Feb 27, 2024
All students completing a Bachelor of Arts degree are required to attain proficiency in a foreign language. Proficiency may be satisfied by completing a language class at the 103 (intermediate) level or three years of any one foreign language in high school. Students may also meet this requirement through AP or CLEP testing.
General Track Required (21 crs.)
Students must earn a C or better in each required core course.
Applied Competency: Experiential Learning (6 crs.)
Departmental Required Courses (15 crs.)
Each elective course will emphasize one of the following: oral communication, written communication and problem solving. Students must demonstrate that they have met requirements across these three skill-sets before permission will be given to enroll for Senior Seminar (PLS 399). A list of course skill-tags will be made available each semester.
Students are strongly encouraged to take the following General Education courses:
General Education Requirements
Foundations (15-16 crs.)
Foundational courses coupled with other experiences provide students with their core First Year Experience, providing opportunities to develop the requisite quantitative, analytical, written communication, and oral communication skills needed to succeed while in college and throughout life after college. Five program goals express the purpose of these foundational courses and how they support student success.
Interconnections (9 crs.)
This curriculum will provide students with opportunities to explore human behavior, social interactions, and global communities through humanities and the social and behavioral sciences. Open discourse about the causes and consequences of human behavior and thought, and the interconnectedness of societies revealed by examining traditions and structures, provides a pathway to mutual respect and tolerance in a diverse world.
Three program goals express what we will do for students. Each goal has an associated rubric that outlines what we expect students to learn or accomplish. Students must complete three (3) courses in this curriculum, with at least one (1) course being a diversity course (‘D’ rubric) and at least one (1) course being a global perspectives course (‘G’ rubric).
Guide and prompt students to evaluate the diversity of human experience, behavior, and thought, in order to better understand ourselves and others, to respond to the roots of inequality that undermines social justice, while developing awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age, social class, sexual orientation, or abilities.
Guide and prompt students to develop global perspectives by analyzing systems, and evaluating interrelationships
Guide and prompt students to understand and demonstrate oral and written communication in a foreign language as well as awareness of a foreign culture.
Citizenship and Responsibility (6 crs.)
This curriculum will provide students with opportunities to consider the function and development of institutions, as well as their own responsibilities in society. Tools for development of students as informed and responsible citizens can include study of principles and research in social science, analysis of the development of social and political systems and practices, application of critical analysis and reasoning, and contemplation of ethics and values. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students are required to complete two (2) courses (or their equivalents) in this curriculum, with no more than one (1) course being attributed with the same program goal.
Guide and prompt students to understand responsible citizenship through the development of ideas of citizenship and rights, how society protect or fails to protect basic rights, and avenues for individual or collective action.
Guide and prompt students to identify ethical theories or guidelines and apply appropriate ethical reasoning to reach conclusions and support moral judgments.
Guide and prompt students to use appropriate critical analysis and reasoning to explain and analyze concepts, and apply concepts to issues to determine significance or value.
Natural World and Technology (9 crs.)
This curriculum will provide students the opportunity to learn how new knowledge is created by applying scientific principles and technology to address historical and contemporary questions. Two program goals express what we will do for students. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students must complete 3 courses in this curriculum, with at least two (2) courses (or their equivalents) involving the natural world (‘N’ rubric).
Guide and prompt students to understand the scientific method and resulting principles and theories, critically evaluating data to answer questions about the natural world.
Guide and prompt students to acquire knowledge, skills, and competencies regarding a broad range of computer technologies and software, and to use them responsibly.
Creativity and Expression (6 crs.)
This part of the curriculum will provide students with opportunities to explore artistic and literary disciplines and their modes of expression, considering the processes by which artistic works are imagined and created as well as the analytical tools for describing and appraising works of art and literature. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students must complete two (2) courses (or their equivalents) in this curriculum, with one (1) course being a literature course (‘L’ rubric)and one course in either the arts or creativity (‘A’ or ‘C’ rubrics).
Guide and prompt students to comprehend, analyze, and determine the significance for works of literature.
Guide and prompt students to describe, analyze, and respond to the scope of works in the arts.
Guide and prompt students to demonstrate and apply creative competencies, problem solving and preparation in the realization of a creative work.