating systems and file systems are examined from the perspective of access control, permissions and availability of system services, etc.

Required text:

No physical materials required for the course.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

Credit in INFO-I 101 or equivalent with a transcripted college grade of C or better

MATH-M 118 Finite Mathematics (3 cr.)

Sets, counting, basic probability, including random variables and expected values. Linear systems, matrices, linear programming, and applications.

Required texts:

Finite Mathematics Daniel P Maki, Maynard Thompson, and Stephen C. McKinley, 6th Edition, ISBN-13: 978-1-259-81976-6; McGraw Hill

Optional - There is a $73.95 charge per student for the online learning tool, Edfinity. Instructors wanting the tool will inform the Math Liaison and schools will receive an invoice for all students in the class.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must have a strong background in probability theory and linear algebra. In addition to the standard introductory courses applicants should have at least one theoretical course in probability.

None

MATH-M 119 Brief Survey of Calculus I (3 cr.)

This is an introductory calculus course. Primarily for students from business and the social sciences. Credit given for only one of MATH-M 119 and MATH-M 211/215.

Required texts:

Applied Calculus, Hughes-Hallett. 6^th edition ISBN: 978-1-119-505266; Wiley

Optional - There is a $73.95 charge per student for the online learning tool, Edfinity. Instructors wanting the tool will inform the Math Liaison and schools will receive an invoice for all students in the class.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must have at minimum a strong background in the theory of calculus beyond the level of the material in Calculus I, II, and III, i.e., single and multivariable calculus as represented in standard university-level calculus textbooks. Applicants are expected to have taken either Theory of Calculus or Real Analysis.

High school Pre-Calculus

MATH-M 125 Pre-Calculus Mathematics (3 cr.)

Designed to prepare students for MATH-M 119. Algebraic operations; polynomial, exponential, and logarithmic functions and their graphs; conic sections; systems of equations; and inequalities.

Required text:

Algebra and Trigonometry with Analytic Geometry. Swokowski, Cole the Classic 12th edition ISBN: 978-0-495-55971-9.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

High school Algebra I & II & Geometry

MATH-M 126 Trigonometric Functions (3 cr.)

Designed to prepare students for MATH-M 211. Trigonometric functions; identities. Graphs of trigonometric and inverse trigonometric functions.

Required text:

Algebra and Trigonometry with Analytic Geometry. Swokowski, Cole the Classic 12th edition ISBN: 978-0-495-55971-9.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

Dual Credit Pre-Calculus; MATH-M 125

MATH-M 211 (4 cr.)/MATH-M 215 (5 cr.) Calculus I

Limits, continuity, derivatives, definite and indefinite integrals, applications. Credit given for only one of MATH-M 119 and MATH-M 211/215.

Required text:

Calculus: Single Variable - Early Transcendentals, Stewart, 8^th Edition, ISBN: 978-1-305-27033-6

Optional - There is a $73.95 charge per student for the online learning tool, Edfinity. Instructors wanting the tool will inform the Math Liaison and schools will receive an invoice for all students in the class.

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must have at minimum a strong background in the theory of calculus beyond the level of the material in Calculus I, II, and III, i.e., single and multivariable calculus as represented in standard university-level calculus textbooks. Applicants are expected to have taken either Theory of Calculus or Real Analysis.

High school Pre-Calculus and Trigonometry

MATH-M 212 (4 cr.)/MATH-M 216 (5 cr.) Calculus II

Techniques of integration (by parts, trigonometric substitutions, partial fractions), improper integrals, volume, work, arc length, surface area, infinite series.

Required text:

Calculus: Single Variable - Early Transcendentals, Stewart, 8^th Edition, ISBN: 978-1-305-27033-6

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must have at minimum a strong background in the theory of calculus beyond the level of the material in Calculus I, II, and III, i.e., single and multivariable calculus as represented in standard university-level calculus textbooks. Applicants are expected to have taken either Theory of Calculus or Real Analysis.

MATH-M 211/215 with transcripted IU grade of C or better or AP Calculus AB score of 4 or 5

PHYS-P 221 Physics I (5 cr.)

First semester of a three-semester, calculus-based sequence intended for science majors. Newtonian mechanics; oscillations and waves; heat and thermodynamics.

Required text:

Fundamentals of Physics: Halliday, Resnick, Volume 1 (Chapters 1 – 20), by Jearl Walker

NOTE: GRADUATE COURSES FOR DISCIPLINE NOT AVAILABLE THROUGH IU DUAL CREDIT PIPELINE. In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must have coursework in calculus-based physics; upper division undergraduate physics coursework is preferred. It is also recommended that applicants have a bachelor’s degree in physics, ideally a master’s degree. A graduate degree with at least 18 graduate hours in physics is required.

Calculus (can be concurrent)

POLS-Y 103 Introduction to American Politics (3 cr.)

Introduction to the nature of government and the dynamics of American politics. Origin and nature of the American federal system and its political party base.

Required text:
TBA late spring

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants must have a strong undergraduate background in political science, typically a minimum of 3-4 political science courses.

High school American History

PSY-P 101 Introductory Psychology 1 (3 cr.)

Introduction to psychology; its methods, data, and theoretical interpretations in areas of learning, sensory psychology, and psychophysiology.

Required text:

Psychology: 8th Edition, 2018 by Sandra Hockenbury, Susan Nolan. ISBN-13: 978-1319050634

NOTE: GRADUATE COURSES FOR DISCIPLINE NOT AVAILABLE THROUGH IU DUAL CREDIT PIPELINE. This course covers the history of experimental psychology, experimental methodology, neuroscience and biological basis of behavior, genetic basis of behavior, sensation and perception, cognitive processes in general and memory in particular, language and thought, and the physiological basis of motivation and emotion. In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should have the equivalent of an undergraduate degree in psychology and recent coursework on the neural basis of behavior and cognitive psychology. Applicants must also have a graduate degree and at least graduate 18 hours in psychology.

High school Biology

PSY-P 102 Introductory Psychology 2 (3 cr.)

Continuation of P101. Developmental, social, personality, and abnormal psychology.

Required text:

Textbook to be approved by faculty liaison.

NOTE: GRADUATE COURSES FOR DISCIPLINE NOT AVAILABLE THROUGH IU DUAL CREDIT PIPELINE. In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider). Applicants should have the equivalent of an undergraduate degree in psychology and recent coursework on the neural basis of behavior and cognitive psychology. Applicants must also have a graduate degree and at least graduate 18 hours in psychology.

PSY-P 101 with transcripted IU grade of C or better

SOC-S 100 Intro to Sociology (3 cr.)

Introduction to the concepts and methods of sociology with an emphasis on the understanding of American contemporary society.

Required text:

Textbook to be approved by faculty liaison.

NOTE: GRADUATE COURSES FOR DISCIPLINE NOT AVAILABLE THROUGH IU DUAL CREDIT PIPELINE. In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook, applicants must have at least two years’ experience in the discipline and have a strong undergraduate background in the content area. Ideally, applicants have taught upper-level honors or advanced courses in the discipline (AP or honors equivalent, or dual credit with other provider).

None

SPH-B 150 Introduction to Public Health (3 cr.)

Understanding public health has never been more important. Students in this course explore the importance of evidence in public health, disease prevention and health promotion, how social determinants of health affect health outcomes, the behavioral and biological determinants of health, how the environmental affects health, and how globalization affects the burden of disease.

The course is taught over a semester and counts towards the Gen Ed Social and Historical Studies requirement at IU Bloomington.

Required texts:

Course reader provided on course Canvas Site

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook – A Master’s degree and a minimum of five years of recent, full-time experience working where the area they are teaching was central to their job description. This experience needs to be documented by relevant letters that: - Describe the candidate’s employment and experience, - Knowledge of both traditional and emergent trends in the area they are teaching, and - Familiarity with current professional practices within the area they are teaching, specific to department and area within department.

None

SPH-F 180 Introduction to Child and Youth Work (3 cr.)

This interactive course engages students in active learning to build the professional knowledge and skills required of child and youth care practitioners at the entry level. The course includes foundational knowledge and skills used in a wide variety of child and youth care settings that promote the optimum development of youth using strengths-based models.

The course is taught over a semester and is aligned with the Priciples course for the NLPS Human and Social Services pathway.

Required texts:

Child and Youth Care Foundations (2024, 4th Edition). Academy for Competent Youth Work, College Station, TX 77840  www.youthworkacademy.org/resources

In addition to meeting one of three models for HLC qualifications as described in the ACP Instructor Handbook – A Master’s degree and a minimum of five years of recent, full-time experience working where the area they are teaching was central to their job description. This experience needs to be documented by relevant letters that: - Describe the candidate’s employment and experience, - Knowledge of both traditional and emergent trends in the area they are teaching, and - Familiarity with current professional practices within the area they are teaching, specific to department and area within department.

None