Techniques of translation studied through comparative language patterns. Two-way translation using various types of written prose is emphasized and oral translation of the spoken language is introduced.
Techniques of translation studied through comparative language patterns. Two-way translation using various types of written prose is emphasized and oral translation of the spoken language is introduced.
SPAN 4800 - Senior Seminar in Hispanic Studies (3)
Advanced seminar treating a special topic in Hispanic literature and/or culture chosen by the instructor. May be designed around topics such as Women Writers, Literature of Revolution, Testimonial Literature, Postmodern Fiction, Magic Realism, the Fantastic, or Film. Required of majors.
Prerequisites: Permission of the Department. Individual work under the direction of a faculty member who reviews and approves the topic of study and determines the means of evaluation. May be taken two times for credit each time.
Prerequisites: Permission of the Department. Designed to assist graduate students in preparing for the foreign language examination. Successful completion of the course fulfills the graduate foreign language requirement.
STEM 1000 - Rediscovering STEM (Science, Technology, Engineering and Mathematics) through Entrepreneurial Thinking (2)
Prerequisites: Permission of the instructor. This is a research and laboratory experience and project course that introduces basic science and engineering principles and applications and connects to entrepreneurship. It is specially designed for students in science, technology, engineering and mathematics (STEM) to provide hands-on experiences and practice in applied research and development (R&D) and provides guidance and exercise in applying the core principles of entrepreneurial thinking in STEM learning and discovery. The course will present STEM foundational principles through real world practice and explore creative, entrepreneurial thinking tools and techniques.
STEM 1100 - Freshman STEM Project Design Course I (1)
Pre- or Co-requisite: Freshman Physical Science STEM majors (Mathematics, Physics, or Chemistry) or permission of instructor for other majors. An immersion course in Project Based Learning (PBL) that engages students in STEM from their freshman year. Student will work in teams and design STEM-based solutions for projects inspired by real-life applications that have a social impact. Selection of projects will vary and instructors will play a key role in selecting projects. This is part 1 of 2-semester sequence.
STEM 1105 - Freshman STEM Project Design Course II (1)
Pre- or Co-requisite: Freshman Physical Science STEM majors ( Mathematics, Physics, or Chemistry) or permission of instructor for other majors. An immersion course in Project Based Learning (PBL) that engages students in STEM from their freshman year. Students will work in teams and design STEM-based solutions for projects inspired by real-life applications that have a social impact. Selection of projects will vary and instructors will play a key role in selecting projects. This is part 2 of 2-semester sequences.
STEM 1200 - Scientific Decisions in Everyday Life (3)
Prerequisites: Completion of one 1000-level science course and one 1000-level mathematics course. This course places emphasis on both the use of scientific information in everyday life and on the interdisciplinary nature of scientific inquiry. This course provides interdisciplinary, practical examples and demonstrations of how science is encountered and operates in daily life; prepares students to develop proficiency in logical arguments by examining the top logical fallacies in public arguments that could employ scientific methods to resolve; and requires students to demonstrate an understanding of the process of science. These topics, across the STEM and non-STEM disciplines, will have significant emphasis on oral and written communication, taking a process education approach to small group analysis, presentation, and feedback on sample modules.
Pre- or Co-requisite: DSC 3020 - Statistical Analysis The goal of this course if to provide background in the R and how this scientific programming lanuage can be successully applied in the Business Analytics and related disciplines. We start from the basics of downloading, installing and running simple algorithms in R and go further building the necessary skills and capabilities for the student to be able to perform successful Data Analysis. We will touch in topics such database construction and handling, visualization and exploratory data analysis. We will also cover basic preparation of datasets, and introduce students to simple examples that can be solved using the algorithms designed during the course. The main purpose here is to provide the audience with knowledge and skills for writing structured computer programs that will be helpful to handle practical programs.
STQM 4010 - Modeling and Optimization for Analytics (3)
Pre- or Co-requisite: DSC 3020 - Statistical Analysis This course will provide a broad perspective along with a systematic approach to practical problem analysis and optimization. The overall goal is to provide an introduction to the use of mathematical concepts and models in the managerial decision making. Operations research techniques are presented in the context of planning, operations, marketing, management and other areas. In this course students will learn how create mathematical models and solve them using linear programming, network programming, integer programming and other methods for dealing with deterministic and stochastic problems.
Pre- or Co-requisite: STQM 4000 - Data Analytics in R This course will focus on time analysis, modeling and forecasting, with emphasis on practical applications in business and other areas. Throughout the course we will use real data sets from various sources. This course will use R or another professional software for most of the applied statistical analysis. Data analysis usually involve getting data, parsing the data and transforming the data to a state where you can actually apply time series analysis. Upon completion of course, the students will be able to carry out basic Time Series analysis and fit a model to data. Our goal is to enable students to learn from data in order to gain useful predictions and insights.
STQM 4030 - Computational Statistics using SAS (3)
Pre- or Co-requisite: DSC 3020 - Statistical Analysis The course presents material on SAS programming and its use to conjunction with some intermediate statistical methods in dealing with some business problems. By the end of the course, student should be able to formulate business problems, write SAS programs, conduct some common statistical procedures (using SAS), and report the findings.
Pre- or Co-requisite: DSC 3020. This course covers applied regression and other multivariable methods in data analysis. Topics include: Simple linear regression, multivariable regression, inference, transformations, correlation, dummy variables, regression diagnostics, polynomial regression, analysis of variance, analysis of covariance, selecting best model.
Pre- or Co-requisite: STQM 4420. This course covers methods of data analysis for data which is categorical in nature. Topics include: Contingency tables (2x2 table, sets of 2x2 tables, 2xr, and sx2 tables, sxr tables), association, Mantel-Haenzel test, observer agreement, rank ANOVA, logistic regression.
Pre- or Co-requisite: Permission of Instructor A course in which content may vary each offering. Interested students must consult with instructor or department chair prior to enrolling. Topics include: statistical computing, simulation, survival analysis, cluster analysis, factor analysis, nonparametic statistics, econometrics. May be repeated for credit.
TACP 1000 - Cooperative Learning for Teaching Artists (2)
Prerequisites: Acceptance into Teaching Artist Certificate Program or Approval by Instructor. The purpose of this online eight-week mini-course is to provide arts specialists with a basic understanding of cooperative learning as a best practice and tool used in the Teaching Artist environment. Cognitive, language, social/emotional and motor domains are examined. Consideration is given to the ways teaching artists can create environments with language communication that promote effective student learning and to the application of learning theories within instructional settings for youth and adults, from pre-K-12 classrooms to community-based sites.
TACP 1001 - Foundations of Learning Theory for Teaching Artists (2)
Prerequisites: Acceptance into Teaching Artist Certificated Program or Approval by Instructor. This course explores the history and philosophy of various learning theories and the evolution represented in present-day practices. Theoretical models from pre-20th century through current brain research are examined in relation to the teaching of the arts, specific toward application of theory to practice.
TACP 2002 OL - Business of Art Teaching Artists (3)
This course focuses on the practical and business skills needed to support and sustain a career as a working professional teaching artist. In this course, the student learns to identify the resources and is trained in the job readiness and entrepreneurial skills one must know as a teaching artist. It addresses specific demands outside of working in the field or studio and making art. In addition to examining current trends and transitions in the field, students develop traditional presentation materials, when are central when applying for residencies. Tills includes writing artist statements and cover letters, shooting digital images and other variables of a presentation packet. Through lectures, student research projects, trips to venues and class discussions, students examine best practices for grants and residencies, taxes, contracts, record keeping, and basic dos and don’ts. Guest speakers from the local arts community as well as master teaching artists are scheduled to discuss different aspects of the profession.
TACP 2003 OL - Practical Applications for Teaching Artist (3)
Pre- or Co-requisite: Pre-requisites are required to take this course,but students must be accepted into the Teaching Artist Certificate program, or be a student in one of the programs in the Department of Art, Department of Music or Department of Theatre and Dance, in the Interdisciplinary Degree program with a concentration in Art, Music, Theatre and Dance, or have written permission of the instructor. Designed to guide the arts specialist to build a bridge from theory into practice. Includes development of a knowledge base of state and federal arts and humanities standards, a familiarity with pre K-12 core curricula and an alignment of arts skills within the curriculum. The course content also aids the arts specialist to build an understanding of best practices in the Teaching Artist field in community settings, including gauging the culture of the community and working across generations. Activities help one to build and implement an array of methodologies and instruments to assess student learning through strategies appropriate for residencies. A core focus of the course content includes how to design, implement and assess arts residency programs and program success.
TACP 3004 OL - Arts Integration & Collaboration for Teaching Artist (2)
This course focuses on integrating the arts across the curriculum to drive learning in a through the arts across the curriculum to drive learning in and through the arts. It also develops the collaboration skills of teaching artist to co-plan and co-teach with classroom teachers in preK-12 classrooms and community sites. Guest speakers and veteran teaching artists are featured as they present methods to incorporate and apply arts across the curriculum. Models of collaborative work developed between both classroom instructors and professional artists in visual and performing arts are studied in relation to academic standards and effective student learning projects.
TACP 4005 OL - Program Management & Assessment for Teaching Artists (2)
Students learn strategies for managing all aspects of a teaching artist residency, auditorium performance and/ or arts education workshops, including how to facilitate program collaboration. This course focuses on integrating evaluation with project planning, assessing residency programs, identifying challenges and barriers, and developing strategies for success in working with cultural arts organizations, planning strategies with stakeholders, e.g staff and administrators, arts presenters, preK-12 classroom teachers and community sites.
TACP 4006 OL - Capstone Residency for Teaching Artist Certificate (2)
Prerequisites: This class is for Teaching Artist Certificate students only; successful completion of all required certificate classes is mandatory prior to taking this course. This last course in the Teaching Artist Certificate program is designed to facilitate students’ application of theory into practice. Through field placements, students observe and assist master artists in a residency setting. Simultaneously, students design and implement a mock 15-session arts-integrated project under the supervision of a residency mentor in a school or community site. The course culminates in the student being able to demonstrate managing, planning and implementing a model lesson plan that can be used in a future teaching artist residency, auditorium performance and /or arts-integrated workshop.
The purpose of University 1100 is to help new students make a successful transition to North Carolina Central University. As a requirement for graduation, this course is designed primarily to introduce students to college life and develop skills necessary for their success. It serves to promote scholastic attainment, the value of education, self-actualization, involvement in the campus and local community, and leadership skill development. The course focuses on the mastery of study skills, writing skills, critical thinking, health issues, and related issues. Students who enter NCCU at age 24 and older, or transfer to NCCU with at least sophomore status (30 credit hours) are exempt from the course. Exempt students are not awarded credit for the course and may need to take additional credits to replace the course in their major program.
UNIV 1101 - First Year Seminar - Early College (3)
The purpose of University 1101 is to help new students make a successful transition to North Carolina Central University. As a requirement for graduation, this course is designed primarily to introduce students to college life and develop skills necessary for their success. It serves to promote scholastic attainment, the value of education, self-actualization, involvement in the campus and local community, and leadership skill development. The course focuses on the mastery of study skills, writing skills, critical thinking, health issues, and related issues to high school students in dual enrollment programs.
UNIV 1200 - Academic Success Seminar and Enrichment Seminar (1)
This course is designed to help you learn and use practical strategies and skills, in combination with campus resources to help you succeed at North Carolina Central University. The purpose of this course is to help you improve your academic skills and to become an active, responsible and successful college student. Additionally, this course will establish an environment that nurtures the development of self confidence, lifelong learning, personal responsibility and the ability to visualize and achieve success. Topics include time management, learning styles, study techniques, academic expectations, resources and goal setting.
UNIV 1300 - Interdisciplinary Research Seminar (3)
This seminar serves as an introduction for project design; scholarly inquiry, group project development and research methods and the philosophies/approaches upon which it is build. In this seminar, students will learn the steps for carrying out research studies with special focus on setting up the rationale for a research project, creating a competent methodology, collecting data, analyzing the data, interpreting the results, and then communicating the results. The course is designed to challenge students to think critically and develop a sound attainable research proposal based on the interest of the students.
WGST 2200 - Introduction to Women’s and Gender Studies (3)
This course will introduce students to the key historical and contemporary issues, themes, and debates about gender issues and women’s lived experiences within the discipline of women’s studies. Introduction to Women’s and Gender Studies provides a context for understanding the world through diverse experiences of women in America and throughout the world and how the construction of gender, race, class, sexuality and other identities form both interlocking oppression and privilege.
WGST 3610 - Topics in Women’s and Gender Studies (3)
(Fall, Spring) A course on selected topics in women’s and gender studies. Course may be repeated for credit when the topic varies. May be repeated for up to 9 credit hours.