# Curriculum Development — How I Acquired this Skill

**Introduction**

In this article I describe my experiences in curriculum development within disparate academic fields and professional industries. Each experience is presented in experienced chronological order. Examples of my work are presented in the final section.

My experiences of developing curriculum differ in a variety of ways, from complexity to subject matter. Each had its own set of concerns and required a uniquely tailored solution.

Experience served to educate me in the systems and processes involved with developing curriculum in a wide diversity of industries.

The article may read, and indeed may serve, as more of a cover letter for a curriculum development position. It does however provide some insight into how I developed skills in this area, and may encourage others to detail their experiences similarly or better.

**Private Tutoring**

I have six years of intermittent experience in private tutoring from 2001 to 2007, most often in basic algebra, but also including

- Pre-algebra
- Algebra
- Geometry
- Trigonometry
- Calculus
- Logic
- General physics
- Philosophy
- Ethics
- English, and
- Creative writing

As a private tutor I employed project management skills to organize my workload by client, subject and date. This occupation also required the ability to quickly familiarize myself with new reference material.

Often I was asked to develop a tutee-specific curriculum for study, practice and testing purposes. This would prepare the student for the classroom experience of test-taking, without the pressure of a low test score impacting their course grade.

Curriculum development in this context involved the identification of student need, creating a customized study, homework, exam, lesson and Q&A schedule, familiarization with student textbook, as well as tracking and reporting on student progress.

Each student had different needs, skills, goals, and each required a unique approach. I would find myself negotiating on rates, rescheduling sessions upon request, and sometimes reading several different textbooks in the course of a day.

I enjoyed teaching multiple subjects to diverse individuals and small groups, answering questions about the material, and seeing the smile on students’ faces as their grades improved.

**Graduate Teaching Assistant**

I was honored to receive seven consecutive graduate teaching assistantships at the University of Hawaii at Manoa from 2005 to 2007 while enrolled as a graduate student in the Philosophy Department.

Responsibilities included:

- Curriculum development
- Teaching course material
- Leading laboratory sessions
- Holding regular office hours, and
- Grading all written work

Courses included:

- Philosophy 110: Introduction to Deductive Logic
- Philosophy 111: Inductive Logic
- Philosophy 315: Modeling Natural Systems, and
- Philosophy 445: Symbolic Logic

My tutoring experience and undergraduate degree in mathematics prepared me well to teach these courses, which are among the most rigorous offered by the Philosophy Department.

Curriculum development in this context required:

- Gaining a thorough understanding of the subject and reference material,
- Scheduling with adherence to a strict timeline,
- Developing study guides, lesson plans, tests and quizzes

I rather enjoyed my time as a graduate teaching assistant. Some of my best memories include turning around from the chalkboard (yes we still used chalkboards) to catch that “Aha!” moment on the bright faces of my students.

Work samples from one of these courses are presented in the final section.

**Corporate Security**

As Project Manager for a small but mighty security company from 2010 to 2012, I served as the primary point of contact for our contracted clients, ensuring client satisfaction throughout the life of the contract.

Central to the company’s product offerings was the software installation and maintenance contract. Part of the contract specified that the company would ensure functional systems integration with existing client systems.

Our clients ranged from small local businesses to well-known international multimedia corporations. I had to ensure that our software functioned efficiently on their servers.

After several successful implementations I recognized certain similarities amongst them. Certain steps that were always required. System failures and workarounds. Most importantly, steps that every client needed to take in preparation for implementation.

I developed a system agnostic implementation curriculum which guided existing and future clients through the process step by step. This document helped to set expectations, avoid conflict, and improve implementation efficiency.

Curriculum development in this context required:

- A thorough understanding of company products and services
- Producing client-facing technical documentation, educating the client and setting expectations
- Providing contact details for 24-hour security emergency concerns

I enjoyed the opportunity to work onsite at client locations, learning their business operations processes and implementation needs. One day I worked at a gas station, a personal residence, a local Chinese food restaurant, a trucking company, an ice manufacturer, a meat-packing warehouse, a transportation warehouse, and an elementary school. Working onsite at these locations provided the opportunity to work in a large diversity of industries and environments, experiencing the working conditions, regulations, concerns and needs of each.

**Healthcare Operations**

As EDI Help Desk Lead Analyst in a large healthcare insurance company from 2012 to 2018, I was asked to stand up a new EDI Help Desk team within the operations department. This included creating job postings, interviewing, hiring, training and managing a small team of EDI analysts.

The training curriculum consisted in a SharePoint intranet site housing a training calendar and knowledge base with PowerPoint presentations, desk level procedures, EDI files, translation database, FAQs, job aids and reference materials.

This team successfully reduced the backlog of EDI Issues by 99% within 3 months of implementation, also improving operational efficiency for the larger department.

Excerpts from a working document used in this training curriculum are included in the following section. The finished document was subsequently published in the corporate learning base a desk level procedure governing EDI Help Desk operations. The excerpts provided exclude sensitive and confidential disclosures.

**Laboratory Operations**

As Sales Operations Manager for a large chemical testing laboratory from 2018 to 2021, one of the many items with which I was tasked was performing operational improvements for the lab.

I worked with each department and learned each business function, its strengths, weaknesses and pain points. I proposed operational improvements which were approved. This required the retraining of existing staff and meant a whole new set of operational and training documents.

I collaborated with the staff to produce a new training curriculum for each department. This included the creation of new and in some cases the modification of existing documentation.

I worked with the Quality Department to ensure process and documentation complicity with governing regulations, and had each document published in the corporate knowledge base.

These changes radically improved sample tracking, client relations and operational efficiency for the laboratory. With reduced overhead we shifted interested personnel to assist the Research & Development team, escalating new product offerings.

**Remote Work Strategist**

I volunteered through an organization called Catchafire as a Remote Work Strategist in 2020 for an organization in Pennsylvania which provides food and housing services in their community.

I worked closely with the Managing Director to develop a Remote Work Strategy curriculum customized for their organization. This document presented an evaluation of the organization’s current state, statistical analysis of staff competencies, and recommendations for filling identified gaps.

This experience is documented more thoroughly in a previous Medium article, “Developing a Remote Work Strategy During a Pandemic”, which includes the Remote Work Strategy document in its entirety.

**Venture Capital**

As Director of Trading from 2020 to 2022 I had the opportunity to stand up a new Department of Trading for a VC firm. The requirements included talent acquisition, curriculum development, recruiting and training new traders, allocating department trading funds, and ensuring department profitability and long-term viability.

Curriculum development included:

- Creating, documenting and training a stock trading strategy
- Scheduling of training, trading and Q&A sessions, and
- Allocation of resources including personnel and trading capital

This was a unique and rewarding experience. I enjoyed the opportunity to work with some very experienced traders and to employ their skills in developing new talent. Department of Trading exceeded its profitability goal by a large margin and continues to train new stock traders.

The Program Description for this curriculum is presented in the final section of this article and describes in general terms the methods and goals of the program.

**In Review**

Curriculum development has played a persistently intermittent role throughout my academic and professional experience, and has yielded several insights, a few of which I detail briefly below.

*Know Your Audience*

Whether in an academic or professional setting, it is important to get to know your audience. Learn their strengths, weaknesses and concerns. Account for their level of expertise in the subject in developing and modifying lesson plans and documentation.

*Know the Mission*

Irrespective of the setting, it is important to understand the goal. Understand how the institution’s or organization’s mission aligns with that of the student, customer or client, and ensure that your curriculum enhances it.

*Know the Schedule*

Time is money, as it’s often said, and scheduling errors are costly. There is always a timetable for the production and implementation of a new curriculum. Check, re-check, and check again that your curriculum adheres to the appropriate timetable.

*Get Buy-In*

You have a great idea for a new curriculum. Now you have to sell it. Be able to explain how your contribution will enhance productivity, efficiency and morale. Have numbers behind your assertions to improve proposal acceptance. This will enable support and interest for your curriculum as it is developed and implemented.

I hope this article presents insight into my experience, gives tips on curriculum development, and will serve to inspire others to document their own skill-building experiences.

Below are samples of my work from a few of the experiences mentioned above.

**Work Samples**

**Academic**

Course Syllabus — Philosophy 111: Inductive Logic — Spring 2007, University of Hawaii at Manoa Department of Philosophy

Philosophy 111 — **Inductive Logic **— Spring 2007

Schedule: MWF 8:30–9:20

Classroom: Sakamaki C103

Instructor: Jason Albertson

Office Hours: Sakamaki B306

Prerequisites

None

Course Description

This course is designed to introduce you to the theory of argument based on inductive reasoning, with a focus on the role of probability. Much of the information the public receives from science and academia is based upon statistics and probabilities. A proper understanding of the strengths and weaknesses of this type of information is necessary in assessing the veracity of that information.

Unlike deductive logic, which studies arguments based on a valid/invalid criterion, inductive logic studies “risky” arguments. Much of our everyday decision-making is done on the basis of inductive reasoning. This course aims to provide an understanding of the uses and abuses of probabilities, risk evaluations, and statistics in everyday situations.

Required Text

Hacking, Ian *An Introduction to Probability and Inductive Logic*

Student Learning Objectives

Knowledge of the basic concepts of logic, probability, statistics and decision theory.

Ability to define and apply these concepts.

Knowledge of statistical and probability models.

Ability to set up and use these models.

Knowledge of “risky” inferences.

Ability to engage and evaluate these inferences.

Assessment

Students are required to **SHOW YOUR WORK**. This class is primarily about the process of arriving at a conclusion, not merely the conclusion itself.

Weekly homework assignments will be handed out on Fridays and will be due **at the beginning of class** on Mondays. LATE HOMEWORK will be accepted, however you will receive a maximum of ½ credit for that assignment. Homework will not be accepted beyond one week past the due date.

Quizzes will be given at the **beginning of class **on Mondays. These will usually focus on definitions of key terms and applying these terms in a short exercise.

Quizzes — 10%

Homework — 20%

Midterms (2) — 40% (20% each)

Final Exam — 30%

There will be 13 homework assignments, of which the lowest 2 scores will be dropped. There will be 12 quizzes, of which the lowest score will be dropped. Missed quizzes and homework assignments will receive a score of zero.

**IN ORDER TO PASS THIS COURSE, YOU MUST TAKE AND PASS THE FINAL EXAM.**

Schedule

(Subject to periodic revision.)

8 Jan Introduction — Diagnostic test (not for grade)

10 Jan Ch 1 Logic

12 Jan Exercises Ch 1 & Odd Questions

15 Jan **Holiday**: Martin Luther King, Jr. Day

[16 Jan] [last day to drop w/out “W”]

17 Jan Quiz (Ch 1) Ch 2 Inductive Logic [last day to add classes] HW1 Due

19 Jan Exercises Ch 2

22 Jan Quiz (Ch 2) Ch 3 The Gambler’s Fallacy HW 2 Due

24 Jan Ch 4 Elementary Probability Ideas

26 Jan Exercises Ch 3 & 4

29 Jan Quiz (Ch 3 & 4) Begin Ch 5 Conditionall Prob. [50% tuition refund] HW 3 Due

31 Jan Ch 5 cont’d

2 Feb Exercises Ch 5

5 Feb Quiz (Ch 5) Begin Ch 6 Basic Rules of Probability HW 4 Due

7 Feb Ch 6 cont’d

9 Feb Exercises Ch 6

12 Feb Quiz (Ch 6) Begin Ch 7 Bayes’ Rule HW 5 Due

14 Feb Exercises Ch 7 & Review for Midterm

16 Feb **Midterm 1** [last day to drop w/out ‘W’]

19 Feb **Holiday**: President’s Day

21 Feb Ch 8 Expected Value

23 Feb Exercises Ch 8

26 Feb Quiz (Ch 8) Begin Ch 9 Maximizing Expected Value HW 6 Due

28 Feb Ch 9 cont’d

2 Mar Exercises Ch 9

5 Mar Quiz (Ch 9) Begin Ch 10 Decision Under Uncertainty HW 7 Due

7 Mar Ch 10 cont’d

9 Mar Exercises Ch 10 & Review for Midterm [last day to drop with “W”]

12 Mar **Midterm 2**

14 Mar Ch 11 What Do You Mean? & Ch 12 Theories About Probability

16 Mar Exercises Ch 11 & 12

19 Mar Ch 13 Personal Probabilities HW 8 Due

21 Mar Ch 14 Coherence

23 Mar Exercises Ch 13 & 14

26 Mar **Spring Break & Holiday**: Prince Jonah Kú hió Kalaniana‘ole Day

28 Mar **Spring Break**

30 Mar **Spring Break**

2 Apr Quiz (Ch 13 & 14) Ch 15 Learning from Experience HW 9 Due

4 Apr Exercises Ch 15

6 Apr **Holiday**: Good Friday

9 Apr Quiz (Ch 15) Ch 16 Stability HW 10 Due

11 Apr Ch 17 Normal Approximations

13 Apr Exercises Ch 16 & 17

16 Apr Quiz (Ch 16 & 17) Begin Ch 18 Significance HW 11 Due

18 Apr Ch 18 cont’d

20 Apr Exercises Ch 18

23 Apr Quiz (Ch 18) Begin Ch 19 Confidence HW 12 Due

25 Apr Ch 19 cont’d

27 Apr Exercises Ch 19

30 Apr Quiz (Ch 19) Review HW 13 Due

2 May Review [last day of instruction]

4 May **No Class**

7 May **Final Exam 7:30–9:30**

Expectations

Read each chapter **before** the date it is scheduled to be discussed in class. If there is material that you do not understand, ask questions in class. Work the exercises from the book that are not covered in class **before** the quiz on that/those chapter/s. Important concepts are indicated at the end of each chapter; review those concepts for the quizzes and exams. Quizzes should take 10–15 minutes. Homework is assigned on Fridays and that material is on the quiz the following Monday. If you have questions about the material, you are encouraged to ask in class or during my office hour. If at any time you cannot make it to my office hour but still have questions, send me an email and I will reply ASAP.

Disability Policy

If you feel you need reasonable accommodations because of the impact of a disability, please (a) contact the KOKUA Program, room 013, QLCSS, 956–7511 or 956–7612; (b) speak with me privately to discuss your specific needs. I will be happy to work with you and the KOKUA Program to meet your access needs related to your documented disability.

Homework — Philosophy 111: Inductive Logic — Spring 2007

Phil 111 Spring 2007 Name:______________________

Homework 3 (10 pts)

- A coin is tossed three times. Assume that it is an unbiased coin, and that the tosses are independent. Draw a tree-diagram below to help you answer some of the following questions. (2 pts)

Toss

- What word can you use to characterize this chance setup? (1/2 pt)
- On each toss, what is Pr(heads)? (1/2 pt)
- What is Pr(3 heads) (i.e. Pr(heads & heads & heads)? (1/2 pt)
- What is Pr(2 heads & 1 tail)? (1/2 pt)
- What is Pr(at least 1 tail)? (1/2 pt)
- What is Pr(tails on toss 1 & tails on toss 2 & heads on toss 3)? (1/2 pt)
- What is Pr(at least 1 head)? (1/2 pt)
- What is Pr(either 3 heads or 3 tails)? (1/2 pt)
- Suppose P and Q are two independent events, each possible in a given situation. Let Pr(P) = 1/2, and Pr(Q) = 1/2.
- What is Pr(P & Q)? (1 pt)
- Are P and Q mutually exclusive? Explain. (2 pts)
- What is Pr(P v Q)? (1 pt)

Extra Credit:

A coin has been weighted so that heads is twice as likely to occur as tails. Find Pr(heads) and Pr(tails). Explain how you got your answer.

Quiz — Philosophy 111: Inductive Logic — Spring 2007

Quiz 2

Phil 111 Spring 2007 Name:_________________________

1. What is inductive logic? (1 pt)

2. What is population-sample modeling? (1 pt)

3. Many inductive arguments make us of ______________________________________________. (1 pt)

4. Give an example of a sample to sample inference. (2 pts)

5. Below are two arguments. Identify the population and sample in each argument. (2 pts) Tell what type of argument it is. (1 pt) Explain why each argument is risky. (2 pts)

(a) 68% of Americans choose A&B Taxes to do their taxes. So 68% of our class chooses A&B Taxes to do their taxes.

(b) 25% of lawyers polled said they support US troop presence in Iraq. So 25% of doctors support US troop presence in Iraq.

Review Sheet — Philosophy 111: Inductive Logic — Spring 2007

Phil 111 Spring 2007 Study Guide for Midterm 2

Ch 8

Key concepts: Expected Value (def’n & formula)

Acts

Consequences

Utility (benefits — costs)

Fair price (Exp(A) = 0)

Marginal Utility/Relative Risk

Key problems: 2,6, in-class gambling example, free ride (pp 80ff), two tickets (p 83).

Ch 9

Key concepts: Decision Theory

Expected Value Rule

Risk Aversion

Insurance (two types, examples, pp 101 ff)

Key problems: 1,2,3,4,5, in-class “lotteries” & “insurance” examples.

Ch 10

Key concepts: Decision Under Uncertainty (general concept & what “uncertainty” means)

Partition

Causal Influence

Dominance

Dominance Rule

Dominant Expected Value Rule

Decision problem (pp 117ff. & p 122)

Key problems: 1,2,3,5, in-class global warming example.

** Don’t forget to review your quizzes and homework. **

Midterm — Philosophy 111: Inductive Logic — Spring 2007

Phil 111 Spring 2007 Name:______________________________

Midterm 2 (100 pts)

**1. Definitions & Concepts (15 points)**

(a) What is the expected value of an act meant to account for? (2 pts)

The probabilities and utilities of possible consequences of that act.

(b) What is the formula for calculating Exp(A)? (2 pts)

Exp(A) = Pr(C1)U(C1) + Pr(C2)U(C2)

© What course of action does the Expected Value Rule recommend? (2 pts)

Choose the act with the highest expected value.

(d) What is risk aversion, and why is it relevant to decision-making? (2 pts)

Tendency to avoid taking risks. It may skew your utilities and/or influence your choice (against the exp val.)

(e) What are the two kinds of insurance? Give an example of each type. (2 pts)

- Actuarial (ordinary) — Homeowner’s
- Extraordinary — Space shuttle launches

(f) A decision problem consists of what 3 things? (3 pts)

- Possible Acts
- Partition of all possible states
- Utilities of consequences of each possible act in each possible state of affairs in the partition.

(g) Suppose you are trying to decide whether to do A or B. What does it mean to say that A dominates B? (2 pts)

That in at least one state, A has a higher utility than every other act, and in no state does A have less utility

than any other act.

**2. Decision Theory (20 pts)**

Managers of a nuclear power plant are considering three nuclear waste disposal options.

A. Separating the plutonium and using it for power in breeder reactors.

B. Temporarily storing the waste on site.

C. Permanently storing the waste at an underground facility

They can foresee just four possible future scenarios (depending on regulatory framework, state of technological

development, etc.) under each of which the options incur different **costs **per life year saved by reducing the surrounding

population’s risk of exposure to radiation. These are tabulated below.

State S

State T

State U

State V

A separate

$0

$10,000

$20 million

$10 million

B temp store

$10 million

$10,000

$1,000

$50,000

C perm store

$4,000

$10,000

$20 million

$150,000

(a) Does the dominance rule tell you which option to prefer? (Remember that the numbers in the table are **costs **(not profits.)

Explain your answer. (5 pts) No. None of the act dominates.

(b) If you are prepared to incur a cost of up to $10 million per life year saved is there a satisfactory option? (6 pts)

Yes. B never goes above $10 million.

(f) If you wanted to criticize the decision suggested in (a) or (b) what are the three aspects of the presentation of the

decision problem that you might call into question? (9 pts)

Whether the States form a proper partition. Whether there are other possible Acts. Accuracy of utilities.

**3. Expected Value (25 pts)**

Imagine a prize drawing at the opening of a new computer store in which there are 1,000 tickets each with a 1/1000

probability

of being drawn. The first ticket drawn will give a prize of a laptop worth $800. The second ticket drawn gives a prize of

software worth $80.

(a) What is the expected value of accepting (A) one free ticket for the drawing? (8 pts)

Exp(A) = (1/1000)($800 — $0) + (1/1000)($80 — $0) + (998/1000)($0 — $0)

= $.80 + $.08 + $0 = $0.88

(b) What is the expected value of buying (B) one ticket for the drawing for $10? (8 pts)

Exp(B) = (1/1000)($800 — $10) + (1/1000)($80 — $10) + (998/1000)($0 — $10)

= $.79 + $.07 — $9.98 = -$9.12

© What would be a fair price for a ticket in this drawing? (9 pts)

Since a fair price would be when you r expected value is zero, since the Exp(A) = $0.88, a price of $0.88

would be fair. (Solving the equation would prove this statement.)

**4. Decision Theory (20 pts)**

A recent study showed the probability of breast cancer among women younger than 36 and not using oral contraceptives

to be about 1 in 500. For similar women using oral contraceptives for more than four years the corresponding probability

was 1 in 300, thus indicating a 70% increase in the chance of developing breast cancer if using oral contraceptives for more

than four years. How should this information affect a young woman’s decision about using oral contraceptives. Suppose

her utilities under complete uncertainty are as reflected in the following table (ignore the empty expected value column for

now).

Get breast cancer

Do not get breast cancer

Expected value

Use oral contraceptives

(1/300)(.01)

(299/300)(1)

0.9967

Do not use oral contraceptives

(1/500)(0)

(499/500)(.99)

0.98802

(a) What would have been her choice before hearing about the study, and why? (4 pts)

To “Use”. Because “Using” dominates. (Probabilities are not yet considered.)

(b) Insert the probabilities into the table and fill in the expected value column. What choice would be suggested by the

expected value rule? (5 pts)

To “Use”.

© Explain the result. (3 pts)

“Using” Dominates in Expected Value.

Although the new evidence suggests a higher risk of breast cancer when using oral contraceptives the increase in risk is

not sufficient to outweigh the (relatively small) positive utility place on using oral contraceptives. The probability of getting

breast cancer is still quite low, so the difference between the utilities for **not **getting breast cancer play the major role in

determining the difference between the expected values.

(d) The table of utilities is for someone who places has a fairly small preference for using oral contraceptives (relative value

of .01). How would this value have to change in order to change the result of the decision based on expected value? (8 pts)

[Subjective] Ultimately: Exp(U) > Exp(~U) > Exp(U) < Exp(~U)

To change the decision to one not to use oral contraceptives the value giving preference to using oral contraceptives

would have to decrease (to around .0001) — and become so small that she is virtually indifferent as to whether to use or not

use oral contraceptives. [This shows that the information about additional risk should not put her off using oral

contraceptives if she sees any significant benefit to using them.]

**5. Decision Theory (20 pts)**

How dangerous is teleportation and is it worth it? There are two different perspectives on this. Research done by Trekkies

claims that the probability of getting turned-inside out while transporting is 1/5000. They feel that while this consequence

is clearly unpleasant, the risk is worth it since there is a 4999/5000 probability that you will be successfully transported and

get to explore a new region to your heart’s content. Mothers Against Trekkie Transportation (MATT) has supported

different research that claims that 1/600 people is turned inside-out during transportation, and that since every one of those

people is some mother’s child, that risk is absurdly high. Even though there is a 599/600 probability that a person could

survive teleportation and do some exploring, the consequences are entirely unacceptable, and, therefore, teleportation

should be prohibited.

Discuss this example from both a) the perspective of the Trekkies and b) the perspective of MATT. Include in your

discussion the probabilities; what you think their utilities are; and their different attitudes toward risk. (20 pts)

a) Teleportation opens up great new possibilities (U = +++). There is indeed a small risk (4999/5000) attached to this new

form of transportation, but that just adds to the thrill of excitement as you prepare to port so even those unfortunate enough

to get turned inside out get to enjoy their last moments (and has some utility — U = +). Risk taking is something we enjoy.

There is just nothing positive that can come out of refusing this opportunity.

b) Teleportation is a frivolous (U = 0) and dangerous activity (U = — -) (our research shows that there is a 1 in 600 chance of

being turned inside out). Since it puts human lives at an unacceptable (U = — -) risk it should be banned. Even the thought

that one of our children might be able to engage in such activity is enough to cause anxiety and stress (U = — ) We do not

like them to be engaging in risky behavior of any kind and so place a high value on making sure they are avoided. There is

nothing to be gained by allowing this activity and much to lose — so it should be banned.

[ You could do expected value estimates for each of the groups — various ways of making the points.]

Trekkies and MATT clearly disagree on the facts — they cite different research. Even were they to agree on the probability

of being turned inside out during teleportation it is unlikely that they would agree in their evaluations of the activity.

Trekkies are risk takers and even enjoy the element of risk, whereas MATT are risk averse, especially where their children

are concerned.

**Healthcare Operations**

Desk Level Procedure — EDI Priority Mailbox Management

This section contains excerpts from the working document — sensitive material has been excluded.

**Venture Capital**

Program Description — Stock Trading Training Program

Stock Trading Training Program

Learn to trade in the stock market and develop a safe investment portfolio to build generational wealth.

In phase I of this course the student will learn to perform technical analysis on individual stocks in order to determine those stocks that are likely to increase. Upon mastery of fundamental analysis the student will enter the initial trading evaluation period, where one of our professional stock traders will work directly with the student and track the student’s daily trading progress in a risk-free “paper” trading environment. Upon successful completion of the initial trading evaluation period the student will be assigned a dedicated sponsor who will perform daily live trades in the stock market based on the student’s stock picks.

In phase II of this course the student will learn to perform fundamental analysis on individual stocks in order to determine those stocks which are known to produce increased revenue for its shareholders. This technique enables the student to build a portfolio based on solid fundamentals which will provide passive income likely to increase over time. With both technical and fundamental analytical tools, as well as the experience gained in trading stocks, the student will have the ability to develop and maintain a portfolio capable of producing not only a safe, comfortable retirement, but also generational wealth.

Jason Albertson, Director of Trading, has over 20 years of experience in data analytics in a variety of industries, including Information Technology, Security and Threat Analysis, Healthcare Operations and Laboratory Science. His team is a group of professional stock traders who have been trained to educate new students how to navigate the complexity of the stock market and to build and manage their own investment and retirement portfolios. Come join us and experience the joys of building wealth and financial security for yourself and your family.