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Minutes (Pending Approval)
Subcommittee on Curriculum
Thursday, 1 December, 2011
3:30 PM Room 251 University Center
Members Present: Holden Hansen, Chair (ARTS to 2013), Victor Bahhouth (S&BS to 2012), Kirill Bumin
(S&BS to 2013), Monika Brown (LETT to 2013), Patrick Hannigan (EDUC to 2012), Jaime Martinez (LETT
to 2012), Elizabeth Normandy (VC of AA Designee), Sharon Kissick (Registrar), Roland Stout (NS&M to
2013), David Oxendine (EDUC to 2013), David Young (ARTS to 2012)
*Note: several members arrived late due to other meetings/commitments, so vote count will increase
accordingly in minutes.
Members Absent: Deborah Groves, SGA Senator, SGA Secretary
Visitors Present: Ana Cecilia Lara (Foreign Languages), Peter Imoro (Foreign Languages), Tulla Lightfoot
(Art), Chris Ziemnowicz (Management, Marketing, and International Business), Jeff Bolles (Health,
Physical Education, and Recreation), James Robinson (Sociology & Criminal Justice), Angela Holman
(Administration and School Counseling)
Minutes submitted by Jaime Martinez, secretary
1.
Call to order 3:30 pm
2.
Adoption of Agenda (changes: 8.3 add word “Health” to track title; description of B.I.S. major on
page 33 changed to read “Only 12 hours…”; changes to Spanish proposal that will be fixed when we get
there)
3.
Approval of Minutes of 3 November, 2011 approved
4. Proposals from the Department of Art (See p 5 for Proposal Detail)
4.1 Course Proposal: Add the prerequisite of admittance to Teacher Ed to the class ART 3080.
 Approved 7-0-0. Will go to Chair of Academic Affairs Committee for his signature.
5. Proposal from the Department of Management, Marketing and International Business (See pp 6-16
for Proposal Detail)
5.1 Course Proposal: Create MGT 4050: American Indian Business
 Question about anticipated enrollment: local students seem very interested, esp. those who
want to stay in the area—federal regulations for tribal businesses of particular interest
 Any consideration of adding this to AIS program?: will consider after offering as a straight
business course
 Approved 9-0-0. Will go to Academic Affairs Committee.
6. Proposal from the Department of Administration and School Counseling (See pp 17 for Proposal
Detail)
6.1-2 Course Proposals: CNS 6120 and 6130, Clinical Mental Health Counseling Internship, will be
Pass/Fail courses. The courses may be repeated.
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 Should pass/fail courses be listed in the catalog as such? They currently are not, so these will not
be for the sake of consistency.
 Approved 9-0-0. Will go to Chair of Academic Affairs Committee for his signature.
7. Proposal from the Bachelor of Interdisciplinary Studies (BIS) Program (See pp 18-35 for Proposal
Detail)
7.1 Program Proposal: Numerous changes to the BIS Degree.
 Friendly Amendment: change catalog copy for BIS in Hospitality (on p. 31) to read “The Bachelor
of Interdisciplinary Studies” rather than “BIS” to be consistent with all other descriptions.
 Approved 9-0-0 as a substantial revision. Will go to Academic Affairs Committee.
8. Proposals from the Department of Health, Physical Education, and Recreation (See p. 36-42 for
Proposal Detail)
8.1 Course Proposal: Create HLTH 3080
8.2 Course Proposal Create EXER 5110
8.3 Program Proposal: Replace PE 4240 with HLTH 3080 as requirement for Exercise and Sports Science
Health Promotion Track.
8.4 Program Proposal: Replace PAD 5380 with EXER 5110 as requirement for Exercise and Sports
Administration Track.
8.5 Course Proposal: To add the prerequisite to PED 3020..."must be admitted into Teacher Education in
order to take this course."
8.6 Course Proposal: Add a prerequisite to PED 4060 Seminar in Physical Education: “May only be taken
by physical education majors during the student teaching semester.”
8.7 Course Proposal: Add a prerequisite that PED 4040 Classroom Discipline: “May only be taken by
physical education majors during the student teaching semester.”
 Approved 9-0-0. 8.1 and 8.2, as new courses, will go to the Academic Affairs Committee. 8.3-8.7
are minor and will go to the Chair of the Academic Affairs Committee for his signature.
9. Proposals from the Department of Foreign Languages (See pp. 43-68 for Proposal Detail)
9.1-4 Course Proposals:
Delete SPN 4210 “Studies in Spanish American Prose fiction”
Delete SPN 4220 "Studies in Spanish American Theater and Poetry"
Delete the Prefix and Number of SPN 4340.
Delete the Prefix and Number of SPN 4300.
9.5 Course Proposal:
Add “May be repeated for a maximum of 6 credits with change of topic” to course description in SPN
4300 “Topics in Medieval, Renaissance and Golden Age Literature”.
Change the Prefix & Number of SPN 4300 (Delete) to SPN 4230 (SPN 4300 equal to SPN 4230).
9.6 Course Proposal:
Change the title of SPN 4700 Spanish Applied Linguistics to “Introduction to Spanish Linguistics”
9.7 Course Proposal:
Change the prerequisite of SPN 4400 Methods of Teaching Spanish
9.8 Course Proposal:
In SPN 3510 “Study Abroad” change “PREREQ: Consent of instructor” to “PREREQ: With permission of
Chair of the department.” And Change course code from LEC to FWK.
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9.9 Course Proposal:
Create SPN 4130 “Topics in Colonial Spanish American Literature”
9.10 Course Proposal:
Create SPN 4140 “19th Century Spanish American Literature”
9.11 Course Proposal:
Create SPN 4150 “Contemporary Spanish American Literature”
9.12 Course Proposal:
Create SPN 4240 “19th Century Literature of Spain”
9.13 Course Proposal:
Change the Prefix & Number of SPN 4340 (Delete), “Contemporary Literature of Spain” to SPN 4250
(SPN 4340 equal to SPN 4250).
 Approved 10-0-0. 9.1-9.8 and 9.13 are minor and will go to the Chair of Academic Affairs
Committee for his signature. 9.9-9.12 are new courses and thus will go to the Academic Affairs
Committee.
9.14 Program Proposal: Numerous Revisions to the B.A. in Spanish.
 Added new courses/course numbers SPN 4130, 4140, 4150, 4230, 4240, and 4250 to catalog
copy. Removed deleted courses/course numbers SPN 4210, 4220, 4300, and 4340 from catalog
copy. (See pp. 50-55 for new catalog copy.)
 Approved 10-0-0. Will go to the Academic Affairs Committee.
10. Proposals from the Department of English and Theatre (See pp. 69-70 for proposal details.)
10.1 Course Proposal:
To change the current catalog description for EED 3840 Literature and Reading for Adolescents (6-12):
Methods and Materials, to include the following prerequisite: "PREREQ: ENG 3040 and admission to
the Teacher Education Program."
10.2 Course Proposal:
To change the current catalog description for EED 3890 The Teaching of Writing and Speech (6-12):
Methods and Materials, to read: "PREREQ: EED 3840 and admission to the Teacher Education Program."
 Approved 10-0-0. Will go to Chair of Academic Affairs Committee for his signature.
11. Proposal from the Department of Professional Pedagogy and Research (See pp. 70-74 for proposal
detail.)
11.1: Program Proposal: Reduce credit hours in the MAT with Middle Grades Specialization from 45 to
42 by removing EDN 5660 Advanced Educational Research from the program of study.
 Approved 10-0-0. Will go to Chair of Academic Affairs Committee for his signature.
12. Old Business:
12.1 Discussion: Ad Hoc Committee Report on Curriculum Policies and Suggested Response (See pp
73-75)
 Changes to sentence structure made in policy point A.
 The committee discussed amendments to the rationale, focusing in particular on the Senate’s
need to address program-level and university-wide issues rather than becoming distracted by
changes to individual courses.
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 Will adopt with revisions to policies and forthcoming amendments to rationale (which will be
distributed to entire Subcommittee this week). Will send to Academic Affairs Committee for
their approval and input in January.
 Approved 10-0-0.
12.2 Proposed Changes to Program and Course Proposal Forms
Changes to Program Form:
5. Does this proposal involve the creation of new courses and/or revisions to existing courses?
__Yes__No
If yes, attach a course proposal form for each new course and/or for each course being revised.
5. 6. Does this proposal require any additional resources? ❑ Yes ❑ No
If yes, be specific:
6.7. Attach a copy of your program proposal as you want it to look in the catalog to this form. (MS Word)
Changes to Program and Course Forms:
Approval signatures (required):
Dept Chair: ______________________________________ Date: _____________________
Dean: ___________________________________________ Date: _____________________
NOTE: ALLOW 48 HOURS FOR REGISTRAR’S APPROVAL. Failure to do so will keep proposal from
being placed on the agenda.
Registrar: ________________________________________ Date: _____________________
Provost: _________________________________________ Date: _____________________

Approved 10-0-0. Holden Hansen noted that the Academic Affairs Committee has deemed
changes to the course proposal form and its instructions as minor and therefore not subject to
their review.
13. New Business (none)
14. Announcements (none)
15. Adjournment 4:51 pm
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AGENDA ATTACHMENT #1: PROPOSAL DETAIL
4. Proposal from the Department of Art
4.1 Course Proposal: To add the prerequisite of admittance to Teacher Ed to the class ART 3080.
Rationale:
The State Department of Education requires that students are admitted to the Teacher Education
Program a full semester before they student teach. Having the pre-req of being admitted to Teacher Ed
ensures that students meet this requirement. This course will act as the Gateway course for this
requirement.
Dept vote: 10 for; 0 against; 0 abstain
Affect others: no
Departments affected and how:n/a
Affected Chair: n/a
Cross listing: no
Articulation: no
Additional Resources: no
Additional Resources required: none
COURSE DESCRIPTIONS:
ART 3080 Art Education Methods and Field Experience for Grades 6-12
Hours: 3
Prerequisites: Admission to Teacher Education Program
Required: Off (If yes, need Program Proposal Form)
New course description: Purposes, methods, materials, and evaluation procedures in visual arts
education in grades 6-12. The student will develop curricula, unit plans, and lesson plans that respond
to the unique features of the learning environment. This course also provides the art education major
with early field experiences teaching art in a variety of educational settings. Directed observations in
the public schools will aid in preparation of teaching plans, techniques and materials. Credit, 3 semester
hours. PREREQ: ART 3050, 3090, Admission to Teacher Education Program.
New Course title: Art Ed Meths & Field 6-12
Code: LEC
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5. Proposal from the Department of Management, Marketing and International Business
5.1 Course Proposal:
To establish a survey course in American Indian business that will serve as an undergraduate elective in
the School of Business.
Rationale:
The organization and management literature rarely addresses the subject of American Indian business,
organization, and management, yet American Indian economic activity predates all others in the United
States, and tribal organizations with democratic governance systems existed before European colonists
arrived (Amott & Matthaei, 1996; Mihesuah, 1996). In higher education, management and business
curricula are largely silent on these topics.
American Indians have existed for thousands of years with different types of economies that adapted to
their surrounding environments (Silko, 1996), with various types of tribal governance and social
structures (Jaimes, 1992). Some precontact tribes were agriculturists, whereas others practiced a
combination of hunting, fishing, and farming (Mihesuah, 1996). Archeologists have recorded extensive
trading networks. Colonization by Europeans transformed these economies and their social structures;
generally for their own benefit and profit. The case of American Indian business and management in the
curriculum allows for an examination of the the impact of native culture on business and managerial
systems to particular cultural environments and communities. Only in such a curriculum can American
Indian students learn about tribal enterprises and other tribal organizations in a particular tribe and
comparatively across tribes.
Dept vote: 7 for; 0 against; 0 abstain
Affect others: no
Departments affected and how:n/a
Affected Chair: n/a
Cross listing: no
Articulation: no
Additional Resources: no
Additional Resources required: none
Required for : No
COURSE DESCRIPTIONS:
Course Number: MGT 4050 New course title: American Indian Business
Credit Hrs: 3 Prerequisites? MGT 3060
New course catalog description:
This course will address topics in American Indian business, management, and leadership, including
American Indian entrepreneurship. Topics include the impact of culture on human resource
management and business strategy, American Indian leadership characteristics, tribal values and
economic development, as well as the relationship between spirituality and American Indian business.
Using only 27 characters, including spaces, type the new course title below; use abbreviations:
American Indian Business
Course code: LEC
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Course Syllabus
MGT 4050: American Indian Business
Instructor:
Charles Harrington, PhD
Professor of Management
Office:
BA 234
Phone:
521-6268 (Office)
736-3131 (Cell)
e-mail:
charles.harrington@uncp.edu
Office Hours: MWF (8:00 – 9:00)
Course Description: This course will address topics in American Indian Business, Management, and
Leadership, including but not limited to American Indian entrepreneurship, the impact of culture on
human resource management and business strategy, American Indian leadership characteristics, tribal
values and economic development, and the relationship between spirituality and American Indian
business. Credit, 3 semester hours. PREREQ: MGT 3060.
Required Readings: There is no textbook required for this particular course, however we will be
reading a number of articles and manuscripts related to the course topic. The reading list is appended
to the syllabus.
Background: The organization and management literature rarely addresses the subject of American
Indian business, organization, and management, yet American Indian economic activity predates all
others in the United States, and tribal organizations with democratic governance systems existed before
European colonists arrived (Amott & Matthaei, 1996; Mihesuah, 1996). In higher education,
management and business curricula are largely silent on these topics.
American Indians have existed for thousands of years with different types of economies that adapted to
their surrounding environments (Silko, 1996), with various types of tribal governance and social
structures (Jaimes, 1992). Some precontact tribes were agriculturists, whereas others practiced a
combination of hunting, fishing, and farming (Mihesuah, 1996). Archeologists have recorded extensive
trading networks. Colonization by Europeans transformed these economies and their social structures;
generally for their own benefit and profit. The case of American Indian business and management in the
curriculum allows for an examination of the the impact of native culture on business and managerial
systems to particular cultural environments and communities. Only in such a curriculum can American
Indian students learn about tribal enterprises and other tribal organizations in a particular tribe and
comparatively across tribes.
Anticipated Learning Outcomes: This course will provide students with an opportunity to study the
history, culture, and evolution of American Indian business, entrepreneurship, and their management
and leadership frameworks. Upon completion of this course, students should be able to:
•
Trace the history of American Indian business and entrepreneurship
•
Understand and appreciate the impact of American Indian culture on business organization,
management, and leadership
•
Understand the relationship between tribal values and economic development
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Understand how American Indian societal values affect traditional business functions such as
human resource management, profit maximization, and business strategy.
•
Understand the relationship between spirituality and American Indian business
•
An introduction to the political economy of American Indian tribes and native owned businesses
Attendance and Make-up Policy: Most students will find lecture and discussion, field trip, and event
attendance and participation necessary conditions for satisfactory performance in this course. As
adults, the choice to attend or not rests solely on your shoulders and so do the consequences. Given
that, I will extract no penalty beyond the missed lecture/discussion time for attendance. Missed
deadlines equals missed opportunity.
Academic Honesty: Academic dishonesty in this class including plagiarism, cheating, submitting another
person’s material as one’s own, or doing work for which another person will receive credit will subject a
student to disciplinary action as outlined in the UNCP Honor Code . If found guilty of the University’s
Honor Code in this class, you will receive a grade of “F” for this course and you may be dismissed from
your degree program, the School of Business and possibly from the University.
Disability Support Services: UNC Pembroke students with disabilities can receive services through the
Office of Disability Support Services. To receive disability support, you must register at least 60 days
prior to the date services are needed. Please let me know at the beginning of the semester what I can
do to help in these matters. More information is available from the DSS, phone 910-521-6695 or email
dss@uncp.edu.
Office Hours, Appointments, and E-mail: I encourage you to come to my office hours to ask questions,
clarify assignments, or obtain additional help as needed. If you cannot attend my posted office hours,
please set up an appointment. The best way to reach me is generally e-mail (I check my email several
times a day, including most weekends).
You are responsible for providing me with an e-mail address where I can reach you, and for checking
that email account on a regular basis (at least a couple of times a week). I will use your UNC Pembroke
e-mail address unless you provide me with an alternate address.
Diversity and Inclusion: The School of Business at the University of North Carolina at Pembroke strives
to create an inclusive academic climate in which the dignity of all individuals is respected and
maintained. Therefore, we celebrate diversity that includes, but is not limited to ability/disability, age,
culture, ethnicity, gender, language, race, religion, sexual orientation, and socio-economic status.
Course Requirements, Methods of Evaluation and Student Responsibility: In addition to the required
reading, there will be six exams and a number of individual and group exercises. Missed deliverables or
examinations may not be made up, and will receive a score of zero.
Grading will be determined on the basis of the following weights:
Exams
Research Paper
Discussion Board
Final Exam
40% (4 exams)
30% (1 major research paper)
20% (weekly discussion board assignments)
10%
The instructor uses a ‘traditional’ grading scale: 90% and above: A; 87-89%: B+; 80-86%, B; etc.
Research Paper. Each student is responsible for writing a research paper. The paper should be an indepth (15-20 page) examination of any approved (by the instructor) topic in American Indian Business..
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The paper should reflect familiarity with the important literature in the area from the general business
literature and from economic development and entrepreneurship literature, an understanding of the
various sides to the issue or the problem under consideration, and the development of conclusions
and/or recommendations you can defend based on the literature and first hand interviews that should
be conducted in relation to your topic. Frankly, I would expect that such a research assignment include,
at a minimum, 15 references from the research/professional literature.
As one college president has put it, “[I]t isn't enough just to learn -- one must learn how to learn, how to
learn without classrooms, without teachers, without textbooks. Learn, in short, how to think and analyze
and decide and discover and create…. [W]hile mastery of specific content is important, we want our
graduates to learn how to think critically and creatively, express themselves coherently, work
collaboratively, and develop a global consciousness…. A college is not a trade school. A college
education ultimately must be designed to help students develop the skills needed to become lifelong
learners, capable of finding new information, evaluating it, and using it in both the real world and the
world of the mind.”
Students are reminded that under the credit hour system a traditional three-credit course requires on
average six hours of outside preparation per week, in addition to class meeting time (i.e., nine hours per
week).
Religious Holiday Policy: The University of North Carolina at Pembroke has a legal and moral obligation
to accommodate all students who must be absent from classes or miss scheduled exams in order to
observe religious holidays; we must be careful not to inhibit or penalize these students for exercising
their rights to religious observance. To accommodate students’ religious holidays, each student will be
allowed two excused absences each semester with the following conditions:
1.
Students, who submit written notification to their instructors within two weeks of the beginning
of the semester, shall be excused from class or other scheduled academic activity to observe a religious
holy day of their faith. Excused absences are limited to two class sessions (days) per semester.
2.
Students shall be permitted a reasonable amount of time to make up tests or other work missed
due to an excused absence for a religious observance.
3.
Students should not be penalized due to absence from class or other scheduled academic
activity because of religious observances.
A student who is to be excused from class for a religious observance is not required to provide a secondparty certification of the reason for the absence. Furthermore, a student who believes that he or she
has been unreasonably denied an education benefit due to religious beliefs or practices may seek
redress through the student grievance procedure.
Course Required Topical Reading List
History of American Indian Business
Barrington, L. (ed). (1999). The other side of the frontier: economic explorations in Native
American history. Boulder, Co. Westview Press.
Bordewich. F.M. (1996, March). How to succeed in business: Follow the Choctaws’ lead. The
Smithsonian, 71-81.
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Carlos, A. & Lewis, F. (2001). Trade, Consumption, and the Native Economy: Lessons from York Factory,
Hudson Bay. The Journal of Economic History, Vol. 61, No. 4, December 2001. Pgs. 1037-1064.
Contreras, K. (2007). Business Development in Indian Country. Commission paper for the Department
of the Interior, Office of Indian Energy and Economic Development, National Congress of American
Idians Policy Research Center, 2007.
Gilbert, R., & Muller, H. J. (2000). The business of culture at Acoma Pueblo. In P. F. Buller & R. S.
Schuler (Eds.), Organizations and People: Cases in Organizational Behavior, Human Resources
Management(6th ed.). Southwest.
Mancall, P.C., et al (2002). The Economic Activity of Native Americans in British North American.
XIIIth World Congress in Economic History, Buenos Aires.
Winfield, F.E. (1995). General Dynamics in the Navajo Nation. In C. Harvey & M. J. Allard (Eds.),
Understanding diversity: Readings, cases, and exercises, (pp.186-198). New York: Harper Collins.
Mihesuah, D. A. (1996). American Indians: Stereotypes and realities. Atlanta, GA: Clarity.
Sovereignty and Economic Prosperity
Egan, T. (1998, March 8). New prosperity brings new conflict to Indian Country. The New York
Times, pp. A1, 22.
Ferrara, P. J. (1998). The Choctaw revolution: Lessons for federal Indian policy. Washington,
D.C.: Americans for Tax Reform Foundation.
Guerrero, M. A. J. (1997). Civil rights versus sovereignty: Native American women in life and land
struggles. In M.J. Alexander & C.R. Mohanty (Eds.), Feminist genealogies, colonial legacies,
democratic futures (pp. 101-121). New York: Routledge.
Human Resource Management
Amott, T. & Matthaei, J.(1996). Race, Gender, and Work: A multicultural economic history of
women in the United States (revised edition). Boston: South End Press.
Clark, S. (2002). Employees’ Sense of Community, Sense of Control, and Work/Family Conflict in
Native American Organizations. Journal of Vocational Behavior, 61, 92-108, 2002.
Fernandez, J. (1999). Race, gender & rhetoric: Race, gender, & rhetoric: The true state of race
and gender relations in corporate America. New York: McGraw-Hill.
Nemetz, P. L. & Christensen, S. L. (1996). The challenge of cultural diversity: Harnessing a diversity
of views to understand multiculturalism. The Academy of Management Review, 21 (2), 434-462.
Tsui, A. S., T. D. Egan, & O’Reilly, C. A. (1992). Being different: Relational demography and
organizational attachment, Administrative Science Quarterly, 37, 549-579.
Tribal Finance
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Galanda, G. & Broadman, A. (2009). The Law of Business in Indian Country. Occasional Paper. American
Bar Association.
Hyatt, T., Israel, P. & Benjamin, A. (2005). Introduction to Indian Tribal Finance. Orrick, Herrington &
Sutcliffe, LLC.
Social Investment Forum Foundation (2010). Creating A Sustainable World: A Guide to Responsible
Stewardship of American Indian Assets.
Management and Leadership
Bryant, M. (1998). Cross-Cultural Understandings of Leadership. Educational Management and
Administration. 26:1, 7-20.
Bryant, M. (1996). Contrasting American and Native American Views of Leadership. Paper
presented at the annual meeting of the University Council for Educational Administration, Louisville, KY.
October 25, 1996.
Lurie, N. (1986). Money, Semantics, and Indian Leadership. American Indian Quarterly. Vol. 10,
No.1, Winter 1986, 47-63.
McLeod, M. (2002). Keeping the Circle Strong: Learning About Native American Leadership.
Tribal College Journal. v13 n4 p10-13 Sum 2002
Metoyer, C. (2010). Leadership in American Indian Communities: Winter Lessons. American
Indian Culture and Research Journal. 34:4 (2010) 1-12.
Muller, H. J. (1998). American Indian women managers: Living in two worlds. Journal of
Management Inquiry 7, 4 - 26.
Murphy, E. C. with Snell, M. (1995 ). The Genius of Sitting Bull: 13 Heroic Strategies for Today’s
Business Leaders. Englewood Cliffs, N. J.: Prentice Hall
Portman, T.A. & Garrett, T. (2005). Beloved Women: Nurturing the Sacred Fire of Leadership
From and American Indian Perspective. Journal of Counseling and Development, Summer 2005, Volume
83, 284-291.
Tippeconnic, J. (2008). Identity-based and Reputational Leadership: An American Indian Approach
to Leadership. Occasional Paper.
Warner, L. & Grint, K. (2006). American Indian Ways of Leading and Knowing. Leadership, 2006,
2:225-244. Sage Publications
Strategy
Stewart, D. & Swartz (2007). Native American Business Strategy. International Journal of Business
Performance Management. Vol. 9, No. 3, pp. 259-277
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Verbos, A., Gladstone, J. & Kennedy, D. (2010). Native American Values and Management Education:
Envisioning an Inclusive Virtuous Circle. Journal of Management Education, Volume 35, Number 1, pp.
10-26.
Entrepreneurship
Anderson, T. & Parker, D. (2009). Entrepreneurship and Capital on American Indian Reservations: A
Case for Rule of Law. Occasional Paper Delivered at the Second Annual Research Symposium on
Economics and Law of the Entrepreneur.
Garsombke, D. & Garsombke, T. (2000). Non-Traditional vs. Traditional Entrepreneurs:
Emergence of a Native American Comparative Profile of Characteristics and Barriers. Academy of
Entrepreneurship Journal, Volume 6, Number 1, 2000. 93-100.
Miller, R. (2008). American Indian Entrepreneurs: Unique Challenges, Unlimited Potential. Occasional
Paper Delivered at the First Annual Research Symposium on Economics and Law of the Entrepreneur.
Tulchin, D. & Shortfall, J. (2008). Small Business Incubation on Its Prospects in Indian Country. Social
Enterprise Associates, Washington, DC.
Economic Development
Cornell, S. & Gil-Swedberg, M. C. (1995). Sociohistorical factors in institutional efficacy: Economic
development in three American Indian Cases. Economic Development and Cultural Change, 43 (2),
239-268.
Duffy, D. & Stubben, J. (1998). An Assessment of Native American Economic Development:
Putting Culture and Sovereignty Back in the Models. Studies in Comparative International Development,
Winter 1998, Vol. 32, no. 4, 52-78.
New Mexico Business Journal. (1995, June). Shouldn’t economic development also include Native
Americans? 35-55.
Smith, D.H. (1994). The Issue of Compatibility Between Cultural Integrity and Economic
Development Among Native American Tribes. American Indian Culture and Research Journal, 18:2,
1994, 177-205.
Course Outline
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VII
History of American Indian Business
Sovereignty and Economic Prosperity
Human Resource Management
Tribal Finance
Management and Leadership
Strategy
Entrepreneurship
Economic Development
Tentative Course Schedule
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Week 1
Topic: History of American Indian Business
Readings:
Barrington, L. (ed). (1999). The other side of the frontier: economic explorations in Native American
history. Boulder, Co. Westview Press.
Bordewich. F.M. (1996, March). How to succeed in business: Follow the Choctaws’ lead. The
Smithsonian, 71-81.
Carlos, A. & Lewis, F. (2001). Trade, Consumption, and the Native Economy: Lessons from York Factory,
Hudson Bay. The Journal of Economic History, Vol. 61, No. 4, December 2001. Pgs. 1037-1064.
Contreras, K. (2007). Business Development in Indian Country. Commission paper for the Department
of the Interior, Office of Indian Energy and Economic Development, National Congress of American
Idians Policy Research Center, 2007.
Discussion Board Postings
Week 2
Topic: History of American Indian Business
Guest Speaker
Readings:
Gilbert, R., & Muller, H. J. (2000). The business of culture at Acoma Pueblo. In P. F. Buller & R. S. Schuler
(Eds.), Organizations and People: Cases in Organizational Behavior, Human Resources Management(6th
ed.). Southwest.
Mancall, P.C., et al (2002). The Economic Activity of Native Americans in British North American. XIIIth
World Congress in Economic History, Buenos Aires.
Winfield, F.E. (1995). General Dynamics in the Navajo Nation. In C. Harvey & M. J. Allard (Eds.),
Understanding diversity: Readings, cases, and exercises, (pp.186-198). New York: Harper Collins.
Mihesuah, D. A. (1996). American Indians: Stereotypes and realities. Atlanta, GA: Clarity.
Discussion Board Postings
Week 3
Exam 1
Topic: Sovereignty and Economic Prosperity
Readings:
Egan, T. (1998, March 8). New prosperity brings new conflict to Indian Country. The New York Times,
pp. A1, 22.
Ferrara, P. J. (1998). The Choctaw revolution: Lessons for federal Indian policy. Washington, D.C.:
Americans for Tax Reform Foundation.
Discussion Board Postings
Week 4
Topic: Sovereignty and Economic Prosperity
Readings
Guerrero, M. A. J. (1997). Civil rights versus sovereignty: Native American women in life and land
struggles. In M.J. Alexander & C.R. Mohanty (Eds.), Feminist genealogies, colonial legacies, democratic
futures (pp. 101-121). New York: Routledge.
Discussion Board Postings
Week 5
Topic: Human Resource Management
Readings:
Amott, T. & Matthaei, J.(1996). Race, Gender, and Work: A multicultural economic history of women in
the United States (revised edition). Boston: South End Press.
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Clark, S. (2002). Employees’ Sense of Community, Sense of Control, and Work/Family Conflict in Native
American Organizations. Journal of Vocational Behavior, 61, 92-108, 2002.
Fernandez, J. (1999). Race, gender & rhetoric: Race, gender, & rhetoric: The true state of race and
gender relations in corporate America. New York: McGraw-Hill.
Discussion Board Postings
Week 6
Topic: Human Resource Management
Readings:
Nemetz, P. L. & Christensen, S. L. (1996). The challenge of cultural diversity: Harnessing a diversity of
views to understand multiculturalism. The Academy of Management Review, 21 (2), 434-462.
Tsui, A. S., T. D. Egan, & O’Reilly, C. A. (1992). Being different: Relational demography and organizational
attachment, Administrative Science Quarterly, 37, 549-579.
Discussion Board Postings
Week 7
Exam 2
Topic: Tribal Finance
Readings:
Galanda, G. & Broadman, A. (2009). The Law of Business in Indian Country. Occasional Paper. American
Bar Association.
Hyatt, T., Israel, P. & Benjamin, A. (2005). Introduction to Indian Tribal Finance. Orrick, Herrington &
Sutcliffe, LLC.
Social Investment Forum Foundation (2010). Creating A Sustainable World: A Guide to Responsible
Stewardship of American Indian Assets.
Discussion Board Postings
Week 8
Topic: Management and Leadership
Guest Speaker
Readings:
Bryant, M. (1998). Cross-Cultural Understandings of Leadership. Educational Management and
Administration. 26:1, 7-20.
Bryant, M. (1996). Contrasting American and Native American Views of Leadership. Paper presented at
the annual meeting of the University Council for Educational Administration, Louisville, KY. October 25,
1996.
Lurie, N. (1986). Money, Semantics, and Indian Leadership. American Indian Quarterly. Vol. 10, No.1,
Winter 1986, 47-63.
McLeod, M. (2002). Keeping the Circle Strong: Learning About Native American Leadership. Tribal
College Journal. v13 n4 p10-13 Sum 2002
Metoyer, C. (2010). Leadership in American Indian Communities: Winter Lessons. American Indian
Culture and Research Journal. 34:4 (2010) 1-12.
Discussion Board Postings
Week 9
Topic: Management and Leadership
Readings:
Muller, H. J. (1998). American Indian women managers: Living in two worlds. Journal of Management
Inquiry 7, 4 - 26.
Murphy, E. C. with Snell, M. (1995 ). The Genius of Sitting Bull: 13 Heroic Strategies for Today’s Business
Leaders. Englewood Cliffs, N. J.: Prentice Hall
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690
Portman, T.A. & Garrett, T. (2005). Beloved Women: Nurturing the Sacred Fire of Leadership From and
American Indian Perspective. Journal of Counseling and Development, Summer 2005, Volume 83, 284291.
Tippeconnic, J. (2008). Identity-based and Reputational Leadership: An American Indian Approach to
Leadership. Occasional Paper.
Warner, L. & Grint, K. (2006). American Indian Ways of Leading and Knowing. Leadership, 2006, 2:225244. Sage Publications
Discussion Board Postings
Week 10
Topic: Business Strategy
Readings:
Stewart, D. & Swartz (2007). Native American Business Strategy. International Journal of Business
Performance Management. Vol. 9, No. 3, pp. 259-277
Verbos, A., Gladstone, J. & Kennedy, D. (2010). Native American Values and Management Education:
Envisioning an Inclusive Virtuous Circle. Journal of Management Education, Volume 35, Number 1, pp.
10-26.
Discussion Board Postings
Week 11
Exam 3
Topic: Entrepreneurship
Readings:
Anderson, T. & Parker, D. (2009). Entrepreneurship and Capital on American Indian Reservations: A
Case for Rule of Law. Occasional Paper Delivered at the Second Annual Research Symposium on
Economics and Law of the Entrepreneur.
Garsombke, D. & Garsombke, T. (2000). Non-Traditional vs. Traditional Entrepreneurs: Emergence of a
Native American Comparative Profile of Characteristics and Barriers. Academy of Entrepreneurship
Journal, Volume 6, Number 1, 2000. 93-100.
Discussion Board Postings
Draft of Research Paper Due
Week 12
Topic: Entrepreneurship
Readings:
Miller, R. (2008). American Indian Entrepreneurs: Unique Challenges, Unlimited Potential. Occasional
Paper Delivered at the First Annual Research Symposium on Economics and Law of the Entrepreneur.
Tulchin, D. & Shortfall, J. (2008). Small Business Incubation on Its Prospects in Indian Country. Social
Enterprise Associates, Washington, DC.
Discussion Board Postings
Week 13
Topic: Economic Development
Guest Speaker
Readings:
Cornell, S. & Gil-Swedberg, M. C. (1995). Sociohistorical factors in institutional efficacy: Economic
development in three American Indian Cases. Economic Development and Cultural Change, 43 (2), 239268.
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Duffy, D. & Stubben, J. (1998). An Assessment of Native American Economic Development: Putting
Culture and Sovereignty Back in the Models. Studies in Comparative International Development, Winter
1998, Vol. 32, no. 4, 52-78.
Discussion Board Postings
Week 14
Exam 4
Topic: Economic Development
Readings:
New Mexico Business Journal. (1995, June). Shouldn’t economic development also include Native
Americans? 35-55.
Smith, D.H. (1994). The Issue of Compatibility Between Cultural Integrity and Economic Development
Among Native American Tribes. American Indian Culture and Research Journal, 18:2, 1994, 177-205.
Discussion Board Postings
Week 15
Topic: Course Review
Research Paper Due
Finals
Final Exam
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6. Proposals from the Department of School Administration and Counseling
6.1-2. Proposals: CNS 6120 and 6130, Clinical Mental Health Counseling Internship, will be a Pass/Fail
course. The course may be repeated.
Rationale
This course has historically been pass/fail, but was keyed in as a letter graded course when the course
prefix was changed during 2011.
Department Vote: 7 - 0- 0
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7. Proposal from the Bachelor of Interdisciplinary Studies (BIS) Program
We are proposing to:
A. MODIFY the Bachelor of Interdisciplinary Studies (BIS) Program Description to eliminate some
unnecessary, confusing, and extraneous wording, and reorder some listed items in the Program
Description to better and more clearly describe the overall program.
B. ADD MKT 4300 Integrated Marketing Communications as an option with PRE 2700 to the BIS Major
in Applied Professional Studies ADVERTISING TRACK REQUIREMENTS.
C. ADD ECN/FIN 3500 Survey of Ethics in Economics and Finance as an option with ECN 3300 to the BIS
Major in Applied Professional Studies ECONOMIC DEVELOPEMENT TRACK REQUIREMENTS.
D. ADD MGT/DSC 4420 SUPPLY CHAIN MANAGEMENT to the Applied Information Technology
OPERATIONS MANAGEMENT TRACK REQUIREMENTS and increase the credit hour requirements of this
Track from 15 to 18, while reducing the Electives in this Major from 6 credit hours to 3 credit hours.
E. REPLACE the long elective list in the BIS Major in Criminal Justice CORE REQUIREMENTS with the
statement, “of courses with a CRJ prefix or cross-listed with CRJ.”
F. REPLACE 4 of the 8 required courses in the BIS Major in Criminal Justice SOCIOLOGY TRACK
REQUIREMENTS with the statement, “And 12 additional hours of courses at the 3000-4000 level with
a SOC prefix or cross-listed with SOC.”
G. DROP PSY 1010 from the BIS Major in Public and Non-Profit Administration GENERAL
EDUCATION REQUIREMENTS and DESIGNATE PSY 2700 and PSY 3160 listed under the BIS
Major in Public and Non-Profit Administration GENERAL TRACK with an asterisk, indicating that students
taking these courses will be required to take additional prerequisites—increasing the total number of
credit hours in their program.
H. DELETE the phrase, “or evaluation by UNCP’s Spanish Coordinator,” and ADD the phrase, “transferred
credits or,” to the footnote at the bottom of the description of GENERAL EDUCATION
REQUIREMENTS under the BIS Major in Public and Non-Profit Administration.
I. DROP PAD 2100 and ADD PLS 2010 American State Government or 2020 Local Government in the
United States to the BIS Major in Public and Non-Profit Administration CORE REQUIREMENTS.
J. REDUCE the Internship Requirements in the BIS Major in Public and Non-Profit Administration
CORE from 6 hours to 3 Hours, DROP PAD 3610, ADD PLS 3600 Introductory Internship in Political
Science to the list of possible internship courses, and ADD MGT 3090 to the CORE REQUIRMENTS.
K. ADD the stipulation, “Only 12 hours taken from this list may be of courses that have ACC, ECN, FIN, or
MGT prefixes,” to the BIS Major in Public and Non-Profit Administration GENERAL TRACK.
L. DROP MGT 3090 and ADD ECN 3070, 3080, 3500, 3740, 4070; FIN 3100; MGT 3010, 3030, 4300; PAD
2100; and SOC 3030, 3130, 3140, 3240, 3540, 3670, 3690, 3730, 3750, 4400, 4530, 4620 to the BIS
Major in Public and Non-Profit Administration GENERAL TRACK.
M. ADD ECN/FIN 3500 Survey of Ethics in Economics and Finance as an option with ECN 3300 to the
BIS Major in Public and Non-Profit Administration FINANCIAL ADMINISTRATION TRACK REQUIREMENTS.
N. DROP SPN 4510 and ADD SPN 3150, 3200, and 3510. DELETE the phrase, “or evaluation by UNCP’s
Spanish Coordinator,” and ADD the phrase, “transferred credits or,” to the footnote at the bottom of
description of the BIS Major in Public and Non-Profit Administration SPANISH TRACK.
Rationale
A. Since the inception of the BIS Program: 1) the first paragraph that is being proposed for deletion has
confused students because it restates obvious general information found elsewhere in the UNC
Pembroke catalog and 2)the second paragraph being proposed for deletion, contains information about
what the program “is not designed for”, which no other program in the UNC Pembroke catalog contains,
and which creates unnecessary confusion on the part of those interested in entering the program.
Removal of these two paragraphs will bring the BIS program description in line with other program
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descriptions in the UNC Pembroke catalog and will better and more clearly describe the overall program.
Replacing the phrase, “may be earned upon completion of the following requirements,” with “requires
that a student,” in the opening sentence of the section on “BIS Completion Requirements” and adding
the phrase “upon program admission.” simplifies and clarifies the overall BIS Program Description. The
reordering of two listed items in this section is simply intended to provide a better order to the degree
requirements listed. Removing all of the last three paragraphs, except for the statement, “college credit
in lieu of lifelong learning/experiential learning will not be granted” and making it item “7” on the list
eliminates unnecessary language stated elsewhere in the catalog.
B. Adding this option increases the flexibility of the Track and better assures that BIS MAJORS
completing this Major along this Track can graduate in a timely fashion.
C. Adding this option increases the flexibility of the Track and better assures that BIS MAJORS
completing this Major along this Track can graduate in a timely fashion.
D. Adding this course to the Major and Track in Applied Information Technology provides an
enhancement to the knowledge and skill set of those completing this Major, better preparing them for
future careers.
E. Replacing the list with the proposed wording will do away with the necessity of maintaining a long list
of elective classes.
F. Over the years, it has become increasingly clear that a great deal more of the sociology courses
offered at UNC Pembroke are appropriate for people interested in Criminal Justice than the eight
courses currently listed in this track. The replacement of four previously specified courses with an open
statement of electives seems the best way to accommodate this.
G. In reviewing recent offerings of PSY 1010 and realizing that this class has been seldom offered online
and noting that it is only a prerequisite for a couple of optional classes on the GENERAL TRACK list,
dropping this from the GENERAL EDUCATION REQUIREMENTS for this Major and making the proposed
notations will have little impact on most BIS Majors. Since a fair number (over 50%) of BIS students take
their course work online or at a distance, this will better assure that these students can graduate in a
timely manner.
H. Changes being requested on the advice of the Chair of the Department of Foreign Languages due to
recent changes within the department and the department’s curriculum.
I. In reviewing recent offerings of PAD 2100; noting the change in the pre-requisite for this course from
PLS 1000 or 1010 to PAD 1000, and conversations with faculty in the new department of Public
Administration and the Chair of the Department of Political Science, moving PAD 2100 to the General
Track list and replacing it with the optional PLS 2010 or 2020 will provide those in this Major a similar
academic experience that will be offered more frequently with a higher probability of being offered
either online or at a distance. Since a fair number (over 50%) of BIS students take their course work
online or at a distance, this will better assure that they can graduate in a timely manner.
J. The Department of Sociology and Criminal Justice has reduced their Internship (SOC 4850) course from
6 to 3 credit hours, requiring the reduction proposed here. The PAD 3610 class is being dropped because
it, as currently constituted, does not fit as well with the other required coursework in this major as the
PLS 3600 internship does. The addition of this course increases the flexibility of this requirement—
increasing the ability of those with this major graduating in a reasonable time.
K. This change is necessary to keep down the possibility that a student will complete over 27 credit
hours of business courses toward this BIS Major.
L. Over the years, it has become increasingly clear that a great deal more of the courses offered at UNC
Pembroke are appropriate for people interested in Public and Non-Profit Administration than the
courses currently listed in this track. Also, new courses that are appropriate for those in this major have
been added to the catalog every year. The courses proposed to be added to the list in this track seem
the best way to accommodate these circumstances.
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M. Adding this option increases the flexibility of the Track and better assures that BIS MAJORS
completing this Major along this Track can graduate in a timely fashion.
N. Changes being requested on the advice of the Chair of the Department of Foreign Languages due to
recent changes within the department and the department’s curriculum.
Dept vote: 7 for; 0 against; 0 abstain
Affect others: Yes
Departments affected and how: Econ, Fin. And Dec Sci; Mng, Mkt and Intl. Bus., For Lang; Mass Comm;
Poli-Sci; and Soc and CRJ. The proposal affects all the departments listed here by adding classes they
offer to various BIS CORE and TRACK REQUIREMENTS. The addition of these classes will potentially
increase demand for them—affecting how frequently they may be offered and the number of students
seeking to take them.
Affected Chair: Yes
Additional Resources:no
Additional Resources required: n/a
File attachment: Program Change Doc
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ATTACHMENT A
BIS PROGRAM DESCRIPTION WITH CHANGES
For the 2012-13 Catalog
DELETIONS ARE IN RED STRIKE THROUGH BOLD
ADDITIONS ARE IN GREEN BOLD
SUMMARY OF CHANGES:
A. Program Description: Eliminate some unnecessary, confusing, and extraneous wording, and reorder
some listed items in the Program Description to better and more clearly describe the overall program.
RATIONALE: Since the inception of the BIS Program: 1) the first paragraph that is being proposed for
deletion has confused students because it restates obvious general information found elsewhere in the
UNC Pembroke catalog and 2)the second paragraph being proposed for deletion, contains information
about what the program “is not designed for”, which no other program in the UNC Pembroke catalog
contains, and which creates unnecessary confusion on the part of those interested in entering the
program. Removal of these two paragraphs will bring the BIS program description in line with other
program descriptions in the UNC Pembroke catalog and will better and more clearly describe the overall
program. Replacing the phrase, “may be earned upon completion of the following requirements,” with
“requires that a student,” in the opening sentence of the section on “BIS Completion Requirements”
and adding the phrase “upon program admission.” simplifies and clarifies the overall BIS Program
Description. The reordering of two listed items in this section is simply intended to provide a better
order to the degree requirements listed. Removing all of the last three paragraphs, except for the
statement, “college credit in lieu of lifelong learning/experiential learning will not be granted” and
making it item “7” on the list eliminates unnecessary language stated elsewhere in the catalog.
B. Applied Professional Studies ADVERTISING TRACK REQUIREMENTS: ADD MKT 4300 Integrated
Marketing Communications as an option with PRE 2700.
Rationale: Adding this option increases the flexibility of the Track and better assures that BIS MAJORS
completing this Major along this Track can graduate in a timely fashion.
C. Applied Professional Studies ECONOMIC DEVELOPEMENT TRACK REQUIREMENTS: ADD ECN/FIN
3500 Survey of Ethics in Economics and Finance as an option with ECN 3300.
Rationale: Adding this option increases the flexibility of the Track and better assures that BIS MAJORS
completing this Major along this Track can graduate in a timely fashion.
D. Applied Information Technology OPERATIONS MANAGEMENT TRACK REQUIREMENTS: ADD
MGT/DSC 4420 SUPPLY CHAIN MANAGEMENT to the Track and increasing the credit hour requirements
of the Track from 15 to 18, while reducing the Electives in this Major from 6 credit hours to 3.
Rationale: Adding this course to the Major and Track in Applied Information Technology provides an
enhancement to the knowledge and skill set of those completing this Major, better preparing them for
future careers.
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E. Criminal Justice CORE REQUIREMENTS: Provide increased flexibility by eliminating long elective list
in Core and replacing it with the statement, “of courses with a CRJ prefix or cross-listed with CRJ.”
Rationale: Replacing the list with the proposed wording will do away with the necessity of maintaining a
long list of elective classes.
F. Criminal Justice SOCIOLOGY TRACK REQUIREMENTS: Provide increased flexibility by replacing four
(4) of the eight (8) required courses with the statement, “And 12 additional hours of courses at the
3000- 4000 level with a SOC prefix or cross-listed with SOC.”
Rationale: Over the years, it has become increasingly clear that a great deal more of the sociology
courses offered at UNC Pembroke are appropriate for people interested in Criminal Justice than the
eight courses currently listed in this track.
The replacement of four previously specified courses with and open statement of electives seems the
best way to accommodate this.
G. Public and Non-Profit Administration GENERAL EDUCATION REQUIREMENTS and GENERAL TRACK
LIST: Drop PSY 1010 from GENERAL EDUCATION REQUIREMENTS and designate PSY 2700 and PSY
3160 listed under the GENERAL TRACK with an asterisk, indicating that students taking these courses
will be required to take additional prerequisites—increasing the total number of credit hours in their
program.
RATIONALE: In reviewing recent offerings of PSY 1010 and realizing that this class has been seldom
offered online and noting that it is only a prerequisite for a couple of optional classes on the GENERAL
TRACK list, dropping this from the GENERAL EDUCATION REQUIREMENTS for this Major and making
the proposed notations will have little impact on most BIS Majors. Since a fair number (over 50%) of
BIS students take their course work online or at a distance, this will better assure that these students
can graduate in a timely manner.
H. Public and Non-Profit Administration GENERAL EDUCATION REQUIREMENTS: Deleting the phrase,
“or evaluation by UNCP’s Spanish Coordinator,” and adding the phrase, “transferred credits or,” to the
footnote at the bottom of this description.
Rationale: Changes being requested on the advice of the Chair of the Department of Foreign
Languages due to recent changes within the department and the department’s curriculum.
I. Public and Non-Profit Administration CORE REQUIREMENTS: Drop PAD 2100 and add PLS 2010
American State Government or 2020 Local Government in the United States.
RATIONALE: In reviewing recent offerings of PAD 2100; noting the change in the pre-requisite for this
course from PLS 1000 or 1010 to PAD 1000, and conversations with faculty in the new department of
Public Administration and the Chair of the Department of Political Science, moving PAD 2100 to the
General Track list and replacing it with the optional PLS 2010 or 2020 will provide those in this Major a
similar academic experience that will be offered more frequently with a higher probability of being
offered either online or at a distance. Since a fair number (over 50%) of BIS students take their course
work online or at a distance, this will better assure that they can graduate in a timely manner.
23
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
J. Public and Non-Profit Administration CORE REQUIREMENTS: Reducing the Internship Requirements
in the Core from 6 hours to 3 Hours, dropping PAD 3610, adding PLS 3600 Introductory Internship in
Political Science to the list of possible internship courses, and adding MGT 3090 to the CORE
REQUIRMENTS.
RATIONALE: The Department of Sociology and Criminal Justice has reduced their Internship (SOC 4850)
course from 6 to 3 credit hours, requiring the reduction proposed here. The PAD 3610 class is being
dropped because it, as currently constituted, does not fit as well with the other required coursework in
this major as the PLS 3600 internship does. The addition of this course increases the flexibility of this
requirement—increasing the ability of those with this major graduating in a reasonable time.
K. Public and Non-Profit Administration GENERAL TRACK: Adding the stipulation: “Only 12 hours taken
from this list may be of courses that have ACC, ECN, FIN, or MGT prefixes.”
RATIONALE: This change is necessary to keep down the possibility that a student will complete over 27
credit hours of business courses toward this BIS Major.
L. Public and Non-Profit Administration GENERAL TRACK: Dropping MGT 3090 and adding ECN 3070,
3080, 3500, 3740, 4070; FIN 3100; MGT 3010, 3030, 4300; PAD 2100; and SOC 3030, 3130, 3140, 3240,
3540, 3670, 3690, 3730, 3750, 4400, 4530, 4620.
Rationale: Over the years, it has become increasingly clear that a great deal more of the courses offered
at UNC Pembroke are appropriate for people interested in Public and Non-Profit Administration than
the courses currently listed in this track. Also, new courses that are appropriate for those in this major
have been added to the catalog every year. The courses proposed to be added to the list in this track
seem the best way to accommodate these circumstances.
M. Public and Non-Profit Administration FINANCIAL ADMINISTRATION TRACK REQUIREMENTS: ADD
ECN/FIN 3500 Survey of Ethics in Economics and Finance as an option with ECN 3300.
Rationale: Adding this option increases the flexibility of the Track and better assures that BIS MAJORS
completing this Major along this Track can graduate in a timely fashion.
N. Public and Non-Profit Administration SPANISH TRACK:
Dropping SPN 4510 and adding SPN 3150, 3200, and 3510. Deleting the phrase, “or evaluation by
UNCP’s Spanish Coordinator,” and adding the phrase, “transferred credits or,” to the footnote at the
bottom of this TRACK description.
Rationale: Changes being requested on the advice of the Chair of the Department of Foreign
Languages due to recent changes within the department and the department’s curriculum.
24
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
1016
1017
1018
1019
1020
1021
Bachelor of Interdisciplinary Studies
2011-2012
Academic Year
As revised by the UNCP Faculty Senate
Spring 2011
BACHELOR OF INTERDISCIPLINARY STUDIES
The Bachelor of Interdisciplinary Studies (BIS)
The Bachelor of Interdisciplinary Studies (BIS) program is exclusively designed for learners with at least
two years of transferable credit from institutions other than UNCP, who hold either Associate in Applied
Arts or Associate in Applied Science degrees. The program serves adult students, in particular, who
seek a broad, more flexible degree program to help them to advance or become more established in
their careers or to improve their understanding of the world around them.
The BIS is intended for a set of diverse students who bring to the university many academic, personal,
and work-related experiences. They may choose the BIS program because (1) they are aware that they
are more employable in many occupations with the degree, (2) that learning in the arts and sciences and
in a field of specialization leads to understanding and empowerment, and (3) they review their personal
plans and recognize that they can effectively meet their most important goals for a bachelor’s degree
through the BIS.
The University of North Carolina at Pembroke, like every other college accredited by the Southern
Association of Colleges and Schools, requires that all its academic programs have an approved balance
among general education, one or more fields of specialization, and electives. The BIS is no exception.
BIS students are required to meet the university’s general education core requirements and are
involved in middle and upper level classes combined into a varied array of interdisciplinary program
majors.
The BIS is not designed for persons needing to receive specific state or national certification in a
professional field—for example, teaching, nursing, or computer science—or wishing preparation in
pursuit of a graduate degree.
BIS Completion Requirements
The Bachelor of Interdisciplinary Studies degree may be earned upon completion of the following
requirements requires that a student:
1. Hold an Associate in Applied Arts or an Associate in Applied Science degree from a two year
institution upon program admission.
2. Meet The University of North Carolina at Pembroke’s general education core requirements.
1. Meet The University of North Carolina at Pembroke’s general education core requirements.
2. Hold an Associate in Applied Arts or an Associate in Applied Science degree from a two year
institution.
3. Complete a course of study in a specific Interdisciplinary Studies Major (listed below) of between 36
and 56 semester hours (SH) with an earned average grade point of 2.0 or better for the courses taken.
At least 25 per cent of the total credit requirements for any particular Interdisciplinary Studies Major
25
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069
must be taken from one or more Academic Departments at The University of North Carolina at
Pembroke (UNCP). Only 60 SH credit hours may be transferred from two year institutions (including 30
hours credit awarded for completion of Applied Associate degree from such institution). The number of
SH credit hours permitted from any department, school, or college of UNCP will be restricted by
discipline specific accreditation standards.
4. Transfer or take a balance of elective or support courses to meet the total credit requirements of any
particular Interdisciplinary Studies Major.
5.
And Complete all other requirements for baccalaureate graduation at the University of North
Carolina at Pembroke.
6.
Two thirds of all Major and Track courses taken toward the BIS degree must be from UNCP.
Students and advisors should pay careful attention to the general education courses in each
interdisciplinary studies major, as well as, any course in the core and tracks which have prerequisites.
Prerequisites cannot be taken concurrently with the courses for which they are prerequisites.
The interdisciplinary studies program is no different than any other program in the UNCP catalog
when it comes to credit for experiential learning. In other words, 7. College credit in lieu of lifelong
learning/experiential learning will not be granted.
Majors within the BIS degree program contain cores of 21 to 30 credit hours to which are attached 15
to 29 hours of approved electives, most often bundled as tracks. Students also may elect to attach
one or more minors to these majors to fulfill University electives.
26
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098
1099
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
1116
1117
B.I.S IN APPLIED PROFESSIONAL STUDIES
The Bachelor of Interdisciplinary Studies in Applied Professional Studies prepares graduates with core
competencies necessary for successful careers in for-profit business. Combined with solid training in
communication and writing skills, these competencies include basic understandings of economics,
finance, statistics, decision sciences, management and marketing. Beyond these core competencies,
students receive training in one of six areas of specialization: Advertising, Allied Health Leadership,
Economic Development, Financial Administration, Health Promotion, or Office Administration.
Similar to other majors within the Bachelor of Interdisciplinary Studies Degree program, the BIS in
Applied Professional Studies is intended for those interested in obtaining a highly relevant and practical
degree that provides advancement opportunities in their current employment, and for those who are
starting or interested in changing their professional careers. The program of study for the BIS in Applied
Professional Studies consists of five components: General Education Requirements (44 hours); Core
Requirements (21 hours), Track Requirements (15 hours), 30 hours upon verification of the student
holding an Applied Associate Degree, and Electives (10 hours).
Requirements for a Bachelor of Interdisciplinary Studies Degree: Major in Applied
Professional Studies General Education Requirements, including:
ECN 1000 Economics of Social Issues
ECN 2030 Principles of Macroeconomics
ENG 1050 Composition I
ENG 1060 Composition II
MAT 1070 College Algebra
MAT 2100 Statistics I
PED 1010 Wellness and Fitness
PLS 1010 Introduction to American National Government
Sem.
Hrs.
44
Core Requirements:
DSC 2090 Spreadsheet and Database Management
ECN 2020 Principles of Microeconomics
ENG 3580 Professional Writing
FIN 2400 Foundations of Finance
FIN 3000 Finance for Small and Entrepreneurial Businesses
And 6 additional hours from the following:
MGT 3060 Organization and Management
MGT 3090 Organizational Leadership
MKT 3120 Principles of Marketing
SOC 4250 Organizations in Society
21
Track (Choose one of the six tracks below):
15
Advertising:
MCM 2100 Introduction to Mass Communication
MCM 2400 Writing for the Media
PRE 2700 Introduction to Advertising or MKT 4300 Integrated Marketing
Communications
MKT 3200 Consumer Behavior
27
1118
1119
1120
1121
1122
1123
1124
1125
1126
1127
1128
1129
1130
1131
1132
1133
1134
1135
1136
1137
1138
1139
1140
1141
1142
1143
1144
1145
1146
1147
1148
1149
1150
1151
1152
1153
1154
1155
1156
1157
1158
1159
1160
1161
1162
1163
1164
1165
And 3 additional hours from the following:
BRD 3130 Broadcast Copywriting
PRE 4150 Advertising Media
(also recommended: ART 2500 Intermediate Digital Arts, BRD 4160 Broadcast Advertising and Sales)
Allied Health Leadership:
ECN 3740
Health Economics
PHI 3760
Medical Ethics
SOC 2800
Health & Society
SOC 3010
Community Health Organizations & Society
SOC 3730
Health Promotions and Wellness
Economic Development:
ECN 4080 Economic Development
ECN 3300 Public Finance or ECN/FIN 3500 Survey of Ethics in Economics
and Finance
SOC 3180 Community Development
SOC 4250 Organizations in Society
SOC 4420 Community Resource Development
Financial Administration:
ACC 2270 Financial Accounting
ACC 2280 Managerial Accounting
FIN 3050 Risk Management
FIN 3100 Business Finance
FIN 4100 Financial Management
Health Promotion:
HLTH 2000 Principles of Health & Fitness Promotion
HLTH 3300 Health Promotion and Fitness Skills
HLTH 4100 Health and Fitness Behavior Changes
HLTH 4700 Planning, Administration, Evaluation of Program
SOC 3120 Sport and Contemporary Society
(Additional recommended course: HLTH 1090 Healthful Living)
Office Administration:
MCM 2100 Introduction to Mass Communication
MGT 3090 Organizational Leadership (or MGT 4080 Human Resource Management)
PRE 2200 Public Relations
PRE 3500 Organizational Communications
And 3 additional hours from the following:
SOC 4250 Organizations in Society
SOC 4400 Conflict Management
Validation of Applied Associate Degree
Electives
30
10
Total: 120
28
1166
1167
1168
1169
1170
1171
1172
1173
1174
1175
1176
1177
1178
1179
1180
1181
1182
1183
1184
1185
1186
1187
1188
1189
1190
1191
1192
1193
1194
1195
1196
1197
1198
1199
1200
1201
1202
1203
1204
1205
1206
1207
1208
1209
1210
B.I.S IN APPLIED INFORMATION TECHNOLOGY
The Bachelor of Interdisciplinary Studies in Applied Information Technology builds upon computer
programming skills as core requirements, and augments such proficiencies with management of
information technology and communication skills. Courses in decision sciences such as operations
management, statistics, and project management enhance these skills. Graduates will be ready for a
variety of practical careers requiring application of computers and computing/statistical skills to
managerial decision making. The program of study for the BIS in Applied Information Technology
consists of five components: General Education Requirements (44 hours), Core Requirements (27
hours), Track Requirements (15 18 hours), 30 hours upon verification of the student holding an Applied
Associate Degree, and Electives (6 3hours).
Requirements for a Bachelor of Interdisciplinary Studies: Major
in Applied Information Technology
Sem. Hrs.
44
General Education Requirements, including:
ENG 1050 Composition I
ENG 1060 Composition II
MAT 1070 College Algebra
Core Requirements:
CSC 1750 Introduction to Algorithms
CSC 1760 Introduction to Programming
CSC 2050 – Introduction to Programming – C
DSC 2090 Spreadsheet and Database Management
ENG 3580 – Professional Writing
MGT 3060 – Organization & Management
ITM 3010 – Management Information Systems
ITM 3500 – Database Management Systems
SOC 2200 - Computers and Society
Track:
Operations Management:
DSC 3130 Business Statistics I
DSC 3140 – Business Statistics II
ITM 4400 – Project Management
MGT 4410 – Operations Management
MGT 4420 Supply Chain Management
SOC 4400 – Conflict Management
27
15 18
Validation of Applied Associate Degree
Electives
Total:
30
63
122
29
1211
1212
1213
1214
1215
1216
1217
1218
1219
1220
1221
1222
1223
1224
1225
1226
1227
1228
1229
1230
1231
1232
1233
1234
1235
1236
1237
1238
1239
1240
1241
1242
1243
1244
1245
1246
1247
1248
1249
1250
1251
1252
1253
1254
1255
1256
1257
B.I.S. IN CRIMINAL JUSTICE
The Bachelor of Interdisciplinary Studies in Criminal Justice prepares graduates for a variety of criminal
justice careers, including traditional police, courts, and corrections jobs in the public sector and ever
expanding opportunities in the private sector. This major gives students an overall understanding of the
organization and administration of the American criminal justice system and an academic concentration
to enhance specific knowledge and skills in one of three areas: Applied Information Technology,
Forensics, or Sociology. The program of study for the BIS in Criminal Justice consists of four
components: General Education Requirements (44 hours); Core Requirements (27 hours); Track
Requirements (24 hours for Applied Information Technology, 26 hours for Forensics, or 24 hours for
Sociology); and 30 hours upon verification of the student’s holding an Applied Associate Degree.
Requirements for a Bachelor of Interdisciplinary Studies Degree: Major in Criminal Justice
Sem.
Hrs.
General Education Requirements, including:`
For all Tracks:
MAT 1050 Introduction to College Mathematics
SOC 1020 Introduction to Sociology
For the Forensics Track only:
BIO 1000 Principles of Biology
CHM 1300 General Chemistry I
CHM 1310 General Chemistry II
PSY 1010 Introductory Psychology
44
Core Requirements:
27
CRJ 2000 Introduction to Criminal Justice
CRJ/SOC 2400 Criminology
CRJ 3000 Criminal Law
CRJ 3150 Criminal Investigation
CRJ/SWK/SOC 3600 Social Statistics
CRJ/SOC 3610 Social Research
CRJ 4000 Criminal Procedure
CRJS 4XXX Special Topics in Criminal Justice
And 3 additional hours from the following:
CRJ 3180 Criminal Justice Administration and Management
CRJ 3300 Probation and Parole
CRJ 3400 Criminal Conduct
CRJ 3440 Organized Crime
CRJ 3500 Correctional Treatment
CRJ/SOC 3670 Social Deviance
CRJ 3910 Constitutional Rights of Prisoners
CRJ 4150* Police Community Relations
CRJ 4250 Terrorism
CRJ 4350 Death Penalty
CRJ 4530 Family Violence.
*Students who take this course must also take CRJ 2100, which will add 3 credit hours to their
program. of courses with a CRJ prefix or cross-listed with CRJ.
30
1258
1259
1260
1261
1262
1263
1264
1265
1266
1267
1268
1269
1270
1271
1272
1273
1274
1275
1276
1277
1278
1279
1280
1281
1282
1283
1284
1285
1286
1287
1288
1289
1290
1291
1292
1293
Tracks (Choose one of the three tracks below):
21-26
Applied Information Technology:
DSC 2090 Spreadsheet and Database Management
MGT 3060 Organization and Management
MGT 3090 Organizational Leadership
ITM 3010 Management Information Systems
ITM 3500 Database Management Systems
ITM 4400 Project Management
ITM 4600 Systems Security, Reliability, & Privacy
Forensics:
BIO 3180 Principles of Genetics
BIO 3710 Cell Biology
BIOL 1000 Principles of Biology Lab
BTEC 3220 Biotechnology I
CHM 1100 General Chemistry Laboratory I
CHM 1110 General Chemistry Laboratory II
CHM 2500 Organic Chemistry I
CHM 3110/3120 Biochemistry I & Experimental Methods in Biochemistry
MAT 1070 College Algebra
(Additional Recommended Courses: BIO 1020 -- General Zoology and
CHM 2270 -- Analytical Chemistry)
Sociology:
SOC 2090 Social Problems in Modern Society
SOC 3030 The Family
SOC 3130 The Community
SOC 3140 Collective Behavior and Social Movements
SOC 3210 Social Inequalities
SOC/CRJ 3680 Law and Society
SOC 4250 Organizations in Society
SOC/ CRJ 4400 Conflict Management
And 12 additional hours of courses at the 3000- 4000 level with a SOC prefix or cross-listed with SOC.
Validation of Applied Associate Degree
30
Total: 122-127
31
1294
1295
1296
1297
1298
1299
1300
1301
1302
1303
1304
1305
1306
1307
1308
1309
1310
1311
1312
1313
1314
1315
1316
1317
1318
1319
1320
1321
1322
1323
1324
1325
1326
1327
1328
1329
1330
1331
1332
1333
1334
1335
1336
B.I.S. IN HOSPITALITY
The Bachelor of Interdisciplinary Studies in Hospitality prepares students for a variety of rewarding
careers in the growing hospitality industry. Equipped with entrepreneurial skills in addition to
management, marketing, and strong communication proficiencies, graduates will be well-positioned for
employment at managerial ranks in resorts and spas as well as restaurant and hotels. The program of
study for the BIS in Hospitality consists of four components: General Education Requirements (44
hours), Core Requirements (30 hours), Track Requirements (16 hours), and 30 hours upon verification of
the student holding an Applied Associate Degree.
Requirements for a Bachelor of Interdisciplinary Studies: Major
in Hospitality
General Education Requirements, including:
ECN 1000 – Economics of Social Issues
ENG 1050 – Composition I
ENG 1060 – Composition II
PSY 1010 – General Psychology
MAT 2100 – Statistics I
Core Requirements:
ENG 3580 – Professional Writing
ENTR 2000—Innovation
ENTR 2100—Growth and Sustainability
FIN 3000 – Finance for Small and Entrepreneurial Businesses
MGT 3060 – Organization & Management
MGT 4080 – Human Resource Management
MKT 3120 – Principles of Marketing
MKT 4300 – Integrated Marketing Communications
PSY 2700 – Industrial/Organizational Psychology
SPE 2000 — Interpersonal Communication
Track:
Resort, Hotel & Restaurant Administration
ENTR 4000 –Planning and Strategy
HLTH 2060 – Nutrition
MKT 4200 – Personal Selling and Sales Management
REC 4400 – Tourism and Commercial Recreation
SOC 4250 – Organizations in Society
SOC 4400 – Conflict Management
Validation of Applied Associate Degree
Sem. Hrs.
44
30
16
30
Total: 120
32
1337
1338
1339
1340
1341
1342
1343
1344
1345
1346
1347
1348
1349
1350
1351
1352
1353
1354
1355
1356
1357
1358
1359
1360
1361
1362
1363
1364
1365
1366
1367
1368
1369
1370
1371
1372
1373
1374
1375
1376
1377
1378
1379
1380
1381
1382
1383
B.I.S IN PUBLIC & NON-PROFIT ADMINISTRATION
The Bachelor of Interdisciplinary Studies in Public & Non-Profit Administration prepares graduates for a
variety of careers in local, state, and national government and a variety of not-for-profit organizations,
like social service agencies, hospitals, schools, religious organizations, and philanthropic foundations.
This major gives students an overall understanding of the organization and administration of public and
non-profit organizations and their relations with other local, state, national and international entities.
Beyond this foundation, students may craft a specialization to fit their future career goals or choose to
receive training in one of five pre-set areas of specialization: Allied Health Administration,
Communication, Financial Administration, Public Management, or Spanish. The program of study for
the BIS in Public & Non-Profit Administration consists of five components: General Education
Requirements (44 hours); Core Requirements (24 hours); Track Requirements (18 hours for General,
Allied Health Administration, Communication, Financial Administration or Spanish; 15 hours for Public
Management); 30 hours upon verification of the student holding an Applied Associate Degree; and 4 to
7 hours for Electives.
Requirements for a Bachelor of Interdisciplinary Studies Degree: Major in Public and NonProfit Administration
Sem. Hrs.
General Education Requirements, including:
44
For All Tracks:
ECN 2020 Principles of Economics
PLS 1000 Introduction to Political Science or PLS 1010 American National Government
PSY 1010 Introductory Psychology
SOC 1020 Introduction to Sociology
For Financial Administration track only:
MAT 1070
MAT 2100
(Students interested in the Spanish Track or taking Spanish courses under the General
Track who are not placed into one of the intermediate Spanish courses courses based
on transferred credits or testing or evaluation by UNCP’s Spanish Coordinator must
take the beginning SPN 1310/1320 sequence.)
Core Requirements:
24
MGT 3060 Organization and Management
MGT 3090 Organizational Leadership
MKT 3120 Principles of Marketing
PAD 2100 Introduction to Public Administration
PLS 2010 American State Government or PLS 2020 Local Government in the US
SOC 2090 Social Problems in Modern Society
SOC 4180 Voluntary Associations and Non-Profit Organizations
SOC 4420 Community Resource Development
SOC 4850 Internship or PAD 3640 Practicum in Public Admin. MGT 4800 Management
Internshp or PLS 3600 Introductory Internship in Political Science (6 3 hrs.)
(Additional recommended courses: ENG 3700 Advanced Composition or ENG 3580
Professional Writing, and ENG 4090-4129 Special Topics in Composition and Rhetoric)
33
1384
1385
1386
1387
1388
1389
1390
1391
1392
1393
1394
1395
1396
1397
1398
1399
1400
1401
1402
1403
1404
1405
1406
1407
1408
1409
1410
1411
1412
1413
1414
1415
1416
1417
1418
1419
1420
1421
1422
1423
1424
1425
1426
1427
1428
1429
1430
1431
Tracks (Choose one of the five tracks below):
15-18
General: (18 hours from the following list of courses without other specific Track; at least 12 hrs must be
at the 3000-4000 level. Only 12 hours taken from this list may be of courses that have ECN, FIN, or
MGT prefixes.)
ACC 2270 Financial Accounting
ACC 2280 Managerial Accounting
ACC 4500 Governmental and Not-for-Profit Accounting,
AIS 4020 Federal Policy and the American Indian
AIS 4600 American Indian Health
ECN 3070 Internet Economics
ECN 3080 Environmental Economics
ECN 3300* Public Finance
ECN 3500 Survey of Ethics in Economics and Finance
ECN 3740 Health Economics
ECN 4070* Labor Economics
ECN 4080* Economic Development
ENV 4100 Environmental Laws and Regulations
FIN 3100* Business Finance
MGT 3090 Organizational Leadership
MGT 3010 Organizational Crisis Management
MGT 3030 Business Communications
MGT 4070 Organizational Theory
MGT 4080 Human Resource Management
MGT 4300 Business Ethics and Social Responsibility
MCM 2100 Introduction to Mass Communication
MCM 3600 Media and Culture
PHI 2040 Introduction to Ethics
PHI 4430 Business Ethics
PRE 2200 Public Relations
PRE 3500 Organizational Communications
PAD 2100* Introduction to Public Administration
PLS 3010* Political Parties and Interest Groups in the United States
PLS 3800 International Organizations
PSY 2160 Social Psychology
PSY 2700 *Industrial/Organizational Psychology
PSY 3160 *Psychology of Leadership
SOC 3010 Community Health Organizations and Services
SOC 3030 The Family
SOC 3130 The Community
SOC 3140 Collective Behavior and Social Movements
SOC 3180 Community Development
SOC 3210 Social Inequalities
SOC 3240 Sociology of Poverty
SOC 3540 Gender and Society
SOC 3670 Social Deviance
SOC 3690 Sociology of Mental Disorders
SOC 3730 Health Promotions and Wellness
34
1432
1433
1434
1435
1436
1437
1438
1439
1440
1441
1442
1443
1444
1445
1446
1447
1448
1449
1450
1451
1452
1453
1454
1455
1456
1457
1458
1459
1460
1461
1462
1463
1464
1465
1466
1467
1468
1469
1470
1471
1472
1473
1474
1475
1476
1477
1478
1479
SOC 3750 Death and Dying
SOC 3790 Substance Abuse Prevention
SOC 4250 Organizations in Society
SOC 4400 Conflict Management
SOC 4530 Family Violence
SOC 4620 Sociological Social Psychology
SPN 2310 Intermediate Spanish I or SPN 2320 Intermediate Spanish II or SPN 3120 Spanish
Conversation
SPE 3580 Discussion and Debate
SWK 3830 Child Welfare Services
*Students who take this course must also take additional prerequisites, which will add credit
hours to their program.
Allied Health Administration:
ECN 3740
Health Economics
PHI 3760
Medical Ethics
SOC 2800
Health & Society
SOC 3010
Community Health Organizations & Society
SOC 3730
Health Promotions and Wellness
SOC 3750
Death and Dying
Communications:
SPE 2000 Interpersonal Communication
SPE 2010 Fundamentals of Speech
MCM 2100 Introduction to Mass Communication
PRE 2200 Public Relations
And 6 additional hours from the following:
MGT 3030 Business Communication,
BRD 3130* Broadcasting Copywriting,
SPE 3580 Discussion and Debate,
PRE 3500 Organizational Communications, or
ENG 3250 Language in Society.
*Students who take this course must also take MCM 2400, which will add 3 credit hours
to their program.
Financial Administration:
ACC 2270 Financial Accounting
ACC 2280 Managerial Accounting
ECN 3300 Public Finance or ECN/FIN 3500 Survey of Ethics in Economics
and Finance
FIN 3050 Risk Management
FIN 3100 Business Finance
FIN 4100 Financial Management
Public Management:
ECN 3300 (or PSPA 3310) Public Finance
PLS 1010 Introduction to American National Government
PLS 2330 Introduction to Theory and Methodology
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1500
1501
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PLS 3010 Political Parties and Interest Groups in the United States
PLS 3020 Administration of Municipal Government in the United States
Spanish:
SPN 2310* and 2320* Intermediate Spanish I & II; or SPN 2330* Spanish for Heritage Speakers
SPN 3110 Spanish Composition and Review of Grammar
SPN 3120 Spanish Conversation
And 6 additional hours from the following: SPN 3150 Analytical Skills and Critical Aspects of
Spanish, SPN 3200 Literary Analysis and Criticism in Spanish, SPN 3210 Survey of SpanishAmerican Literature I, SPN 3220 Survey of Spanish-American Literature II, SPN 3310 Survey of
Literature of Spain I, SPN 3320 Survey of Literature of Spain II, SPN 3610 Civilization and Culture
of Spanish America, SPN 3620 Civilization and Culture of Spain, SPN 3360 History of Spanish
Language, SPN 3700 Advanced Grammar and Composition, SPN 3710 Business Spanish, or SPN
3510 4510 Study Abroad.
*Students who are not placed into one of the intermediate Spanish courses based on
transferred credits or testing or evaluation by UNCP’s Spanish Coordinator must take the
beginning SPN 1310/1320 sequence, which will add 6 credit hours to their program.
Validation of Applied Associate Degree
Electives
30
4-7
Total: 120
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8. Proposals from the Department of Heath Physical Education and Recreation Department
8.1 Course Proposal:
New 3-hr course HLTH 3080 Ethnic & Cultural Implications in Health Promotion that will be required in
the EXSS degree in the Health Promotion track
Rationale:
course will lessen redundancy of current required course and will increase the scope of the Health
Promotion curriculum
Dept vote: 35 for; 0 against; 0 abstain
Affect others: no
Departments affected and how:
Affected Chair: Off
Cross listing: no
Articulation: no
Additional Resources: no
Additional Resources required:
COURSE DESCRIPTIONS:
HLTH 3080 Ethnic & Cultural Implications in Health Promotion
Hours: 3
Prerequisites: None
Required: yes (If yes, need Program Proposal Form)
New course description: This course will provide in-depth study of the importance of cultural
competence and cultural sensitivity in the practice of health promotion and education. Students in this
course will develop a better understanding of those cultural behaviors, often considered by Westerners
as exotic, that will need to be embraced when employing health promotion programming.
New Course title: Ethnic/Culture in HLTH Prom
Code: LEC
8.2 Course Proposal:
New course EXER 5110 Conflict Resolution in PE/Sport and require it in the Exercise & Sport
Administration track
Rationale:
This will get all required graduate courses in the Exer & Sport Admin track inside the HPER Dept
Dept vote: 35 for; -0 against; -0 abstain
Affect others: yes
Departments affected and how: we currently require PAD 5380 which will relieve the PAD dept of
offering this class to non-PAD maj majors
Affected Chair: Off
Cross listing: no
Articulation: no
Additional Resources: no
Additional Resources required:
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COURSE DESCRIPTIONS:
EXER 5110 Conflict Resolution in PE/Sport
Hours: 3
Prerequisites: None
Required: yes (If yes, need Program Proposal Form)
New course description: Course will address conflict analysis and resolution associated with PE and sport
environments. Both team and individual conflict situations will be discussed along with possible
solutions. PE teacher/coach resolution and problem-solving methodologies will be covered along with
mediation techniques.
New Course title: Conflict Resolu in PE/Sport
Code: LEC
8.3 Program Proposal:
In the Exercise & Sport Science Health Promotion track, replace currently required 3-hr PED 4240 Tests
& Measurements with new 3-hr course HLTH 3080 Ethnic and Cultural Implications in Health Promotion
Rationale
will lessen the redundancy of courses as HLTH 3300 and PED 4240 cover similar content, plus this new
ethnicity course will increase the scope of the curriculum
Dept vote: 35 for; 0 against; abstain 0
Affect others: No
Departments affected and how:n/a
Catalog Copy:
Health Promotion Track
HLTH 2000 H/Fitness Promotion
HLTH 3060 Human Sexuality
HLTH 3070 Women Health Issues
HLTH 3080 Ethnic/Culture Implications in Health Promotion
HLTH 3300 Fitness Skills
HLTH 3650 Human Diseases
HLTH 4100 H/F Behavior Change
HLTH 4700 Plan, Admin, Eval
HPER 4999 Internship
Guided Elective (18-21)
Free Electives (4-7)
8.4 Program Proposal:
Add new 3-hr course EXER 5110 Conflict Resolution in PE/Sport as a requirement in the Exercise and
Sport Admin track in place of currently required PAD 5380 Conflict Analysis and Resolution
Rationale: Will put all required EXER courses within the HPER Dept
Dept vote: 35 for; 0 against; abstain 0
Affect others: Yes
Departments affected and how: PAD Dept....their PAD 5380 course will n longer have any PE graduate
students, which will open up more slots for their PAD majors
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Affected Chair: Yes
Catalog Copy:
Exercise & Sport Admin Track
EXER 5010 Movement & Coaching Physiology
EXER 5020 Exercise & Sport Psychology
EXER 5040 Recreation Admin
EXER 5050 Health Admin
EXER 5060 Current Issues in PE/Sport
EXER 5070 Law in PE/Sport
EXER 5080 Facilities in PE/Sport
EXER 5090 Promotion & Marketing of PE/Sport
EXER 5100 Leadership & Management in PE/Sport
EXER 5110 Conflict Resolution in PE/Sport
EXER 5980 Research Methodology
EXER 5990 Capstone Study
8.5 Course Proposal:
To add the prerequisiteto PED 3020..."must be admitted into Teacher Education in order to take this
course."
Rationale:
To prevent students from completing the Physical Education program requirements before they are
accepted into Teacher Education.
Dept vote: 35 for; 0 against; 0 abstain
Affect others: no
Departments affected and how:
Affected Chair: Off
Cross listing: no
Articulation: no
Additional Resources: no
Additional Resources required:
COURSE DESCRIPTIONS:
Hours:
Prerequisites: Add ”must be admitted into Teacher Education in order to take this course."
Required: Off (If yes, need Program Proposal Form)
New course description:
New Course title:
Code: Select One
8.6 Course Proposal:
The Physical Education Department would like to add a prerequisite to PED 4060 Seminar in Physical
Education. The prerequisite would require students to be student teaching in the physical education
program in order to take the course.
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Rationale:
This course is designed for physical education majors that are currently student teaching.
Dept vote: 35 for; 0 against; 0 abstain
Affect others: no
Departments affected and how:
Affected Chair: n/a
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:
COURSE DESCRIPTIONS:
Hours:
Prerequisites: “May only be taken by physical education majors during the student teaching semester.”
Required: Off (If yes, need Program Proposal Form)
New course description:
New Course title:
Code: Select One
8.7 Course Proposal
The Physical Education Department would like to add a prerequisite that PED 4040 Classroom Discipline,
may only be taken by physical education majors during the student teaching semester.
Rationale:
This course is designed specifically for physical education majors that are currently student teaching.
Dept vote: 35 for; 0 against; 0 abstain
Affect others: no
Departments affected and how:
Affected Chair: Agree
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:
COURSE DESCRIPTIONS:
Hours:
Prerequisites: “May only be taken by physical education majors during the student teaching semester.”
Required: no (If yes, need Program Proposal Form)
New course description:
New Course title:
Code: Select One
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EXER 5110 Conflict Resolution in PE/Sport Syllabus
Sample
Professor: TBD
Required Text: Conflict Resolution in PE & Athletics (3rd ed) by Adams & Beaver
Conflict resolution is the methods and processes involved in facilitating the peaceful ending to social
conflicts in both physical education and team sport settings. The methods and procedures for
addressing conflict will be studied, including, but not limited to, negotiation, mediation, diplomacy, and
creative peace-building as well as the use of nonviolent resistance measures in attempt to promote
effective resolution.
Study Topics:
Basic concepts of conflict theory in both individual and team sport settings
Research and inquiry into conflict resolution
Social dynamics of individual and team conflicts
Indentifying conflicts
Interpersonal conflicts
In-Group conflicts
Team sport conflicts
Diversity, ethnic, and cultural factors in conflict
Gender conflicts
Peer group conflicts
Dialogue in conflict resolution
Adversarial strategies
Approaches to violence
Conflict management
Conflict techniques and practice
Collective negotiation
Reconciliation
Reflective practice in negotiation
Practicum in role-playing
Attendance Policy: "cuts" at the graduate level are unacceptable; should unusual situations arise, check
with the course professor
Course Grading Scale:
A = 95-100
A- =90-94
86-89 = B+
83-85 = B
80-82 = B-
Evaluation Elements of the Course:
Research papers
Written tests
70-79 = C
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Ethnic and Cultural Implications in Health Promotion (HLTH 3080)
Othello Johnson
othello.johnson@uncp.edu
Phone: 910-775-4116
Office: Jones HPER Room #1190
Office Hours: M, W, F – 10:00 AM to 12:00 PM, T, R – 8:30 to 9:30 AM and 12:00 to 1:00 PM
This course will provide in-depth study of the importance of cultural competence and cultural sensitivity
in the practice if health promotion and education. Students in this course will develop a better
understanding of those cultural behaviors, often considered by Westerners as exotic, that will need to
be embraced when employing health promotion programming.
Course Objectives:
By the end of this course, the student should be able to:
•
Appreciate the importance of cultural appropriateness in health promotion and education
•
Appreciate the importance of cultural sensitivity in health promotion and education
•
Effectively demonstrate methods of understanding cultural aspects of target groups
•
Apply appropriate models/theories in health education to target groups
•
Critically develop delivery skills in health promotion
Attendance Policy: Attendance and participation is necessary to understand and retain the information
presented in this course. Therefore, a strict attendance policy is in place. Each student is allowed two
absences. For each 3 times a person is late for class, they will accumulate an absence. Any absences in
excess of those two will result in a lowering of the student’s letter grade by a full letter grade per
absence. Four or more absences will result in the student receiving a grade of “F”. The only exception to
this policy is in the form of excused absences, which will be approved at the discretion of the professor.
Text Book:
Perez, M. A. & Luquis, R. R (Editors) (2008). Cultural competence in health education and health
education. San Francisco: Wiley. ISBN: 978-0-7879-8636-0
Grading: Your final grade will be determined by the following means:
•
Unit Tests: 3 @10 points
•
Group Projects: 2 @ 20 points each
•
Final Exam: 30 points
A = > 95 points
B- = 80-82.4 points
D+ = 66-69.9 points
A- = 90-94.9 points
C+ = 76-79.9 points
D = 62.5-65.9 points
B+ = 86-89.9 points
C = 72.5-75.9 points
D- = 60-62.4 points
B = 82.5-85.9 points
C- = 70-72.4 points
F = <60 points
Explanation of Course Assignments: You are required to follow these guidelines when completing your
course assignments. Any deviation from these stated requirements will negatively influence your grade.
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Unit Tests: Three unit tests will be given approximately every five weeks, and they will be
comprehensive reviews of the content covered during that five-week period. Anyone not present at the
time the exams have been distributed will not be allowed to take the exam and will receive a grade of
“0”.
Group Projects: You will be assigned to two different groups, and you will be expected to work within
those groups to complete your group projects. One group project will be assigned after the first week of
class, and the second will be assigned at midterm. A maximum of 20 points of each project will be
awarded based on the group’s final submission as it meets the requirements of the grading rubric
included in this syllabus. The group will earn the grade. Therefore, all members of the group must
participate equally. Failure to equally contribute to your group’s efforts, on any one project, will result in
an F for the class.
Final Exam: The final exam will be a comprehensive evaluation of the work in this course. Please check
the published schedule for date and time of the exam.
Late Assignments: Assignments will not be accepted after the date and time on which they are due.
Therefore, there cannot be any discrepancy regarding the time in which the assignment was delivered.
ADA Academic Access Statement:
Any student with a documented learning, physical, chronic health, psychological, visual or hearing
disability needing academic adjustments is requested to speak directly to Disability Support Services and
the instructor, as early in the semester (preferably within the first week) as possible. All discussions will
remain confidential. Please contact Disability Support Services, DF Lowry Building, Room 103 or call
910-521-6695. The instructor of this course will provide allowances compatible with the
recommendations from DSS to accommodate any student with a documented disability.
Statement Regarding Disruptive Behavior:
Respective to the UNCP Student Code of Conduct (reference your student handbook), disruptive
behavior in the classroom will not be tolerated. If you are disruptive towards another student, a guest
speaker or me, you will be asked to leave the class for that day, and an official letter will be filed in your
student folder in my office. Should a second occurrence take place, you will be failed for the class, and
you will be referred to the Office of Student Affairs for a punitive meeting.
Academic Dishonesty:
Plagiarism, cheating on exams or any other type of academic dishonesty will not be tolerated. Should
you be found to be in violation of the UNCP Academic Honor Code, www.uncp.edu/sa/pol_pub/, you
will be turned in to the Vice Chancellor of Student Affairs and receive a grade of “F” for this class.
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9. Proposals from the Department of Foreign Languages
9.1-4. Course Proposals:
Delete SPN 4210 “Studies in Spanish American Prose fiction”
Delete SPN 4220 "Studies in Spanish American Theater and Poetry"
Delete the Prefix and Number of SPN 4340.
Delete the Prefix and Number of SPN 4300.
Rationale:
The literature courses in the Spanish program are divided in 2 areas organized in a different manner
having Spanish American Literature with titles such as “Studies in…” while those pertaining to peninsular
literature are “Topics in”. Also, Spanish-Am.lit. classes are divided by genre while Peninsular literature
classes by time period. It is the department’s intention to offer a more consistent description of the
literature classes and a balanced offering in the two areas. This course would be the second in the new
chronological sequence pertaining to Spanish Am. Lit.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: Agree
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:none
9.5: Course Proposal:
Add “May be repeated for a maximum of 6 credits with change of topic” to course description in SPN
4300 “Topics in Medieval, Renaissance and Golden Age Literature”.
Change the Prefix & Number of SPN 4300 (Delete) to SPN 4230 (SPN 4300 equal to SPN 4230).
Upper level literature courses in the Spanish program cover specific topics that may change as they are
offered. This addition would give students the opportunity to take the same course twice and get credit
for it as long as the course covers different topics within the scope described by the title.
To start the sequence of 3 time period organized Spanish Peninsular literature classes to parallel those
pertaining to Spanish American Literature.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: Agree
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:
COURSE DESCRIPTIONS:
Hours: 3
Prerequisites: SPN 3700 or permission of instructor
Required: Yes (If yes, need Program Proposal Form)
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New course description: This course concentrates on main literary works and/or authors of Spain from
the origins of Spanish Peninsular literature (XII Century) to the Golden Age (XVII Century). 3-6 credit
hours. May be repeated for a maximum of 6 credits with the change of topic.
New Course title: SPN 4230
Topics in Medieval, Renaissance and Golden Age Literature
27 Letter title: Tpcs Med., Ren. and GA Lit.
Code: LEC
9.6 Course Proposal:
Change the title of the SPN 4700 Spanish Applied Linguistics to “Introduction to Spanish Linguistics”
The current title could lead to confusion between the methodologies for the acquisition of a second
language instead of an introduction of the Spanish Linguistics which is the intension of this course.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: Agree
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:
COURSE DESCRIPTIONS:
Hours: 3
Prerequisites: SPN 3700 or permission of instructor
Required: Yes (If yes, need Program Proposal Form)
New course description: An introduction to Spanish linguistics: a diachronic study of the phonological,
morphemic, syntactical, semantic aspects of Spanish; dialectical and sociolectal differences in presentday Spanish.
New Course title: SPN 4700
Introduction to Spanish Literature
27 Letter title: Introd. to the Span. Ling.
Code: LEC
9.7 Course Proposal:
Change the prerequisite of SPN 4400 Methods of Teaching Spanish
Add to the current prerequisite “Admission to Teacher Education”. This will guarantee that any student
in that course has been admitted to Teacher Education for a full semester prior to the internship.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: Agree
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:
COURSE DESCRIPTIONS:
Hours: 3
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Prerequisites: SPN 3700 and Admission to Teacher Education
Required: Yes (If yes, need Program Proposal Form)
New course description: Theory and applied methods, materials and evaluations procedures for
teaching foreign languages in grades K-12.
New Course title: SPN 4400
Methods of Teaching Spanish
Code: LEC
9.8 Course Proposal:
In SPN 3510 “Study Abroad” change “PREREQ: Consent of instructor” to “PREREQ: With permission of
Chair of the department.” And Change course code from LEC to FWK.
Rationale:
This course is based on a trip abroad and it is not always taught by a UNCP instructor on-site, if at all.
The PREREQ as it is based on the premises that a UNCP instructor will teach and/or direct that course.
Since this will not always be the case, it is more appropriate then that permission is granted by Chair of
the department instead of by an instructor.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: Agree
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:
COURSE DESCRIPTIONS:
Hours: 3
Prerequisites: Permission Chair of the department
Required: Yes (If yes, need Program Proposal Form)
New course description: n/a
New Course title: SPN 3510
Study Abroad
Code: FWK
9.9 Course Proposal:
Create SPN 4130 “Topics in Colonial Spanish American Literature”
Rationale:
The literature courses in the Spanish program are divided in 2 areas organized in a different manner
having Spanish American Literature with titles such as “Studies in…” while those pertaining to Peninsular
literature are “Topics in”. Also, Spanish-Am lit. classes are divided by genre while Peninsular literature
classes by time period. It is the department’s intention to offer a more consistent description of the
literature classes and a balanced offering in the two areas. We want to organize lit. classes by time
period rather than genre. This new course would be the first of them.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: n/a
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2010
2011
2012
2013
2014
2015
2016
2017
2018
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:none
COURSE DESCRIPTIONS:
Hours: 3
Prerequisites: SPN 3700 or permission by the instructor
Required: Yes (If yes, need Program Proposal Form)
New course description: This course covers from the first written expressions of the pre-Columbian
America to the authors and works of Spanish America as a colony of Spain. May be repeated for a
maximum of 6 credits with change of topic.
New Course title: SPN 4130
Topics in Colonial Spanish American Literature
27 Letter Title: Topic in Col. Span. Am. Lit
Code: LEC
9.10 Course Proposal:
Create SPN 4140 “19th Century Spanish American Literature”
Rationale
The literature courses in the Spanish program are divided in 2 areas organized in a different manner
having Spanish American Literature with titles such as “Studies in…” while those pertaining to peninsular
literature are “Topics in”. Also, Spanish-Am.lit. classes are divided by genre while Peninsular literature
classes by time period. It is the department’s intention to offer a more consistent description of the
literature classes and a balanced offering in the two areas. This course would be the second in the new
chronological sequence pertaining to Spanish Am. Lit.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: n/a
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:none
COURSE DESCRIPTIONS:
Hours: 3
Prerequisites: SPN 3700 or permission by the instructor
Required: Yes (If yes, need Program Proposal Form)
New course description: This course covers from the first works and authors of the independent Spanish
America at the beginning of the 19th Century to the authors and works of Spanish American Modernism.
New Course title: SPN 4140 19th Century Spanish American Literature
27 Letter Title: 19th Cent. Span. Am. Lit.
Code: LEC
9.11 Course Proposal:
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Create SPN 4150 “Contemporary Spanish American Literature”
he literature courses in the Spanish program are divided in 2 areas organized in a different manner
having Spanish American Literature with titles such as “Studies in…” while those pertaining to peninsular
literature are “Topics in”. Also, Spanish-Am.lit. classes are divided by genre while Peninsular literature
classes by time period. It is the department’s intention to offer a more consistent description of the
literature classes and a balanced offering in the two areas.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: n/a
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:none
COURSE DESCRIPTIONS:
Hours: 3
Prerequisites: SPN 3700 or permission by the instructor
Required: Yes (If yes, need Program Proposal Form)
New course description: This course covers the main literary schools, authors and works in Spanish
America from the early 20th century to the present.
New Course title: SPN 4150
Contemporary Spanish American Literature
27 Letter Title: Contemp. Span. Am. Lit.
Code: LEC
9.12 Course Proposal:
Create SPN 4240 “19th Century Literature of Spain”
Rationale:
To complete the sequence of 3 time period organized Spanish Peninsular literature classes to parallel
those pertaining to Spanish American Literature.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: n/a
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:none
COURSE DESCRIPTIONS:
Hours: 3
Prerequisites: SPN 3700 or permission by the instructor
Required: Yes (If yes, need Program Proposal Form)
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New course description: A course that focuses on topics pertaining to the main literary schools, authors
and/or works from the Spanish peninsular Romanticism to Realism and Naturalism at the end of the
nineteenth Century.
New Course title: SPN 4240 19th Century Literature of Spain
27 Letter Title: 19th Cent. Lit. of Spain
Code: LEC
9.13 Course Proposal:
Change the Prefix & Number of SPN 4340 (Delete), “Contemporary Literature of Spain” to SPN 4250
(SPN 4340 equal to SPN 4250).
Rationale:
To follow the sequence in the new literary courses created and/or reorganized in the Spanish Program
more meaningfully. This number would follow 4230 and 4240, two literature classes covering the two
previous periods.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: no
Departments affected and how: n/a
Affected Chair: n/a
Cross listing: no
Articulation: no
Additional Resources: n/a
Additional Resources required:none
COURSE DESCRIPTIONS:
Hours: 3
Prerequisites: SPN 3700 or permission by the instructor
Required: Yes (If yes, need Program Proposal Form)
New course description: The main literary schools, authors, and works in Spain from the early 20th
century to the present.
New Course title: SPN 4250
Contemporary Literature of Spain
27 Letter Title: Contemporary Lit. of Spain.
Code: LEC
9.14 Program Proposal:
Create SPN 4130 Topics in Colonial Spanish American Literature
Create SPN 4240 19th Century Literature of Spain
Create SPN 4140 19th Century Spanish American Literature
Delete SPN 4210 Studies in Spanish American Prose Fiction
Delete SPN 4220 Studies in Spanish American Theater and Poetry
Create SPN 4150 Contemporary Spanish American Literature
Change course number SPN 4340 to SPN 4250
Change course number SPN 4300 to SPN 4230
Add “May be repeated for a maximum of 6 credits with change of topic” to SPN 4230
Change SPN 3510 description from “PREREQ: Consent of instructor” to “PREREQ: Permission of Chair of
the Department”
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Change SPN 4400 description from “PREREQ: SPN 3700” to “PREREQ: SPN 3700 and Admission to
Teacher Education”
Change the title of the SPN 4700 Spanish Applied Linguistics to “Introduction to Spanish Linguistics”
Rationale:
The upper level literature classes in the Spanish program are currently divided in two groups according
to geographical areas. Each is divided in two courses. The classes that pertain to Spanish American
Literature are divided according to literary genre while those pertaining to Peninsular Literature are
divided according to time period. Additionally, Spanish American courses titles start with “Studies in…”
while Peninsular literature courses start with “Topics in…”. The sequence of numbers for all these
classes is not consistent. It is the department’s intent on to reorganize, modify and create upper level
literature classes to offer a more consistent sequence (two geographical areas containing 3 courses
each, covering similar time periods, with consistent course titles, and a logical course number
sequence).
The course SPN 3510 is based on a trip abroad and it is not always taught by a UNCP instructor on-site, if
at all. The PREREQ as it is based on the premises that a UNCP instructor will teach and/or direct that
course. Since this will not always be the case, it is more appropriate then that permission is granted by
Chair of the department instead of by an instructor.
Add to the current prerequisite of SPN 4400 “Admission to Teacher Education” will guarantee that any
student in that course has been admitted to Teacher Education for a full semester prior to the
internship.
The current title of SPN 3700 could lead to confusion between the methodologies for the acquisition of
a second language instead of an introduction of the Spanish Linguistics which is the intension of this
class.
Dept vote: 5 for; 0 against; 0 abstain
Affect others: Yes
Departments affected and how: Econ, Fin. And Dec Sci; Mng, Mkt and Intl. Bus., For Lang; Mass Comm;
Poli-Sci; and Soc and CRJ. The proposal affects all the departments listed here by adding classes they
offer to various BIS CORE and TRACK REQUIREMENTS. The addition of these classes will potentially
increase demand for them—affecting how frequently they may be offered and the number of students
seeking to take them.
Affected Chair: Yes
Additional Resources:no
Additional Resources required: n/a
File attachment: Catalog Doc: B.A. in Spanish
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FOREIGN LANGUAGES
Chair: Enrique J. Porrúa
Faculty: Irma A. Bachman, Peter T. Imoro, Ana Cecilia Lara*, Pei-Hsuan Yu
*Coordinator of Spanish Licensure
The Department of Foreign Languages at The University of North Carolina at Pembroke is committed to
the teaching of foreign languages as an indispensable part of the University’s mission. The Department,
with faculty from different countries, embodies and promotes diversity and multiculturalism so that
students function effectively as global citizens. In our programs, students acquire basic and advanced
skills by studying language, literature, and cultures; develop cross-cultural competency; enhance the
understanding of their own language; and sharpen their critical thinking skills. The Department offers
activities to enhance formal language study and regularly sends students abroad for a semester or
summer study. A favorable teacher-student ratio facilitates small classes and provides students with
personalized instruction. The Department takes very seriously its role in preparing majors and minors to
apply their liberal arts education to future career goals. The Department offers programs for the
Spanish major; the student seeking North Carolina Teacher Licensure in Spanish, grades K-12; the
Education major seeking an academic concentration in Spanish; and the student majoring in another
subject who wishes to develop a minor in Spanish or simply to choose an elective or two in a foreign
language.
SPANISH
Requirements for a Bachelor of Arts Degree in Spanish
Sem. Hrs.
Freshman Seminar
1
General Education Program
44
Required Prerequisite Courses: SPN 2310 and 2320 or SPN 2330 6
Pronunciation Proficiency—May be met with a P grade in SPN 2990 or through Pronunciation
Proficiency Validation by Department Chair.
Required Courses: SPN 3110, 3120, 3150, 3200, 3700
15
Spanish Electives—Seven courses from those listed below (at least one literature course is required):
SPN 3210, 3220, 3310, 3320, 3360, 3510, 3610, 3620, 3710, 4130, 4140, 4150, 4230, 4240, 4250 4210,
4220, 4300, 4340, 4400, 4550, 4700, SPNS 4xxx
21
General Electives
34
Total: 121
TEACHER LICENSURE IN SPANISH (K-12)
Students seeking North Carolina Teacher Licensure in Spanish, grades K-12, complete all of the B.A. in
Spanish degree requirements; they also complete the licensure requirements described below as part of
the 34 hours of General Electives. Upon successful completion of this program of study and related
requirements, graduates are eligible for a Standard Professional I license to teach in the State of North
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2210
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2214
2215
2216
2217
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2223
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Carolina. For a more detailed description, including the program standards and goals and objectives,
turn to Undergraduate Licensure Programs in the School of Education section of this catalog.
Licensure Requirements in Spanish (K-12)
Educator Preparation Core
EPC 2020, 2040, 3010, 3030
Content Pedagogy
SPN 3010, 4400, 4480, 4490; CSC 4050
Sem. Hrs.
9
19
Total: 28
ACADEMIC CONCENTRATION IN SPANISH
For students seeking a baccalaureate degree in Elementary Education, Middle Grades Education, Special
Education, or Physical Education, the Department offers an Academic Concentration in Spanish of 24
hours. This Academic Concentration is available to other students, regardless of major.
Requirements for an Academic Concentration in Spanish
1. Required Courses
SPN 2310 and 2320 or SPN 2330; 3110 and 3120; 3150 and 3200
Sem. Hrs.
18
2. Elective Courses: choose two courses (including at least one 4000-level course) from the following:
SPN 3210, 3220, 3310, 3320, 3360, 3510, 3610, 3620, 3700, 3710, 4210, 4220, 4300, 4340, 4550, 4700
6
Total: 24
SPANISH (SPN)
SPN 1310, 1320. Elementary Spanish I, II
The sequence 1310 1320 introduces Spanish grammar and vocabulary and some aspects of Spanish
culture. Aural comprehension, speaking, reading, and writing are stressed in that order. Credit, 3
semester hours.
SPN 2310, 2320. Intermediate Spanish I, II
The sequence 2310 2320 develops increased competence in aural comprehension, speaking, reading,
and writing and reviews Spanish grammar. Credit, 3 semester hours. PREREQ: SPN 1310, 1320; two units
of high school Spanish; or permission of instructor.
SPN 2330. Spanish for Heritage Speakers
An intensive review of the Spanish language designed for students with extensive cultural background in
the target language. Available to non-native speakers who have an extensive foreign language
background. Credit, 6 semester hours. PREREQ: Permission of instructor.
SPN 2990. Spanish Phonetics and Pronunciation
Students planning to major in Spanish or receive teacher licensure in Spanish will be advised whether
they need to take this course, after completing one semester of Spanish. May be taken up to three
times for credit. Pass/Fail grading. Credit, 1 semester hour.
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SPN 3010. Early Laboratory Experiences for Prospective Teachers
This course is designed to give prospective Spanish teacher candidates initial exposure to public schools
in order to provide them with a realistic preparation for student teaching, challenge their underlying
beliefs about teaching and learning, form a basis for a personal decision on teaching Spanish as a career,
and build a background for further professional study and growth. Credit, 1 semester hour.
SPN 3080. Spanish Education Field Experience
Early field experiences for the Spanish education major providing observation and instructional
experiences in a variety of educational settings. Development of lesson plans and instructional activities
in response to the unique features of learning environments. Credit, 1 semester hour. PREREQ: SPN
2320, SPN 2330, or permission of instructor.
SPN 3110. Spanish Composition and Review of Grammar
Intensive practice in task-oriented compositions and comprehensive review of grammatical forms and
usage. Credit, 3 semester hours. PREREQ: SPN 2310 and SPN 2320; SPN 2330; or permission of
instructor.
SPN 3120. Spanish Conversation
Development of oral communication skills. Emphasis on use of language in everyday situations,
vocabulary growth, listening comprehension, and correctness in grammar. Credit, 3 semester hours.
PREREQ: SPN 2310 and SPN 2320; SPN 2330; or permission of instructor.
SPN 3150. Analytical Skills and Critical Aspects of Spanish
Students review and extend their knowledge of all basic patterns (e.g., grammar, vocabulary,
sociocultural norms) of the language. They develop their oral and written skills in describing, narrating
and presenting arguments. They are exposed to texts and audio-visual material that provide them with
a deeper understanding of the Spanish-speaking world. Credit, 3 semester hours. PREREQ: SPN 3110
and SPN 3120; or permission of instructor.
SPN 3200. Literary Analysis and Criticism in Spanish
Through a variety of representative works of Hispanic literature, this course focuses on the discussion
and practical application of different approaches to the critical reading of literary texts. We also study
basic concepts and problems of literary theory, as well as strategies for research and academic writing in
Spanish. Credit, 3 semester hours. PREREQ: SPN 3110, SPN 3120 and SPN 3150; or permission of
instructor.
SPN 3210. Survey of Spanish-American Literature I
Masterpieces of Latin American literature from Colonization to Romanticism as an outgrowth of Latin
American history and civilization. Credit, 3 semester hours. PREREQ: SPN 3200 or permission of
instructor.
SPN 3220. Survey of Spanish-American Literature II
Masterpieces of Latin American literature from Post Romanticism to the present as an outgrowth of
Latin American history and civilization. Credit, 3 semester hours. PREREQ: SPN 3200 or permission of
instructor.
SPN 3310. Survey of Literature of Spain I
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Masterpieces of Spanish literature from Middle Ages to Golden Age as an outgrowth of Spanish history
and civilization. Credit, 3 semester hours. PREREQ: SPN 3200 or permission of instructor.
SPN 3320. Survey of Literature of Spain II
Masterpieces of Spanish literature from the eighteenth, nineteenth and twentieth centuries as an
outgrowth of Spanish history and civilization. Credit, 3 semester hours. PREREQ: SPN 3200 or
permission of instructor.
SPN 3360. History of the Spanish Language
This course offers a panoramic study of the evolution of spoken Latin into modern Spanish. Topics
covered will include: the major historical events that influenced the evolution of Spanish; phonological
change; morphological and syntactic change; lexical borrowings from other languages; and semantic
change. We will also study representative texts that illustrate the evolution of the Spanish language,
and students will be assigned a similar text as an individual project. Credit, 3 semester hours. PREREQ:
SPN 3110, SPN 3120 and SPN 3150; or permission of instructor.
SPN 3510. Study Abroad
A trip designed to acquaint students with various aspects of Latin American or Spanish life and
civilization through visits to places of historical and cultural interest. Credit, 2 7 semester hours.
PREREQ: Consent of instructor.
SPN 3610. Civilization and Culture of Spanish America
A course designed to give students a better understanding of the history and civilization of Spanish
America and to increase their knowledge of general Hispanic cultures. Credit, 3 semester hours.
PREREQ: SPN 2320 or SPN 2330 or permission of instructor.
SPN 3620. Civilization and Culture of Spain
A course designed to give students a better understanding of the history and civilization of Spain and to
increase their knowledge of general Hispanic culture. Credit, 3 semester hours. PREREQ: SPN 2320 or
SPN 2330 or permission of instructor.
SPN 3700. Advanced Grammar and Composition
Refinement of Spanish writing skills through exercises which enhance control of grammar, expand
vocabulary, and promote greater awareness of rhetoric and critical reading. Credit, 3 semester hours.
PREREQ: SPN 3150 or permission of instructor.
SPN 3710. Business Spanish
Spanish as applied to business skills such as letter writing, making reservations, billing, ordering, and
using the metric system. Credit, 3 semester hours. PREREQ: SPN 3150 or permission of instructor.
SPN 4130. Topics in Colonial Spanish American Literature
This course covers from the first written expressions of the pre-Columbian America to the authors and
works of Spanish America as a colony of Spain. May be repeated for a maximum of 6 credits with change
of topic.
SPN 4140. 19th Century Spanish American Literature
This course covers from the first works and authors of the independent Spanish America at the
beginning of the 19th Century to the authors and works of Spanish American Modernism.
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2380
2381
2382
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SPN 4150. Contemporary Spanish American Literature
This course covers the main literary schools, authors and works in Spanish America from the early 20th
century to the present.
SPN 4230. Topics in Medieval, Renaissance, and Golden Age Literature
This course concentrates on main literary works and/or authors of Spain from the origins of Spanish
Peninsular literature (XII Century) to the Golden Age (XVII Century). 3-6 credit hours. May be repeated
for a maximum of 6 credits with the change of topic.
SPN 4240. 19th Century Literature of Spain
A course that focuses on topics pertaining to the main literary schools, authors and/or works from the
Spanish peninsular Romanticism to Realism and Naturalism at the end of the nineteenth Century.
SPN 4250. Contemporary Literature of Spain
The main literary schools, authors, and works in Spain from the early 20th century to the present.
SPN 4210. Studies in Spanish-American Prose Fiction
A study of representative 20th century novels and short stories by Spanish-American writers. Credit, 3
semester hours. PREREQ: SPN 3700 or permission of instructor.
SPN 4220. Studies in Spanish-American Theatre and Poetry
A study of Spanish-American drama and poetry, with emphasis on the 20th century. Credit, 3 semester
hours. PREREQ: SPN 3700 or permission of instructor.
SPN 4300. Topics in Medieval, Renaissance, and Golden Age Literature
The literary works of Spain from the time of El Cid (XII century) to Calderón de la Barca (XVII century).
Credit, 3 semester hours. PREREQ: SPN 3700 or permission of instructor.
SPN 4340. Contemporary Literature of Spain
The main developments of Spanish literature from approximately the outbreak of the Civil War in 1936
to present. Credit, 3 semester hours. PREREQ: SPN 3700 or permission of instructor.
SPN 4400. Methods of Teaching Spanish
Theory and applied methods and materials and evaluation procedures for teaching foreign languages in
grades K-12. May count as Spanish major elective. Credit, 3 sem. hours. PREREQ: SPN 3700.[Admission
to Teacher Education]
SPN 4480. Professional Seminar for Pre-Service Teachers
This seminar is specifically designed to coincide with the teacher candidate internship experience.
Through the seminar, teacher candidates are supported with the appropriate resources to complement
their teaching experience in off-campus public school settings. Emphasis is placed on increasing
students’ pedagogical expertise by discussing controversial Spanish grammar topics, addressing how to
integrate culture, history, and politics into lessons, developing instructional techniques that can be
easily adapted to the needs of students, and addressing the needs of heritage speakers. Credit, 3
semester hours. PREREQ: Admission to professional semester. COREQ: SPN 4490.
SPN 4490. Internship for Spanish Education
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2400
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Provides relevant intensive full-semester internship experiences in off-campus public school setting or
settings. Requires a continuous full-time teaching experience in K-12 Spanish. Pass/Fail grading. Credit,
9 semester hours. PREREQ: Admission to professional semester.
SPN 4550. Directed Study in Spanish
Involves investigation under faculty supervision beyond what is offered in existing courses. Credit, 3
semester hours. PREREQ: Overall GPA of at least 3.00; junior or senior standing; and permission of
instructor, Department Chair, and Dean.
SPN 4700. Spanish Applied Linguistics [Introduction to Spanish Linguistics]
An introduction to Spanish linguistics: a diachronic study of the phonological, morphemic, syntactical,
semantic aspects of Spanish; dialectical and sociolectal differences in present-day Spanish. Credit, 3
semester hours. PREREQ: SPN 3700 or permission of instructor.
SPNS 4xxx. Special Topics in Hispanic Studies
Selected topics related to language, literature, film, or culture of Spain or Spanish America. Title and
topic may vary from year to year. Credit, 3 semester hours. May be repeated for a maximum of 6
credits with change of topic. PREREQ: SPN 3700 or permission of instructor.
OTHER FOREIGN LANGUAGES (XXX) These courses offer students the opportunity to study a foreign
language not otherwise offered in the regular UNCP curriculum.
XXX 1310, 1320. Introductory Foreign Language Study
The sequence 1310-1320 introduces the grammar and vocabulary of the language, with attendance to
some aspects of the related culture. Aural comprehension, speaking, reading, and writing are stressed
in that order. Credit, 3 semester hours each.
XXX 2310, 2320. Intermediate Foreign Language Study
The sequence 2310-2320 develops increased competence in aural comprehension, grammar,
translation, and composition. Credit, 3 semester hours each. PREREQ: Completion of the 1310-1320
sequence or two high school units of the specified language.
XXXS 3000. Special Topics in Foreign Language Study
In-depth study of specific topics in a foreign language, including culture, literature, linguistics, or film.
Taught exclusively in the foreign language. Credit, 3 semester hours. PREREQ: Completion of at least 4
semesters in the foreign language in which the course is taught, or permission of instructor.
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2440
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University of North Carolina at Pembroke
SYLLABUS
SPN 4130 Topics in Colonial Spanish American Literature
Instructor: XXXXXXXXXXX
Office: Dial 24X.
Office hours: M, W & F 9:50 - 11:30am, T & Th 8:45 – 9:30am and/or by appointment.
-xxxx
E-mail: xxxxxxx@uncp.edu
Decription:. This course will guide students in the study and analysis of masterpieces of Spanish
American literature produced during colonial times. The course will begin with works of pre-Columbian
tradition such as the Popol-Vuh or the book of Chilam-Balam, and will continue with the works of
Spanish and Creole authors of the colonies such as Inca Garcilaso or Juan Ruiz de Alarcón to finish with
the works of Spanish American authors at the beginning of the nineteenth century, right before the time
when the colonies gained independence from Spain, the metropolis. All literary genres will be covered
unless otherwise specified by the instructor. The course, which heavily based on readings and in-class
discussion, will be entirely taught in Spanish.
Office hours and meeting times: The instructor will be available for consultation and advice during
regular and extended office hours and also by e-mail at all times. Instructor and students will meet every
x and x from x:xxam to x:xxpm, unless otherwise indicated by the university calendar (holydays). During
class, students will review and analyze reading assignments and will have the opportunity to share
information and ask questions that may require especial attention.
Textbooks:
•
Loisel, Clary. Clásicos de la Literatura Hispanoamericana Colonial en su contexto Sociohistórico.
Floricanto Press, 2007.
•
Popol-Vul. Any edition
•
Chilam-balam. Any edition.
Evaluation Criteria
In class Participation/Discussion
Questionnaires (10)
Midterm Exam
Term paper
Final exam (oral)
•
20%
20%
20%
20%
20%
All assignments will be graded over 100 points on a 7 point grading scale.
Participation: This class will be based on directed discussion of intensive scheduled reading
assignments. Students are required to actively participate in every class by asking questions and
commenting about the readings and interacting with the instructor and other students, all in Spanish.
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Questionnaires: Students will be required to complete ten (10) written questionnaires in class. These are
based on the scheduled readings. (See schedule) Each questionnaire, composed of several short-answer
questions, should not take more than 15-20 minutes to complete.
Term paper: The term paper and its presentation are worth 20% of your final grade. You will be required
to write a research paper (10 pages) on one author/work out of a list provided by the instructor with
subjects that are not included among the ones covered in class. The contents must always be based on
original research and include proper bibliographical citations and list of sources. This assignment
involves several stages and procedures that will be explained by the instructor during the first week of
class.
Midterm and Final Exam: Students will take a midterm exam approximately one week before midterm
grades are due according to the university calendar. This exam will cover all materials seen up to that
point. At the end of the semester students will take a final exam that will evaluate students’ knowledge
of the books and authors covered included any related materials seen in class. This exam will have an
oral component.
Attendance: It is not reflected in the evaluation criteria, but regular and punctual attendance is crucial
and mandatory. Students with more than 4 absences (or 5 for a M/W/F class) either excused or
unexcused (with the exception of two absences due to religious holidays) will receive an F for the Final
grade. There will be no exceptions to this policy.
Academic integrity: Students have the responsibility to know and observe the UNCP Academic Honor
Code. This code forbids cheating, plagiarism, abuse of academic materials, fabrication or falsification of
information, and complicity in academic dishonesty. Please, see Student Handbook for further
information and policies.
Religious Holidays: To accommodate students’ religious holidays, each student will be allowed two
excused absences each semester with the following conditions:
1.
Students, who submit written notification to their instructors within two weeks of the beginning
of the semester, shall be excused from class or other scheduled academic activity to observe a religious
holy day of their faith. Excused absences are limited to two class sessions (days) per semester.
2.
Students shall be permitted a reasonable amount of time to make up tests or other work missed
due to an excused absence for a religious observance.
3.
Students should not be penalized due to absence from class or other scheduled academic
activity because of religious observances.
A student who is to be excused from class for a religious observance is not required to provide a secondparty certification of the reason for the absence. Furthermore, a student who believes that he or she
has been unreasonably denied an education benefit due to religious beliefs or practices may seek
redress through the student grievance procedure.
Students with disabilities:
Any student with a documented disability needing academic adjustments communicates as soon as
possible with the instructor and also with the Disability Support Services. All discussions will remain
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confidential. Mary Helen Walker, Disability Support Services, DF Lowry Bldg, Room 210, 521-6695 or
dss@uncp.edu. Operating hours are Monday-Friday, 8:00 am-5:00 pm
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University of North Carolina at Pembroke
SYLLABUS
SPN 4140 19th Century Spanish American Literature
Spanish American Modernism
Instructor: Peter Imoro
Office: Dial Humanities Bldg. 247
-4033
Office Hours: M W F 2:30-4:00 and/or by appointment.
E-mail: peter.imoro@uncp.edu
Textbook:
1.
Ruben Darío: Azul . Editorial Edaf. Madrid
2.
José Marti: Ismaelillo: versos sencillos, versos libres. Cátedra, Madrid, 2005
3.
José Enrique Rodó: Ariel. Cátedra. Madrid. 2004
4.
Agustini, Delmira. Poesías completas. Cátedra: Madrid 2006
Course Content and Objectives
In this course students will read and critically analyze a selection of poetry and essays representative of
the Latin American Modernist movement, considered the first truly Latin American Literature, and the
first literary movement to influence literary culture outside of the region.
ATTENDANCE:
All students are expected to attend class regularly and punctually. Students are responsible for all
content and assignments for each class; all assigned readings and written exercises must be completed
prior to their discussion in class.
UNCP ATTENDANCE POLICY:
A grade of F will be assigned if by the end of the course a student has missed more than five (4) hours of
a course (4 classes), regardless of the reason for those absences.
EVALUATION:
Essays
Writings and presentations
Homework/quizzes
Attendance/class participation 15%
50%
15%
20%
1.
ESSAYS
Students will write long scholarly papers using MLA standards. Topics will be based on pplays and
poems. One of these will be the final paper. Research papers must be original and individual. Plagiarism
will not be tolerated. A student will be given an F for a first time offence. Subsequento offences will be
penalized using UNCP’s Academic Honor Code regulations. (See below)
2.
-WRITINGS AND PRESENTATIONS:
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Students will occasionally be called upon to write one page summaries or opinions, in class, as
homework or as a blackboard discussion. Each student will also be required to make at least one
presentation on a topic selected by the instructor.
3.
HOMEWORK/:QUIZZES
As homework, students will often be required to answer questions based on reading assignments. These
answers must be turned in to the instructor at the beginning of the next class meeting. The instructor
will also administer pop quizzes to find out if students read the assigned readings.
4.
ATTENDANCE/CLASS PARTICIPATION:
Students are required to participate actively in class discussions. If a student believes s/he is unprepared
to participate in class on a particular day, s/he should inform the instructor at the beginning of class so
that s/he may be excused for that day. Each student is allowed 3 such excuses.
•
There will be a 20% deduction per day for late homework
Grading Scale:
A 93-100
A- 90-92
B+ 87-89
B 84-86
B- 83-80
C+ 74-76
C 77-79
C- 70-73
D+ 67-69
D 64-66
D- 60-63
F 0-59
•
EXTRA CREDIT: No extra credit
•
IMPORTANT: Communication with your instructor is extremely appreciated since we will be
working as a team. If you do not use your UNCP e-mail account, you need to activate it from DAY ONE.
That will be the only domain to which I will send messages.
BLACKBOARD COURSE SITE: If you misplace your syllabus, you can find a copy on Blackboard.
Please check the course site frequently for information. We will also use BB for discussions.
Students with disabilities:
Any student with a documented disability needing academic adjustments is required to speak directly to
Disability Support Services and the instructor, as early in the semester as possible. All discussions will
remain confidential. Please contact Mary Helen Walker, Disability Support Services, DF Lowry Bldg,
Room 111, 521-6695 or dss@uncp.edu. Operating hours are Monday-Friday, 8:00 am-5:00 pm.
Academic Honor Code statement
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Students have the responsibility to know and observe the UNCP Academic Honor Code. This code
forbids cheating, plagiarism, abuse of academic materials, fabrication or falsification of information, and
complicity in academic dishonesty. Academic evaluations in this course include a judgment that the
student’s work is free from academic dishonesty of any type. Students who violate this code can be
dismissed from the University. The normal penalty for a first time violation is an F in the course.
Standards of Academic honesty will be enforced in this course. Students are expected to report cases of
academic dishonesty to the instructor.
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University of North Carolina at Pembroke
SYLLABUS
SPANISH 4150: Contemporary Spanish American Literature
Novels of the Spanish American Boom
Instructor: Peter Imoro
Office: Dial Humanities Bldg. 247
-4033
Office Hours: M W F 10:00-11:00 and/or by appointment.
E-mail: peter.imoro@uncp.edu
Textbook:
1.
Stavans, Ilán and Flora Schiminovich. Eds. La pluma mágica: cuentos de América Latina. Heinle
and heinle, Boston: 1994
2.
Sábato, Ernesto. El tunnel. Ediciones Cátedra, Madrid. 2006
3.
Márquez, Gabriel garcía. Cien años de soledad. Ediciones Cátedra. Madrid. 2004
4.
Puig, Manuel. La traición de Rita Hayworth. Seix Barral. Barcelona.
Course Content and Objectives
In this course students will read and critically analyze contemporary prose fiction of selected Latin
American writers in order to appreciate their literary and cultural values. In particular, the course will
focus on the concept of ideology and it’s relation to subjectivity and culture.
ATTENDANCE:
All students are expected to attend class regularly and punctually. Students are responsible for all
content and assignments for each class; all assigned readings and written exercises must be completed
prior to their discussion in class.
UNCP ATTENDANCE POLICY:
A grade of W will be assigned if by the end of the course a student has missed more than five (5) hours
of a course (5 classes), regardless of the reason for those absences.
EVALUATION:
Essays
Mini writings and presentations 15%
Homework/quizzes
Attendance/class participation
50%
20%
15%
1.
ESSAYS (60%)
Students will write three long researched essays . One of these will be the final paper. The essays will be
based mainly on the novels. Plagiarism will not be tolerated.
2.
MINI-WRITINGS AND PRESENTATIONS:
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Students will occasionally be called upon to write one page summaries or opinions, in class or as
homework. Each student will also be required to make at least one presentation on a topic selected by
the instructor.
3.
HOMEWORK/:QUIZZES
As homework, students will often be required to answer questions based on reading assignments. These
answers must be turned in to the instructor at the beginning of the next class meeting. The instructor
will also administer pop quizzes to find out if students read the assigned readings.
4.
ATTENDANCE/CLASS PARTICIPATION:
Students are required to participate actively in class discussions. If a student believes he/she is
unprepared to participate in class on a particular day, he/she should inform the instructor at the
beginning of class so that he/she may be excused for that day. Each student is allowed 3 such excuses.
•
No late or incomplete work will be accepted regardless of the excuse.
Grading Scale:
A 93-100
A- 90-92
B+ 87-89
B 84-86
B- 83-80
C 74-76
C+ 77-79
D+ 67-69
D 64-66
C- 70-73
D- 60-63
F 0-59
•
EXTRA CREDIT: No extra credit
•
IMPORTANT: Communication with your instructor is extremely appreciated since we will be
working as a team. If you do not use your UNCP e-mail account, you need to activate it from DAY ONE.
That will be the only domain to which I will send messages.
BLACKBOARD COURSE SITE: If you misplace your syllabus, you can find it in Blackboard. Please
check the course site frequently for information.
HISPANIC DAY: This semester, Hispanic Day is on April 2. On this day, Spanish classes will be
cancelled, so your presence at the festival is obligatory. You will also be required to complete class
projects for display a the festival.
Students with disabilities:
Any student with a documented disability needing academic adjustments is required to speak directly to
Disability Support Services and the instructor, as early in the semester as possible. All discussions will
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remain confidential. Please contact Mary Helen Walker, Disability Support Services, DF Lowry Bldg,
Room 111, 521-6695 or dss@uncp.edu. Operating hours are Monday-Friday, 8:00 am-5:00 pm.
Academic Honor Code statement
Students have the responsibility to know and observe the UNCP Academic Honor Code. This code
forbids cheating, plagiarism, abuse of academic materials, fabrication or falsification of information, and
complicity in academic dishonesty. Academic evaluations in this course include a judgment that the
student’s work is free from academic dishonesty of any type. Students who violate this code can be
dismissed from the University. The normal penalty for a first time violation is an F in the course.
Standards of Academic honesty will be enforced in this course. Students are expected to report cases of
academic dishonesty to the instructor.
Tentative Calendar: Instructor reserves the right to make changes to the calendar
January
Mon 07 Introduction
Wed 09
Deseo, ideología, subjetividad, sociedad y cultura
Frd 11
Mon 14
La cámara oscura: Angélica Gorodischer
Wed 16
Frid 18
Una venganza: Isabel Allende
Mon 21
(Martin Luther King day
Wed 23
Frid 25
La casita de sololoi: Elena Poniatowska
Mon 28
Wed 30
Las ruinas circulares: Jorge Luis Borges
February
Frid 01
Mon 04
Cambio de luces: Julio Cortázar
Wed 06
Frid 08
Begin El túnel: Ernesto Sábato
Mon 11
Wed 13
Frid 15
Mon 18
Wed 20
Frid 22
Mon 25
Wed 27
Frid 29
March
Mon 03-09
Spring Break
Mon 10
Essay 1 due
2. Begin Cien años de soledad: García Márquez
Wed 12
Frid 14
Mon 17
Wed 19
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Frid 21 Good Friday (Holiday)
Mon 24
Wed 26
Frid 28
Mon 31
April
Wed 02 Hispanic Day (dial building: AV theater)
Frid 04
Essay 2 due
2. Begin La traición de Rita Hayworth: Manuel Puig
Mon 07
Wed 09
Frid 11
Mon 14
Wed 16
Frid 18
Mon 21
Wed 23
Frid 25
April 28-May 02 Final paper due on May 02
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University of North Carolina at Pembroke
SYLLABUS
SPN 4240 19th Century Literature of Spain
Instructor: XXXXXXXXXXX
Office: Dial 24X.
Office hours: M, W & F 9:50 - 11:30am, T & Th 8:45 – 9:30am and/or by appointment.
Ph
-xxxx
E-mail: xxxxxxx@uncp.edu
Decription: This course will guide students in the study of a selection of Spanish literary authors and
their works representative of the Peninsular Romanticism (Bécquer, Espronceda,…) in the first quarter of
the 19th Century, to Realism and Naturalism (Galdós, Blasco Ibáñez,…) characteristic of the last decades
of the century. This course will be entirely taught in Spanish. It will be based on intensive readings and
discussion, but it also has an important writing component. The use of a high-quality Spanish dictionary,
like the one published by the Real Academia Española de la Lengua, is strongly recommended.
Office hours and meeting times: The instructor will be available for consultation and advice during
regular and extended office hours and also by e-mail at all times. Instructor and students will meet every
x and x from x:xxam to x:xxam, unless otherwise indicated by the university calendar (holydays). During
class, students will review and analyze reading assignments and will have the opportunity to share
information and ask questions that may require especial attention.
Textbooks: Any complete* edition of all the following books
•
•
•
•
Larra, Mariano José de. “Artículos de costumbres”
Bécquer, Gustavo A. “Rimas y Leyendas”
Valera, Juan. “Pepita Jiménez”
Pérez Galdós, Benito. “Episodios nacionales”
* Special annotated or educational editions preferred.
Evaluation Criteria
In class Participation/Discussion
Questionnaires (10)
Midterm Exam
Term paper
Final exam (oral)
•
20%
20%
20%
20%
20%
All assignments will be graded over 100 points on a 7 point grading scale.
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Participation: This class will be based on directed discussion of intensive scheduled reading
assignments. Students are required to actively participate in every class by asking questions,
commenting about the readings and interacting with the instructor and other students, all in Spanish.
Questionnaires: Students will be required to complete ten (10) written questionnaires in class. These are
based on the scheduled readings. (See schedule) Each questionnaire, composed of several short-answer
questions, should not take more than 15-20 minutes to complete.
Term paper: The term paper and its presentation are worth 20% of your final grade. You will be required
to write a research paper (10 pages) on one author/work out of a list provided by the instructor with
subjects that are not included among the ones covered in class. The contents must always be based on
original research and include proper bibliographical citations and list of sources. This assignment
involves several stages and procedures that will be explained by the instructor during the first week of
class.
Midterm and Final Exam: Students will take a midterm exam approximately one week before midterm
grades are due according to the university calendar. This exam will cover all materials seen up to that
point. At the end of the semester students will take a final exam that will evaluate students’ knowledge
of the books and authors covered included any related materials seen in class. This exam will have an
oral component.
Attendance: It is not reflected in the evaluation criteria, but regular and punctual attendance is crucial
and mandatory. Students with more than 4 absences (or 5 for a M/W/F class) either excused or
unexcused (with the exception of two absences due to religious holidays) will receive an F for the Final
grade. There will be no exceptions to this policy.
Academic integrity: Students have the responsibility to know and observe the UNCP Academic Honor
Code. This code forbids cheating, plagiarism, abuse of academic materials, fabrication or falsification of
information, and complicity in academic dishonesty. Please, see Student Handbook for further
information and policies.
Religious Holidays: To accommodate students’ religious holidays, each student will be allowed two
excused absences each semester with the following conditions:
1.
Students, who submit written notification to their instructors within two weeks of the beginning
of the semester, shall be excused from class or other scheduled academic activity to observe a religious
holy day of their faith. Excused absences are limited to two class sessions (days) per semester.
2.
Students shall be permitted a reasonable amount of time to make up tests or other work missed
due to an excused absence for a religious observance.
3.
Students should not be penalized due to absence from class or other scheduled academic
activity because of religious observances.
A student who is to be excused from class for a religious observance is not required to provide a secondparty certification of the reason for the absence. Furthermore, a student who believes that he or she
has been unreasonably denied an education benefit due to religious beliefs or practices may seek
redress through the student grievance procedure.
Students with disabilities:
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Any student with a documented disability needing academic adjustments communicates as soon as
possible with the instructor and also with the Disability Support Services. All discussions will remain
confidential. Mary Helen Walker, Disability Support Services, DF Lowry Bldg, Room 210, 521-6695 or
dss@uncp.edu. Operating hours are Monday-Friday, 8:00 am-5:00 pm
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11. Proposals from the Department of English and Theatre
11.1 Course Proposal: To change the current catalog description for EED 3840 Literature and Reading
for Adolescents (6-12): Methods and Materials, to include the following prerequisite:
"PREREQ: ENG 3040 and admission to the Teacher Education Program."
Rationale:
Students have taken the course prematurely and out of sequence to their own detriment as these
courses prepare them for their professional semester in 6-12 ELA classrooms, graduation, and licensure.
In accordance with a new state mandate, designating these prerequisites should ensure that English
Education majors' preparation for admission to the Teacher Education Program is complete before they
enroll in methods courses intended to prepare them for their professional semester.
Dept vote: 33 for; 0 against; 0 abstain
Affect others: yes
Departments affected and how: School of Education
Affected Chair: Off
Cross listing: no
Articulation: no
Additional Resources: no
Additional Resources required:
COURSE DESCRIPTIONS:
EED 3840 Literature and Reading for Adolescents (6-12): Methods and Materials
Hours: 3
Prerequisites:
Required: no (If yes, need Program Proposal Form)
New course description: Add the following prerequisite to the current catalog description:
"PREREQ: ENG 3040 and admission to the Teacher Education Program."
New Course title:
Code: LEC
11.2 Course Proposal: To change the current catalog description for EED 3890 The Teaching of Writing
and Speech (6-12): Methods and Materials, to read:
"PREREQ: EED 3840 and admission to the Teacher Education Program."
Rationale:
Students have taken the course prematurely and out of sequence to their own detriment as these
courses prepare them for their professional semester in 6-12 ELA classrooms, graduation, and licensure.
In accordance with a new state mandate, designating these prerequisites should ensure that English
Education majors' preparation for admission to the Teacher Education Program is complete before they
enroll in methods courses intended to prepare them for their professional semester.
Dept vote: 33 for; 0 against; 0 abstain
Affect others: no
Departments affected and how:
Affected Chair: Off
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Cross listing: no
Articulation: no
Additional Resources: no
Additional Resources required:
COURSE DESCRIPTIONS:
EED 3890 The Teaching of Writing and Speech (6-12): Methods and Materials
Hours: 3
Prerequisites:
Required: no (If yes, need Program Proposal Form)
New course description: Add the following revised prerequisite to the end of the current catalog
description for EED 3890:
"PREREQ: EED 3840 and admission to the Teacher Education program."
New Course title:
Code: Select One
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12. Proposal from the Department of Pedagogy and Research
12.1 Program Proposal: In the MA T with Middle Grades Specialization, a miscalculation has caused the
credit hours in the Social Studies Concentration to be 45 credit hours. The program totals for all other
program concentrations are 39-42 credit hours. The following course (now in the MA program not in
MAT) is to be removed from the program of study: EDN 5660 Advanced Educational Research
Rationale: EDN 5660 has been replaced in the MAT programs with EDN 5440; Survey of Educational
Research. It was incorrectly included as part of the requirements for the MAT with Middle Grades
Specialization, with a Social Studies Concentration
Dept vote: 8 for; 0 against; 0 abstain
Affect others: no
Departments affected and how:n/a
Affected Chair: n/a
Additional Resources:no
Additional Resources required: n/a
File attachment: Program Change Doc
MASTER OF ARTS IN TEACHING
WITH MIDDLE GRADES SPECIALIZATION
Graduate Middle Grades Director: Patrick A. Hannigan
Specialty Area Advisors:
Language Arts: Roger A. Ladd
Mathematics: Raymond Lee
Science: Velinda Woriax
Social Studies: Scott C. Billingsley
Requirements for Master of Arts in Teaching with Middle Grades Specialization
Professional Core ( Phase I)
EDN 5040 Basic Tenets of Education (3)
EDN 5120 Advanced Study of Exceptionality in Children (3)
EDN 5260 The Middle School Philosophy, Curriculum, and Instruction*** (3)
EDN 5440 Survey of Educational Research (3)
EDN 5450 Introduction to Curriculum Design and Best Practices*** (3)
EDN 5460 Field Experience (0)
Pedagogical Expertise (Courses vary with selected specialty area.) (Phase I or II)
Language Arts 6-9: (Phase II)
EED 5510 The Teaching of Writing: Theory and Practice
EED 5520 The Teaching of Literature: Theories, Issues, and Practices
Mathematics 6-9:
MAT 5000 Curriculum Development and Evaluation in Math Education
MAT 5010 Theoretical Bases of Mathematics Instruction
Science 6-9:
SCE 5000 Teaching Science in Grades 6-12
SCE 5500 Science in the Middle School
Sem. Hrs.
15
6-9
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3007
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3010
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3035
3036
3037
3038
3039
3040
3041
3042
3043
3044
3045
3046
3047
3048
3049
SCE 5600 Foundations of Science Education
Social Studies 6-9:
EDN 5660 Applied Educational Research
SSE 5500 Advanced Social Studies Methods
SSE 5750 Social Studies Curriculum Transformation
Professional Development* (Phase I)
3
Language Arts
EED 5810 Internship
Mathematics
MAT 5810 Internship in Middle Grades Mathematics Instruction
Social Studies
SSE 5810 Internship in Social Studies Education
Science
SCE 5810 Internship in Secondary Science Education
Specialty Area (Select one specialty area concentration.) (Phase I or II)
15-18
A. Language Arts
(Phase I) ENG 5110 Principles of English Linguistics
(Phase I) ENG 5300 Theories and Methods of Literary Research
(Phase II) Select 12 hours from: ENG 5000, 5030, 5050, 5100, 5200, 5230, 5440, 5450, 5500, 5610,
5750, ENGS 5xxx**, ENGS 5700-5750, or one of the following: ENG 5810 or 5830 or 5850
B. Mathematics
1. Analysis (3 hrs)
Choose 1 of the 4 options below; others may be used as elective
MAT 5210, 5230, 5320, 5440
2. Applied Mathematics (3 hrs)
MAT 5030 Elements of Problem Solving
3. Technology in Education (3 hrs)
MAT 5040 Current Topics in Computers in Education
4. Mathematics Electives (6 hrs)
May be chosen from math courses in section 1 above or those listed below
MAT 5020, 5050, 5060, 5070, 5120, 5150, 5220, 5260
C. Science
Select one course from each discipline and two additional courses from any of the remaining courses
listed:
Biology: BIO 5100, 5120, 5150, 5200, 5250, 5350, BIOS 5xxx**
Chemistry: CHM 5200, 5480, 5500, 5600, CHMS 5xxx**
Geology: GLY 5010, 5020, 5040, 5410, GLYS 5xxx**
Physics: PHY 5200, 5480, 5500, 5600, PHYS 5xxx**
D. Social Studies
Select one course from each of the three areas listed below (9 hours):
European History (including HSTS 5000-5190)
Asian, African, Latin American History (including HSTS 5200-5390)
United States History (including HSTS 5400-5590)
Select one course from three of the five areas listed below (9 hours):
Geography
Political Science
American Indian Studies
Economics
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3053
3054
3055
3056
3057
3058
3059
3060
3061
Sociology
Total: 39-42 39-45
*See M.A.T. Handbook for Internship policies. *Required if the student has not provided appropriate
documentation of successful public school teaching experience or course work in studio or art education
methods to meet the competencies for the A license.
**BIOS/CHMS/ENGS/GLYS/PHYS 5xxx: Exact course number and title will vary, since multiple topics are
offered in different semesters. Check with program director prior to registering.
***Does not apply to Science Education-Middle Grades.
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3109
Curriculum Policies for review:
Current policies, Senate ad-hoc proposal 4/11, curriculum subcommittee ad hoc proposal 11/11
Curriculum Policies as Approved by Senate, Spring 2010
The Curriculum Subcommittee is responsible for sending to the Academic Affairs Committee all
information pertaining to each individual course that is necessary for the Banner System. The
Curriculum Committee shall make recommendations to the Academic Affairs Committee on their
adoption based upon the following policies:
1.
Course and program modifications involving simple changes to prerequisites, course descriptions,
or course titles are considered minor changes and go directly from Curriculum/AA Chair to the Registrar.
Academic Affairs and Senate approval are not required.
2.
If the Subcommittee on Curriculum determines course or program modifications to be substantial
(e.g., altering the content of the course or having significant impact on the program), Academic Affairs
Committee approval is required. At their discretion, Academic Affairs Committee may forward proposals
to the Faculty Senate.
3.
Approved new course and new program proposals relating to minors/certificates/
concentrations/options/tracks, et cetera, go directly from the Academic Affairs Committee to the
Registrar. Faculty Senate approval is not required.
4.
All new academic Major proposals, deletions of major and minor programs, new General
Education course proposals, and General Education course deletions require Faculty Senate approval.
5.
All curriculum items not requiring Faculty Senate approval will be reported to the senate by the
chair of the Academic Affairs Committee.
Recommended Revisions from Senate ad hoc committee, Spring 2011
The Curriculum Subcommittee is responsible for sending to the Academic Affairs Committee all
information pertaining to each individual course that is necessary for the Banner System. The
Curriculum Committee shall make recommendations to the Academic Affairs Committee on their
adoption, and proposals shall move forward based upon the following policies:
A.
All proposals passed by the Curriculum Subcommittee must proceed to the Academic Affairs
Committee, which will vote on whether to approve or reject the proposal.
B.
The Academic Affairs Committee will determine by a vote whether each approved proposal is
minor, and can be sent to the Registrar without Senate approval. Course and program modifications
involving simple changes to prerequisites, course descriptions, course titles, and course deletions may
be considered minor changes.
C.
If the Academic Affairs Committee determines course or program modifications to be substantial
(e.g., altering the content of the course or having significant impact on the program), Senate approval is
required.
D.
All new courses and program proposals (including academic majors, concentrations, minors,
certificates, etc.), deletions of major and minor programs, new General Education course proposals, and
General Education course deletions require Faculty Senate approval.
E.
All curriculum items not requiring Faculty Senate approval will be reported to the Senate by the
chair of the Academic Affairs Committee.
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Recommended Revisions from Curriculum ad hoc committee, November 2011
The Curriculum Subcommittee is responsible for sending to the Academic Affairs Committee all
information pertaining to each individual course that is necessary for the Banner System. The
Curriculum Subcommittee shall make recommendations to the Academic Affairs Committee on their
adoption, and proposals shall move forward based upon the following policies:
A.
The Subcommittee on Curriculum will treat as minor, and send to the Registrar without Academic
Affairs Committee and Senate approval, the following types of proposals: course and program
modifications involving changes to prerequisites, course descriptions, course titles, and course
deletions; the addition or substitution of one or two electives to a program; and program modifications
mandated by changes previously approved by Senate. These will be considered minor changes and
forwarded to the Chair of the Academic Affairs Committee for his/her signature, unless the
Subcommittee on Curriculum has a compelling reason to forward said revisions to the Academic Affairs
Committee.
B.
Approved program modifications involving the addition or deletion of tracks, required courses, or
more than two elective options at a time will proceed to the Academic Affairs Committee.
C.
All program modifications described in B, once approved by the Academic Affairs Committee,
proceed to the Senate.
D.
All new program proposals (including new degrees, academic majors, concentrations, minors, and
certificates), deletions of above programs, new General Education course proposals, and General
Education course deletions require Faculty Senate approval.
E.
Individual new courses not part of General Education program require approval by the Academic
Affairs Committee but not the Faculty Senate.
F.
All curriculum items not requiring Academic Affairs Committee approval will be reported to the
Academic Affairs Committee by the chair of the Subcommittee on Curriculum. All curriculum items not
requiring Faculty Senate approval will be reported to the Senate by the chair of the Academic Affairs
Committee.
Rationale for revisions suggested by the Subcommittee on Curriculum:
The Senate’s ad hoc committee expressed concern that SACS would require a multilevel review process
for all curriculum additions, deletions, or modifications in order for UNCP to maintain its accreditation
status. Liz Normandy has informed us, however, that SACS does not require multilevel review, but
instead wants clear and consistent guidelines for what types of revisions will be subjected to multilevel
review. With this understanding, we have attempted to clarify the procedures to establish greater
consistency, so that all committees know what types of proposals they must send to the next level. The
Registrar and Catalog Editor have also indicated that this set of consistent guidelines will help them
avoid duplications and other errors, because they will know which committee is the “final stop” for each
type of change. Each committee or subcommittee reserves the right, under extraordinary
circumstances, to subject a proposal to more levels of review than dictated by the policies, but not
fewer levels.
The ad hoc committee also deemed a multilevel review process for all curriculum decisions to be a
requirement under the principles of shared governance. We believe our revisions respect all the goals of
shared governance while streamlining the review process to filter out those things that do not need
more than one level of review:
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•
•


When departments revise programs in response to actions of other departments (often the case
with changes made in Education programs), and those actions have already been approved by
the Senate, all reviewers have already considered the impact of the original changes on other
departments, and so additional multilevel review seems excessive.
Our suggested revisions dictate that the Academic Affairs Committee will discuss all substantive,
content-based program revisions, as well as all new courses and new programs. Asking the
Academic Affairs Committee to review minor changes, many of which address the language
contained in catalog descriptions rather than the content of programs, distracts them from
more significant issues and thus dilutes the value of multilevel review.
Similarly, reviewing changes and additions at the course level distracts the Senate from the “big
picture” issues that are more appropriately their purview. The progress of policies dictated here
keeps microcosmic decisions at the subcommittee and committee level, but sends all
macrocosmic decisions ahead for both committee and Senate approval. The Senate will still see
some new courses when they are part of widespread program revisions or are being added to
the General Education curriculum, but in these cases the Senate’s role is to evaluate not the
content of each individual course, but the impact of including the course[s] and content in a
larger program.
The members of the Subcommittee on Curriculum are drawn from the University’s faculty and
approved by the Senate, and thus are participants in the process of shared governance.
Eliminating this subcommittee’s discretion to act independently on any question, and vesting all
discretion in the Academic Affairs Committee on the grounds that many of the Committee
members also sit on the Senate and are thus more qualified to render opinions, suggests that
the Senate is unwilling to share the responsibilities of governance with any faculty who are not
currently members of that body.