what is corequisite course jhu

What is a corequisite course?

The Department of Student Transitions defines corequisite as two courses that are designed to be taken together in the same semester. Students are supported in their college-level, credit-bearing course by varying approaches such as: just-in-time remediation, skills review, or coordinated curriculum.

Are Corequisites more cost-effective than prerequisites?

Moreover, the Community College Research Center at Columbia University found corequisites to be substantially more cost-effective than prerequisites—cutting costs by 11% for each successful student.

Which corequisite model should you choose for your class?

At a high-level, there are two class organizations you should consider before choosing a corequisite model for your class; comingled and cohort. Comingled Organization: This organizational approach blends college-ready and underprepared students together, making it unclear to the class which students are getting remedial support.

What are the prerequisites and corequisite for the HIV certificate course?

Prerequisites: NR.210.602 and NR.110.615 for HIV Certificate students; NR.120.507 for Masters Entry students Corequisite: NR.110.613 This clinical course provides the student with an experiential clinical evaluation opportunity for persons with HIV and HIV/AIDS including associated comorbidity.

Is coursera free for JHU students?

Through Coursera for JHU, all JHU students, faculty, and staff have free premium access to all of the University's offerings on Coursera.

What is the average GPA at JHU?

Average GPA: 3.92 The average GPA at Johns Hopkins is 3.92. This makes Johns Hopkins Extremely Competitive for GPAs. (Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA. With a GPA of 3.92, Johns Hopkins requires you to be at the top of your class.

Is JHU a Yellow Ribbon School?

The Johns Hopkins University is an approved institution for veteran's benefits, including the following programs. We participate in the Post-9/11 GI Bill ® Yellow Ribbon Program. Learn more about using VA Benefits at our school, including current benefit rates.

What major is JHU known for?

The most popular majors at Johns Hopkins University include: Public Health, General; Neuroscience; Bioengineering and Biomedical Engineering; Cell/Cellular and Molecular Biology; Computer and Information Sciences, General; International Relations and Affairs; Chemical Engineering; Economics, General; Mathematics, ...

Can I get into Johns Hopkins with a 3.0 GPA?

The average high school GPA of students admitted to Johns Hopkins is 3.9 out of 4.0. This means you'll have to be at the top of your class to be considered....More About Johns Hopkins GPA.GPAStudents Accepted3.75+59%3.50 to 3.7526%3.25 to 3.5011%3.00 to 3.253%3 more rows•Aug 30, 2018

Is Johns Hopkins an elite university?

Johns Hopkins remains one of the nation's very best universities and is also among the best values for students, one of the most innovative schools in the U.S., and home to one of the country's most diverse student populations.

Is Johns Hopkins as good as an Ivy?

Is Johns Hopkins an Ivy League School? Johns Hopkins is not an Ivy League school. However, it is one of the best universities in the United States. Indeed, many would say that Johns Hopkins is one of the best universities in the world.

Is John Hopkins part of Harvard?

Johns Hopkins is in a Mid-Atlantic and Harvard University is in a New England - sometimes off campus meals and housing costs can dramatically vary between schools....Johns Hopkins University (JHU) vs. Harvard University Overview.Johns Hopkins University (JHU)Harvard UniversityTotal Undergraduates586273337 more rows•Apr 30, 2019

Is it hard to get into Johns Hopkins?

The acceptance rate at Johns Hopkins is 11%. It ranks #2 in Maryland and #23 in the nation for lowest rate of acceptance. Johns Hopkins is a very highly competitive school to get into with a low chance of acceptance for typical applicants. Last year, 3,330 out of 30,115 applicants were admitted.

What is the course on HIV/AIDS?

This course provides the student with evidence-based clinical management strategies for HIV and HIV/AIDS focusing initially on management of persons locally , then shifting focus at the end of the course to global HIV/AIDS issues. The course will examine diagnostic testing and clinical management strategies for opportunistic infections, common co-morbid conditions in persons with HIV/AIDS, as well as chronic health conditions resulting from HIV therapy. Prevention techniques including vaccination schedules, antimicrobial prophylaxis, and risk-reduction interventions will be discussed. Case studies from inpatient, outpatient, community-based organizations and correctional populations will be used to integrate clinical decision making skills to real world HIV/AIDS case examples. During the last two days of the course, the focus will turn from HIV management in the U.S. to care and management in underserved populations and under resourced settings both in the U.S. and abroad. This section of the course will allow students to identify a focus country to explore HIV/AIDS programmatic issues, care and treatment responses and to develop a focused plan to address a specific need. Prerequisites: NR.210.602 and NR.110.615 for HIV Certificate students; NR.120.507 for Masters Entry students Corequisite: NR.110.613

What is the course NR.110.574?

Building on fundamental knowledge of anatomy, physiology, and pathophysiology, this course focuses on major mental disorders across the lifespan. Various factors underlying causality of these disorders including developmental, genetic, injury, trauma, infection, and degeneration are explored. Complex networks necessary for maintaining homeostasis within the brain and between the brain and body will be examined in relation to these disorders. This course lays the groundwork for advanced practice nurses caring for individuals with mental disorders including substance use disorders. Corequisites: NR.110.574, 110.575, 110.576

What is the second integrated care course?

The focus of the course is on applying culturally sensitive PMHNP and integrated care competencies to plan and implement population-based screening, care planning, mental health literacy interventions and continuous quality improvement. Prerequisites: NR.110.572-110.576 and 110.579 Corequisite: NR.110.578

What is the clinical competency course?

This course fosters clinical competence and emphasizes the integration of assessment, critical thinking and evidence based practice to develop differential diagnoses and management plans for high acuity and complex pediatric acute and chronic care conditions. Management of acute and chronic health conditions will be accomplished through didactic content and through clinical experiences under the direction of faculty and clinical preceptors. Clinical placements may include a variety of acute and chronic care settings including, but not limited to, intensive care units, inpatient units, emergency departments, intermediate care settings, and specialty care settings. 112-168 clinical hours. Prerequisite: NR.110.645

What is the nursing practicum?

This practicum and the associated content focus on evidence based practice of leadership and management in diverse clinical settings. Students will explore, analyze, and apply specific strategies of management and leadership to the administrative roles of nurses across the contemporary health care environment. Managerial functions of planning, organizing, leading and evaluating will be applied and analyzed by each student during the practicum experience providing opportunities to develop management and leadership skills. Special emphasis will be placed on the theory and practical approach to decision-making within organizations, use of data in day-to-day management activities, quality management, innovation, and management of human capitol, time and resources. Seminar discussions will focus on leadership and management tools, team building, organizational assessments, organizational power and politics, organizational ethics, resource allocation, human resources and labor relations, business communication, performance management and career development. 168 clinical hours. Prerequisite: NR.210.609 Recommended corequisite: NR.110.605

What is the emphasis of health equity and disparity theory?

The focus of this course will be on multiple levels of analysis from the practitioner-patient interactions to the health care system as a whole. This will include an assessment of the social determinants of health.

What is the purpose of the dying course?

This elective course will present an overview of concepts and issues related to dying and death. Through presentations, small group discussions and personal reflection, students will be encouraged to explore the personal and professional meanings of loss, grief and bereavement, the dying process, individual behavioral, psychosocial and spiritual responses, family concerns, and religious and cultural influences. Ethical issues, such as dying with dignity and quality of life will also be addressed. Limited enrollment.

Bayesian Econometrics - 440.616

The main goal of this course is to provide the students the alternative viewpoint of the Bayesian approach vis-à-vis the classical econometric approach based on the frequentist perspective.

Computable General Equilibrium Modeling - 440.624

This course will provide an understanding of how to independently develop, modify, run and interpret Computable General Equilibrium (CGE) models. CGE models are widely used in the analysis of International Trade, Taxation, Environmental Policy, and other subjects.

Machine Learning in Statistics - 440.625

This course focuses on the use of machine learning methods for in-sample and out-of-sample prediction. The topics include regression, classification, random trees (forests, boosting, and pruning), regularization, Bayesian estimation, neural networks, support vector machines, model selection and ensemble learning. Prerequisite 440.606 Econometrics.

Survey Research Methods - 440.629

This course introduces students to the theory and practice of conducting surveys. Survey methods combines both social science—economics, sociology, and psychology—and quantitative methods—mathematics, statistics, and computer science—to develop a theory of how surveys can best be used to measure important aspects of the human condition.

What is a corequisite for college?

Corequisites allow students to combine a remedial course with a credit-bearing course— and complete both in a single semester. Unlike standard prerequisites, corequisites eliminate the need for students to take multiple unaccredited remedial classes before starting standard classes. As a result, students assessed as unprepared for college-level work can finish their degrees in the same amount of time as traditional students—saving them time and money while boosting retention rates.

What is cohort organization?

Cohort Organization: Students assessed as unprepared are organized into their own class or section with students in need of similar support. While these students are enrolled in the same credit-bearing class as every other student, the organization makes it easier for instructors to assess and support their unique learning needs. Students in a cohort class may meet five days instead of four in a traditional class—using one day to focus on remedial support.

Why use cohort style organization?

Using a cohort style organization is often recommended, as it significantly cuts down on course setup and materials.

What is integrated model?

Integrated models take a standard credit-bearing course and provide remedial students with prerequisite course content as they need it. Like the compressed model, there is no additional lab or support course for underprepared students with this approach. Instead, it relies on instructors to understand the needs of their remedial students and address them accordingly.

What is a mentor at Johns Hopkins?

The mentor must be faculty teaching at the Johns Hopkins University, but the availability of a mentor cannot be guaranteed. Students must meet with the mentor periodically for discussion of the project's progress, on-site or on-line, and must complete a research paper, to be approved by the mentor and the Committee.

What is the course AS.440.304?

Corequisite: AS.440.304, Math Methods for Economists This course provides a systematic overview of the theory of aggregate output and employment, the rate of interest, and price level determination. Coverage includes the theories of consumption and investment, the demand and supply of money, inflation, unemployment, and economic growth. These topics are discussed in the context of contemporary empirical work on aggregative relationships.

What is the first part of the course on trade?

The first part of the course examines the causes of trade, the sources of the gains from trade, and the domestic and international distribution of those gains. In addition, it introduces the politico-economic causes of trade policy and addresses the theory and empirics of trade and growth.

How to do research in 11th program?

Undertake your own research project as an 11th program course. You will identify a research topic, create a formal proposal based on the Applied Economics Thesis Guidelines, and have the proposal reviewed and approved by the Thesis Research Committee. Additionally, you will work closely with the Program Director and your Thesis Mentor as you progress your project.

What are corequisite courses?

Corequisite courses are Western science courses that are a part of the Academy’s curriculum, but which students take at other accredited institutions as transfer credits. Students have the option of completing these courses concurrently with the Academy’s programs or taking them before they enroll.

Does the Academy offer corequisite courses?

Corequisite courses are not part of the regularly scheduled intensive-based curriculum. However, the Academy does periodically offer certain corequisite courses.

Do you have to take prerequisite courses before enrolling in the Academy?

Corequisite courses are different from prerequisite courses in that they do not have to be completed before enrollment. Students who have already completed their admissions requirements may decide to complete at least some corequisite courses before enrolling in order to focus more intensely on their studies at the Academy.

What are the topics covered in the transcriptomics course?

Topics will include scaling/normalization, outlier analysis, and missing value imputation. Students will learn how to identify differentially expressed genes and correlate their expression with clinical outcomes such as disease activity or survival with relevant statistical tests; methods to control for multiple testing will also be presented. An introduction to linear and nonlinear dimensionality reduction methods and both supervised and unsupervised clustering and classification approaches will be provided. Open source tools and databases for biological interpretation of results will be introduced. Assignments and concepts will make use of publicly available datasets, and students will compute and visualize results using the statistical software R. Prerequisites: 410.601 Biochemistry, 410.602 Molecular Biology, 410.645 Biostatistics, 410.634 Practical Computer Concepts for Bioinformatics, or an undergraduate computer programming course. SCI

What is the course on molecular evolution?

This course will provide a practical, hands-on introduction to the study of phylogenetics and comparative genomics. Theoretical background on molecular evolution will be provided only as needed to inform the comparative analysis of genomic data. The emphasis of the course will be placed squarely on the understanding and use of a variety of computational tools designed to extract meaningful biological information from molecular sequences. Lectures will provide information on the conceptual essence of the algorithms that underlie various sequence analysis tools and the rationale behind their use. Only programs that are freely available as either downloadable executables or as Web servers will be used in this course. Students will be encouraged to use the programs and approaches introduced in the course to address questions relevant to their own work. Prerequisites: 410.601 Biochemistry, 410.602 Molecular Biology, 410.633 Introduction to Bioinformatics. SCI

Undergraduate Programs

The Department of Mechanical Engineering offers two undergraduate programs: the Bachelor of Science in Mechanical Engineering and the Bachelor of Science in Engineering Mechanics. Both programs are accredited by the Engineering Accreditation Commission of ABET. The department offers tracks in biomechanical engineering and aerospace engineering.

Graduate Programs

Graduate programs are offered leading to the master's (M.S.E.) and the doctoral (Ph.D.) degrees in Mechanical Engineering. A five-year combined Bachelor's/Master's (B.S./M.S.E.) program is also available.

Facilities

The Mechanical Engineering department administrative office is located in 223 Latrobe Hall. The teaching and research facilities of the department are located in Latrobe, Clark, Krieger, Wyman, Maryland, Malone, and Hackerman Halls.