do some coursework

Do some course work NYT Crossword Clue

We’ve prepared a crossword clue titled “Do some course work” from The New York Times Crossword for you! The New York Times is popular online crossword that everyone should give a try at least once! By playing it, you can enrich your mind with words and enjoy a delightful puzzle. If you’re short on time to tackle the crosswords, you can use our provided answers for Do some course work crossword clue! To find out the answers to other clues in the NYT Crossword December 3 2022 page.

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Your Guide to Conquering College Coursework

Getting good grades in college can be a lot tougher than in high school. For many students, it requires building new skills and establishing new habits. Learning those skills now—before starting college—will help make your transition as easy and as successful as possible.

Mary Sharp Emerson

The transition from high school to college is a big one. Meeting new friends, living on your own, and creating your own schedule are just some of the new, exciting challenges that await you.   

In the excitement of starting a new life on campus, college coursework can sometimes become a second priority.

However, adjusting to college coursework is often the biggest challenge of all. Even the best students may be surprised at how difficult college courses are. The subject matter is more complex. The workload is larger. And instructors’ standards are higher.

Mastering college-level courses requires a new level of independence, advocacy, engagement, and time management.

You can prepare yourself to succeed before you even get to campus. Identifying the skills you need, and building those skills into established habits, will help make your transition to college academics, and college life, easier, less stressful, and more successful.

Be engaged in your college coursework

College courses require your full attention and active participation.

And the more you engage with your teachers, teaching assistants, and classmates both in and out of the classroom, the easier it will be for you to succeed in that class.

The importance of active listening

Active listening is one of the most critical parts of engaging in a course, according to Gina Neugebauer, assistant director of Harvard Summer School’s Secondary School Program.

“Professors and teaching assistants can tell if you’re actively listening. They notice if you’re taking notes and making eye contact. They also notice if you’re distracted by your phone or computer,” notes Neugebauer.

Active listening means not checking your social media accounts or texting friends during class.

It also means really giving the instructor and your classmates your full attention.

It sounds easy in theory but it takes practice. It can be tough to not think about all the work you have or your next party. But the more you work on actively listening, the easier it will be to not get distracted and miss important information in class.

Different ways to actively participate

Beyond active listening, there are many ways to participate in a course. And you can tailor your level of engagement to your personality and comfort level.

“It’s all about gauging what you’re comfortable with,” says Neugebauer.

“You may not be the person who raises their hand all the time but you actively respond to online discussion posts, for example. You may not feel comfortable talking in front of hundreds of students in a large lecture hall but you take advantage of TA office hours and email the instructor with questions.”

But don’t be afraid to push yourself if you aren’t someone who usually speaks up in class.

It’s ok to start small. Work on raising your hand in small seminars or discussion sections. As you gain confidence, you’ll find it gets easier to answer questions and share your opinions.

Build independence and advocate for yourself

In college, you are responsible for your own success. You will need to advocate for yourself and know when—and how—to ask for help. That requires a level of independence that you may not have needed in high school.

The good news is that instructors and teaching assistants want to help you.

“Instructors, on the whole, enjoy hearing from you. And they’d rather hear from you right from the start, rather than have you struggle on your own for three weeks,” says Neugebauer.

If you have a question about an assignment, send your instructor an email. Are you upset about a grade you got on a recent test? Visit your instructor or TA during office hours to discuss what went wrong and how you can improve.

But remember, says Neugebauer, professors are busy and you are only one of many students.

“Your email should include your full name, what course you’re taking, and a brief description of your question or concern. And you cannot expect an answer at 2 a.m. because that’s when you’re studying. When you reach out to an instructor, give them 24-48 hours to respond.”

And remember, always be respectful and non-confrontational.

Challenge yourself in a college course. Get a sneak peak at college life.

Explore summer programs for high school students.

Don’t be afraid to seek help

If you have excelled in high school without extra help, you might be tempted to persevere on your own.

In college, Neugebauer points out, asking for help is the norm.

“Once you get into your undergraduate program, you’ll find that almost everyone has, at some point, asked a TA for extra tutoring, gone to a tutoring center, or a writing or math center for extra help. It’s part of the learning process of an undergraduate program,” Neugebauer says.

Colleges have a variety of support systems in place to help you succeed.

TA office hours are a great place to start if you find yourself struggling with a specific concept or assignment. Peer tutoring programs enable you to learn from students who have been through the course themselves. Academic coaches can help with more general study tips or exam-related stress.

The key is seeking out help proactively, before you get too far behind. As the courses become more difficult, catching up becomes increasingly difficult.

Build time management techniques

Balancing everything that comes with life on a college campus can be difficult for many incoming college students.

“The biggest challenge we see facing high school students who are trying to adapt to college life is overcommitment. Students want to engage in every activity, a full course load, and even sometimes a part-time job. They don’t schedule enough time for self-care, quiet time, doing laundry, and plenty of study time. All those things take time,” Neugebauer says.

Good study habits and time management are key to avoiding the stress that comes from getting overcommitted.

Neugebauer recommends getting into the habit of keeping an accurate and up-to-date calendar.

“The best thing I can recommend is a calendar, such as Google Calendar. Use it to schedule everything: your class, your lunch time, time at the gym. It may seem counterintuitive, but work on scheduling literally everything, even sleep.”

Be sure to include assignments, tests, and other deadlines, as well as office hours for your instructors, TAs, and academic coaches.

Use your calendar to block off dedicated study time. And once you schedule it, stick to it! Avoid the temptation to procrastinate or use that time to hang out, play video games, or scroll on your phone.

Your calendar should also include dedicated time for self-care.

Regular mealtimes, good exercise habits, and a full night’s sleep are not only critical for your physical and mental health. You’ll also be surprised at how much they contribute to your academic success.

Challenge yourself as you engage in college coursework

Getting outside your comfort zone is a critical part of preparing yourself for the exciting challenges that await you in college.

“Being uncomfortable allows for growth. It means saying to yourself, ‘this is new. I want to try it. I want to see how it feels.’ This is all about adapting to a new environment but also examining yourself as a person,” says Neugebauer.

Taking on a new challenge—regardless of the ultimate outcome—builds resilience, mental toughness, and confidence, all of which you will need to succeed in your college courses.

But, warns Neugebauer, it’s also important to know your limitations.

“That uncomfortable feeling should be manageable. It should be a challenge but not so challenging that you feel panicked and wake up in cold sweats every night. It should be something that gets you a little nervous but also excited about what you’re involved in every day.”

However you decide to challenge yourself, it’s never too early to start if college is in your future. The sooner you start identifying and mastering the skills you need in college, the better prepared you’ll be to succeed right from day one.

Spend your summer at Harvard!

About the Author

Digital Content Producer

Emerson is a Digital Content Producer at Harvard DCE. She is a graduate of Brandeis University and Yale University and started her career as an international affairs analyst. She is an avid triathlete and has completed three Ironman triathlons, as well as the Boston Marathon.

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Learn more about how a summer at Harvard offers so much more than your traditional summer camp experience.

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8.2 Planning Your Degree Path

Questions to Consider:

• What types of college degrees or certifications can I pursue?
• What is the difference between majors and minors?
• How do preprofessional programs differ from other majors?
• Do some majors have special requirements beyond regular coursework?

To set goals for your academic and career path, you must first have an understanding of the options available for you to pursue and the requirements you will need to meet. The next section provides an overview of academic programs and college degrees that are common among many colleges and universities in the United States. Please note that each institution will have its own specific options and requirements, so the intention of this section is both to help you understand your opportunities and to familiarize you with language that colleges typically use to describe these opportunities. After reviewing this section, you should be better able to formulate specific questions to ask at your school or be better prepared to navigate and search your own college’s website.

Types of Degrees

Whereas in most states high school attendance through the 12th grade is mandatory, or compulsory , a college degree may be pursued voluntarily. There are fields that do not require a degree. Bookkeeping, computer repair, massage therapy, and childcare are all fields where certification programs—tracks to study a specific subject or career without need of a complete degree—may be enough.

However, many individuals will find that an associate or bachelor’s degree is a requirement to enter their desired career field. According to United States Census data published in 2017, more than one-third of the adult population in the country has completed at least a bachelor’s degree, so this may be the degree that is most familiar to you.

Not every job requires a bachelor’s degree, and some require even higher degrees or additional specialized certifications. As you develop your academic plan, it is important to research your field of interest to see what requirements might be necessary or most desirable.

To distinguish between the types of degrees , it is useful to understand that courses are often assigned a number of credits, sometimes called semester hours as well. Credits relate to the calculated hours during a course that a student spends interacting with the instructor and/or the course material through class time, laboratory time, online discussions, homework, etc. Courses at all degree levels are typically assigned a value of one to six credits, although students often need to complete a developmental education course or two, often in English or math. These requirements, which cost as much as typical college courses but do not grant college credit, are meant to provide some basic information students may have missed in high school but that will be necessary to keep up in college-level coursework.

The minimum or maximum number of credits required to graduate with different degrees varies by state or institution, but approximate minimum numbers of credits are explained below. Keep in mind that although a minimum number of credits must be completed to get a certain degree, total credits completed is not the only consideration for graduation—you must take your credits or courses in particular subjects indicated by your college.

To determine your best degree option, it might make sense to do some research to determine what kind of career you’re most interested in pursuing. Visit your campus career center or guidance office to meet with a counselor to guide you through this process. These services are free to students while they are enrolled in school, but can be pricey if used outside a school setting, so take advantage. There are other tools online you can investigate.

Get Connected

These free, online self-assessments help you narrow down your choices.

• MyPlan identifies your motivations by having you rank different aspects of work, then creating a ranked list of different possible jobs.
• MAPP Test helps you determine what you love to do and what you don’t love to do and then creates a list of jobs that might be a good fit for you.
• The Career Cluster Interest Survey is a quick tool to let you create career clusters based on personal qualities and school subjects and activities you especially enjoy.

Associate Degrees

To enter an associate degree program, students must have a high school diploma or its equivalent. Associate degree programs may be intended to help students enter a technical career field, such as automotive technology, graphic design, or entry-level nursing in some states. Such technical programs may be considered an Associate of Applied Arts (AAA) or Associate of Applied Science (AAS) degrees, though there are other titles as well.

Other associate degree programs are intended to prepare a student with the necessary coursework to transfer into a bachelor’s degree program upon graduation. These transfer-focused programs usually require similar general education and foundational courses that a student would need in the first half of a bachelor’s degree program. Transfer-focused associate degrees may be called Associate of Arts (AA) or Associate of Science (AS), or other titles, depending on the focus of study.

An associate degree is typically awarded when a student has completed a minimum of 60 credits, approximately 20 courses, meeting the requirements of a specific degree. Some technical associate degrees, such as nursing, may require additional credits in order to meet requirements for special certifications. You may find that your college or university does not offer associate degrees. Most associate degrees are offered by community or junior colleges, or by career and technical colleges.

What to Ask

If you’re planning your associate degree, here are some specific questions you may want to research.

If you intend to enter a technical career that requires special certification:

• Does the college prepare you to take a certification exam, or will you be meeting those requirements through offered courses?
• Does the college have any special internship or employment placement arrangements with employers to help you gain experience or get started in the field?

If you intend to transfer upon graduation:

• Is the college regionally accredited?
• Does the college have any special transfer agreements for guaranteed transfer of credits or perhaps for discounted tuition?
• Does your state have special transfer agreements or requirements that make it easier to transfer to colleges or universities within the same state?

Bachelor’s Degrees

When someone generally mentions “a college degree,” they are often referring to the bachelor’s degree , or baccalaureate degree. Because it takes four years of full-time attendance to complete a bachelor’s degree, this degree is also referred to as a “ four-year degree .” Similar to an associate degree, to enter a bachelor’s degree program a student must have completed a high school diploma or its equivalent. Both associate degrees and bachelor’s degrees are considered undergraduate degrees , thus students working toward these degrees are often called undergraduates . A student with an associate degree may transfer that degree to meet some (usually half) of the requirements of a bachelor’s degree; however, completion of an associate degree is not necessary for entry into a bachelor’s degree program.

A bachelor’s degree is usually completed with a minimum of 120 credits, or approximately 40 courses. Some specialized degree programs may require more credits. (If an associate degree has been transferred, the number of credits from that degree usually counts toward the 120 credits. For example, if an associate degree was 60 credits, then a student must take 60 additional credits to achieve their bachelor’s degree.)

Bachelor of Arts (BA), Bachelor of Science (BS), Bachelor of Science in Nursing (BSN), and Bachelor of Fine Arts (BFA) are the most popular degree titles at this level and differ primarily in their focus on exploring a broader range of subject areas, as with a BA, versus focusing in more depth on a particular subject, as with a BS, BSN, or BFA. Regardless of whether a student is pursuing a BA, BS, BSN, or BFA, each of these programs requires a balance of credits or courses in different subject areas. In the United States, a bachelor’s degree comprises courses from three categories: general education courses, major courses, and electives . A fourth category of courses would be those required for a minor, which we will discuss in more detail in the section on majors and minors.

General Education

General education , also called core curriculum , is a group of courses that are often set as requirements by your state or by your individual college. These courses provide you with a foundation of knowledge across a breadth of fields and are also intended to help you further develop college-level critical-thinking and problem- solving abilities. You may be able to select courses from a general education menu of courses available at your institution. More than half of your bachelor’s degree program is likely made up of general education courses.

Major Courses

Major courses are courses in your field of interest and provide you with the foundational knowledge required for further study in that field or with the skills necessary to enter your career. Some schools may refer to these as career studies courses. Major courses often have a series of prerequisites , or courses that must be taken in sequence prior to other courses, starting with an introductory course and progressing into more depth. Major courses usually make up about a fourth or more of a bachelor’s degree (30 credits, or approximately 10 courses). A BS or BFA degree may require more major courses than a BA degree. Colleges and universities usually require students to select a major by the time they’ve completed 30 total credits.

Electives are free-choice courses. Though you may have a choice to select from a menu of options to meet general education and major requirements, electives are even less restricted. Some students may be able to take more electives than others due to their choice of major or if they are able to take courses that meet more than one requirement (for example, a sociology course may be both a major requirement and a general education social science course). Some colleges intentionally allow room for electives in a program to ensure that students, particularly those students who are undecided about their major, are able to explore different programs without exceeding the total number of credits required to graduate with a bachelor’s degree. In other cases, students may have taken all of their major courses and fulfilled their general education requirements but still need additional credits to fulfill the minimum to graduate. The additional courses taken to meet the total credit requirement (if necessary) are considered electives.

Graduate Degrees

According to United States Census data published in 2018, 13.1 percent of the U.S. adult population have completed advanced degrees. 2 Whereas associate and bachelor’s degrees are considered undergraduate degrees and require high school graduation for entry, advanced degrees called graduate degrees require prior completion of a bachelor’s degree. Some professions require graduate degrees as a minimum job qualification, such as pharmacists, lawyers, physical therapists, psychologists, and college professors. In other cases, students may be motivated to pursue a graduate degree to obtain a higher-level job or higher salary, or to be more competitive in their field. Some students are also interested in learning about some subject in greater depth than they did at the undergraduate level. Because graduate degrees do not include general education or free elective courses, they are very focused on career-specific knowledge and skills. Graduate degrees include master’s, doctoral, and professional degrees. Master’s degrees often require 30–60 credits and take one to two years of full-time attendance to complete. Some master’s degrees , like those for counselors, require supervised job experience as a component of the degree and therefore require more credits.

Doctorate and professional degrees are the highest level of advanced degrees. Approximately 3.5% of the U.S. adult population has completed a doctorate or professional degree. Very few careers require this level of education for entry, so fewer individuals pursue these degrees. Doctorates are offered in many subjects and primarily prepare students to become researchers in their field of study. This in-depth level of education often requires an additional 90–120 credits beyond the bachelor’s degree, and may or may not require a master’s degree prior to entry. (A master’s degree as an entry requirement may reduce the number of credits required to complete the doctoral degree.)

Professional degrees are a specific type of doctorate-level degree that focus on skills to be applied in a practical , or hands-on, career rather than as a researcher. The most common professional degrees are Doctor of Medicine (MD) for aspiring medical doctors, Juris Doctor (JD) for aspiring lawyers, Doctor of Pharmacy (PharmD) for aspiring pharmacists, and Doctor of Education (EdD) for aspiring school and college or university administrators. If the career you are pursuing requires a graduate degree, you should keep this end goal in mind as you plan for the timeline and finances required to meet your goals. You may also want to inquire about special agreements that your college or university may have to expedite admission into or completion of graduate degrees. For example, some universities offer 4+1 master’s programs , wherein students take both bachelor’s and master’s level courses during their last year as an undergraduate to accelerate the completion of both degrees.

Majors and Minors

One of the most common questions an undergraduate college student will be asked is “What’s your major?” As we already noted, your major is only one part of your undergraduate (associate or bachelor’s) degree, but it is the part that most demonstrates your interests and possible future goals. At some point during your studies, you will be asked to decide on, or declare , a major. You may also be able to select a minor or additional concentration. Whereas a major comprises approximately 10–12 courses of a bachelor’s degree program and is required, a minor is usually 5–8 courses, is often optional, and may count toward or contribute to exceeding the total number of credits required for graduation. Rather than take elective courses, some students will select courses that meet the requirements for a minor. When selecting a major and possibly a minor, you’ll want to consider how the knowledge and skills you gain through those fields of study prepare you for a particular career. Majors and minors can be complementary. For example, a major in business might be well- matched with a minor in a foreign language, thus allowing the student to pursue a career in business with a company that hires bilingual employees. It is important to research careers of interest to you when selecting your major and/or minor to determine what will best help you to meet your goals.

Preprofessional Programs

Some undergraduate degrees are specifically designed to prepare students to later pursue professional degrees (such as the MD or PharmD) at the graduate level. Such programs are called preprofessional programs , preprofessional majors, or preprofessional tracks. The most common preprofessional programs are premed, prelaw, and prepharmacy, but you may see other offerings. Although some preprofessional programs are structured as majors that you can declare, many preprofessional programs are a sequence of recommended courses and activities that a student can follow alongside a related major. While following a preprofessional program may not guarantee your admittance to a professional program, it does increase the likelihood of acceptance to and preparation for a graduate professional program.

Consider Loretta’s story as an example of how a student might be on a preprofessional track. Loretta has decided that she would like to become a medical doctor. She has declared biology as her major and is taking the courses required to graduate with a bachelor of science degree in biology. Her university does not have a premed major, but it does have a premed track. She informs her academic advisor of her career goals, and her advisor provides her information about the premed track. The premed track includes a list of courses that students should take to prepare for the medical school entrance exams, called MCATs. Some of these courses are biology courses that overlap with Loretta’s biology major, while others are higher-level chemistry courses that are not required for her major. She can take these chemistry courses, and any other premed-track courses, as her elective courses. The premed track at Loretta’s university includes opportunities to attend MCAT study workshops and premed student club meetings. It also provides recommendations for summer volunteering and internships that will strengthen Loretta’s resume and application to medical school following the completion of her bachelor’s degree.

Special Requirements of Majors

While preprofessional programs prepare students for entrance into graduate professional degree programs, some undergraduate majors involve special requirements beyond the usual courses and classroom experience to prepare students for entrance to their career. Such requirements provide students practical experience or prerequisites for licensure necessary for a particular job. When requirements are major-specific, it is often because the requirement is state-mandated for that job. Majors that often include state-mandated special requirements are education, social work, and nursing. Some colleges and universities may require all students to participate in additional experiences beyond their regular coursework. You will want to ask your college about details specific to your major or institution. In this section we will generally discuss four such special requirements and experiences: fieldwork and internships, clinicals, student teaching, and service learning.

Fieldwork and Internships

Fieldwork and internships may also be referred to as practicums and field experience. These requirements provide hands-on work experience in a career, or field . When fieldwork or internships are required for your major, such as with a social work major, it is often listed as a course requirement among your major requirements. In other words, you usually receive credits for your fieldwork as you would for a lab or lecture course. Your fieldwork instructor will likely ask you to reflect on and report on your experiences. They will likely confer with a supervisor at your fieldwork site , the place where you are working, to help assess your hands-on learning. Fieldwork and internships provide students with opportunities to practice the skills they’ve learned in the classroom while also introducing them to the values and culture of the organizations and communities in which they hope to be employed. It is important to note that fieldwork and internship experiences are often available to students even if they are not required for their major. You may want to inquire with your academic advisors, faculty, or career services office to determine what opportunities might be available for you to gain this type of experience in your field of interest.

Clinicals are a type of fieldwork specifically required of nursing students. Clinicals may take place in hospitals, nursing homes, or mental health facilities. They provide nursing students who are nearing the end of their degree programs with the opportunity to practice nursing skills that cannot be learned in a regular classroom. During clinicals, students will interact with real patients to conduct physical examinations, draw blood, administer medicine, and provide other care as necessary. Because of the risk to patients, students participating in clinicals are more closely supervised by experienced professionals than those in other types of fieldwork experiences. Thus, clinicals function very much like a real-world classroom and progress to more independent work through the semester. Before undertaking clinicals, nursing students will need to complete certain coursework and pass a physical examination and background check. Because clinicals are often much longer than a class meeting, students will need to work with staff from the program to plan their schedule. It may not be feasible to work at another job while completing clinicals, so if you must work while you’re in college, it’s important to discuss this with nursing staff or academic advisors and to plan ahead.

Student Teaching

Student teaching is a specific type of fieldwork undertaken by students who plan to teach at the preschool, elementary, or middle and high school levels. Education students are often required to complete a student teaching experience in order to obtain a teaching license in their state. Students must often complete core education coursework prior to student teaching and must complete a background check prior to placement in a school setting. During their student teaching experience, students are usually paired one-on-one with an experienced teacher and have the opportunity to observe that teacher, get to know the students, understand the classroom culture, and participate in lessons as a teaching assistant as needed or appropriate. Much like nursing clinicals, this highly supervised fieldwork experience usually progresses to more independent work when the student teacher is asked to deliver and reflect on a lesson plan of their own design. Keep in mind as you plan for student teaching, that, unlike other fieldwork experiences, student teaching is limited to fall or spring semesters and cannot be completed in the summer because most schools are closed during the summer terms. Also, it may not be feasible to work at another job while completing your student teaching experience, so if you must work while you’re in college, it’s important to discuss this with your program staff or academic advisors and to plan ahead.

Service Learning

While service learning may not be required of a specific major, you may see this special requirement for a course or as a general graduation requirement for your college or university. It’s also an excellent opportunity to try out something that interests you, something that could lead to or be part of your eventual career.

Service learning is very much like volunteering or community service. The purpose of service learning is to interact with and meet the needs of your local community. Service learning does differ from volunteering in that it is more structured to meet specific learning goals. For example, if you were engaging in service learning for an environmental science course, your activities would likely be focused on local environmental issues. Or, if you were engaging in service learning for a sociology course, you would likely be working with local community groups or organizations not only to assist these organizations, but also to observe how groups interact. Like fieldwork, service learning provides you an opportunity to observe and apply concepts learned in the classroom in a real-world setting. Students are often asked to reflect on their service learning activities in the context of what they’ve been learning in class, so if you’re engaged in service learning, be thinking about how the activities you do relate to what you’ve learned and know.

• 1 Minimum degree qualifications may vary by state.
• 2 United States Census Bureau. (2019, February 21). Number of People with Master’s and Doctoral Degrees Doubles Since 2000. Retrieved from: https://www.census.gov/library/stories/2019/02/number-of-people-with-masters-and-phd-degrees-double-since-2000.html

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Do some course work? (3)

I believe the answer is:

' do some course work? ' is the definition. (I've seen this in another clue) This is all the clue.

(Other definitions for mow that I've seen before include "Cut grass on lawn" , "'Cut down, hay, say (3)'" , "Cut (e.g. grass)" , "Cut down, usually grass" , "'Cut, grass say (3)'" .)

Do some course work? Crossword Clue

Do some course work answer is: mow.

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Does some course work? NYT Crossword

We solved the clue 'Does some course work?' which last appeared on October 6, 2023 in a N.Y.T crossword puzzle and had four letters. The one solution we have is shown below. Similar clues are also included in case you ended up here searching only a part of the clue text.

  This clue was last seen on NYTimes October 07, 2023 Crossword Puzzle . Go to the puzzle page to help with other clues. Before each clue, you have its number and orientation on the puzzle for easier navigation. If you notice multiple answers it means that the clue has appeared multiple times throughout the years and we included historical answers for reference. You can also use the search field as a quicker way to find something. Search for:

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How to List Relevant Coursework On Resume [Tips & Examples!]

If you’re a college student, recent graduate, or entry-level professional, chances are you don’t have a lot of professional experience to list on your resume. 

This, in turn, might make you feel insecure about your application, especially considering that the work experience section is among the most important section of a resume. 

Well, listing your relevant coursework might just be the answer!

By listing the courses that are relevant to the job position or internship you’re applying for, you can show recruiters that while you don’t have much work experience, you have the right skills and knowledge for the job.

But what is the right way to list relevant coursework on your resume and is there a time when you shouldn’t list it all? And what exactly is relevant, to begin with?

In this article, we’re going to answer all those questions and more. Read on to learn:

When Is Relevant Coursework Necessary on a Resume?

• How to List Relevant Coursework on Your Resume in 3 Steps

7 Tips on Listing Relevant Coursework on Your Resume

Resume example with relevant coursework.

And more! Let’s dive right in. 

What Makes Coursework Relevant?

Professional experience is one of the most important sections of a successful resume, but you first need to land a job to start building it. 

Which begs the question, how can a recent graduate or entry-level professional prove they’ve got what it takes for an entry-level position with no, or minimal, professional experience ? 

Well, this is where coursework comes in. 

Together with academic projects and achievements, as well as extracurricular activities, listing relevant coursework can help students and entry-level professionals show they’ve got the necessary skills for the job despite not having the relevant professional experience.

The coursework you list on your resume should actually be related to the position you’re applying for.

For example, if you’re applying for a job as a graphic designer, listing your achievements in your World History class won’t really impress recruiters. If, on the other hand, you mention that you were top of your class in Design and Layout , you’ll be effectively showing recruiters that you have great potential as an up-and-coming graphic designer. 

To sum things up, here are the top cases when relevant coursework is necessary on a resume:

• When you’re still a student
• When you’re applying with an entry-level resume
• When you’re applying for an internship
• When the coursework is directly related to the job position 

If, on the other hand, you have 2+ years of work experience in the field, as well as the needed skill-set, coursework on your resume will only take up space and can be skipped entirely.

Checking the job description is another way of determining whether you should add relevant coursework to your resume. If, for example, the job description requires that you list your majors, GPA, diploma, or portfolio, chances are they’ll also be interested in your coursework, especially if it’s relevant to the position. 

How to List Relevant Coursework on Your Resume in 3 Steps 

So you’ve established that you should include relevant coursework on your resume. Now, you may be wondering where exactly to include it. 

As a rule of thumb, coursework is listed under an applicant’s education history. Depending on whether you have any professional experience to list, the education section may come before or after the work experience section. 

Here are the four best ways to add relevant coursework to your resume: 

#1. Add a New Line in Your Education Section

Instead of creating a fresh section called “Relevant Coursework,” you’re better off just adding the courses to your education section.

As a student resume can be one-page max , this helps you to save up the space needed for other essential resume sections.

Here’s a practical example of what this looks like on the resume of a recent graduate applying for a high-school teaching position: 

BA in World Literature 

UC Berkeley

2012 - 2016

Relevant coursework: British Literature, American Literature, Medieval Literature, William Shakespeare, Language and Cognitive Development 

#2. List Your Relevant Coursework in Bullet Points

To make your relevant coursework more visible and reader-friendly, list them in bullet points underneath your diploma title. 

Here’s how the above Literature graduate’s resume would look like following this formatting: 

Relevant Coursework: 

• British Literature
• American Literature 
• Medieval Literature 
• William Shakespeare 
• Language and Cognitive Development

#3. Explain How The Coursework is Relevant to the Position 

Finally, if you want to take your relevant coursework resume section to the next level, add detailed explanations to your courses to support how they’re relevant to the position you’re applying for or how they helped develop your skill-set. 

A recent study found that companies are suspending the use of degree completion as a proxy and instead now favor hiring on the basis of demonstrated skills and competencies . This means that your relevant coursework should aim to show exactly how it has helped you acquire the skills required for the position. 

Here’s an example of how that would play out for a journalism student applying for an entry-level reporting job at a newspaper:

B.A. in Journalism and Mass Communication

Northwestern University, IL

2015 - 2018

• Writing and Reporting: Learned the ins and outs of news reporting through several practical assignments and exams.
• Media Ethics: Got introduced to the most essential ethical theories and decision-making strategies in journalism and wrote a paper on Ethical Journalism and Human Rights that got published in the Political Communication Journal.
• Gathering and Developing the News: Gained first-hand experience in interviewing, researching, newsgathering, and communicating with sources.

To make sure your coursework is as relevant as possible, check out the required skills in the job description. If you have taken classes that have helped you master those skills, then make sure to mention how by adding all the necessary details, as shown above. 

Here are seven tips you should always keep in mind when listing coursework on your resume: 

• Take advantage of keywords . When evaluating your resume, recruiters scan it to look for the keywords that were mentioned in the job description (e.g. skills, experiences, etc.). You can re-read the job ad and, where relevant, include these keywords in your coursework section.
• Tailor your resume to the job offer.  In order for your coursework to add value to your resume, it really needs to be relevant. So, if you’re applying for a job that doesn’t take academic background into consideration or that’s completely unrelated to your major, you’re better off omitting coursework altogether and focusing on other important sections, such as your hard and soft skills. 
• List online courses. If you’ve completed some online courses that are relevant to the position you’re applying for, feel free to also include them under relevant coursework. 
• Add value through other academic achievements. Relevant coursework can say a lot about your potential, but recruiters will be even more easily convinced if you support it with other academic achievements, including your GPA, extracurricular activities, etc. 
• Show how you’ve grown. When you’re explaining your relevant coursework in detail, you can include how you’ve grown by listing all the skills you acquired in the process. Those can be both soft skills, like communication and interpersonal skills, and hard skills like programming or doing extensive research. 
• Change the relevant coursework as you progress. Many college students start working in their freshman year. If that’s the case with you, make sure to update your resume from year to year to reflect your academic journey and most recently acquired skills. 
• Check for errors. A well-written, error-free resume shows that you’re attentive to detail and that you care to make a good impression. 

Key Takeaways 

And that’s a wrap! You now have all the necessary information to add relevant coursework to your resume effectively. 

Before you start working on your resume, though, here’s a brief summary of the key points covered in this article:

• Listing relevant coursework on your resume is not mandatory but can be very helpful if you’re a student or an entry-level professional.
• If you have at least a year of professional experience, drop your relevant coursework and focus on tailoring your work experience and skills sections to the position. 
• Relevant coursework typically goes under the education section. You can either give a general or a detailed summary of your coursework. 
• You can make a separate relevant coursework section only if the job you’re applying for requires a strong academic record. 
• Your coursework needs to be relevant to the position. This means you should leave them out of your resume if they have nothing to do with the role.

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• How to Include Relevant...

How to Include Relevant Coursework on a Resume (with Examples)

13 min read · Updated on September 11, 2023

If you are a recent graduate struggling with a lack of work experience, knowing how to include relevant coursework on a resume can be one of the best ways to create a more compelling resume narrative.

One thing that many recent college graduates have in common with one another is a general lack of work experience. That lack of experience can sometimes make it difficult for them to construct a resume that sells their potential to be the best candidate for a job. Fortunately, there are ways to still create a strong and compelling resume, even without experience. For example, did you take classes that might be relevant to the position? If so, including relevant coursework on your resume may be the perfect solution to your resume challenges.

In this post, we will explain how you can identify relevant coursework and where it should be listed in your resume. We will also include several examples of relevant coursework on a resume so that you can see the best options for using these details to strengthen your job search efforts.

What is relevant coursework?

Of course, when we talk about relevant coursework, we are talking about those classes and educational activities that have direct relevance to the position you are seeking. The first thing you need to recognize is that many of the classes you took during your college career will not need to be included in your resume. After all, most degrees require that students complete any number of basic foundational courses that will have little if any relation to their chosen job — at least from a resume standpoint. 

So, what types of classes, achievements, and activities should you focus on as you identify suitable courses to add to your resume? While this sounds like a simple question, it actually requires some serious thought and evaluation. Fortunately, there are some basic rules that you can follow as you make that determination. Below are just some of the potentially relevant things that you might want to include in your resume: 

Coursework that demonstrates that you have a foundation of knowledge in a required aspect of the job you are seeking. For example, if communication skills are needed for the position, you should include courses that focused on business communications, writing, etc.

Projects that are related to particular job skills. For a marketing position, you should include any marketing-related projects you completed during your studies. Or you could include research projects you engaged in if you are seeking a job where research skills are essential.

Academic achievements can also be included, including notably high GPA scores or awards you received. Also, be sure to include any related extracurricular activities. That could include everything from clubs to sporting activities if they helped you develop skills that would be useful for the job.

Again, do not include coursework that has no bearing on the job at hand. This will require you to carefully consider each course to determine its relevance. One way to do that is to read the job posting and select keywords and phrases of import that seem to be describing the skills or educational qualifications needed for the job. Then go through your coursework and try to match courses to those skills. As you do so, remember that some basic courses like those involving communication—both written and verbal—may be included, since communication is one of those soft skills that every company values .

You can learn more about the difference between hard and soft skills by reading our excellent article, Key Differences Between Hard Skills and Soft Skills . A better understanding of those critical soft skills can help to ensure that you don't underestimate the value of any of your classes. There's a great chance that you have more marketable soft skills than you realize! 

When should you include relevant courses on your resume?

Before you add your job-related classes to your resume, you should decide whether it is necessary. For example, you can almost certainly benefit from including your relevant coursework on your resume if: 

You recently graduated from school or are beginning the process of looking for a job because you are close to graduation. Students and recent graduates typically have little or no real job experience to highlight skills. Fortunately, their studies and project assignments will likely have helped them to develop important skills that they can highlight in their resumes.

Your educational achievements are necessary to qualify for the position you are seeking. In those instances, your prospective employer will be interested in knowing that you have fulfilled those requirements and have the basic knowledge needed for the position.

There may also be times when you need to include coursework even after you have been in the workforce for some time. For example, if you are switching careers and your current work experience does not include the skills needed for your new job, that may not matter as much if you can show that your studies prepared you for the role. 

Including coursework related to your minor

As you select relevant coursework for your resume, don't forget to consider courses of study related to your minor too. Hopefully, you will have selected a minor that is at least tangentially related to your desired career path. If so, then chances are that some of the courses you completed may have some relevance that can translate to a useful resume listing. For more information about minors and when they can be added to your resume, read How to Include a Minor on Your Resume .

When should I take coursework off my resume?

Obviously, there will be times when you should forgo any mention of your courses in your resume. Some examples of situations where you might not need to list your specific coursework include:

When your coursework is not really relevant to the position you seek. Including irrelevant coursework could actually distract from your important skills and experiences.

Situations in which coursework was completed so long ago that the information is no longer useful. For instance, many technology-related courses can lose their value over time. Other examples include old marketing courses and other educational achievements that involve skills that have evolved rapidly in recent years.

If your resume is already filled with enough work experience and skills that there is no need or room for specific course details. Remember, you want to add your courses to enhance your value as an employee. If adding a particular course does nothing more than add length to the resume, skip it. 

Where should relevant coursework be listed in your resume?

In most resumes, the coursework should be placed in the education section, with a subheading titled “Relevant Coursework.” When creating this part of the education section, you should insert the subheading under the name of your degree, with a list of the courses you studied. For example:

Bachelor's in [Name of Degree]

[College Name, City, Graduation Date]

Relevant Coursework: [Course 1], [Course 2], [Course 3], [Course 4], [Course 5]

Alternatively, you can also opt to show your courses in a bullet-point list if your resume is short and you need to fill more space. You can even elaborate on each course with a few words to describe the skills you learned in class. For example:

Relevant Coursework:

If you have no actual work experience, you may even want to consider using your education section as a substitute for that experience section. If you choose that option, you may want to place the education section closer to the top of your resume and flesh out each course in the same way you would detail a job listing in your work experience section. That means using detailed descriptions that include quantifiable results highlighting your achievements.

Key tips to remember when listing relevant coursework

Before we show you some examples of how to list relevant coursework on your resume, there are a few tips that can help to ensure that your final product is as compelling as possible. By incorporating these ideas into your resume creation process, you can more effectively make that all-important great first impression on any hiring manager.

Only list relevant coursework if you lack sufficient work experience to meet the job requirements.

Always make sure that the courses you list highlight skills and knowledge needed for the position. If a course has nothing to do with your chosen line of work, it has no place in your resume.

Relevant courses may be related to hard and soft skills.

If you choose to use descriptions for each course, use that as an opportunity to insert relevant keywords from the job description. This can be a great way to ensure that your resume can get past any applicant tracking system .

Always proofread your entire resume to eliminate spelling mistakes, punctuation and grammar errors, and style or formatting discrepancies.

Make sure that you tailor your resume to fit the job you want. Since you will likely be applying for different jobs during your job search, you may need to modify your educational coursework details to align with the needs of each position.

Do not forget to include important skill information in your coursework descriptions. Again, try to use those job description keywords.

If you are maintaining an updated resume throughout your educational career, be sure to continually edit your resume as your coursework evolves over time. This can make it easier to keep it updated and can save you some time when your job search begins.

3 Examples of relevant coursework on a resume

In this final section, we will explore some different examples to show you how you can successfully incorporate relevant coursework into your resume. We have included a couple of examples of the most basic listing options, as well as an expanded sample that enables you to provide more details and skills. You can refer to these samples and use them as guides as you create your own relevant coursework section.

Example #1: The Basics

Bachelor's in Information Technology

My College, Anytown 2022

Relevant Coursework: Cyber Security 101, Business Intelligence, Application Development, Networking and Telecom, Artificial Intelligence

This simple listing would be a good option for anyone who has at least some relevant work experience but who still needs an additional boost to meet the job requirements. In this case, the job seeker's coursework listing is presented in a minimalist format, documenting the specific courses and areas of focus—but without any other information about those studies.

Example #2: Bulletpoint List of Courses

Cyber Security 101

Business Intelligence

Application Development

Networking and Telecom

Artificial Intelligence

This option is similar to the first example but presents the classes and areas of focus as separate bullet points. This provides additional emphasis for each area of study, while also taking up a bit more space in the resume. This can be a great option if your resume is a little short and you need to expand the content.

Example #3: Detailed Format

My College, Anytown

Completed in 2022

Certified Cyber Security Expert, skilled in protecting data, information, and infrastructure.

Coursework included training on risk analysis, threat mitigation, compliance assurance, and cloud security.

Completed multiple projects and research assignments designed to test knowledge and adaptability to various types of cyber threats.

 Business Intelligence

Business analytics certificate, training focused on data interpretation and communication to resolve business problems with a data mindset.

Course included 3 projects testing analytical skills using hypothetical business challenges based on real-world business scenarios.

 Application Development

Courses focused on the development of software coding skills used for web application creation, troubleshooting, and debugging.

Final course project involved the creation of an independent web app to streamline online sales processes for a test company.

Training focused on routing, packet switching, and cybersecurity needs.

Spent eight weeks as a volunteer networking intern for a local ISP, receiving hands-on training from experienced networking professionals.

AI and machine learning studies, emphasizing tech integration into business processes, impact on sales and marketing, and ethical concerns.

Conducted study for the course final, evaluating potential AI benefits for enhanced marketing in the digital age and impact on online sales.

This more detailed example is a superior option for those who have no work experience and need their educational credentials to highlight their skills. In this sample, each area of interest is accompanied by bullet point details describing the types of courses studied and the lessons or skills developed during those classes. In addition, bullet points are added to highlight specific achievements, describe studies and real-world application of skills, and demonstrate competency in the subject matter.

This type of format can enable your coursework section to serve as a replacement for work experience if you have never been employed. When used for that purpose, you can expand on each course listing to include additional skills and keywords from the job post. Simply add new bullet points where needed to flesh out each area of emphasis.

Again, if you choose to replace your work experience section with this relevant coursework section, make sure that you move this section closer to the top of your resume so that it receives more prominence. Basically, if your strongest selling point is your education, then make sure that your important courses are one of the first things that a prospective employer sees. Also, you may want to highlight your educational qualifications in your resume summary so that the reader expects to see those coursework details.

Don't underestimate the power of a well-crafted and compelling resume

Finally, it is important to reiterate just how vital it is that your resume makes the best possible impression. When you approach the labor market with little or no work experience, you are usually already at a competitive disadvantage. There will almost always be someone else who has a similar level of skill and educational background, as well as real-world experience. To compete against a qualified rival, you need a resume that can effectively sell you as the best candidate for the job.

For recent graduates and job seekers moving to entirely new careers, a lack of relevant work experience can be a major impediment to landing job interviews and employment offers. One way to overcome this obstacle is to learn how to use relevant educational coursework on your resume to highlight your qualifications and skills. Hopefully, this post and its resume examples can provide you with the inspiration and help you need to translate your educational experience into a compelling resume narrative. Fortunately, there are ways to ensure that your resume effectively positions you to have the best chance at landing any interview and job. To make sure that your resume is up to par, get a  free resume review  today. And if you really want to be sure that your resume is ready for prime time, take a few moments to discover just how easy it is to get professional resume assistance from our team of experts!

Recommended Reading:

What Should I Say About My Education On My Resume?

Ask Amanda: What's the Best Way to List Education on a Resume?

14 Reasons This is a Perfect Recent College Grad Resume Example

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Apr 22, 2024, 9:00 AM

When some schools are banning ChatGPT, Vanderbilt is embracing generative AI technology to unlock opportunities for research and learning.

By michael blanding.

In her class on the politics of the French Revolution, Holly Tucker starts off by assigning a historical character to each student—Marquis de Lafayette, Jean-Jacques Rousseau, Louis XVI—and giving them a multi-page role sheet detailing their alter ego’s political affiliation, life philosophy and strategic goals. Monarchist or revolutionary firebrand, this will be the student’s persona for the next six weeks, as Tucker has the class role-play scenarios, seek out alliances and vanquish their enemies in a simulation of the crucial historical event.

She next encourages them to do something many teachers wouldn’t dream of—talk to ChatGPT. “One of their first assignments is to upload their role sheet and then ask questions about it,” says Tucker, Mellon Foundation Chair in the Humanities and professor of French, of the interaction with the generative artificial intelligence app that has exploded onto the internet, generating equal parts excitement and fear. “I have them say, ‘Can you help me find three characters I might want to correspond with, and help me brainstorm approaches to frame my letters to them?’”

From then on, artificial intelligence becomes a vital part of the course. Students use it to analyze vast amounts of data, to communicate with each other and to make strategic moves. In all, Tucker says, students write an average of 18,000 messages to each other, as AI helps keep track of the interactions and even offers student insights into potential outcomes of decisions they are considering—teaching students about the French Revolution in a uniquely immersive way.

“It’s a watershed moment for the humanities. We now have the ability to communicate with a computer using natural language,” Tucker says. “We owe it to ourselves to find ways to use generative AI to glean insights from our texts faster and ask new questions about the human endeavor.”

Tucker’s enthusiastic embrace of ChatGPT in her class is just one example of Vanderbilt faculty’s groundbreaking work in harnessing the growing power of artificial intelligence. At a time when some schools are banning ChatGPT in classes—concerned that students will lean too heavily on AI or use it to write papers for them—Vanderbilt has become a leader in integrating AI into academic work. Faculty are using AI in their research, as well as introducing it to students, teaching them how to use it as a tool and not a crutch.

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Historians jane landers and daniel genkins leverage artificial intelligence and computer science techniques to scan through thousands of historical documents to form the slave societies digital archive, the world’s largest collection of historical records of africans in the atlantic world..

FUTURE OF LEARNING

“Everybody’s focused on artificial intelligence replacing humans,” says Jules White, professor of computer science and associate dean for strategic learning programs. “But what we want to focus on is augmented intelligence, where it’s all about amplifying human creativity and problem-solving. It’s like an exoskeleton for the mind—you help people create more interesting and expressive things than they could have done before, and at a larger scale.”

White leads the Future of Learning and Generative AI Initiative, a new interdisciplinary program to connect and advise faculty on how to make the most of the prodigious computing power generative AI can offer. A CNN article this summer said Vanderbilt was “among the early leaders taking a strong stance in support of generative AI,” specifically citing an 18-hour online course White created on the e-learning platform Coursera that teaches the fundamentals of “prompt engineering”—how to best fashion a prompt to ChatGPT and other AI platforms to return the most helpful response. The course has been taken by 240,000 people and counting.

In their simplest form, White says, generative AI models are trained to predict the next word in a sentence. If you give it “Mary had a little,” then it should predict “lamb.” The magic happens when you train it on vast amounts of data from the World Wide Web. “It turns out this has surprising ramifications when you do this at a large enough scale, as it learns patterns in our language and can do all of these computations.”

Most of the problems with ChatGPT and other generative AI platforms, White says, result from people not knowing how to use it properly. “People see a text box, and they think they need to use it like Google, which is exactly the wrong way to use it,” he explains. “That doesn’t give you augmented intelligence, that gives you minus intelligence.”

Rather than using it to search for information, he says, generative AI is most effective when treated like you are sending a text message to an incredibly smart and capable assistant. One example he uses in his class is to ask it to create a meal plan “that’s a fusion of food from Ethiopia and Uzbekistan, is keto-friendly and has ingredients I can get from the average grocery store.” There isn’t a page on Google that could give you that info, and yet ChatGPT can create a complete multi-week menu in seconds. Another trick, he adds, is to give it a role, for example, telling it to “act like a speech pathologist” before presenting it with a problem where a child mixes up words and asking it to diagnose possible causes. “Knowing the pattern of interaction allows it to tap into these emergent computational capabilities that no other system on the planet can perform.”

APPLYING AI TO VAST AMOUNTS OF DATA

Another use for the software is to analyze and summarize vast amounts of complex information. In the past, Doug Schmidt, Cornelius Vanderbilt Professor of Computer Science, has worked in government procurement for defense systems—for example, building a next-generation air traffic management or missile defense system. “It involves an enormous number of people over a very long time and at great expense,” he says. Comparing information in multiple reports by different people and then trying to figure out if they meet government regulations can be a major headache. “As luck would have it, large language models are very good at that,” says Schmidt, who is researching how generative AI can dramatically save time and money by comparing and synthesizing such reports.

On another level, Schmidt is using the same tools in his computer science classes, using a Chrome plugin called Glasp to take videos of his lectures and toss a transcript into ChatGPT to summarize the main points. Schmidt then asks it to generate several quiz questions based on the videos. “And boom, within seconds, I have fresh up-to-date questions on what I talked about in class,” he says. Of course, Schmidt reviews the questions to see if they are accurate—something easy to do since he generated the material himself—but the tool helps take away from tasks he finds tedious, so he can focus on those he enjoys, such as writing lectures and code.

As for the fears that students will cheat on tests and papers by using ChatGPT, he addresses that head-on by changing the way he designs problems. Instead of asking students to write very specific code they could easily generate using AI, he presents more open-ended questions that could be solved in a variety of ways, requiring students to use their own creativity. Of course, those tests are harder to grade, but Schmidt has come up with a solution to that, too, training ChatGPT to automatically find elements that should or shouldn’t be in the code. “Instead of hiring an army of graders and asking them to follow some rubric, I’ve found a way to automatically do something that used to require tremendous time and effort on the part of me and my TAs.”

Efforts by some to ban ChatGPT and other AI software, Schmidt says, are misguided. “They think this is a flash in the pan and are actively discouraging people from using it,” he says. “Our hypothesis is that in the very near future people who know how to use this stuff well are going to run rings around the people who don’t. They won’t be able to get anywhere near the level of productivity for the amount of effort expended.”

BUILDING SKEPTICAL AND INFORMED AI USERS

His colleague Jesse Spencer-Smith, chief data scientist and interim director of the Data Science Institute and professor of the practice of computer science, has gone a step further in embracing generative AI for coding. As someone who has taught artificial intelligence for 20 years, Spencer-Smith recently changed the name of his advanced coding class to AI-Assisted Coding. “Rather than trying to detect whether you used ChatGPT to solve a programming problem, we’ve turned it around, to say, ‘Use ChatGPT and get very efficient and know how to guide it,’” he says.

He encourages the same approach in the humanities, citing a clever exercise by a faculty member in the English department who specifically told students to use ChatGPT to write an essay—and then turn around and grade it, so they could see its shortcomings where it used poor phrasing or got information wrong, as well as how it can be used to help organize ideas. “It turns people into skeptical and informed users and also gets them to the point where they can understand what good writing is,” Spencer-Smith says.

On the other hand, generative AI can be an excellent tool for studying or brainstorming. The DSI and Center for Teaching have collaborated on a platform which acts as a personalized tutor, where students can upload a book chapter or paper they need to review, and the AI can generate questions to quiz them on the material. The entire transcript can then be uploaded so the professor can see what the student understands and where they need help. “I used to have help sessions where half the class would be in every week,” Spencer-Smith says. “Now, I have very few people because they are all using ChatGPT to explain concepts in a way customized to their background.”

DSI has also collaborated with faculty to integrate AI into their teaching and research. Recently, for example, it’s been working with Karan Jani, professor of physics and astronomy, on creating an AI model to identify gravity waves to detect the presence of black holes. “The idea is to train a model that could be used to solve not just one problem, but a host of problems, and then be known as the Vanderbilt foundational model for gravity waves,” Spencer-Smith says.

Beyond using AI for research, Spencer-Smith also directs the Data Science for Social Good program, a 10-week program for graduate students who receive a stipend to use AI for practical applications. One recent project with The Vanderbilt Kennedy Center Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) helped develop a workplace app for people with autism, providing a virtual coach they could ask questions and receive help for navigating challenging situations. Another project worked with Professor Emerita of Psychology and Human Development Georgene Troseth and Professor Amy Booth, who spent years developing an app to help provide prompts to parents and other caregivers to better engage with their children when reading books. The AI Storybook project has finally realized their vision, using generative AI to suggest questions in real time for any children’s book.

“The whole purpose of this curriculum is to get students to understand how complex history is and how, during these watershed moments, history can turn on a dime. We don’t need to tell them that—they’re living it.” —Holly Tucker

When and how to best deploy AI in classrooms is something best left to individual instructors rather than mandated by university-wide policy, says Doug Fisher, associate professor of computer science and computer engineering. “While the technology is changing so much, it makes sense for us to allow individuals to investigate different options and then come together to compare notes,” says Fisher, who previously oversaw programs in AI for the National Science Foundation and co-taught a class at Vanderbilt on AI ethics.

Some professors may decide that AI is not appropriate to use in entry-level classes, where students are better off developing their own skills before seeking out computer-assisted aid. At the same time, Fisher noted, AI’s propensity for bias—being trained on a vast corpus of data on an imperfect internet—might give instructors pause before using it around sensitive topics such as race and gender studies. While students might feel more comfortable discussing those ideas with an impersonal machine, “there could be problematic exchanges humans are better equipped to handle.”

However the technology is incorporated into the classroom or the lab, it’s clear that the adventure with AI—particularly generative AI—is just beginning. It may take months or years before students and faculty best understand where it can be used most effectively and how it can best augment learning and discovery. In the meantime, it’s clear that AI is affecting learning now. Tucker says that students in her French Revolution class are required to turn in 20 pages by the end of the course—but they are so engaged that the average student turns in 25. “I’d never used ChatGPT before,” says Remi Bristol, one of Tucker’s students. “Now I definitely see myself using it in the future, for readings in classes that are confusing for me or to help prepare for a job interview.”

A recent survey of executives by IBM predicted that up to 40 percent of the workforce will have to reskill to manage AI in the next three years. It’s clear from their experiences in Tucker’s class and others that Vanderbilt students will be ready for that challenge.

“The whole purpose of this curriculum is to get students to understand how complex history is and how, during these watershed moments, history can turn on a dime,” Tucker says. “We don’t need to tell them that—they’re living it.”

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The most Taylor Swift song ever: 'I Can Do it With a Broken Heart' (track 13 on 'TTPD')

Taylor Swift , the new poet laureate of pop, released her 11th album and with it a song that is so quintessentially Taylor .  

Swift is an expert at Trojan horse songs: Lyrics that cut hidden beneath an innocuous, upbeat melody.

Enter “I Can Do it With a Broken Heart,” the 13th track of “ The Tortured Poets Department .”

With fluttering synths and an electro-pop beat, it’s structured as one of Swift’s trademark glistening pop gems. But in the lyrics, Swift travels through the most potent psychological exploration of “the show must go on” since Smokey Robinson and The Miracles described “ The Tears of a Clown ” in 1967.

Swift unfurls the anguish she hid while remaining very visible the past year during her historic, world-spanning Eras Tour: “I’m a real tough kid,” Swift sings, defiant as ever. “They said baby, gotta fake it til you make it … and I did.”

But the song achieves liftoff with the dichotomy of Swift’s honeyed voice and her chant-singing, “I’m so depressed, I act like it’s my birthday every day.”

It’s a clever entry into the complexity of mental health, and Swift, she of limitless ambition, flips her sorrow into something constructive, a Superwoman unbowed by pesky things like misery.

More: Taylor Swift name-drops Patti Smith and Dylan Thomas on new song. Here’s why

“I cry a lot but I am so productive,” she chirps, tongue firmly in cheek. “It’s an art … you know you’re good when you can do it with a broken heart.”

Read on for the full lyrics in what’s sure to be Swift's next signature song.

'I Can Do it With a Broken Heart' lyrics

I can read your mind

She’s having the time of her life

There in her glittering prime

The lights refract sequin stars

Off her silhouette every night

I can show you lies

'Cause I’m a real tough kid

I can handle my shit

They said, “Babe you gotta fake it til you make it”

Lights, camera, bitch smile

Even when you want to die

He said he’d love me all his life

But that life was too short

Breaking down I hit the floor

All the pieces of me shattered

As the crowd was chanting, “MORE!”

I was grinning like I’m winning

I was hitting my marks

‘Cause I can do it with a broken heart

I’m so depressed I act like it’s my birthday

I’m so obsessed with him but he avoids me

Like the plague

I cry a lot but I am so productive

It’s an art

You know you’re good when you even can do it

With a broken heart

I can hold my breath

I’ve been doing it since he left

I keep finding his things in drawers

Crucial evidence I didn’t imagine the whole thing

I’m sure I can pass this test

Cause I’m a real tough kid

They said, “babe you gotta fake it til you make it”

In stilettos for miles

He said he’d love me for all time

But that time was quite short

‘cause I can do it with a broken heart

You know you’re good when you can even do it

You know you’re good

And I’m good

‘Cause I’m miserable

And nobody even knows

Try and come for my job

For some Columbia students, protest encampment is living history lesson

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US senator questions whether State Dept properly assessing Israel conduct

A Democratic senator on Sunday questioned whether the Biden administration was properly assessing whether Israel was complying with international law, following a Reuters report that some senior U.S. officials did not find that country's assurances credible.

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You know it when you see it: here are some movies that got sex scenes right.

Linda Holmes

It is a happy coincidence that our "What makes a good sex scene?" episode came out in the same week as Challengers, a film about a romance triangle in the tennis world starring Josh O'Connor, Zendaya and (not pictured) Mike Faist. Niko Tavernise/Metro-Goldwyn-Mayer Pictures hide caption

It is a happy coincidence that our "What makes a good sex scene?" episode came out in the same week as Challengers, a film about a romance triangle in the tennis world starring Josh O'Connor, Zendaya and (not pictured) Mike Faist.

What makes a good sex scene? It can be easier spot bad sex, but Aisha Harris, Christina Tucker, Ronald Young, Jr. and I tried to focus on the good this week on Pop Culture Happy Hour. You can listen to our full conversation here. (We didn't originally plan for this episode to run the same week as our episode about Challengers , which is out in theaters now, but it's a happy coincidence, since that film has gotten a lot of attention — probably too much, relative to its other merits — for the sex scenes involving its three leads. It's really very good .)

Movie Reviews

Watch a tense romantic triangle play out on the tennis court in 'challengers'.

It's often very obvious when a sex scene is bad, just like when a sex scene in a book is bad. It can get so uncomfortable to watch that you have to leave the room (and not in a way that feels true to the story). One of my personal tells for a bad sex scene is when all I can think about is how hard the actors are trying to persuade me that the characters are having a good time. For example, there has been much good discussion in recent years about Showgirls being a more interesting and competent project than it originally got credit for, but in that one pool scene (if you know it, you know it), all I can see is the effort.

Lauren Bacall And The 'Sex? What Sex?' Kind Of Movie Sex

It's not always as clear which scenes are good . That's partly because they serve so many different functions, all of which look different, and all of which can be effective. Furthermore, you don't want to confuse whether a sex scene is used well in a film with whether it's hot to you personally, despite the fact that there is overlap between those considerations.

In the 'Last Dance,' Magic Mike leaves his thong-and-dance routine behind

Here's what I mean: When Aisha talks about the sequence near the beginning of Magic Mike's Last Dance , it's not irrelevant that the scene is, to her (and to me), hot. But it also makes sense in the context of the film and the franchise, partly because of the way it sets up the power dynamic between Mike (Channing Tatum) and Max (Salma Hayek Pinault). Mike is older now, he knows more, and the way he approaches a lap dance is actually different than in earlier movies.

And not all good sex scenes are hot in the same ways. The one I mentioned in the episode, from the romantic drama Love & Basketball , is sexy, yes. But it's also a scene between young adults (the talented basketball players Monica and Quincy, played by Sanaa Lathan and Omar Epps), and as such, it incorporates a tentativeness that's not present in Magic Mike's Last Dance , to say the least. As Ronald pointed out during our discussion, that sex scene is quite different from one that takes place later in Monica and Quincy's relationship, when they're older and know each other better. That certainly feels true to real life, but it's not always reflected in Hollywood films, where I would tentatively estimate that 90% of on-screen sex is more idealized and thus less intimate than real-life sex, in part because it isn't allowed to change over the course of a relationship.

Movie Interviews

'like it or not, we live in oppenheimer's world,' says director christopher nolan.

Even further from the hotness of the lap dance scene is Ronald's pick: the imagination of Kitty Oppenheimer (Emily Blunt) running wild in Oppenheimer. While her husband (Cillian Murphy) is being interrogated, she pictures him having sex with his mistress, Jean Tatlock (Florence Pugh). It goes by quickly enough that it might seem like a Christopher Nolan flourish for flourish's sake, but it serves the purpose of letting you feel her pain over her husband's affair. Her relationship with Robert doesn't look especially romantic in the film, let alone sexually charged; she finds herself consumed by the idea that he was having hot sex with this other woman, and she locks eyes with her vision of a naked Tatlock and finds herself tormented. It's not really the intent of the scene to titillate the audience, just to give specificity to the shape of Kitty's preoccupation with the affair.

What makes a good sex scene?

Christina raised another really important point, which is that sex scenes also collide with viewers at very specific moments. Her example from Bound , and the scenes between Violet (Jennifer Tilly) and Corky (Gina Gershon), touches on (among other things) her own history. It's an underappreciated aspect of the sex-in-movies discourse: representation matters in these scenes as much as anywhere else. I always wish I saw more sex scenes in movies that featured a broader variety of body types; it's still really rare to see ones that feature anybody who is even average sized. This is one of the reasons I'm curious about the upcoming season of Bridgerton , which places its focus on the gorgeous and curvaceous Penelope (Nicola Coughlan).

Looking for 'nomance': Study finds teens want less sex in their TV and movies

Good sex scenes are like any other kind of good filmmaking, honestly: it comes down to execution with purpose and care, done relative to whatever the function of the scene might be.

Whether that's spiciness or conflict or relationship growth or (as in the case of Bound ) setting up a steamy neo-noir story that wouldn't be the same if it weren't hot as heck, form follows function, ideally.

This piece also appeared in NPR's Pop Culture Happy Hour newsletter. Sign up for the newsletter so you don't miss the next one, plus get weekly recommendations about what's making us happy.

Listen to Pop Culture Happy Hour on Apple Podcasts and Spotify .

Athens Twilight 2024 schedule, bike race course and kid-friendly activities

One of Athens' most popular springtime events is here: Twilight.

The Athens Twilight Criterium is an annual bike race, accompanied weekend full of festivities, held in downtown Athens. While the weekend builds up to two professional criterium races, part of USA CRITS Speed Week , there are dozens of races, events and things to do over the course of Friday and Saturday.

Food, music and some events begin as early as Friday early evening. The Twilight schedule, route and other information can be found below.

5 things to do this weekend: Twilight, Normaltown Music Fest, Bears' Birthday and more

Athens Twilight 2024 schedule

To see the full schedule of events, go to https://athenstwilight.com/

Here are the highlights from the schedule of events for Saturday:

• 8 a.m. — 5K run begins
• 9 a.m. — Gambler ride begins
• 10 a.m. & 10:40 a.m. — Juniors races
• 11:20 a.m. — Women's Cat 3/4/5 race
• Noon — Toddler time trial
• Noon — Men's Cat 4/5
• 12:40 — Men's Cat 2/3
• 1 p.m. — BMX shows
• 1:30 p.m. — Kids 1K Bike Crit race
• 1:45 p.m. — Kids 1K run
• 2:10 p.m. — Masters 40+ (Cat 1-4)
• 2:30 p.m. — BMX shows
• 4 p.m. — Twi-Cycle Race
• 4:30 — Fat Tire Criterium
• 5:15 — Amateur finals begin
• 5:30 p.m. — BMX shows
• 6 p.m. — Kids parade lap
• 6:30 p.m. — 1 mile run
• 7 p.m. — Women's Pro 1/2/3*
• 8:30 p.m. — Men's Pro 1/2*

*The pro races are 40K (women) and 80K (men) total.

Athens Twilight 2024 course, where to watch

The criterium race course is a 1K loop through downtown Athens. The daytime races being at the intersection of College Avenue and Clayton Street, and the evening pro races will start one block away at the intersection of College Avenue and Washington Street.

The finish line and turns of the course are the most popular places for race viewers. The turns are located at:

• Turn 1: Intersection of Washington and Lumpkin streets (Near Taco Mama and Bar South)
• Turn 2: Intersection of Clayton and Lumpkin streets (Near the Georgia Theatre)
• Turn 3: Intersection of Clayton and Thomas streets (Near the former Athens Banner-Herald building)
• Turn 4: Intersection of Thomas and Washington streets (Near the Classic Center)

Note: The course stays the same for all criterium races, however the turn numbers are different for the daytime and evening races due to the different start/finish lines.

Kid-friendly activities at Twilight

There are several kid-friendly activities on Friday evening, including a bouncy house and "Kids Paint The Town."

The Kids Zone opens at 11 a.m. Saturday in the 300 block of Lumpkin Street. For the budding athletes interested in participating in a bike race, Twilight hosts the following kids races:

• Toddler Time Trial - Saturday at noon
• Kids 1K Bike Crit race - Saturday at 1:30 p.m.
• Kids 1K run - Saturday at 1:45 p.m.
• Kids parade lap - Saturday at 6 p.m. with staging beginning at 5:45 p.m.

To see the full schedule of kid-friendly events and activities during Twilight, go to https://athenstwilight.com/kids__trashed/kids/

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critic’s notebook

N.F.L. Draft Had Some Style Winners

The next class of football stars has done some fashion homework, but the evening was pretty tame compared with the N.B.A. draft.

By Guy Trebay

“People want to sit around with the family and watch football,” Roger Goodell, the National Football League commissioner, said Thursday night before the 2024 N.F.L. draft. It is also increasingly the case that people want to sit around, alone or in groups, watching phenomenal athletes and physical specimens doing nothing more physically taxing than sauntering down a red carpet.

And, while the N.F.L. has a long way to go before it can stage a real challenge to the style dominance of N.B.A. tunnel-walk kings like Jerami Grant, Jarred Vanderbilt or Shai Gilgeous-Alexander, it was clear that this year’s football draft prospects had done some fashion homework.

Take the No. 1 draft pick, Caleb Williams, the U.S.C. quarterback chosen — to the surprise of almost no one — by the Chicago Bears. Mr. Williams dressed for his big night in a sophisticated dark blue, double-breasted zippered suit by Chrome Hearts, worn over a darker blue T-shirt. It was a sleek tone-on-tone look that was only improved when he donned his new team’s logo snapback.

Or consider the L.S.U. star Jayden Daniels, who wore a handsome dove-gray single-breasted suit, tieless, as he was chosen by the Washington Commanders. A player known for his ever-changing hairstyles, Mr. Daniels accessorized his look, impromptu, with a Commanders team cap perched atop his current coiffure, a head full of ropy twists.

Maybe the New England Patriots’ choice Drake Maye, wearing a single-breasted suit with a skinny tie, all in pale gray, was not flaunting a look you’ll ever see on the social media entity LeagueFits, where, as its author says, men who “used to go to war now post fit checks before prime time games.” But he made a strong case for the value of playing conservatively and sticking to your own sartorial lane.

For this critic’s money, some of the more compelling looks of this evening in Detroit belonged to Malik Nabers, the L.S.U. wide receiver who touchingly had his double-breasted suit lined with photo prints of “all the legends, all the people that made Malik what Malik is”; Marvin Harrison Jr., the Ohio State wide receiver who was the fourth pick and wore a jeweled pendant with a gridiron image of his dad, Marvin Harrison (19th pick in 1996), and who was additionally clad in sunglasses, a black suit, dark shirt and tie; and, finally, Taliese Fuaga, the 334-pound Samoan-American Oregon State offensive lineman, who wore a print shirt and floral lei.

One knock on the N.B.A. tunnel-walk stars is that they seldom look as though they are wearing clothes they’d have chosen without the guidance of agents and stylists or were not paid to wear. In that sense, N.F.L. draft night remained an oddly innocent affair.

Of course, there were inevitably abundant commercial tie-ins underpinning this display of fanfare, a hype night for a multibillion-dollar business. Still, compared with most widely cross-platform events these days, and considered in the light of an attention economy that often guarantees celebrities — newly minted or otherwise — a fortune for each post, the draft seemed almost quaint. A good percentage of the draft picks did not even trek to Detroit to be nominated. Like the rest of us, they watched the hoopla from home.

Guy Trebay is a reporter for the Style section of The Times, writing about the intersections of style, culture, art and fashion. More about Guy Trebay

Inside the World of Sports

Dive deeper into the people, issues and trends shaping professional, collegiate and amateur athletics..

Women’s Pro Hockey League: The fledgling league is booming — except in New York, where the team is in last place . But the players haven’t given up.

Aaron Rodgers’s Achilles’ Heel: The N.F.L. great was supposed to be the Jets’ savior. But since arriving in New York, he has spent more time voicing conspiracy theories  than playing quarterback.

A Key to Knicks’ Season: Jalen Brunson, Josh Hart and Donte DiVincenzo have been buddies since college , a situation that those who study the workplace say can foster success.

The Future of College Sports: A   National Labor Relations Board testimony, now in the hands of a judge, could have wide-ranging consequences  — positive and negative — for athletes and their institutions.

Voice of Problem Gambling: Craig Carton, the bombastic sports broadcaster, shows a different side on a weekly show  that focuses on the stories of gambling  addicts like himself.

American Pizazz Meets Sumo: At Madison Square Garden, New Yorkers got a rare look at an ancient Japanese sport , cheering and booing as though they were watching a Yankees game.

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In Outlook, you can create one or more personalized signatures for your email messages. Your signature can include text, links, pictures, and images (such as your handwritten signature or a logo).

Note:  If the steps under this New Outlook tab don't work, you may not be using new Outlook for Windows yet. Select Classic Outlook  and follow those steps instead.

Create and add an email signature

On the View tab, select   View Settings . 

Select Accounts > Signatures .

Select    New signature , then give it a distinct name.

In the editing box below the new name, type your signature, then format it with the font, color, and styles to get the appearance you want.

Select Save when you're done.

With your new signature selected from the list above the editing box, go to  Select default signatures and choose whether to apply the signature to new messages and to replies and forwards.

Select Save again.

Note:  If you have a Microsoft account, and you use Outlook and Outlook on the web or Outlook on the web for business, you need to create a signature in both products.

Create your signature and choose when Outlook adds a signature to your messages

If you want to watch how it's done, you can go directly to  the video below .

Open a new email message.

Under Select signature to edit , choose New , and in the New Signature dialog box, type a name for the signature.

Under Edit signature , compose your signature. You can change fonts, font colors, and sizes, as well as text alignment. If you want to create a more robust signature with bullets, tables, or borders, use Word to create and format your signature text, then copy and paste it into the Edit signature box. You can also use a pre-designed template  to create your signature. Download the templates in Word, customize with your personal information, and then copy and paste into the Edit signature box. 

You can add links and images to your email signature, change fonts and colors, and justify the text using the mini formatting bar under Edit signature .

You can also add social media icons and links in your signature or customize one of our pre-designed temlates. For more information, see Create a signature from a template .

To add images to your signature, see Add a logo or image to your signature .

Under Choose default signature , set the following options. 

In the E-mail account drop-down box, choose an email account to associate with the signature. You can have different signatures for each email account.

You can have a signature automatically added to all new messages. Go to in the New messages drop-down box and select one of your signatures. If you don't want to automatically add a signature to new messages, choose (none). This option does not add a signature to any messages you reply to or forward. 

You can select to have your signature automatically appear in reply and forward messages. In the  Replies/forwards drop-down, select one of your signatures. Otherwise, accept the default option of (none). 

Choose OK to save your new signature and return to your message. Outlook doesn't add your new signature to the message you opened in Step 1, even if you chose to apply the signature to all new messages. You'll have to add the signature manually to this one message. All future messages will have the signature added automatically. To add the signature manually, select Signature from the Message menu and then pick the signature you just created.

Add a logo or image to your signature

If you have a company logo or an image to add to your signature, use the following steps.

Open a new message and then select Signature > Signatures .

In the Select signature to edit box, choose the signature you want to add a logo or image to.

To resize your image, right-click the image, then choose Picture . Select the Size tab and use the options to resize your image. To keep the image proportions, make sure to keep the Lock aspect ratio checkbox checked.

When you're done, select OK , then select OK again to save the changes to your signature.

Insert a signature manually

If you don't choose to insert a signature for all new messages or replies and forwards, you can still insert a signature manually.

In your email message, on the Message tab, select Signature .

Choose your signature from the fly-out menu that appears. If you have more than one signature, you can select any of the signatures you've created.

See how it's done

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Note:  Outlook on the web is the web version of Outlook for business users with a work or school account.

Automatically add a signature to a message

You can create an email signature that you can add automatically to all outgoing messages or add manually to specific ones.

Select Settings   at the top of the page.

Select Mail >  Compose and reply .

Under Email signature , type your signature and use the available formatting options to change its appearance.

Select the default signature for new messages and replies.

Manually add your signature to a new message

If you've created a signature but didn't choose to automatically add it to all outgoing messages, you can add it later when you write an email message.

In a new message or reply, type your message.

If you created multiple signatures, choose the signature you want to use for your new message or reply.

When your email message is ready, choose Send .

Note:  Outlook.com is the web version of Outlook for users signing in with a personal Microsoft account such as an Outlook.com or Hotmail.com account.

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