Academic Programs

North Carolina Central University offers undergraduate programs leading to the following degrees.

The College of Behavioral and Social Sciences

• Bachelor of Arts (B.A.)
• Bachelor of Science (B.S.)
• Bachelor of Social Work (B.S.W.)

The College of Liberal Arts

• Bachelor of Arts (B.A.)
• Bachelor of Music (B.M.)

The College of Science and Technology

• Bachelor of Science (B.S.)

The Department of Nursing

• Bachelor of Science in Nursing (B.S.N.)

The School of Business

• Bachelor of Business Administration (B.B.A.)
• Bachelor of Science (B.S.)

The School of Education

• Bachelor of Arts (B.A.)

Major Areas of Concentration

Majors offered for the Bachelor of Arts Degree:

• Art
• Elementary Education
• English
• French
• History
• Mass Communications
• Middle Grades Education
• Music
• Political Science
• Psychology
• Public Administration
• Sociology
• Spanish
• Theatre

Majors offered for the Bachelor of Science Degree:

• Athletic Training
• Biology
• Chemistry
• Computer Information Systems
• Computer Science
• Criminal Justice
• Early Childhood Education, Birth-Kindergarten Licensure
• Environmental Science
• Family and Consumer Sciences
• Geography
• Health Education
• Hospitality and Tourism Administration
• Mathematics
• Pharmaceutical Sciences
• Physical Education
• Physics
• Recreation Administration

Majors offered for the Bachelor of Business Administration Degree:

• Accounting
• Business Administration

Major offered for the Bachelor of Music Degree:

• Jazz

Majors offered for the Bachelor of Science in Nursing Degree:

• Nursing

Major offered for the Bachelor of Social Work Degree:

• Social Work

Some of these majors may offer several areas of concentration. Students should consult the “Academic Program” section of the catalog for the college or school offering the major of interest for more details.

Minor Areas

Any undergraduate student has the option to declare a minor in an academic area offered through the College of Liberal Arts, College of Behavioral and Social Sciences, and College of Science and Technology, School of Business and School of Education. The minor will consist of not less than 20 semester hours designated by the college’s/school’s departments and programs. The minor field will be indicated on students’ transcripts and students will be held accountable for satisfying the designated requirements for the minor field, just as for the major field.

Minors have been approved for the following program areas:

• Art
• Biology
• Business
• Chemistry
• Child Development and Family Relations
• Computer Information Systems
• Computer Science
• English (Literature or Writing)
• Family and Consumer Sciences Education
• French
• Geography
• German
• Health Education
• History
• Mass Communication
• Mathematics
• Music
• Philosophy
• Physical Education
• Physics
• Political Science
• Spanish
• Sociology
• Textiles and Apparel
• Theatre

Admission to the University College

Beginning Fall 2008, all new freshman and new transfer students (with less than 64 hours) regardless of majors were admitted to the University College. New freshmen students will remain in the University College for two years and will have to master specific competencies at a given level before moving into their major schools or colleges.

It is a requirement that students complete the competencies as described in the University College Transition Plan. This also requires that students successfully complete an Etiquette Session, the Collegiate Assessment of Academic Proficiency (CAAP) Test, a speaking assessment, and a vocabulary test. These activities must be successfully completed in order for a student to transition to his/her academic department.

New transfer students are admitted into the University College for six weeks to two years, depending on the number of transfer hours earned upon admittance to NCCU, and must also successfully complete the University College Transition Plan. Students seeking admission to the School of Business, the School of Education, the Department of Nursing, or the Criminal Justice Program should submit applications to the appropriate school or department generally during the third semester of enrollment. The student should consult the section of this catalog pertaining to the area in which he or she is interested for specific requirements for admission to these areas and details for applying.

Dual Degree Program of Study in Engineering

A dual degree program is available whereby an undergraduate student will attend North Carolina Central University for approximately three academic years and the Georgia Institute of Technology and Duke University for approximately two academic years. After completing the academic requirements of the two cooperating institutions, the student shall be awarded a bachelor’s degree from North Carolina Central University and one of the several designated bachelor’s degrees awarded by the Georgia Institute of Technology and Duke University. The total study program at NCCU shall have a minimum number of hours equal to 93 semester hours, which is three-quarters of the total hours required by the University for the award of the bachelor’s degree. The student shall not be admitted to Georgia Tech or Duke University with full fourth-year standing until this requirement is met. The student pursuing the Dual Degree Program may be jointly enrolled at both institutions. He/she will remain on special standing at Georgia Tech or Duke until he/she meets the three-quarters requirement at NCCU. Special student standing will not prevent the student from enrolling in any course at Georgia Tech for which he/she has met the prerequisites. To obtain the full fourth year standing, the Dual Degree Program student must have, in addition to the three-quarters requirement at NCCU, the recommendation of the dean of his/her college or school and must have a grade point average and specified test results that indicate that he/she could satisfactorily complete the degree requirements at Georgia Tech or Duke University.

The Dual Degree Program student will be required to complete a Georgia Tech or Duke study program that equals the number of credit hours required of normal juniors and seniors enrolled in the standard curriculum for the particular degree being sought. If the official study program at Georgia Tech or Duke for the Dual Degree Program candidate includes free electives and the candidate has excessive hours of credit at NCCU, he/she may petition that these excess hours be used as transfer credit to Georgia Tech or Duke. Such transfer credit shall not exceed more than one-half of the official study program at Georgia Tech or Duke.

Centers and Institutes

Center for Science, Math, and Technology Education

The Center for Science, Math, and Technology Education (CSMTE) was established by the Board of Trustees in February 2005 with Dr. Sandra L. White, Professor of Biology, serving as its first director. The Center is dedicated to supporting the formation of intellectual capital through: 1) the establishment of a programmatic umbrella under which many of the smaller existing science and math enhancement/enrichment programs at NCCU can function collaboratively to provide a unified focus on preparation of students in science and math; 2) the development of both innovative and comprehensive science and mathematics programs (K-16) designed to ensure the production of competitive undergraduate students to pursue advanced studies and careers in math and science; 3) obtaining quantifiable data from the development and execution of said programs, such that NCCU will serve as a resource for paradigms to increase the number of competitive minority students pursuing and attaining careers in science and mathematics; and 4) the development of initiatives for science and math faculties and/or teachers in the Durham Public Schools through partnering with community organizations and programs within our own university. As the Center’s role is to service and bring together all extramurally funded programs relating to science and math education, it is positioned within the university in the office of University Programs, Academic Affairs.

The Center currently has 20 members who are principal investigators with extramurally funded programs that support science and math initiatives here at NCCU. These members, cumulatively, have been responsible for programmatic funding in excess of $12 million for the period the Center has existed. In alignment with its goal of developing innovative initiatives, the Center has been successful in the development of two programs (funded at the level of $1.2 million), Students Making Another Science Success Story (SMASSS), funded by the Burroughs Wellcome Fund and American Honda Foundation, and Fostering Undergraduate Research Through University Research and Education in Science (FUTURES), funded by the Howard Hughes Medical Institute. SMASSS is a three-year continuous, hands on, interactive science and math enhancement program for 8^th to 10^th graders that consists of a three-week summer camp and school-year Saturday academies. SMASSS is beginning its fourth year and second competitive round of funding. This has been a tremendously successfully program. In the first group of students that began the program in 2006, approximately 3% had participated in a science competition, and that was a science fair. When they graduated from the program in May 2009, greater than 75% had participated in one or more science competitions, such as the National Science Decathlon. Not only had they participated, they garnered first-, second-, and third-place ribbons and won their first team trophy at the regional National Science Decathlon in February 2009.

We are extremely pleased that through our Fostering Undergraduates Through University Research and Education in the Sciences (FUTURES), we have the ability to extend our science and academic enhancement program, potentially, through the second year of college. FUTURES focuses initially on 11^th and 12^th graders. However, for those from the program who apply and are admitted to NCCU, they will continue with a summer bridge program as well as academic enhancement and support for their freshman and sophomore years. This program began June 2009, and we are elated that of the 36 participants in the FUTURES program, 69% are from SMASSS. This is phenomenal and speaks volumes for us building a pipeline of our own for science and math recruits at NCCU. Of course, there are other programs under the umbrella of the Center into which we will guide our students once they have progressed through FUTURES. These programs are designed to reinforce and nurture their competitiveness in the sciences during their college years (e.g. MARC, NASA, BBRI Cancer Program, and BRITE). Please visit our website at www.nccu.edu/academics/csmte to learn more about CSMTE.

Center for the Advancement of Justice Studies & Policy

The Center for the Advancement of Justice Studies & Policy’s mission is to address crime prevention and control concerns from an interdisciplinary perspective in North Carolina, the United States, and internationally (with an emphasis on African countries) through the promotion of active learning, scholarship, service, and public policy in order to help advance the general welfare of the citizenry. Specifically, the goals of the Center are: 1) to conduct and support research to advance our understanding of the nature of crime and delinquency in order to promote public safety among the general citizenry, 2) to promote an interdisciplinary approach to address crime and related quality-of-life issues in both urban and rural communities in the United States and internationally, 3) to promote proactive efforts to positively affect social justice concerns through the advocacy of criminal justice and related public policies, 4) to provide a forum where faculty and students, graduate and undergraduate, can apply their academic and research skills to real-time problem solving and community development, and 5) to provide a forum for the exchange of best practices in crime prevention and control throughout the United States and internationally.

The Center has provided technical assistance to the Uganda Prisons Service and UNAFRI (United Nations African Institute for the Prevention of Crime and Treatment of Offenders), and supports the department’s international outreach efforts. The Center houses the NCREAP (North Carolina Re-Entry Action Project), which is an advocacy initiative to support the re-entry of persons once incarcerated back into their communities. Priorities include comparative criminal justice, mentoring of children and youth, and policies related to the administration of justice.

Center for University Teaching and Learning

The Center for University Teaching and Learning, located in the Farrison-Newton Communications Building, provides opportunities for faculty members to improve the quality of instruction for undergraduates and graduates at the University. The center services all schools and colleges of the University, and its mission is to foster excellence in teaching and learning. The center comprises four components: Faculty Development, Instructional Technology Support and Creative Services, a Telecommunication Center, and Video Production Services/TV Studio. These units work closely with the NCCU community to enhance, create, and maintain a state of readiness toward technology advancements.

The Center provides instructional materials and education technologies to supplement instruction in all academic areas, and services are available to NCCU faculty, staff, students, and campus administrators. Users have access to a variety of instructional equipment. Services include equipment loans, media production and duplication, instructional development lab and instructional materials, audio and video productions, faculty and staff computer training, and faculty development seminars, workshops, and webinars.

The Teleconference Center provides videoconferencing service to faculty, staff, students, and administrators through interactive video. Courses and seminars can be broadcast live via the NC-REN (North Carolina Research and Educational Network), NCIH (North Carolina Information Highway), and VOIP (Video Over Internet Protocol), with two-way interaction with remote sites through the state, and ISDN Videoconferencing with remote sites throughout the world using H.323. The Video Classroom is located in Room 351 of the Shepard Library and has the capability for providing overheads, computer-generated text and graphics, computer networking, slides, and videotape recordings and playback. The Videoconference Room is located in Room 355 of the Shepard Library.

NSF CREST Computational Center for Fundamental and Applied Science and Education

The National Science Foundation Center of Research Excellence in Science and Technology - Computational Center for Fundamental and Applied Science and Education is based on five interdisciplinary research projects: nanotechnology, nuclear physics, hypernuclear physics, robotics, geophysics, and seed projects that have as the common component advanced computational methods. It provides an interdisciplinary environment and research infrastructure that allows investigators to address some of the most important questions in science and technology.

In addition to the primary mission of the CREST Center, which is cutting-edge fundamental and applied research, equally important is development of novel cross-disciplinary undergraduate and graduate educational programs at NCCU. The center enhances participation of STEM students in computational, theoretical, and experimental research in all STEM disciplines. Parallel to the fundamental advances in science and research opportunities for faculty, postdoctoral fellows, and students, the CREST trains a highly skilled technology work force at the interface between traditional disciplines, where many scientific and job opportunities are emerging. The center provides stipends, tuitions, travel funds, summer internships, seminars, and tutoring for undergraduate and graduate students. For more information, please contact center director Professor Branislav Vlahovic at 530-7253.

NASA University Research Center - Center for Aerospace Device Research and Education

The NASA University Research Center for Aerospace Devices Research and Education (NASA-CADRE) provides a framework for competitive, multi-disciplinary science and engineering research that will advance NASA science programs. The center combines state-of-the-art research and development to meet technological challenges, leverages newly developed experimental techniques, and theoretical methods to meet confluence of needs in the scientific community and industry for advanced sensing systems, fabrication of new materials, design of new devices, understanding of fundamental astrophysical processes, and address some of the most important questions in modern astronomy, physics, and materials science. Through national and international collaboration, the Center’s advance research projects on the detector developments to the level that allow their implementation in NASA missions and industrial production.

NASA University Research Center’s overall mission is to leverage our strong theoretical and experimental programs to advance the frontiers of fundamental and applied research while educating a new cadre of STEM students. The Center provides opportunities for students to participate in research at NASA centers, National Laboratories, and to have internships at domestic and international collaborative research and industrial institutions and universities. The center provides research infrastructure and opportunities, stipends, tuitions, and travel funds for undergraduate and graduate students. For more information, please contact center director Professor Branislav Vlahovic at 530-7253.

North Carolina Health Careers Access Program and Center

The North Carolina Health Careers Access Program (NC-HCAP) at North Carolina Central University has existed for more than 35 years. During this time it has worked cooperatively with academic departments to prepare NCCU pre-health students seeking admissions to professional health and medical programs of study upon graduation. NC-HCAP at NCCU offers a variety of services and activities to assist interested students in qualifying for admissions to professional health and medical schools in the United States and abroad. Included among the variety of services are recruitment activities, advising pre-health students on health career opportunities, options, and financial aid resources in cooperation with university student services; providing enrichment programs, which include workshops, seminars, and the development and dissemination of resource material to improve reading, studying and test-taking skills; and advocacy to facilitate admission to professional health and medical programs nationwide. In addition, the program provides or sponsors standardized test prep workshops, trips to health care agencies, medical centers, medical, dental, pharmacy, and allied health schools and colleges, and schedules networking opportunities, recruitment seminars, and clinical shadowing throughout the academic year. By taking advantage of these opportunities and others, students are able to increase their competitiveness for admission to health and medical professional schools and colleges.

NC-HCAP at NCCU offers opportunities for students to participate in developmental programs throughout the academic year and the summer. Some of the programs students have found to be quite helpful include but is not limited to: (1) The Clinical Health Summer Program, a 10-week program conducted each year in conjunction with Duke University Medical Center; (2) The Boston University Early Medical School Selection Program, an early decompressed transition into the medical school curriculum through provisional acceptance into medical school at the completion of undergraduate study; (3) the North Carolina Access, Retention, and Completion Initiative in Allied Health, which seeks to sponsor activities that will inform, recruit and enroll NCCU students in an allied health profession at the UNC Department of Allied Health Sciences; (4) the Medical Education Development and the Science Enrichment Program programs at the University of North Carolina at Chapel Hill Schools of Medicine and Dentistry; (5) the Pharmacy Readiness and Enrichment Program at Campbell University School of Pharmacy; and (6) The University of Medicine and Dentistry of New Jersey – New Jersey Dental School and NCCU 3+4 Early Dental School Selection Program for students interested in studying dentistry.

The mission of NC-HCAP is to increase the number of under-represented minorities and individuals from disadvantaged backgrounds who are trained, educated, and employed in the health professions. Interested students should contact the Health Careers Center at 521 Nelson Street for an appointment.

Julius L. Chambers Biomedical/Biotechnology Research Institute

North Carolina Central University’s Julius L. Chambers Biomedical/Biotechnology Research Institute (JLC-BBRI) is the culmination of years of intensive planning to expand the University’s research capacity, particularly in the biomedical and biotechnology areas. The JLC-BBRI, a 40,000- square-foot, state-of-the-art building, houses research scientists working in an environment designed to support research in: (1) cardiovascular and metabolic diseases, (2) drug abuse and neuroscience, (3) cancer/environmental toxicology, and (4) nutrition. In addition to modern research laboratories, the building includes an auditorium, a library, a genomics/bioinformatics/computational chemistry core, visualization and imaging laboratory, and several laboratories for conducting molecular, cellular, and toxicological research. The JLC-BBRI academically strengthens and enhances NCCU’s undergraduate and graduate curricula in Biology, Business, Chemistry, Environmental Science, Health Education, Human Science, Law, and Nursing.

Development of the JLC-BBRI was achieved through collaborations with Duke University, The University of North Carolina, North Carolina State University, National Institutes of Health, The Environmental Protection Agency, businesses and industries in the Research Triangle area of North Carolina, and a major grant from GlaxoSmithKline. Continuing these relationships and establishing new cooperative ventures with research-related enterprises are important elements of the JLC-BBRI’s strategic approach to achieving its long-term vision.

Biomanufacturing Research Institute and Technology Enterprise

The Biomanufacturing Research Institute and Technology Enterprise (BRITE) Center of Excellence is part of NCBioImpact, North Carolina’s state initiative for workforce development. NCBioImpact is a consortium consisting of three institutions, BioNetWork (58 community colleges), BTEC (Biomanufacturing Training and Education Center at N.C. State University), and BRITE here at NCCU. The goal of this consortium is to develop skilled workers for the biomanufacturing and pharmaceutical industry in North Carolina. BRITE’s mission is to provide the biomanufacturing industry with skilled scientists who are prepared to pursue careers in biopharmaceutical science and management. The 52,000-square-foot, state-of-the-art BRITE facility was funded by the Golden LEAF Foundation Inc., which provided a grant of $20.1 million for construction. This new facility was completed in June 2008. BRITE is equipped with $6.5 million worth of state-of-the-art laboratory equipment to support its academic and research programs.

Pharmaceutical Sciences is a new degree program within the College of Science and Technology. This program was approved by the UNC General Administration in 2007, to offering B.S. and M.S. degrees in Pharmaceutical Sciences. BRITE has 10 tenure-track faculty members and 39 staff members to support this program. Research programs at BRITE include drug discovery and drug biomanufacturing. BRITE faculty members have research interests in diabetes, cancer, stroke, and neurodegenerative diseases. BRITE provides research opportunities for undergraduate and graduate students at NCCU. The BRITE program offers students fellowship and internship opportunities depending on academic performance and merits on a competitive basis.

Institute for Civic Engagement and Social Change

The Institute for Civic Engagement and Social Change (ICESC) was created in 2006. Its mission is to increase the level and effectiveness of civic engagement on the campus and in the surrounding community. To accomplish this, ICESC’s activities include the following:

Research. The Institute conducts civic engagement research projects. These projects include analyses of local and state elections and surveys of political attitudes, especially in communities of color. The North Carolina Black Church Civic Engagement Project is currently the Institute’s major research project. This project examines the relationship between an individual’s religion and faith, and their civic engagement activities. Some of the Institute’s research is disseminated through “ICESC RAPPs,” which is a periodic publication.

Action. The Institute promotes civic action by citizens to bring about change. It informs and provides training to citizens about how they can influence civic affairs.

Policy. The Institute informs the community about important public policy issues through sponsoring forums, panel discussions, and analyses. Importantly, the Institute aims to highlight the impact that specific policies have on individuals’ quality of life. This is accomplished through traditional policy analysis as well as anecdotal and testimonial evidence from people who are affected by policy.

Participation. The Institute promotes voter empowerment, which includes voter registration, voter education, get out to vote, and election protection. On campus, the Institute supports the work of the student-led Civic Engagement Task Force and other student organizations and their activities with the Eagle Voter Empowerment Project. Throughout the state of North Carolina, ICESC collaborates with other civic engagement groups on voter empowerment projects, including training and workshops. Workshops have been conducted as far east as Williamston and as far west as Asheville. Students work with ICESC as research assistants and interns. As such, students may earn community service credit for their work with ICESC.

Institute for Homeland Security and Workforce Development

The Department of Criminal Justice at North Carolina Central University created the Institute for Homeland Security and Workforce Development in an effort to help communities educate emergency personnel and citizens about issues regarding homeland security and disaster preparedness. Educating the general public about homeland security and public safety matters using evidence-based research is a major cornerstone of Institute programming. Through community engagement, colloquiums, and training with professional and civilian public safety practitioners, the Institute addresses a range of topics that include terrorism threats, emergency preparedness for natural disasters and industrial incidents, while addressing the needs of underserved communities.

In addition to conducting seminars and classes, the Institute engages in ongoing research to examine and provide intelligence gathering resources for law enforcement personnel and improve emergency preparedness levels of organizations across the state. The Institute for Homeland Security and Workforce Development’s mission is to become a preeminent research and academic institution by providing quality training that keeps communities at the ready, educating future global leaders, and engaging in ongoing research that improves the emergency preparedness levels of organizations throughout the world.

Dispute Resolution Institute

The mission of the Dispute Resolution Institute at NCCU School of Law is to advance the theory and practice of dispute resolution in the pursuit of justice and reconciliation between individuals and groups in conflict. The legal system’s increasing resort to non-adversarial methods of resolving legal disputes is not simply dissatisfaction with litigation, but reflects a broader and growing interest in finding new ways to respond to conflict. This search for alternatives presents both opportunities and challenges to our profession and to the way we prepare lawyers for practice. The field of dispute resolution also gives the School of Law and the Institute unprecedented opportunities for collaboration within the academy, the legal profession, and the broader community.

The Dispute Resolution Institute offers a comprehensive curriculum, open to all NCCU Law students, in the field of dispute resolution. Students who earn at least 12 DRI course credits are eligible to receive a certificate or advanced certificate in Dispute Resolution. Students must complete at least one course in each of the four “core” areas: Mediation, Mediation Advocacy, Negotiation, and Arbitration.

Juvenile Justice Institute

Mission

The Juvenile Justice Institute (JJI) was established in 1999 by Senate Bill 399. JJI works in collaboration with other juvenile justice agencies and programs to influence juvenile justice policies and practices through research and technical assistance. The Institute is placed administratively under the Department of Criminal Justice at North Carolina Central University.

Goals

The JJI’s goals are as follows:

• Compile and disseminate information about state and national best practices in the field.
• Serve as a resource to the academic community and provide practical experience about current programs and practices.
• Upon request, provide technical experience and training in generic program types to small non-profit groups.
• Survey public and special interest groups about juvenile justice program effectiveness.
• Distribute a quarterly newsletter that continually informs those interested in juvenile justice issues
• Provide training opportunities in the community for Criminal Justice majors.

Special Projects and Grants

JJI also collaborates with other public and private agencies on grants, contracts, and special projects in addressing juvenile justice issues pertaining to juvenile gangs, minority overrepresentation in the juvenile justice system, raising the juvenile age of jurisdiction, and reducing school dropout, suspensions, and expulsions.

Training opportunities for Criminal Justice Majors

JJI affords criminal justice majors experiential activities in the community that give them an opportunity to use their academic knowledge to address real community problems. Students get experience performing community surveys research, planning professional conferences, and training in juvenile justice.

Boards and Committees

In addition to the above activities, the JJI Director sits on several statewide juvenile justice and community boards and committees, which allows the Institute to influence juvenile justice policy across the state of North Carolina.