general education - iwu

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GENERAL EDUCATION General Education at Illinois Wesleyan University strives to provide a foundation for a liberal education of quality and breadth through a continu-ously evolving program which fosters intellectual independence, critical thinking, imagination, social awareness, and sensitivity to others. These qualities of mind and character are developed through a coordinated academic and co-curricular program of active learning, problem solving, collaborative inquiry, and commu-nity involvement. In this environment, students pursue a course of study which leads to knowledge of the natural universe and the diverse realms of human experience. More specifically, General Education at Illinois Wesleyan is committed to the following goals: • Todevelopstudents’capacitiesforcriticalthinking,intellectualindepen-

dence, and imagination by creating opportunities for active learning; • Todevelopstudents’knowledgeandunderstandingofthefundamental

processes and relationships of nature and culture and their evolution over time;

• Toenablestudentstouseformalmethodsofreasoninginproblemsolving; • Toheightenstudents’understandingofthediversityofculturesinour

own society and the world; • Todevelopstudents’capacitiesforexpressingandcommunicatingideas

in writing and orally, in English and in another language, and for using writ-ing as a means of discovery and understanding;

• To foster instudents theability tomakeandassess judgmentsofvaluein such areas as ethics, aesthetics, and public policy by encouraging them to frame questions of value, to explore alternative value systems, and to become informed, active citizens in public life;

• Todevelopinstudentskinestheticawareness,personal fitness,and life-long habits of healthy living;

• Tobring theworld tocampusandstudents to theworld throughvariedcombinations of co-curricular programming, travel and service to the com-munity.

Students are given the opportunity to achieve the goals of General Edu-cation through a sequence of course Category offerings, Course Flags, and other requirements which are outlined on the following pages.

GENERAL EDUCATION POLICIES AND GUIDELINES In planning a course of study to complete these category and flag require-ments, students should take into account the following policies: • A coursemay count for both aGeneral Education and amajor orminorrequirement,butmaynotbecountedtowardbothamajorandminorrequire-mentortowardrequirementsfortwodifferentmajors.

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• NoGeneralEducationunitorflagcoursesmaybetakenonaCredit/NoCredit basis. • NocourseunitmaybecountedtowardmorethanoneGeneralEducationcategory requirement. However, a single course may count for both a General Education category and a flag. • Nomore than 2 General Education category requirementsmay comefrom a single department or school, not counting Gateway Colloquia and lan-guageinstructioncourses(101,102)or201languagelevelplacement. • No more than 2 units of “D” work may be counted toward GeneralEducation credit. • OneofthetworequiredWritingIntensivecoursesmustbecompletedbythe end of the sophomore year. • NoactivitycourseinPhysicalEducationmayberepeatedforcredit.

For students who desire to submit Advanced Placement, InternationalBaccalaureate,and/ortransfercredittofulfilltherequirementsoftheGeneralEducationProgram,thefollowingguidelinesalsoapply: • The Registrar, in consultation with the Associate Dean, shall evalu-ate all requests for transfer credit for General Education courses and flags. AdvancedPlacementexam,InternationalBaccalaureateexam,andCambridgeInternationalexamcreditswillbeprocessedbytheRegistrar. • Once he/she has enrolled at IWU, a student can earn no more than4 units of General Education Credit through a combination of AdvancedPlacementexamcredits,InternationalBaccalaureateexamcredits,CambridgeInternational exam credits, and courses transferred from other institutions, except for courses in approved off-campus study programs. • In order to receiveGeneral Education credit for Advanced Placementexams, the student must have successfully completed the courses associated withtheexamsandthescoreontheAdvancedPlacementexammustbea4or 5. In order to receive General Education credit for higher level International Baccalaureate exams, the score on the exam must be a 5, 6, or 7. In order to receiveGeneralEducationcreditforCambridgeInternationalA-Levelexams,thescoreontheexammustbeA*,A,orB. • BecausetheGatewayColloquiumisdesignedtobeanintroductiontotheintellectual and academic environment that is particular to this community, a studentmaynotreceivetransfercreditfortheGatewayColloquiumoncehe/she has enrolled at IWU.

• AdvancedPlacementExaminationsandthecorrespondingGeneralEdu-cation category: Advanced Placement Exam Approved for IWU Credit Art,Historyof TheArts Art,Studio:Design2D/3D ElectiveCreditOnly Art,Studio:Drawing ElectiveCreditOnly Biology LifeSciencesIssuesCourse Chemistry PhysicalSciencesIssuesCourse ChineseLanguage/Culture SecondLanguage ComputerScienceA FormalReasoning

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ComputerSciencePrinciples Electivecreditonly Econ-Micro Contemporary Social Institutions Econ-Macro Contemporary Social Institutions EnglishLangandComp WritingIntensiveFlag EnglishLitandComp Literature EnvironmentalScience LifeScienceIssues FrenchLanguage SecondLanguage GermanLanguage SecondLanguage Gov’tandPolitics–US ContemporarySocialInstitutions Gov’tandPolitics–Comp. ContemporarySocialInstitutions History, European Cultural and Historical Change History, US Cultural and Historical Change History, World Cultural and Historical Change HumanGeography ElectiveCreditOnly ItalianLanguage/Culture SecondLanguage JapaneseLanguage/Culture SecondLanguage LatinVergil SecondLanguage Math-CalculusAB FormalReasoning Math-CalculusBC FormalReasoning MusicTheory ElectiveCreditOnly Physics1 PhysicalSciencesIssuesCourse Physics2 PhysicalSciencesIssuesCourse PhysicsB PhysicalSciencesIssuesCourse PhysicsC–Mechanics PhysicalSciencesIssuesCourse PhysicsC–E&M PhysicalSciencesIssuesCourse Psychology LifeSciencesIssuesCourse Research Electivecreditonly Seminar Elective credit only SpanishLanguage SecondLanguage SpanishLiterature Literature Statistics ElectiveCreditOnly

IB Correspondence Chart International Baccalaureate Examinations Approved IWU Credit HLLanguageA:literature SecondLanguage HLLanguageA:languageand literature SecondLanguage HLClassicallanguages(includes classicalGreekandLatin) Secondlanguage HLLanguageB Secondlanguage HLBusinessmanagement ElectiveCreditOnly HLEconomics ContemporarySocialIssues HLGeography PhysicalSciencesIssues HLGlobalPolitics GlobalDiversity HLHistory ElectiveCreditOnly HLInformationtechnologyin aglobalsociety ElectiveCreditOnly HLPhilosophy IntellectualTraditions

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HLPsychology LifeSciencesIssues HLSocialandculturalanthropologyElectiveCreditOnly HLBiology LifeSciencesIssues HLChemistry PhysicalSciencesIssues HLComputerScience FormalReasoning HLDesigntechnology ElectiveCreditOnly HLPhysics PhysicalScienceIssues HLFurthermathematics FormalReasoning HLMathematics FormalReasoning HLDance TheArts HLFilm TheArts HLMusic TheArts HLTheatre TheArts HLVisualarts TheArts

Cambridge International Examinations Approved for IWU Credit (only A-Level Exams are accepted) Accounting ElectiveCreditOnly Afrikaans SecondLanguage AppliedInformationand ElectiveCreditOnly Communication Technology Arabic SecondLanguage ArtandDesign TheArts Biology LifeScienceIssues Business ElectiveCreditOnly Chemistry PhysicalScienceIssues Chinese SecondLanguage Classical Studies Cultural and Historical Change ComputerScience FormalReasoning Computing ElectiveCreditOnly DesignandTechnology TheArts DesignandTextiles TheArts Divinity ElectiveCreditOnly English–Language ElectiveCreditOnly English–Literature Literature FoodStudies ElectiveCreditOnly French SecondLanguage Geography ElectiveCreditOnly German SecondLanguage GlobalPerspectivesandResearch ElectiveCreditOnly Hindi SecondLanguage Hinduism ElectiveCreditOnly History ElectiveCreditOnly InformationTechnology ElectiveCreditOnly IslamicStudies ElectiveCreditOnly Law ElectiveCreditOnly Marathi SecondLanguage MarineScience LifeScienceIssues Mathematics FormalReasoning

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Mathematics–Further FormalReasoning MediaStudies ElectiveCreditOnly Music TheArts PhysicalEducation ElectiveCreditOnly PhysicalScience PhysicalScienceIssues Physics PhysicalScienceIssues Portuguese SecondLanguage Psychology LifeScienceIssues Sociology Contemporary Social Institutions Spanish SecondLanguage Tamil SecondLanguage Telugu SecondLanguage ThinkingSkills ElectiveCreditOnly TravelandTourism ElectiveCreditOnly Urdu–Pakistanonly SecondLanguage Urdu SecondLanguageGeneral Education Requirements

Degree GW AV AR* CSI CHC FR IT LIT LA** Nat Sci G U WI*** PE

BA & BS 1 1 1 1 1 1 1 1 3rd sem prof

2 course units;(LSI †& PSL)or (LSL & PSI)

1 1 2 (1 must be in the major)

2x or 4y or equiv. comb. ††

BFA (Art &Theater)

1 1 1 1 1 1 1 1 2nd sem prof

1 course unit; (LSI/LSL/PSI/ or PSL)



BFA (Music Theater)

1 1 1 1 1 0 1 1 2nd sem prof

1 course unit (LSI/LSL/PSI/ or PSL)



BM (Music Performance)

1 1 1 1 1 1 1 1 2nd sem prof

1 course unit;(LSI/LSL/PSI/ or PSL)



BME(Music Education)

1 1 Fulfilled byensembles

1 1 1 1 1 0 1 course unit;(LSI/ PSL/ LSL or PSI) †

1 1 2 (1 must be in the major; choose from Music 353 to 358)


BS (Nursing)

1 1 1 1 1 1 1 1 0 2 course units;(LSI & PSL) or (LSL & PSI)



StudentsinterestedinfulfillingGeneralEducationrequirementsin“TheArts”throughparticipationinensemblesand/orappliedmusic lessonsmaychoosefrom among the following four options: A. Foursemestersofpianolessons(MUS100)ORonesemesterofBeginning

Course Categories Course Flags Other Req.

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Class Piano for Non-MusicMajors (MUS 101) plus two semesters of appliedpiano(MUS100). B. Foursemesterofappliedvoice(MUS100)ORtwosemestersofappliedvoice(MUS100)withconcurrentenrollmentineitherUniversityChoir(MUS26)orCollegiateChoir(MUS23). C. Foursemestersofclassicalguitarlessons(MUS100)ORtwosemestersof applied classical guitar (MUS 100) with concurrent enrollment in GuitarEnsemble(MUS37). D. Twosemestersofoneofthefollowingensembles–Orchestra(MUS21),WindEnsemble(MUS22),SymphonicWinds(MUS24),JazzEnsemble(MUS34),orJazzLabBand(MUS35)–withconcurrentenrollmentintheappropriateappliedinstrumentallessons(MUS100). Admissionintotheseensembles,withtheexceptionofJazzLabBand(MUS35)isbaseduponaudition.Allappliedstudyrequirestheconsentoftheinstruc-tor.Anextrafeeischargedforprivatelessons.**Inplaceofthecourseslistedabove,studentscansatisfythisrequirementbyanequivalent scoreonan IWUPlacementExamorAP language exam.Entering international students whose native language is not English are exempt from the second language requirement under any one of the follow-ing circumstances: 1) TheywererequiredtotaketheTOEFL(TestofEnglishasaForeignLanguage)foradmission. 2) Theyprovideatranscriptfromasecondaryschoolwheretheprimarylanguage of instruction was not English. 3) Theyprovidea transcriptorother formofwrittencertificationthatdocuments satisfactory completion of more than four years of study in one lan-guage other than English.

***Studentsmusttaketwo“WritingIntensive”courses.Oneofthesecoursesmustbetakeninthemajor,andoneofthecoursesmustbecompletedbytheendofthesophomoreyear.Studentswhohavemorethanonemajormusttakea“WritingIntensive”courseineachmajor.† Psychology 100doesnotmeet theNatural Science state requirement forstudentspursuinganElementaryEducationmajor.††Atleast1xor1ymustbeafitnesscourse.

COURSE CATEGORIESGateway Colloquium (GW; 1 course unit)Category Description: Gateway Colloquia are small discussion-oriented classes designed to devel-op students’ proficiency inwriting academic andpublicdiscourse.Althougheach colloquium investigates its own issue or question, all focus on writing as amajorcomponentofintellectualinquiry.Studentsareexpectedtoparticipatein discussion and to analyze, integrate and evaluate competing ideas so as to formulate their own arguments about an issue. Topics will vary by section. Students must complete a Gateway Colloquium by the end of the freshman

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Category Goals Course Criteria

In keeping with the overall goals of the General Education program, in par-ticular the goals of developing students’ proficiency in writing and its use as a means of discovery and understanding, and of developing students’ capacities in critical thinking, independence, and imagination through active learning, Gateway Colloquium seminars seek to:

To achieve these goals, all Gateway Colloquia incorporate the following criteria:

1. introduce students to the process of intellectual inquiry and develop students’ critical thinking skills;

1. Courses introduce students to the methods of creating and acquiring knowledge in the university environ-ment through assignments that require critical thinking, i.e., investigation, spec-ulation, analysis and synthesis. Courses also introduce students to the ethical values of the academic community, i.e., sharing knowledge and crediting intel-lectual achievement through appropri-ate methods of documentation.

2. develop students’ ability to evaluate competing ideas and experiences;

2. Courses focus on a specific topic in order to engage students in a shared, sustained investigation and discus-sion of competing ideas and to de-velop their reading skills. Courses will not be an introduction to a discipline.

3. develop students’ skills in the conven-tions and structures of presenting knowledge in written academic and public discourse, and on strategies for effective revision;

3. Courses focus on writing as a process in which students produce informal writ-ing, drafts, revisions, and final papers, and faculty read drafts, give extensive written comments on student writing, and return comments and formal papers before collecting the next formal paper assignment. Students produce about 30 pages of writing during the term, including at least 4 formal essays of varying lengths. Informal writing — journals, exercises, drafts, responses to reading or study questions — compris-es the rest of the pages produced. The bulk of the course grade is derived from student writing. Since the primary focus of the course is writing, the length and number of reading assignments should be limited accordingly.

year. Students who fail Gateway will be enrolled in another section of the course at the earliest opportunity.

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In keeping with the overall goals of the General Education program, in par-ticular the goals of developing students’ capacities for critical thinking, intel-lectual independence, communicating in writing and orally, and fostering their abilities to make and assess judgments of value, courses in the “Analysis of Values” category seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incorporate the following criteria in a balance appro-priate to the course. In addition, courses in this category at the 300- or 400-level have a significant research component and in-volve students in analysis and argumenta-tion at a more sophisticated level than that normally found in lower-level courses.

1. develop students’ ability to recognize and understand normative value issues;

1. Courses consider normative value issues as their central focus. The issue or issues should be clearly identified. Whereas the study of descriptive and/or empirical information may be an important component of courses in this category, such information should relate to the normative value issue(s) under consideration.

2. encourage students to understand and evaluate contrasting theories pertaining to normative value issues;

2. Courses expose students to contrast-ing theories pertaining to normative value issues as these are presented in primary or secondary source readings. Courses engage students in the critical assessment of these theories and/or the practical application of these theories to particular normative value issues.

4. engage students in learning activities that prepare them for academic life in the university.

4. Courses provide active learning op-portunities that encourage students to analyze, synthesize, make inferences, argue logically, and think indepen-dently.

Analysis of Values (AV; 1 course unit)Category Description: Courses in this category critically examine one or more normative value issues arising in social, political, professional, religious, artistic, or other contexts. Normative value issues concern questions of what ought to be the case, and arethusdistinguishedfromempiricaland/ordescriptiveissues,whichconcernquestions of what is, was, or will be the case. Courses in this category engage students in the rational examination of normative value issues and expose them to alternative theories and positions concerning such issues. Students are thereby challenged to think systematically about these issues and to refine and defend their views of them.

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3. develop students’ ability to formulate, examine rationally, and defend their positions about normative value issues. Such examination requires stu-dents to consider theories, contrasting positions on the issue(s) in question, and pertinent descriptive and empiri-cal information;

3. Course materials and assignments provide multiple opportunities for students to examine contrasting positions, to formulate their own posi-tions, and to consider rigorously the grounds and arguments for such posi-tions. Possible methods include small group exercises, debates, interactive learning technologies, participation in co-curricular events, class discussions, and paper assignments.

4. encourage students to reflect on the implications of their values for their personal, professional and civic lives, and to learn to listen to, respect, and care about the views of other people in situations other than their own.

4. Courses develop students’ ability to consider the interpersonal, profes-sional, and social contexts of action and to understand the implications of their positions for other persons, groups, or populations.

Courses Meeting Analysis of Values Requirement:Course Number Title Flag(s)ACC216 ProfessionalIssuesinAccounting WritingIntensiveANTH/ENST276 NativeAmericansandtheEnvironment U.S.DiversityBIOL300 BiologyandEthics WritingIntensiveCS222 Values,Ethics,andIssuesinCybertechnology WritingIntensiveENST100 EnvironmentandSociety NoneENST/ANTH276 NativeAmericansandtheEnvironment U.S.DiversityGER230 GermanforHumanRights NoneGRS270 PreservingthePast:CollectorsandtheTradeinAntiquities NoneHIST170 CivilViolenceinAncientGreeceandRome WritingIntensiveHLTH330 HumanSexuality NoneHLTH350 DrugAbuse:TheIndividualandSociety NoneHLTH351 AbuseinAmerica NoneINST222/322 InternationalHumanRights:AnIntroduction NoneLC247 FairyTalesofthe20thCentury:ArchaicValuesin theModernAge NoneLC303 WarandPeaceinJapan NoneLC347 TheMoralImpulseintheRussianCulture: ReadingLeoTolstoy NoneOCS222 PracticalEthics NoneOCS222 ManagementandEthicsinaCross-culturalEnvironment NoneOCS222 “Shut.Up.”:CensorshipandLiteratureinthe UnitedKingdom GlobalDiversityOCS222/375 DrugAbuse:TheIndividualandSociety NoneOCSP322 ManagementandEthicsinaCross-culturalEnvironment NonePHIL105 RightsandWrongs NonePHIL204 IntroductiontoEthicalTheory NonePHIL205 WhatisLaw? WritingIntensivePHIL213 BusinessEthics NonePHIL214 PhilosophyofEducation NonePHIL224 IntroductiontoSocialandPoliticalPhilosophy NonePHIL225 MedicalEthics NonePHIL304 EthicalTheory NonePHIL305 PhilosophyofLaw NonePHIL356 ContemporaryEthicalTheory WritingIntensive

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PSCI104 MulticulturalismandItsCritics NonePSCI204/304 TransitionalJustice NonePSCI244 Voting,Voice,andVirtualFreedom WritingIntensivePSCI281 AmericanSocialPolicy U.S.DiversityPSCI365 EthicalDilemmasinEnvironmentalPolitics NoneREL102 IntroductiontoReligiousThought NoneREL324 SexualityandChristianity NoneREL341 ReligiousToleranceandPluralism NoneWGS370 FrenchFeministTheory None

The Arts (AR; 1 course unit)Category Description: Courses in this category heighten awareness of an aesthetic dimension in humanexperiencethroughstudyofmusic,theaterarts,visualarts,film,and/orcreativewriting.Thesecoursesplacethespecificart(s)underconsiderationwithin the context of the time of original creation or performance, and also within other appropriate contexts.


In keeping with the overall goals of the General Education program, in particu-lar the goals of offering opportunities for active learning and of developing students’ imagination, their understand-ing of the fundamental processes and relationships of culture, and their ability to frame questions and make judgments of value, courses in the category of “The Arts” seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incorporate the following criteria in a balance appropriate to the course. In addition, courses proposed for credit at the 300- or 400-level also require students to frame questions of aesthetic value, to grapple with answers to those questions, and to evaluate competing ideas or theories of interpretation at an advanced level.

1. develop students’ awareness of the deep sources of art, both individual and communal, and of the relation-ship in art between disciplined technique and creative freedom;

1. Courses examine how the artist is related to the work (inspiration, motives, expressive intentions), how art works are constructed, and what technical and aesthetic challenges are involved in the processes of creation or performance.

2. examine how art records, reflects, and shapes the temper of its time and place of origin;

2. Courses consider such matters as interactions between and among audience, artist, performer, and the art work; the influence of historical, so-cial, and cultural factors on art at the time a work is created or performed for the first time; the influence of art on society.

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3. explore the significance of art in a larger context-cross-culturally, historically, or in terms of broad aes-thetic parameters shared by various art forms;

3. Course content focuses on a single art form across multiple cultures contemporaneously or a single art form in a single culture over time or multiple art forms in a single culture contemporaneously. Courses examine the role of interpretation in suggest-ing message or meaning in art.

4. encourage students to gain a sense of what artists actually do with their hands, voices, bodies, and minds, in the creation and practice of their art.

4. Course assignments and activi-ties expose students, if possible, to paintings/sculpture, to live music and theater, and/or offer them the opportunity to engage in the actual practice of creative or performing arts activities.

Approved Course List:Course Number Title FlagANTH275 AnthropologyofTheatre,Performanceand Spectacle GlobalDiversityANTH355 AfricanExpressiveArts GlobalDiversityANTH/MUS245/345WorldMusic GlobalDiversityART111 FoundationArt NoneART113 DrawingI NoneART115 IntroductiontoArtHistory NoneART116 SurveyofAsianArt GlobalART125 IntroductiontoKilnGlass NoneART130 PaintingI NoneART135 PrintmakingI NoneART137 SculptureI NoneART139 CeramicsI NoneART140 PhotographyI NoneART141 GraphicDesignI NoneART175 LetThereBeLight NoneART209 Myth,Image,andSymbolinSouth AsianReligion GlobalDiversityART225 ThreeDimensionalGlass NoneART240 DigitalPhotography NoneART275/HUM270 VisualPersuasion GlobalDiversityART316 EuropeanArt,1750-1900 NoneART320 ModernArt NoneART322 ContemporaryArt GlobalDiversityART355 AfricanExpressiveArts GlobalDiversityART370 Museums,Representation,andCulturalProperty GlobalDiversityART/GRS307 TheArtandArchaeologyofGreekMyth NoneART/GRS/HIST309 GreekArtfromHomertoAlexander NoneART/GRS/HIST311 ArtandArchitectureoftheRomanWorld NoneART/INST370 WorldArtafter1989 GlobalDiversityENGL101 IntroductiontoCreativeWriting NoneENGL272 TravelCourse:WritinginIreland WritingIntensiveENGL301 SeminarinCreativeWriting NoneFA110 FilmAesthetics NoneGRS/ART307 TheArtandArchaeologyofGreekMyth NoneGRS/ART/HIST309 GreekArtfromHomertoAlexander None

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GRS/ART/HIST311 ArtandArchitectureoftheRomanWorld NoneHIST/ART/GRS309 GreekArtfromHomertoAlexander NoneHIST/ART/GRS311 ArtandArchitectureoftheRomanWorld NoneHUM270/ART275 VisualPersuasion GlobalDiversityINST/ART370 WorldArtafter1989 GlobalDiversityLC116 GermanPostwarCinema GlobalDiversityLC260 ItalianCinema NoneLC270 FormandVoid:JapanesePoetryandPoetics NoneLC273 StandingintheShadows:GlobalFilmNoir NoneLC275 HeroicPoetryinPerformance NoneLC275 WildStrawberries,Communes,andDeath:A SmorgasbordofScandinavianandNordicFilm GlobalDiversityMUS021 Orchestra(GenEdcredit) NoneMUS022 WindEnsemble(GenEdcredit) NoneMUS023 CollegiateChoir(GenEdcredit) NoneMUS024 SymphonicWinds NoneMUS026 UniversityChoir(GenEdcredit) NoneMUS035 GuitarEnsemble NoneMUS101 BeginningClassPianoforNon-MusicMajors NoneMUS164 GourmetListener NoneMUS21,21X IllinoisWesleyanSymphonyOrchestra NoneMUS250 DangerousSounds:MusicandPoliticsofEasternEurope GlobalDiversityMUS250 SongandDanceinLatinAmerica GlobalDiversityMUS250/350 CollegiateChoirinGermany NoneMUS250/350 JazzinItaly GlobalDiversityMUS264 JazzHistory U.S.DiversityMUS268 LatinAmericanMusic GlobalDiversityMUS/ANTH245/345WorldMusic GlobalDiversityMUTH374 MusicTheatreHistoryandLiterature NoneOCS220 BarcelonaArchitectureandUrbanDesign NoneOCS220 SpanishPaintinginthePradoMuseum NoneOCS220 FromGoyatoContemporaryArtinSpain NoneOCS220 LandscapePaintinginWesternArt NoneOCS220 BritishTheatre NoneOCS220 Historyof20th-CenturyArt NoneOCS220 WritinginSpain GlobalDiversityOCS220 PhotographingBarcelona-IdentifyingtheCatalanCultureGlobalDiversityOCSP328 StudiesinMediaandFilm NoneOCSP328 BarcelonaArchitectureandUrbanDesign NonePSCI424 AmericanPoliticsinAction:People,PoliciesandPower WritingIntensiveREL123 JesusattheMovies NoneREL209 Myth,Image,andSymbolinSouthAsianReligion GlobalDiversitySPAN360 SpecialTopics:StudiesinMediaandFilm GlobalDiversityTHEA101 TheatreAppreciation NoneTHEA102 FundamentalsofActing NoneTHEA241 IntroductiontoDramaticLiterature WritingIntensiveTHEA276 DanceAppreciation WritingIntensiveTHEA318 ScenePainting NoneTHEA341 Playwriting WritingIntensiveTHEA342 Screenwriting WritingIntensiveTHEA360 TravelSeminar:Domo-ArigottogotoJapan GlobalDiversityTHEA376 DanceHistory NoneTHEA377 HistoryofDecor GlobalDiversityTHEA378 CostumeHistory NoneTHEA391 PerformanceinProduction None

StudentsinterestedinfulfillingGeneralEducationrequirementsin“TheArts”throughparticipationinensemblesand/orappliedmusic lessonsmaychoosefrom among the following four options:

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A. Four semesters of piano lessons (MUS 100) OR one semester ofBeginningClassPianoforNon-MusicMajors(MUS101)plustwosemestersofappliedpiano(MUS100). B. Foursemestersofappliedvoice(MUS100)ORtwosemestersofappliedvoice(MUS100)withconcurrentenrollmentineitherUniversityChoir(MUS26)orCollegiateChoir(MUS23). C. Foursemestersofclassicalguitarlessons(MUS100)ORtwosemestersofappliedclassicalguitar(MUS100)withconcurrentenrollment inGuitarEnsemble(MUS37). D. Twosemestersofoneofthefollowingensembles—Orchestra(MUS21),WindEnsemble(MUS22),SymphonicWinds(MUS24),JazzEnsemble(MUS34),orJazzLabBand(MUS35)—withconcurrentenrollmentintheappropriateappliedinstrumentallessons(MUS100). Admission into these ensembles, with the exception of Jazz Lab Band(MUS35) isbaseduponaudition.Allappliedstudyrequirestheconsentoftheinstructor.Anextrafeeischargedforprivatelessons.

Contemporary Social Institutions (CSI; 1 course unit)Category Description: Courses in this category explore the established practices, relationships, and organizations which influence the daily lives of individuals in society. Social institutionsand/orstructuresexaminedincludegovernments,religiousorgani-zations, education, the family, the media, and the legal, economic, health care, political, and social welfare systems.


In keeping with the overall goals of the General Education program, in particular, the goals of understanding the fundamental relationships and processes of nature and culture and their evolution over time, of fostering students’ abilities to make judgments of value in the area of public policy, of encouraging students to become informed active citizens in public life, and of bringing the world to the campus and students to the world, courses in the category of “Contemporary Social Institutions” seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incorporate the following criteria in a balance appropriate to the course. In addition, courses proposed for credit at the 300- or 400-level also require a significant research component and will involve a degree of complexity in the material beyond that normally found in lower-level courses.

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Courses Meeting Contemporary Social Institutions Requirement:Course No. Title Flag(s)ANTH171 CulturalAnthropology GlobalDiversityANTH252 GenderinCross-culturalPerspective GlobalDiversity and Writing IntensiveANTH273 SelfandSocietyinJapan GlobalDiversityANTH274 PeoplesandCulturesofEastAfrica GlobalDiversityBUS270 FinancialInstitutionsinModernSocieties NoneECON100 IntroductiontoEconomics NoneEDUC225 EducationandSocialJustice NoneEDUC373 EducationandInternationalDevelopment GlobalDiversity and Writing Intensive

1. examine how one or more social institutions arises, operates, interacts with other institutions, and changes in different cultural and historical contexts;

1. Courses examine the evolution of one or more contemporary social institu-tions to the present time and analyze the current structure and functions of the institution(s) studied and its (their) relationship with other institu-tions in its (their) own or another culture.

2. illuminate the ways and means through which societal and individ-ual values are reflected in contempo-rary social institutions;

2. Courses engage students in discover-ing underlying values—including those of key institutional founders or leaders, as well as those of larger groups or societies—that are embod-ied in the structure and functioning of the institution(s) studied.

3. enable students to understand how individuals’ values, beliefs, and behav-iors are influenced by contemporary social institutions;

3. Students participate in assignments and activities that require them to consider and reflect upon how their own and/or others’ attitudes, convic-tions, and actions are influenced, consciously or unconsciously, by the institution(s) studied.

4. provide students with opportunities to observe and/or to interact directly with individuals involved in the on-going operations of one or more contemporary social institutions.

4. Courses provide opportunities for students to observe the actual functioning of the institution(s) studied and/or to interact with leaders, volunteers, clients, or other participants in the ongoing activities of the institution(s) through in-class experiences, on-campus co-curricular activities, field trips, volunteer ser-vice, electronic discussion groups, or other appropriate means.

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ENST361 GlobalizationandtheEnvironment GlobalDiversityENST/PSCI260 AmericanEnvironmentalPoliticsandPolicy NoneENST/PSCI262/362GlobalEnvironmentalSustainabilityand AsianDevelopment GlobalDiversityENST/PSCI360 ComparativeEnvironmentalPolitics GlobalDiversity and Writing IntensiveFREN301 LanguageandCulture GlobalDiversityFREN312 FrenchCinema GlobalDiversityLC205 LanguageandSocietyinJapan GlobalDiversityLC207 LanguageandGender GlobalDiversityNURS214 NursingandSociety NoneOCS223 InternationalMarketing NoneOCS223 SportsandSocietyinSpain NoneOCS223 London:TheMulticulturalMetropolis NoneOCS223 ThePracticeofWorldReligionsinContemporarySpain NoneOCS223 London:WorldCity NoneOCS223 TheEuropeanUnion:History,Economics,Politics NoneOCSP323 SportsandSocietyinSpain NoneOCSP323 InternationalMarketing NonePSCI101 AmericanNationalGovernment U.S.DiversityPSCI103 ComparingNations GlobalDiversityPSCI220 WomenandPolitics U.S.DiversityPSCI241 AmericanElections,PoliticalPartiesandCampaigns WritingIntensivePSCI343 MakingDemocracyWork WritingIntensivePSCI/ENST260 AmericanEnvironmentalPoliticsandPolicy NonePSCI/ENST262/362 GlobalEnvironmentalSustainabilityand AsianDevelopment GlobalDiversityPSCI/ENST360 ComparativeEnvironmentalPolitics GlobalDiversity and Writing IntensiveREL104 IntroductiontoMythsandRituals U.S.DiversityREL106 Women,Religion,andSpirituality GlobalDiversityREL110 ReligionsoftheWorld GlobalDiversityREL132 AsianReligiousPractice GlobalDiversityREL204 NativeAmericanandAfricanReligions GlobalDiversity and Writing IntensiveREL291 Magic,Witchcraft,andReligion WritingIntensiveREL292 ReligioninContemporaryJapan GlobalDiversityREL307 Voodoo,Santeria,andCandomble GlobalDiversityREL310 CultsinAmerica U.S.DiversityREL337 EncounteringReligiousDiversity GlobalDiversitySOC101 IntroductorySociology NoneSOC120 SocialProblems NoneSOC222 SexandGenderinSociety U.S.DiversitySOC230 RaceandRacism U.S.DiversitySOC277/377 PeoplesandCulturesofSoutheastAsia GlobalDiversitySOC277/377 Hawaii:StudiesinMulticulturalism U.S.DiversityWGS101 IntroductiontoWomen’sAndGenderStudies U.S.Diversity

Cultural and Historical Change (CHC; 1 course unit)Category Description Courses in this category investigate the formation, persistence, and change of human-constructed institutions, emphasizing significant transformations in human social existence, and allowing historical personalities to speak to us

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across time and space. Each class emphasizes the complex interactions of social and historical context, acknowledging that we cannot understand the present without the past.

Courses Meeting Cultural and Historical Change Requirement:

Course No. Title Flag(s)AMST150 IntroductiontoAmericanStudies U.S.DiversityEDUC376 TheRighttoLearn:AnAmericanStory U.S.DiversityENGL/HIST257 PromisedLands:ACulturalandLiteraryHistory oftheGreatMigration,1917-1970 U.S.Diversity


In keeping with the overall goals of the General Education program, in particular, the goals of developing students’ capacities for critical thinking, intellectual independence, of under-standing the fundamental relationships and processes of nature and culture and their evolution over time, and of becoming informed citizens, courses in the category of “Cultural and Historical Change” seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incorporate the following criteria in a balance appropriate to the course. In addition, courses proposed for credit at the 300- or 400-level also require a significant research component and will involve a degree of complexity in the material beyond that normally found in lower-level courses.

1. examine major episodes, processes and contexts of change within societ-ies and social institutions, with special attention to changes in belief, behav-ior and social organization;

1. Courses focus on both the events of change and the repercussion of these events on individuals and society.

2. understand the processes of choice and action through which the cultural systems, social institutions, and social relationships arise, persist, and change;

2. Courses include reflection on the causes and directions of change over time;

3. examine the interactions of cultures and histories as revealed in the speech, documents, artifacts, and patterns of behavior of the women and men directly affected at the time of change;

3. Courses include evidence of change as seen through the eyes of the participants;

4. develop the student’s understanding of her or his place in world history through reflection on the present in light of the past.

4. Courses include some materials or approaches that encourage the stu-dent to relate her or his own present situation in a changing society to the historical/social context the course has established.

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ENST248 AmericanEnvironmentalHistory U.S.DiversityFREN315 FrenchCivilizationI:RomanGaulthroughtheRenaissance NoneFREN316 FrenchCivilizationII:RenaissancetoRevolution NoneFREN317 FrenchCivilizationII:FranceSincetheRevolution GlobalDiversityFREN318 FrenchCivilizationIII:TheFrancophoneWorld GlobalDiversityGER418 GermanCultureSince1945 NoneGRS312 SexandGenderinAncientGreeceandRome WritingIntensiveGRS318 BloodRitesandMysteryCultsinAncientRome NoneHIST100 IntroductiontoChineseHistory GlobalDiversityHIST101 IntroductiontoJapaneseHistory GlobalDiversityHIST120 AncientandMedievalWest NoneHIST121 Europe:RenaissancetoRevolution NoneHIST122 ModernGlobalHistory GlobalDiversityHIST123 RevolutionaryEngland NoneHIST144 GildedAge,1865-1900 U.S.DiversityHIST150 IntroductiontoAmericanStudies U.S.DiversityHIST151 TheUnitedStatesto1877 U.S.DiversityHIST152 TheUnitedStatesfrom1877tothePresent U.S.DiversityHIST153 TheFirstProgressives,U.S. U.S.DiversityHIST154 FilmandHistory,U.S. U.S.DiversityHIST160 IntroductiontoLatinAmerica GlobalDiversityHIST202 WorldWarIIinthePacific NoneHIST212 AncientGreece NoneHIST214 AncientRome NoneHIST219 OraclesandEmpiresinAncientColonization WritingIntensiveHIST221 TheHolocaust NoneHIST241 GreatDepressionintheUnitedStates WritingIntensiveHIST242 ColonialAmerica U.S.DiversityHIST244 WomenandtheAmericanExperience U.S.DiversityHIST246 “ByForce,ByFamine,andbyFabledStory”:Irish EmigrationtotheU.S. GlobalDiversityHIST247 TheAmericanWest U.S.DiversityHIST249 GrowingUpinAmerica,1607-Present U.S.DiversityHIST251 TheVietnamWars NoneHIST252 TheSixties:Sex,Drugs,andRock&Roll? U.S.DiversityHIST253 TheBeatlesandTheirWorld NoneHIST254 WomenintheU.S.to1870 U.S.DiversityHIST255 Museums:MakingHistoryComeAlive! NoneHIST260 SpanishNorthAmerica GlobalDiversityHIST305 SeminarinAsianHistory:Womenin20thCenturyChina GlobalDiversityHIST316 TheWorldofAlexandertheGreat NoneHIST323 Sex,Gender,andPowerUnderKingJames NoneHIST325 ModernGermany GlobalDiversityHIST326 ModernRussia/SovietUnion GlobalDiversityHIST343 Migration,Ethnicity,andRace U.S.DiversityHIST350 Women,WorkandLeisure,1890-1930 U.S.DiversityHIST351 ModernAmerica1900-1945 U.S.DiversityHIST352 RecentU.S.History U.S.DiversityHIST353 UnitedStatesForeignRelationsto1914 NoneHIST354 UnitedStatesForeignRelationssince1914 NoneHIST370 TheCivilWarEra NoneHIST/ENGL257 PromisedLands:ACulturalandLiteraryHistoryofthe GreatMigration,1917-1970 U.S.DiversityHIST/HUM270 NarrativesofWar:SpainandChile GlobalDiversityHLTH310 TransculturalHealthcareinHawaii U.S.DiversityINST270 Russia:FromEmpiretoPost-SovietState GlobalDiversityINST270 TaleofThreeCities:Vienna,Bratislave,Prague GlobalDiversity

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LC140 JewishEasternEurope:FolkloreandVisualArts GlobalDiversityLC224 CulturalQuestionsandContextsinAfricanFilm, 1960-Present GlobalDiversityLC245 RussianCultureandSocietyThroughFilm GlobalDiversityLC270 JapanesePopularCultureandOtaku GlobalDiversityLC274 TheSuperwomenofCentralEuropeanFiction GlobalDiversity and Writing Intensive LC303 Blades,Bows,andBushido:TheSamuraiinContext GlobalDiversityMUS201/202 SurveyofMusicHistoryI&II NoneOCS224 TheBarcelonaModel:BetweentheGlobalandtheLocal GlobalDiversityOCS224 Barcelona&theSpanishCivilWar NoneOCS224 SpanishCivilizationandCulture NoneOCS224 ImperialSpain1469-1898 NoneOCS224 ThePoliticalHistoryofContemporarySpain NoneOCS224 TheMakingofModernEurope NoneOCS224 SpanishCultureandCivilization NoneOCSP324 TheBarcelonaModel:BetweentheGlobalandtheLocal GlobalDiversityOCSP324 Barcelona&theSpanishCivilWar NoneOCSP324 IberianCultureandCivilization NonePSCI102 InternationalPolitics GlobalDiversityPSCI212 InternationalPoliticsofEastAsia GlobalDiversityPSCI322 PoliticsoftheEuropeanUnion GlobalDiversityPSCI323 Post-CommunistEurope GlobalDiversityREL131 ChineseReligions GlobalDiversityREL133 IslamintheModernWorld GlobalDiversityREL135 Zen NoneREL170 African-AmericanReligions U.S.DiversityREL221 TheWorldofJesus WritingIntensiveREL231 Cults,DivinationandPopularReligionsin EastAsianSocieties NoneREL270 BornAgainReligion:Varietiesof AmericanEvangelicalism U.S.DiversityREL304 LatinAmericanReligions GlobalDiversity and Writing IntensiveREL318 BloodRitesandMysteryCults NoneREL322 JudaismandChristianityintheRomanWorld NoneREL330 BuddhisminIndiaandTibet GlobalDiversityREL332 TheHinduReligiousTradition GlobalDiversityREL333 IslamfromMeccatoMalcolmX GlobalDiversitySPAN314 IberianCultureandCivilizationI NoneSPAN316 LatinAmericanCultureandCivilization NoneSPAN403 HistoryoftheSpanishLanguage NoneTHEA371 TheatreHistoryI NoneTHEA372 TheatreHistoryII NoneWGS270 HistoryofFeministThoughtintheU.S. U.S.Diversity

Formal Reasoning (FR; 1 course unit)Category Description Courses in this category focus on approaches to knowledge which are rigor-ous and rule-governed. The courses enable students to develop an understand-ing of formal systems, including geometric, symbolic or numerical systems, and to use formal reasoning for inquiry and problem solving, including real-world problems.

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Courses Meeting Formal Reasoning Requirement:Course No. Title Flag(s)CS/DS125 IntroductiontoComputerandDataScience NoneDS/CS125 IntroductiontoComputerandDataScience NoneCS126 IntroductiontoComputerScienceUsingtheWeb NoneCS127 ComputerScienceI NoneENST200 IntroductiontoGeographicInformationSystems(GIS) NoneMATH106 MathematicsforElementaryEducationMajorsII NoneMATH110 FiniteMathematics NoneMATH135 ApplicationsofSets,Logic,andRecursion NoneMATH140 MathematicalModeling:Finance NoneMATH141 MathematicalModeling:Statistics NoneMATH143 MathematicalModeling:DiscreteStructures NoneMATH145 MathematicalModeling:MeasurementandApproximation NoneMATH176 CalculusI:ASequentialApproach NoneMATH215 LinearAlgebra None


In keeping with the overall goals of the General Education program, in particular the goals of enabling students to use formal methods of reasoning in problem solving, and developing students’ capacities for critical thinking, courses in the “Formal Reasoning” category seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incorporate the following criteria in a balance appro-priate to the course. In addition, courses proposed for credit at the 300- or 400-level also require a degree of complexity in the material beyond that normally found in lower level courses. They require students to focus on metatheoretical questions, or to engage creatively in mathematical modeling or proving theorems.

1. familiarize students with one or more formal systems;

1. Courses focus on examining and care-fully defining the concepts employed in one or more formal systems and instructing students in the rules used in one or more of these systems.

2. promote the understanding of formal systems and their use in identifying, analyzing and solving problems;

2. Courses instruct students in the use of formal systems to identify, analyze and solve problems. Courses stress critical thinking and reasoning skills and not solely mechanical skills. Courses assist students in writing clear solutions to problems.

3. provide a real-world context for the use of formal reasoning;

3. Courses include exercises in which students use formal reasoning systems to try to solve problems encountered in the real world.

4. convey an appreciation of formal systems.

4. Courses include an appreciation of the beauty, symmetry and elegance of formal systems.

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In keeping with the overall goals of the General Education program, in particular the goals of developing students’ capacities for critical thinking, intellectual independence and social awareness, their knowledge and under-standing of the fundamental processes and relationships of culture and their evolution over time, and their abilities to make and assess judgments of value, courses in the “Intellectual Traditions” category seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incorporate the following criteria in a balance appropriate to the course. In addition, courses in this category at the 300- or 400-level involve an advanced level of complexity in the material studied and the interpretive questions raised and, where appropriate, may have a significant research component.

1. develop students’ abilities to evaluate critically ideas and beliefs articulated in the conversations of minds across the centuries in our own and other cultures;

1. Courses examine ideas, rather than events, works of art or literature, or cultural practices. Thus, although his-torical materials, art, literary texts, and cultural artifacts may be examined in the course, such works should be investigated for the ideas articulated in them as they pertain to the subject matter of the course.

2. increase students’ knowledge of the texts and traditions, either western or non-western, which are demonstra-bly important, i.e., that have shaped culture and made a difference in the course of events;

2. Courses focus on ideas that have shaped culture, the processes by which texts and traditions come to be seen as important, and, where appropriate, alternative voices which confront traditions.

3. enable students to see that under-standing an idea requires under-standing its development by examin-ing the ways in which ideas, beliefs, and world views originate, evolve, persist, recur, and die out;

3. Courses examine the development of ideas over time and in relation to other ideas. Courses on a single figure, for example, should, where appropri-ate, devote time to studying the wider intellectual conversation of which that figure is a part.

ML175 IntroductiontoRomanceLinguistics NonePHIL102 IntroductiontoSymbolicLogic NoneSPAN373 IntroductiontoSpanishLinguistics None

Intellectual Traditions (IT; 1 course unit)Category Description Coursesinthiscategoryexploremajorideasthathavesignificantlyshapedculture and the course of events. Courses may focus on an individual figure, a broader intellectual movement, or a crucial concept or topic. Emphasis is placed on critical interpretation, analysis, and evaluation of ideas articulated in primary printed texts and, where appropriate, in works of art, architecture, and music.

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4. develop students’ abilities to read primary texts and make, assess, and defend arguments about ideas articu-lated in those texts

4. Courses actively engage students in interpreting and evaluating primary texts (including texts in translation), which provide the majority of read-ing for the course and which students analyze in written essays and oral discussions.

Courses Meeting Intellectual Traditions Requirement:Course No. Title Flag(s)ANTH310 Re-ImaginingCultureandFieldwork GlobalDiversity and Writing IntensiveANTH360 Race,Racism,andAnthropology U.S.DiversityGER375 Realismus NoneGRS210 GreekMythandtheHero NoneGRS270 Atoms,Gods&Monsters:Lucretius&HisLegacy NoneGRS/HIST/MATH211 MasteringSpaceandTimeinPre-ModernMathematics NoneHIST224 CenturyofGenius NoneHIST225 TheEnlightenment NoneHIST/GRS/MATH211 MasteringSpaceandTimeinPre-ModernMathematics NoneHUM101 WorldofIdeas:Antiquity NoneHUM102 WorldofIdeas:10th-16thCenturiesA.D. NoneHUM103 WorldofIdeas:17th–18thCenturies NoneHUM104 WorldofIdeas:TheModernEra GlobalDiversityHUM270/370 Textual(R)Evolutions:TheScienceofStorytelling NoneLC112 GermanRomanticism NoneLC242 StrangersinTheirOwnHome:YiddishCultureof EasternEurope GlobalDiversityLC265 RenaissanceItaly NoneLC270 TheEvolutionofRevolution:FromFrancetoRussia NoneLC272 FromUtopiatoScienceFiction:ImaginingtheFuture inRussiaandGermany GlobalDiversityLC308 JapaneseWayofLife:TraditionsandChanges GlobalDiversityMATH/GRS/HIST211 MasteringSpaceandTimeinPre-ModernMathematics NoneOCS225 AlltheWorld’saStage NoneOCS225 BritainandtheRiseofModernScience NoneOCS225 TheEmpireLooksBack:Britain’sGothicRevival NoneOCS225 SurrealismandEarlyModernism NoneOCS225 JoseOrtegayGassetandModernSpanishIdentity NoneOCS225 TheConceptofKingship NoneOCS225 TheHistoryoftheSocialSciencesinGreatBritain: AnIntellectualBiography NoneOCS225.01 Modernism,theAvant-Garde,andWar:ThePlace ofBarcelona GlobalDiversityOCS225.02 Modernism,theAvant-Garde,andWar:ThePlace ofBarcelona GlobalDiversity and Writing IntensiveOCSP325 SurrealismanditsTraditioninSpain NonePHIL103 MindandWorld NonePHIL106 GodandScience NonePHIL107 PhilosophyofNaturalScience NonePHIL209 PhilosophyofReligion None

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In keeping with the overall goals of the General Education program, in particu-lar the goals of developing students’ ca-pacities for critical thinking, intellectual independence, and imagination, their understanding of cultural relationships, their capacities for expressing and com-municating ideas, and their abilities to make judgments and assess value, all in the context of active learning, courses in the “Literature” category seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incor-porate the following criteria in a balance appropriate to the course. In addition, courses in this category at the 300- or 400-level have a significant research component involving critical or other sec-ondary material, and involve an advanced level of complexity in the material studied and the interpretive questions raised.

PHIL268 Hume’sPhilosophyofReligion WritingIntensivePHIL307 PhilosophyofNaturalScience WritingIntensivePHIL308 AncientPhilosophy NonePHIL309 ModernPhilosophy NonePHIL310 SocialandPoliticalPhilosophy WritingIntensivePHIL311 PhilosophyofMind WritingIntensivePHIL355 MajorPhilosophersandPhilosophicalMovements WritingIntensivePHYS210 ConceptionsoftheCosmos NonePSCI202 ReligionandRaceinAmericanPoliticalDevelopment NonePSCI305 TheoriesofInternationalRelations WritingIntensivePSCI315 ClassicalPoliticalThought:Democracyin AthensandAmerica WritingIntensivePSCI316 ModernPoliticalThought:LiberalismandItsDiscontents WritingIntensivePSCI317 AmericanPoliticalThought:ThreePoliticalTraditions WritingIntensivePSCI318 SchoolsandSectsintheStudyofPolitics NonePSYC330 HistoryandSystemsofPsychology NonePSYC351 CounselingandPsychotherapy WritingIntensiveREL120 IntroductiontoBiblicalStudies NoneREL210 GreekMythandtheHero NoneREL232 HindusandChristians GlobalDiversityREL241 ModernReligiousThought NoneREL242 PhilosophersReadtheBible WritingIntensiveREL246 Whois(not)aJew? NoneREL290 InterpretingReligiousExperience WritingIntensiveREL294 JesusandtheGospels NoneREL295 TheProblemofInterpretationinBuddhism NoneREL309 ImaginingModernIndia GlobalDiversityREL321 AngelsandDemonsinBiblicalLiterature NoneREL323 ChristianControversiesandCreeds WritingIntensiveREL325 LostBooksoftheBible WritingIntensiveREL331 BuddhisminEastAsia NoneREL336 TheWorldofThoughtinAncientChina NoneREL342 JudaismThroughtheAges WritingIntensiveREL343 AmericanJewishThought U.S.DiversitySOC290 HistoryofSociologicalThought WritingIntensiveSOC305 MedicalSociology WritingIntensiveSOC392 Class,Status,andPower WritingIntensive

Literature (LT; 1 course unit)Category Description Courses in this category focus on the critical reading and interpretation of literary texts.

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1. help students to recognize and under-stand the importance of the structure and style of a literary text;

1. Courses examine the style (for example: diction, sentence structure, imagery, rhythm) and structure (for example: plot, sequence of images and ideas, metrics and rhyme) character-istic of literary texts and the relation of one literary text to another.

2. encourage students to engage their imaginative faculties when they read;

2. Courses focus on the literary texts themselves and on the practices of in-tellect and imagination in the reader that make for active engagement with these texts. Such practices might include close study of significant pas-sages, reading aloud or memorization to appreciate sounds, encouragement of visualizing, enacting of passages or texts.

3. enable students to connect the literature they read to the cultural and social contexts in which it was written or which it portrays;

3. Courses present literary texts in terms of some larger cultural framework—at least one context from which the texts emerge, or to which they respond. This context could be socio-historical or it could be the body of the author’s work or movements in literary history.

4. develop students’ ability to interpret literary texts.

4. Courses actively involve students in interpretation of texts, encouraging thoughtful judgments which the stu-dents express and defend in written essay assignments and orally in class discussion.

Courses Meeting Literature Requirement:Course No. Title Flag(s)EDUC272 ChildandAdolescentLiterature NoneENGL109 PoetrythroughPerformance NoneENGL110 TheShortStory NoneENGL115 ScienceFiction NoneENGL116 TravellersandTravelLiars NoneENGL117 ILoveaMystery NoneENGL122 AWoman’sPlace NoneENGL123 BadGirls NoneENGL129 ThirdWorldWomenSpeak GlobalDiversityENGL130 ExiletoExpatriate:LiteraturefromDisplacement GlobalDiversityENGL131 Literature&War NoneENGL132 TheHealingArt:IllnessNarrativesinFilmandLiterature NoneENGL133 CrimeandPunishment:SearchingforJustice inFilmandLiterature NoneENGL134 I,Anxious NoneENGL139 Freaks! U.S.Diversity

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ENGL222 Shakespeare’sShrews WritingIntensiveENGL232 BritishDrama:1950-Present NoneENGL233 AmericanDrama:1940-Present NoneENGL241 SuchaKnight:MedievalChivalry NoneENGL243 What’sLoveGotToDoWithIt?:EnglishPoetry,1500-1700 NoneENGL254 WebofAmericanPoetry WritingIntensiveENGL255 Hip-Hop:ALiteraryStudy U.S.DiversityENGL258 OntheBus:TheBeatWriters NoneENGL259 Sex,Text,andTraditioninBlackWomen’sFiction U.S.DiversityENGL272 TravelCourse:Hexes,Thugs,andDaysofOld: TheHistoryandLegendofKingArthur GlobalDiversityENGL341 MedievalLiterature NoneENGL342 RenaissanceLiterature NoneENGL343 Restorationand18thCentury NoneENGL344 RomanticLiterature NoneENGL346 VictorianLiterature NoneENGL351 ManifestDestinies:AmericanLiteratureto1865 U.S.DiversityENGL352 AmericanLiteratureafter1865 U.S.DiversityENGL354 AmericanLiteraturesince1945 U.S.DiversityENGL356 Modernism NoneENGL359 WorldLiterature GlobalDiversityENGL363 Avant-GardeFiction NoneENGL365 Autobiography NoneENGL366 Romance:TheGenre NoneENGL370 AbrahamLincolninFictionandBiography NoneENGL370 MajorAfrican-AmericanAuthors U.S.DiversityENGL391 Chaucer NoneENGL393 Love,Marriage,Sex,Power:Shakespeare’s ComediesandHistories NoneENGL394 Death,Gender,Power:Shakespeare’sTragedies andRomances NoneENGL398 JamesJoyce NoneFREN303 IntroductiontoFrenchLiteratureI:TheIndividual andSociety NoneFREN304 IntroductiontoFrenchLiteratureII:IdealsofLove NoneFREN405 StudiesinMedievalandRenaissanceLiterature NoneFREN406 StudiesinSeventeenthandEighteenthCenturyLiterature NoneFREN407 Studiesin19thand20thCenturyLiterature NoneFREN408 StudiesofFrancophoneLiterature GlobalDiversityGER312 IntroductiontoGermanLiterature NoneGER488 VonDemokraticzurDiktatur/FromDemocracy toDictatorship NoneGRS/THEA212 GreekDramaandSociety WritingIntensiveGRS/THEA214 GreekandRomanComedy WritingIntensiveHUM270 FromCloseReadingtoDistantReading:Revolutions inLiteraryAnalysis NoneLC105 SpecialTopicsinJapaneseLiteratureinTranslation NoneLC110 PlayingRevolution NoneLC115 SpecialTopicsinGermanLiterature NoneLC145 SpecialTopicsinRussianLiteratureinTranslation NoneLC165 SpecialTopicsinItalianLiteratureinTranslation NoneLC173 TalesofMystery,HorrorandHumor NoneLC202 FromAtomtoAkira:Japan’sPopCulture GlobalDiversityLC250 DangerousTexts:LiteratureandPolitics GlobalDiversityLC270 DetectiveFiction NoneLC350 TerriblePerfection:WomeninRussianLiterature andCinema GlobalDiversityOCS221 TheCityofMarvels:BarcelonathroughitsFiction GlobalDiversityOCS221 TheLondonTheatreScene NoneOCS221 ShakespeareandOthersinLondonTheatre None

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In keeping with the overall goals of the General Education program, in par-ticular the goal of, developing students’ capacities for critical thinking, and of developing students’ knowledge and understanding of the fundamental pro-cesses and relationships of nature and culture, and their evolution over time, all courses in the “Natural Sciences” category seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incorporate the following criteria in a balance appropriate to the course. In addition to meeting criteria 1-3 and 4a or 4b, courses proposed for credit at the 300- or 400-level require an appropri-ate research component, and involve a degree of critical thinking not normally found in lower level courses.

1. acquaint students with important life and/or physical science concepts, as well as the connections among differ-ent areas of science;

1. Courses focus on life science or physi-cal science concepts, and will examine the ways in which one area of science contributes to and is affected by at least one other area.

2. develop students’ understanding of the roles that critical analysis, abstract thinking, creativity, and imagination play in the scientific enterprise;

2. Courses consist of information origi-nating from the use of the scientific method, and will engage students in the application or discussion of the scientific method.

OCSP321 BarcelonathroughitsFiction GlobalDiversityOCSP321 IntroductiontoLiterature GlobalDiversityREL130 AsianReligiousLiteratures GlobalDiversityREL334 ReadingHinduTexts NoneREL335 ReadingBuddhistTexts NoneSPAN308 IntroductiontoLiterature GlobalDiversitySPAN418 SpanishLiterature NoneSPAN468 TopicsinLatino/aLiterature U.S.DiversitySPAN478 LatinAmericanLiterature NoneTHEA/GRS212 GreekDramaandSociety WritingIntensiveTHEA/GRS214 GreekandRomanComedy WritingIntensive

The Natural Sciences (LSI, LSL, PSI, PSL; 2 course units)Category Description Courses in this category help students develop the capacity for scientific lit-eracy in preparation for responsible citizenship. Through laboratory and other learning experiences, students explore the methods by which scientists discover and formulate laws or principles that describe the behavior of nature in both liv-ing and non-living realms. Students also examine how scientific thinking applies to their own lives, and address the issues that scientific and technological advances bring to society. Two courses in this category are required, one of which deals substantively with scientific methods and laboratory techniques, and the other substantively with societal and ethical issues resulting from scientific techniques or findings. In addition, one of these courses must concern primarily life science concepts, and the other primarily physical science concepts.

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3. introduce students to the usefulness of applying scientific concepts to the understanding of everyday experi-ences;

3. Students are given examples of how scientific concepts learned in class can be used in less formal, non-academic settings.

4a. (in laboratory courses) develop students’ understanding of how scientific problems are studied in a laboratory environment.

OR

4a. Students attend a regularly sched-uled lab that averages two hours per week of laboratory instruction over the course of the semester. At least twenty percent of the course grade is determined from this laboratory work.

OR

4b. (in scientific issues courses) improve understanding of scientific and technological issues which affect society and consider strengths and limitations of science in dealing with these issues.

4b. Students participate in discussions or assignments that require them to address the impact of scien-tific knowledge on society, and to evaluate the role that science and scientists play in these issues.

Courses Meeting Natural Sciences Requirements:Life Sciences Issues Courses:Course No. Title Flag(s)ANTH160 HumanOrigins NoneANTH270 PrimateBehavior NoneBIOL114 TheMicrobialWorld NoneBIOL116 UnderstandingEvolution NoneBIOL120 EcologyandEnvironmentalProblems NoneBIOL164 MarineRealm NoneBIOL175 IntroductiontoEvolution NoneBIOL218 FieldOrnithology NoneBIOL312 Genetics NoneBIOL316 Evolution NoneBIOL/ENST350 TropicalEcology GlobalDiversityCHEM340 IntroductiontoFoodBiochemistry:Hawaii U.S.DiversityCOG200 IntroductiontoCognitiveScience WritingIntensiveENST240 HealthandtheEnvironment U.S.DiversityENST241 WaronCancer:DoesEnvironmentMatter? NoneENST242 ToxicThreatstoReproductionandChildDevelopment NoneENST/BIOL350 TropicalEcology GlobalDiversityHLTH101 IntroductiontoPublicHealth U.S.DiversityHLTH230 HumanNutrition NoneOCS226 GlobalClimateChange:Causes,Impacts,Solutions GlobalDiversityOCS226 Cross-culturalPsychologyandHumanDevelopment NoneOCS226 BiologyandHumanConcerns NoneOCS226 UnderstandingEvolution GlobalDiversity(ForFall18only)OCSP326 Cross-culturalPsychologyandHumanDevelopment NonePSYC100 GeneralPsychology NonePSYC251 AbnormalPsychology None

Life Sciences Lab Courses:Course No. Title Flag(s)BIOL101 GeneralBiology NoneBIOL107 HumanBiology:AnatomyandPhysiology NoneBIOL220 NaturalHistoryofIllinois NonePSYC211 LearningandConditioning None

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Physical Sciences Issues CoursesCourse No. Title Flag(s)CHEM140 ChemistryintheKitchen NonePHYS120 EnergyandSociety NonePHYS239 ProblemsofNuclearDisarmament None

Physical Sciences Lab CoursesCourse No. Title Flag(s)CHEM110 BasicChemistry NoneCHEM120 ForensicScience NoneCHEM130 ChemistryoftheEnvironment NoneCHEM175 ForensicChemistry NoneCHEM201 GeneralChemistry NoneCHEM202 GeneralChemistry NoneCHEM311 OrganicChemistry NoneCHEM/ENST135 WaterQuality NoneENST230 EarthSystemsScience NoneENST231 EnvironmentalScienceinAction NoneENST/CHEM135 WaterQuality NoneGEOL101 GeneralGeology NonePHYS101 GeneralPhysics NonePHYS102 GeneralPhysics NonePHYS105 PhysicsI–Mechanics NonePHYS110 FundamentalAstronomy NonePHYS130 Sound,Music,andHearing NonePHYS131 HowThingsWork None

Second Language (LA; 0-3 course units, as needed, to ensure proficiency at the third-semester level)Category Description Coursesinthiscategorydevelopastudent’sabilitytocommunicateeffectivelyin a second language by promoting cultural understanding, intercultural commu-nication skills, and global citizenship. By making comparisons and connections to their immediate cultural practices and perspectives, students of a second language will deepen the knowledge and appreciation of their own native language. Modern language courses will emphasize basic conversational skills necessary for survival in the target language-culture environment. Students of classical languages will be introduced to a variety of literary styles and will learn to translate texts from the original and analyze them critically.


In keeping with the overall goals of the General Education program, in particu-lar the goals of developing the capacity for expressing and communicating ideas in a language other than English, of fostering in students the ability to make and assess judgments of value, and of bringing the world to the campus and the campus to the world, courses in this category seek to:

To achieve these goals, offerings at the 100- or 200-level in this category incor-porate the following criteria in a balance appropriate to the course.

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1a. develop in students of modern languages the four basic language skills of speaking, reading, listening, and writing in a language other than English;

OR

1a. Courses provide ample practice in understanding, producing, and inter-preting written and spoken language on a variety of topics related primar-ily to the self and the immediate environment.

OR

1b. develop in students of classical languages the proficiency to read, understand, and interpret classical languages. Students use orally, listen to, and write the classical language as part of the language learning process.

1b. Courses involve instruction in the vocabulary and grammar of classical languages, as well as afford opportu-nities to read and analyze texts using lexica and commentaries.

2. develop an understanding of the nuances of the cultures they study. Students are able to compare and contrast their own culture with that of the cultures they study and use this knowledge and their intercultural communication skills in a world of diverse cultures.

2. Students in modern and classical languages are exposed to the cultural practices and products of the second language. Courses in a second lan-guage place the language within the cultural context where the language is produced and make comparisons with the Anglophone world.

For classical languages, students will be exposed to the cultural practices and products of the ancient Greeks and Romans

3. help students recognize and use elements of the second language to increase knowledge of their own language. Students use their knowl-edge of the second language and intercultural communication skills in a multilingual world.

3. Students in the modern languages study language structure and the lexicon of the second language.

Students of classical languages increase their vocabulary and under-standing of grammar and syntax in their native language through study of Greek and Latin etymology and comparative linguistics.

Courses Meeting Second Language Requirements:Course No. Title Flag(s)FREN201 IntermediateFrenchI NoneFREN202 IntermediateFrenchinQuebec NoneGER201 IntermediateGermanI NoneGRK201 IntermediateGreek NoneML201 IntermediateModernLanguageI(Chinese) NoneOCS227 EspanolIntensivo NoneSPAN201 IntermediateSpanishI None

In place of the courses listed above, students can satisfy this requirement by an equiva-lent score on an IWU Placement Exam or AP language exam. Entering international

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students whose native language is not English are exempt from the second language requirement under any one of the following circumstances: 1) They were required to take the TOEFL (Test of English as a Foreign Language) for admission. 2) They provide a transcript from a secondary school where the primary language of instruction was not English. 3) They provide a transcript or other form of written certification that documents sat-isfactory completion of more than four years of study in one language other than English.

PlacementexamsareavailableinFrench,German,Italian,Latin,andSpanish.Studentsrequesting placement in other languages IWU offers (Chinese, classical Greek, Japanese, Russian)shouldcontactthecoordinatoroftheLanguageResourceCenter.Resultsfromlanguage placement exams serve to recognize proficiency, to allow students to enroll in an appropriatecourse,orfulfillgeneraleducationcreditinSecondLanguage(LA).IWUdoesnot grant course unit or degree credit as a result of placement exams. Placementexamsaretypicallytakenbyincomingfirst-yearstudentsduringtheweekbefore classes start, although special arrangements may be made to take the placement exam at other times. Students may not arrange for a placement exam in a language once they have begun study of the language at the university level, including transfer credit or study abroad. Special placement exams in languages the University does not offer may be arranged, when possible, for students who have demonstrated secondary school study or reading and writing proficiency in a language. When appropriate, exams will include reading, writing, and speaking. Such languages may include, but are not limited to, Korean, modern Greek, Polish,andAmericanSignLanguage.

Physical Education (PE; 2x or 4y courses or an equiva-lent combination is required. At least one x or y must be a Fitness course)Requirement Description Courses in physical education foster interest and participation in activities that establish patterns for life-long maintenance of physical fitness and personal health. Twocourses(x)orfourhalfcourses(y)oranequivalentcombinationisre-quired.Atleast1xor1ymustbeafitnesscourse.Fitnesscoursesmeetingtherequirement are designated with an asterisk*. Except where the descriptioncontainsastatementtothecontrary,PEcoursesmay not be repeated without special permission from the department involved.


Courses in Physical Education foster interest and participation in activities that establish patterns for life-long maintenance of physical fitness and personal health.

To achieve these goals, courses given this designation incorporate the follow-ing criteria, by means appropriate to the course goals and content.

Courses given the designation of Physi-cal Education Activity must seek to:1. help students identify long and short-

term fitness goals;

1. Courses give students practice in setting long/short-term goals and fa-miliarize students with methods that help them to track their progress.

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Courses Meeting Physical Education Requirement:Course No. Title Flag(s)PEC109X BasicScubaDiving NonePEC111Y BeginningSwimming NonePEC113X* FitnessSwimming NonePEC114Y* WaterAerobics NonePEC116X* LifeguardTraining NonePEC118Y TennisI NonePEC119Y TennisII NonePEC120Y Badminton NonePEC121Y Pilates NonePEC122Y Volleyball NonePEC123Y* CrossFit NonePEC124Y Bowling NonePEC125Y BeginningGolf NonePEC126Y IntermediateGolf NonePEC127Y Racquetball NonePEC128Y* CircuitTraining NonePEC129X* PersonalFitnessI NonePEC131X* PersonalFitnessII NonePEC132Y* FitnessWalking NonePEC133Y* StepAerobics None

2. identify and practice principles of warm-up and stretching;

2. Courses give explicit instruction in warm-up and stretching exercises appropriate to the activity.

3. identify and practice principles of aerobic training;

3. Courses provide students with opportu-nities to recognize principles of aerobic training as they engage in the activity.

4. identify and practice principles of anaerobic training.

4. Courses provide students opportunities to recognize principles of anaerobic training as they engage in the activity.

Courses with the Fitness designation seek to include one or more areas of long-term personal health.

Courses proposed for the Physical Educa-tion Fitness Requirement will include one or more of the following topics for discus-sion, class participation or assessment:• Nutritional guidelines• Proper weight control• Stress management through exercise• Components of physical fitness• Posture and back care• Cancer risk prevention through

exerciseFor Personal Fitness I and Personal Fitness II a written assignment asking students to design and implement their own fitness plan will be required.

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PEC134Y* Jogging NonePEC135Y* WeightLifting NonePEC136Y* CyclingFitness NonePEC137Y SpecialActivities NonePEC138Y* CyclingFitnessII NonePEC139Y* Aerobics NonePEC140Y BeginningSocialDance NonePEC142X* JazzDanceI NonePEC143X* TapDance1 NonePEC144X* BalletI NonePEC145X* ModernDanceI NonePEC151X* AdaptedPhysicalEducation NonePEC152Y* AdaptedPhysicalEducation NonePEC153X Karate NonePEC155X AdvancedKarate NonePEC180Y Fencing NonePEC232X* JazzDanceII NonePEC233X* TapDanceII NonePEC234X* BalletII NonePEC235X* ModernDanceII NonePEC250X* VarsitySports NonePEC332X* JazzDanceIII NonePEC333X* TapDanceIII NonePEC334X* BalletIII NonePEC335X* ModernDanceIII None

Encountering Global Diversity (G; 1 course unit) (Flag designation attached to approved General Education, major, minor, or elective courses, except Gateway Colloquium and courses in the Second Language category—1 required)

Flag Description Courses given this designation prepare students for responsible citizenship in a global community. Students examine the experience and values of one or more contemporary societies outside the United States. Within the framework of individual courses, students are introduced to global diversity through an examinationofatleastoneothersociety’sexperienceandviewofitselfandtheworld. This may be accomplished through an explicit comparison between the U.S. and other societies, encounters between other societies, or through an extensive study of one individual society.

Flag Goals Flag Criteria

In keeping with the overall goals of the General Education program, in particular the goals of heightening stu-dents’ understanding of global diversity, of bringing the world to the campus and students to the world, of fostering students’ ability to make and assess judgments of value, and of developing students’ capacities for critical thinking, courses given this designation seek to:

To achieve these goals, courses given this designation incorporate the follow-ing concepts within the course design. These concepts need not be the entire or even the primary focus of the course for which the designation is sought.

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TheGlobalDiversity Flagmay also be achieved by successful completion ofa semester enrolled in an approved IWU, or an IWU-affiliated, study-abroad program, provided the following requirements are met: 1. Thestudentmustgainapprovalof theRegistrar, inconsultationwiththeAssociateDeanofCurricularandFacultyDevelopmentpriortoleavingforthe semester abroad. 2. TheoverallacademicexperiencemustbeinkeepingwiththeFlaggoalsand criteria.Note:ThisexceptiondoesnotincludeMayTermcoursesunlessaspecificcoursecarriesaGlobalDiversityFlag.

Courses Meeting Encountering Global Diversity Requirement:

Course No. Title Category ANTH171 CulturalAnthropology Contemporary Social InstitutionsANTH252 GenderinCross-culturalPerspective Contemporary Social Institutions ANDWriting IntensiveANTH273 SelfandSocietyinJapan Contemporary Social InstitutionsANTH274 PeoplesandCulturesofEastAfrica Contemporary Social InstitutionsANTH275 AnthropologyofTheatre,PerformanceandSpectacle TheArtsANTH288 ConsumingPassions:TheAnthropologyofFood NoneANTH310 Re-ImaginingCultureandFieldwork Intellectual TraditionsAND Writing IntensiveANTH330 Language,CommunicationandCulture NoneANTH350 HealthandHealinginCrossCulturalPerspective WritingIntensiveANTH355 AfricanExpressiveArts TheArtsANTH/MUS245/345WorldMusic TheArtsART116 SurveyofAsianArt TheArts

1. develop students’ ability to analyze and understand contemporary societ-ies outside the U.S. in the context of individual courses;

1. Courses compare the U.S. and another contemporary society or societies, or examine the encounters between non-U.S. societies, or extensively investigate one non-U.S. society.

2. enable students to understand the so-cial and cultural frames of reference of one or more societies and see the world from its/their perspective(s).

2. Courses use such materials as pri-mary texts, films, or other appropriate materials arising directly from the non-U.S. society(ies). If the course is a travel course, it provides opportuni-ties for direct and significant cultural interactions between the students and members of the society(ies) they are visiting.

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ART209 Myth,Image,andSymbolinSouthAsianReligion TheArtsART275/HUM270 VisualPersuasion TheArtsART322 ContemporaryArt TheArtsART355 AfricanExpressiveArts TheArtsART370 Museums,Representation,andCulturalProperty TheArtsART/INST370 WorldArtafter1989 TheArtsBIOL/ENST350 TropicalEcology TheNatural Sciences–Life Science IssuesBUS360 TravelSeminar:EffectsofNationalCulturesonBusiness DecisionMaking NoneBUS451 InternationalBusiness NoneECON355 EconomicsofDevelopingCountries NoneEDUC373 EducationandInternationalDevelopment Contemporary Social Institutions ANDWriting IntensiveENGL129 ThirdWorldWomenSpeak LiteratureENGL130 ExiletoExpatriate:LiteraturefromDisplacement LiteratureENGL272 TravelCourse:Hexes,Thugs,andDaysofOld:The HistoryandLegendofKingArthur LiteratureENGL359 WorldLiterature LiteratureENST361 GlobalizationandtheEnvironment Contemporary Social InstitutionsENST/BIOL350 TropicalEcology TheNatural Sciences–Life Science IssuesENST/PSCI262/362 GlobalEnvironmentalSustainabilityand AsianDevelopment Contemporary Social InstitutionsENST/PSCI360 ComparativeEnvironmentalPolitics Contemporary Social Institutions ANDWriting IntensiveFREN203 IntermediateFrenchII NoneFREN204 IntermediateCompositionandConversationinQuebec NoneFREN301 LanguageandCulture Contemporary Social InstitutionsFREN312 FrenchCinema Contemporary Social InstitutionsFREN317 FrenchCivilizationII:FranceSincetheRevolution Culturaland Historical ChangeFREN318 FrenchCivilizationIII:TheFrancophoneWorld Culturaland Historical ChangeFREN408 StudiesofFrancophoneLiterature LiteratureGER202 IntermediateGermanII NoneHIST 100 Introduction to Chinese History Cultural and Historical ChangeHIST 101 Introduction to Japanese History Cultural and Historical ChangeHIST122 ModernGlobalHistory Culturaland Historical ChangeHIST160 IntroductiontoLatinAmerica Culturaland Historical ChangeHIST246 “ByForce,ByFamine,andbyFabledStory”: Irish Emigration to the U.S. Cultural and Historical Change

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HIST260 SpanishNorthAmerica Culturaland Historical ChangeHIST305 SeminarinAsianHistory:Womenin20thCenturyChina Culturaland Historical ChangeHIST325 ModernGermany Culturaland Historical ChangeHIST326 ModernRussia/SovietUnion Culturaland Historical ChangeHIST/HUM270 NarrativesofWar:SpainandChile Culturaland Historical ChangeHLTH280 PerspectivesinGlobalHealth NoneHUM 104 World of Ideas: The Modern Era Intellectual TraditionsHUM104 ExploringtheFamilyinthe19thand20thCenturies NoneHUM270/ART275 VisualPersuasion TheArtsINST240 IntroductiontoInternationalStudies NoneINST270 Russia:FromEmpiretoPost-SovietState Culturaland Historical ChangeINST270 TaleofThreeCities:Vienna,Bratislave,Prague Culturaland Historical ChangeINST/ART370 WorldArtafter1989 TheArtsLC116 GermanPostwarCinema TheArtsLC140 JewishEasternEurope:FolkloreandVisualArts Culturaland Historical ChangeLC202 FromAtomtoAkira:Japan’sPopCulture LiteratureLC205 LanguageandSocietyinJapan Contemporary Social InstitutionsLC207 LanguageandGender Contemporary Social InstitutionsLC224 CulturalQuestionsandContextsinAfricanFilm, 1960–Present Culturaland Historical ChangeLC242 StrangersinTheirOwnHome:YiddishCultureof Eastern Europe Intellectual TraditionsLC245 RussianCultureandSocietyThroughFilm Culturaland Historical ChangeLC250 DangerousTexts:LiteratureandPolitics LiteratureLC270 JapanesePopularCultureandOtaku Culturaland Historical ChangeLC272 FromUtopiatoScienceFiction:ImaginingtheFuturein RussiaandGermany Intellectual TraditionsLC274 TheSuperwomenofCentralEuropeanFiction Culturaland Historical Change ANDWriting IntensiveLC275 WildStrawberries,Communes,andDeath:ASmorgasbord ofScandinavianandNordicFilm TheArtsLC303 Blades,Bows,andBushido:TheSamuraiinContext Culturaland Historical ChangeLC308 JapaneseWayofLife:TraditionsandChanges Intellectual TraditionsLC350 TerriblePerfection:WomeninRussianLiterature andCinema LiteratureMUS250 DangerousSounds:MusicandPoliticsofEasternEurope TheArts

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117

MUS250 SongandDanceinLatinAmerica TheArtsMUS250/350 JazzinItaly TheArtsMUS268 LatinAmericanMusic TheArtsMUS350 Bulgaria:Perform,CreateandExplore NoneMUS/ANTH245/345 WorldMusic TheArtsOCS220 WritinginSpain TheArtsOCS220 PhotographingBarcelona-IdentifyingtheCatalanCulture TheArtsOCS221 TheCityofMarvels:BarcelonathroughitsFiction LiteratureOCS222 “Shut.Up.”:CensorshipandLiteraturein theUnitedKingdom AnalysisofValuesOCS224 TheBarcelonaModel:BetweentheGlobalandtheLocal Culturaland Historical ChangeOCS225.01 Modernism,theAvant-Garde,andWar: ThePlaceofBarcelona Intellectual TraditionsOCS225.02 Modernism,theAvant-Garde,andWar: ThePlaceofBarcelona Intellectual TraditionsAND Writing IntensiveOCS226 GlobalClimateChange:Causes,Impacts,Solutions TheNatural Sciences–Life Science IssuesOCS226 UnderstandingEvolution(GFlagF18only) TheNatural Sciences–Life Science IssuesOCSP321 BarcelonathroughitsFiction LiteratureOCSP321 IntroductiontoLiterature LiteratureOCSP324 TheBarcelonaModel:BetweentheGlobalandtheLocal Culturaland Historical ChangePSCI102 InternationalPolitics Culturaland Historical ChangePSCI103 ComparingNations Contemporary Social InstitutionsPSCI212 InternationalPoliticsofEastAsia Culturaland Historical ChangePSCI217 PoliticsandSocietyinContemporarySouthAfrica NonePSCI218 AdvancedDemocracies NonePSCI322 PoliticsoftheEuropeanUnion Culturaland Historical ChangePSCI323 Post-CommunistEurope Culturaland Historical ChangePSCI/ENST262/362 GlobalEnvironmentalSustainabilityand AsianDevelopment Contemporary Social InstitutionsPSCI/ENST360 ComparativeEnvironmentalPolitics Contemporary Social Institutions ANDWriting IntensiveREL106 Women,Religion,andSpirituality Contemporary Social InstitutionsREL110 ReligionsoftheWorld Contemporary Social InstitutionsREL130 AsianReligiousLiteratures LiteratureREL131 ChineseReligions Culturaland Historical Change

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REL132 AsianReligiousPractice Contemporary Social InstitutionsREL133 IslamintheModernWorld Culturaland Historical ChangeREL204 NativeAmericanandAfricanReligions Contemporary Social Institutions ANDWriting IntensiveREL209 Myth,Image,andSymbolinSouthAsianReligion TheArtsREL232 HindusandChristians Intellectual TraditionsREL292 ReligioninContemporaryJapan Contemporary Social InstitutionsREL304 LatinAmericanReligions Culturaland Historical Change ANDWriting IntensiveREL307 Voodoo,Santeria,andCandomble Contemporary Social InstitutionsREL309 ImaginingModernIndia Intellectual TraditionsREL330 BuddhisminIndiaandTibet Culturaland Historical ChangeREL332 TheHinduReligiousTradition Culturaland Historical ChangeREL333 IslamfromMeccatoMalcolmX Culturaland Historical ChangeREL337 EncounteringReligiousDiversity Contemporary Social InstitutionsSOC277/377 PeoplesandCulturesofSoutheastAsia Contemporary Social InstitutionsSOC354 GenderandGlobalization NoneSPAN203 ConversationandComposition NoneSPAN307 ReadingandWritingCulture WritingIntensiveSPAN308 IntroductiontoLiterature LiteratureSPAN360 SpecialTopics:StudiesinMediaandFilm TheArtsTHEA360 TravelSeminar:Domo-ArigottogotoJapan TheArtsTHEA377 HistoryofDecor TheArtsUNIV398 InternationalSupervisedInternship None

Encountering U.S. Diversity (U, 1 required)(Flag designation attached to approved General Education, major, minor, or elective courses, except Gateway Colloquium and courses in Second Language category—1 required)

Flag Description Courses given this designation introduce students to the ways in which diversity—asinfluencedbyethnic,racial,class,gender,religious,and/orsexualcharacteristics—hasshapedandcontinuestoshapeidentityandexperienceinthe U.S. Within the framework of individual courses, students are encouraged to develop an awareness of social differences and a sensitivity to others. Furthermore, in the process of recognizing, analyzing, understanding, and perhaps even recon-ciling various ways of viewing and experiencing the world, students are encour-aged to acknowledge the intersections of diversity in their own lives.

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Courses Meeting Encountering U.S. Diversity Requirement:Course No. Title CategoryAMST150 IntroductiontoAmericanStudies Culturaland Historical ChangeANTH360 Race,Racism,andAnthropology Intellectual TraditionsANTH/ENST276 NativeAmericansandtheEnvironment AnalysisofValuesCHEM340 IntroductiontoFoodBiochemistry:Hawaii TheNatural Sciences–Life Science IssuesECON230 TheEconomicsofGender,RaceandImmigration NoneEDUC257 TheExceptionalChild NoneEDUC376 TheRighttoLearn:AnAmericanStory Culturaland Historical ChangeENGL139 Freaks! LiteratureENGL255 Hip-Hop:ALiteraryStudy LiteratureENGL259 Sex,Text,andTraditioninBlackWomen’sFiction LiteratureENGL351 ManifestDestinies:AmericanLiteratureto1865 LiteratureENGL352 AmericanLiteratureafter1865 Literature


In keeping with the overall goals of the General Education program, in particu-lar the goals of heightening students’ understanding of social diversity in our own society, of fostering students’ ability to make judgments of value, and of de-veloping students’ capacities for critical thinking, courses given this designation seek to:

To achieve these goals, courses given this designation incorporate the follow-ing concepts within the course design. These concepts need not be the entire or even the primary focus of the course for which the designation is sought.

1. develop students’ ability to analyze and understand diversity in the context of individual courses;

1. Courses consider one group, its alternative value system(s) and experience(s), and its encounters with dominant ideas and institutions, or examine interactions between and among diverse groups.

2. enable students to understand the ways in which issues of difference are tied to issues of privilege and advantage, and to specific histories of groups and individuals;

2. Courses examine processes of accom-modation, resistance, and appropria-tion.

3. encourage students to acknowledge and appreciate the diversity in their own lives.

3. Courses include some material that develops students’ ability to consider the consequences of advantage and disadvantage in their own lives.

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ENGL354 AmericanLiteraturesince1945 LiteratureENGL370 MajorAfrican-AmericanAuthors LiteratureENGL/HIST257 PromisedLands:ACulturalandLiteraryHistoryofthe Great Migration, 1917-1970 Cultural and Historical ChangeENST240 HealthandtheEnvironment TheNatural Sciences–Life Science IssuesENST248 AmericanEnvironmentalHistory Culturaland Historical ChangeENST/ANTH276 NativeAmericansandtheEnvironment AnalysisofValuesHIST144 GildedAge,1865-1900 Culturaland Historical ChangeHIST150 IntroductiontoAmericanStudies Culturaland Historical ChangeHIST 151 The United States to 1877 Cultural and Historical ChangeHIST152 TheUnitedStatesfrom1877tothePresent Culturaland Historical ChangeHIST153 TheFirstProgressives,U.S. Culturaland Historical ChangeHIST 154 Film and History, U.S. Cultural and Historical ChangeHIST242 ColonialAmerica Culturaland Historical ChangeHIST244 WomenandtheAmericanExperience Culturaland Historical ChangeHIST247 TheAmericanWest Culturaland Historical ChangeHIST249 GrowingUpinAmerica,1607-Present Culturaland Historical ChangeHIST252 TheSixties:Sex,Drugs,andRock&Roll? Culturaland Historical ChangeHIST254 WomenintheU.S.to1870 Culturaland Historical ChangeHIST343 Migration,Ethnicity,andRace Culturaland Historical ChangeHIST350 Women,WorkandLeisure,1890-1930 Culturaland Historical ChangeHIST351 ModernAmerica1900-1945 Culturaland Historical ChangeHIST352 RecentU.S.History Culturaland Historical ChangeHIST/ENGL257 PromisedLands:ACulturalandLiteraryHistoryofthe Great Migration, 1917-1970 Cultural and Historical ChangeHLTH101 IntroductiontoPublicHealth TheNatural Sciences–Life Science IssuesHLTH310 TransculturalHealthcareinHawaii Culturaland Historical ChangeMUS264 JazzHistory TheArtsMUS359/WGS370 WomeninPopularMusic NonePHIL230 PhilosophyofFeminism NonePHIL232 PhilosophyofRace WritingIntensivePHIL278 AmericanPhilosophy None

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PSCI101 AmericanNationalGovernment Contemporary Social InstitutionsPSCI200 AmericanPoliticalCultures NonePSCI220 WomenandPolitics Contemporary Social InstitutionsPSCI270 EngagementandtheCity:Dot-Netsandthe NewCitizenship NonePSCI281 AmericanSocialPolicy AnalysisofValuesPSCI301 TheAmericanSouthandthePoliticsofRace NonePSYC303 PsychologyofGender NonePSYC304 PsychologyofRacism NonePSYC354 Identity,SocialJustice,andPsychology NonePSYC374 PsychologyofGender NoneREL104 IntroductiontoMythsandRituals Contemporary Social InstitutionsREL170 African-AmericanReligions Culturaland Historical ChangeREL270 BornAgainReligion:VarietiesofAmerican Evangelicalism Cultural and Historical ChangeREL310 CultsinAmerica Contemporary Social InstitutionsREL343 AmericanJewishThought Intellectual TraditionsSOC222 SexandGenderinSociety Contemporary Social InstitutionsSOC230 RaceandRacism Contemporary Social InstitutionsSOC270/370 “Hidden”Communities NoneSOC277/377 Hawaii:StudiesinMulticulturalism Contemporary Social InstitutionsSPAN230 MedicalSpanishandCulturalCompetency forHealthCare NoneSPAN305 AmeRicanHybrid:PuertoRicoandtheUnitedSates NoneSPAN468 TopicsinLatino/aLiterature LiteratureWGS101 IntroductiontoWomen’sAndGenderStudies Contemporary Social InstitutionsWGS270 HistoryofFeministThoughtintheU.S. Culturaland Historical ChangeWGS370/MUS359 WomeninPopularMusic None

Writing Intensive Courses (W, 2 required)(Flag designation for any General Education, major, minor, or elective course, except Gateway Colloquium)

Flag Description: Courses given this designation offer students instruction and practice in writing. Writing Intensive courses encourage students to use writing as a tool for discovery and learning and to become aware that writing is a process. Writing Intensive courses teach disciplinary conventions of writing or teach students how to write for specific audiences and for specific purposes. Writing Intensive courses also provide opportunities for students to enrich their writ-ingwithresearchand/orimagination.Enrollmentcapsshouldbeconsistentwith

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the goal of providing opportunities for intensive work with student writing. Students must take two “Writing Intensive” courses. One of these cours-es must be taken in the major, and one of the courses must be completed by the end of the sophomore year. Students who have more than one major must take a “Writing Intensive” course in each major.


In keeping with the overall goals of the General Education program, in particular the goals of developing students’ capacities for expressing and communicating ideas in writing, using writing as a means of discovery and understanding, and developing students’ capacities for critical thinking, intellectual independence, and imagination, courses given this designation seek to develop students’ abilities:

To achieve these goals, courses given this designation incorporate the follow-ing criteria, by means appropriate to the course goals and content.

1. to write effectively, using evidence that supports the writer’s purpose;

1. Courses should offer explicit instruc-tion in writing in genres or formats appropriate to a specific discipline or to a specific audience, with attention to using evidence.

2. to understand that writing is a process that includes revision;

2. Instructors must provide students with feedback on their drafts and with opportunities to revise their texts. Courses should assign 6000 words or 20 pages of writing, including both low stakes assignments (i.e., informal writing or writing-to-learn activities, journals, reading responses, exercises) and high stakes assignments (i.e., polished and revised writing that might include formal essays, research papers, or other genres significant to the discipline or to course objectives).

3. to analyze writing situations by con-sidering the audience, the discipline, and the purpose.

3. Courses should give students instruc-tion and practice in anticipating and responding to the needs of an audience and in responding to the conventions of a discipline.

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Courses Meeting Writing Intensive Requirement:Course No. Title Category ACC216 ProfessionalIssuesinAccounting AnalysisofValuesAMST490 SeniorSeminar:MethodsinAmericanStudies NoneANTH252 GenderinCross-culturalPerspective Contemporary Social Institutions ANDGlobal DiversityANTH310 Re-ImaginingCultureandFieldwork Intellectual TraditionsAND GlobalDiversityANTH310 IssuesandEthnographyinAnthropology NoneANTH350 HealthandHealinginCrossCulturalPerspective GlobalDiversityART399 SeniorSeminar NoneART450 AdvancedStudiesinArtHistory NoneART490 SeniorSeminar NoneBIOL217 IntroductoryEcology NoneBIOL240 IntroductiontoCellularandMolecularBiology NoneBIOL300 BiologyandEthics AnalysisofValuesBIOL302 Parasitology NoneBIOL327 ExperimentalEcology NoneBIOL328 ExperimentalZoology NoneBIOL330 TopicsinCellBiology NoneBIOL410 MolecularFoundationsofDevelopmentalBiology NoneBIOL412 MolecularGenetics NoneBIOL413 BetterLivingthroughMicrobes NoneBUS318 AccountingandAuditingProcesses NoneBUS333 MarketingChannels NoneBUS339 SeminarinMarketing:MarketResearch NoneBUS355 BusinessLawI NoneCHEM380 AdvancedInorganicSynthesisandAnalysis NoneCHEM415 BiochemistryII NoneCHEM499 Research/Thesis NoneCOG200 IntroductiontoCognitiveScience TheNatural Sciences–Life Science IssuesCS222 Values,Ethics,andIssuesinCybertechnology AnalysisofValuesCS253 SoftwareDevelopment NoneCS357 ModelsofComputing None

4. to use writing as a tool for invention and discovery

4. Courses should encourage learning through writing using methods such as directed free-writing, reading journals, summaries or syntheses of readings, class listservs, etc.

5. to find, evaluate, and ethically use in-formation from sources, if appropriate to the course objectives.

5. Courses should give students instruction and practice in acquiring information literacy skills within a discipline, if appropriate to the course objectives.

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DTE201 DesignProcesses NoneECON370 SpecialTopics:TopicsinExperimentalEconomics NoneECON401 SeniorProject NoneEDUC255 ChildStudyandAssessment NoneEDUC373 EducationandInternationalDevelopment Contemporary Social Institutions ANDGlobal DiversityEDUC498 EducationalInquiry NoneENGL206 CreativeNon-Fiction NoneENGL222 Shakespeare’sShrews LiteratureENGL254 WebofAmericanPoetry LiteratureENGL272 TravelCourse:WritinginIreland TheArtsENGL280 UnderstandingLiterature NoneENGL401 SeniorWritingProject NoneENGL480 SeniorSeminar NoneENST451 IndependentResearchandWriting NoneENST480 SeniorSeminar:CreatingaSustainableSociety NoneENST/PSCI360 ComparativeEnvironmentalPolitics Contemporary Social Institutions ANDGlobal DiversityFIS409 PortfolioManagement NoneFREN302 AdvancedExpression:TheWrittenMedia NoneFREN310 BusinessFrench NoneGER490 SeniorProject NoneGRS312 SexandGenderinAncientGreeceandRome Culturaland Historical ChangeGRS499 DirectedResearch NoneGRS/THEA212 GreekDramaandSociety LiteratureGRS/THEA214 GreekandRomanComedy LiteratureHIST170 CivilViolenceinAncientGreeceandRome AnalysisofValuesHIST219 OraclesandEmpiresinAncientColonization Culturaland Historical ChangeHIST241 GreatDepressionintheUnitedStates Culturaland Historical ChangeHIST290 TheTheoryandCraftingofHistory NoneHIST490 CapstoneSeminarinHistory NoneJOUR211 EditorialWritingandReporting NoneJOUR212 NewsWritingandReporting NoneJOUR325 FeatureWritingandInvestigativeReporting NoneLC274 TheSuperwomenofCentralEuropeanFiction Culturaland Historical Change ANDGlobal DiversityMATH200 TechniquesofMathematicalProof NoneMUS353w HistoryofMusicalStyleI:Renaissance NoneMUS354w HistoryofMusicalStyleII:Baroque NoneMUS355w HistoryofMusicalStyleII:Classic NoneMUS356w HistoryofMusicalStyleIV:Romantic NoneMUS357w HistoryofMusicalStyleV:Post-RomanticismtoWWII NoneMUS358w HistoryofMusicalStyleVI:Post-WorldWarII tothePresent NoneNEUR490 SeniorCapstoneinNeuroscience NoneNURS485 SeminarinProfessionalNursing None

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OCS225.02 Modernism,theAvant-Garde,andWar: ThePlaceofBarcelona Intellectual TraditionsAND GlobalDiversityPEC327 EssentialsofStrengthandConditioning NonePHIL205 WhatisLaw? AnalysisofValuesPHIL232 PhilosophyofRace U.S.DiversityPHIL268 Hume’sPhilosophyofReligion Intellectual TraditionsPHIL307 PhilosophyofNaturalScience Intellectual TraditionsPHIL310 SocialandPoliticalPhilosophy Intellectual TraditionsPHIL311 PhilosophyofMind Intellectual TraditionsPHIL340 PhilosophyofLanguage NonePHIL350 Knowledge,Belief,andSociety NonePHIL351 Metaphysics NonePHIL355 MajorPhilosophersandPhilosophicalMovements Intellectual TraditionsPHIL356 ContemporaryEthicalTheory AnalysisofValuesPHYS399 ExperimentalPhysics NonePSCI225 Compare,Discover,Analyze NonePSCI230 AmericanPresidency NonePSCI241 AmericanElections,PoliticalPartiesandCampaigns Contemporary Social InstitutionsPSCI244 Voting,Voice,andVirtualFreedom AnalysisofValuesPSCI305 TheoriesofInternationalRelations Intellectual TraditionsPSCI315 ClassicalPoliticalThought:DemocracyinAthens andAmerica Intellectual TraditionsPSCI316 ModernPoliticalThought:LiberalismandItsDiscontents Intellectual TraditionsPSCI317 AmericanPoliticalThought:ThreePoliticalTraditions Intellectual TraditionsPSCI342 ThePoliticsofPresence NonePSCI343 MakingDemocracyWork Contemporary Social InstitutionsPSCI420 PoliticalResearchSeminar:BehaviorandAttitude NonePSCI421 PoliticalResearchSeminar:Inclusion&Exclusion NonePSCI422 PoliticalResearchSeminar:AmericanPolitical Development NonePSCI423 PoliticalResearchSeminar:InternationalSecurity NonePSCI424 AmericanPoliticsinAction:People,PoliciesandPower TheArtsPSCI425 PoliticalResearchSeminar:Hunger NonePSCI426 PoliticalResearchSeminar:Democracy NonePSCI/ENST360 ComparativeEnvironmentalPolitics Contemporary Social Institutions ANDGlobal DiversityPSCI/SOC398 GrantWriting NonePSYC300 ResearchMethodsinPsychology NonePSYC313 AdvancedBehavioralNeuroscience None

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PSYC321 BrainInjuryandRecovery NonePSYC336 AdvancedSocialPsychology NonePSYC351 CounselingandPsychotherapy Intellectual TraditionsPSYC370 Psycomedy:TheScienceandArtofHumor NonePSYC401 ThesisinPsychology NoneREL204 NativeAmericanandAfricanReligions Contemporary Social Institutions ANDGlobal DiversityREL221 TheWorldofJesus Culturaland Historical ChangeREL242 PhilosophersReadtheBible Intellectual TraditionsREL290 InterpretingReligiousExperience Intellectual TraditionsREL291 Magic,Witchcraft,andReligion Contemporary Social InstitutionsREL304 LatinAmericanReligions Culturaland Historical Change ANDGlobal DiversityREL323 ChristianControversiesandCreeds Intellectual TraditionsREL325 LostBooksoftheBible Intellectual TraditionsREL342 JudaismThroughtheAges Intellectual TraditionsSOC290 HistoryofSociologicalThought Intellectual TraditionsSOC305 MedicalSociology Intellectual TraditionsSOC392 Class,Status,andPower Intellectual TraditionsSOC490 SeniorSeminar NoneSOC/PSCI398 GrantWriting NoneSPAN303 AdvancedGrammarandComposition NoneSPAN307 ReadingandWritingCulture GlobalDiversityTHEA241 IntroductiontoDramaticLiterature TheArtsTHEA276 DanceAppreciation TheArtsTHEA341 Playwriting TheArtsTHEA342 Screenwriting TheArtsTHEA370 DramaticLiteratureforYoungAudiences NoneTHEA/GRS212 GreekDramaandSociety LiteratureTHEA/GRS214 GreekandRomanComedy LiteratureWGS490 SeniorSeminar None

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GENERAL EDUCATION REQUIREMENTS — BACHELOR OF ARTS / BACHELOR OF SCIENCE

CATEGORY / FLAG REQUIREMENTGatewayColloquium(GW) ........................... (1courseunit)AnalysisofValues(AV) .................................. (1courseunit)TheArts(AR). ................................................... (1courseunit)ContemporarySocialInstitutions(CSI) ....... (1courseunit)CulturalandHistoricalChange(CHC) ........ (1courseunit)FormalReasoning(FR) ................................... (1courseunit)IntellectualTraditions(IT) ............................. (1courseunit)Literature(LIT) ................................................. (1courseunit)SecondLanguage(LA) ..................................... (0-3 course units as needed to

ensurethird-semesterproficiency)TheNaturalSciences ........................................ (2units,onemustbeanissuesand

onemustbealaboratorycourse) LifeSciencesIssuesCourse(LI)

OR LifeSciencesLabCourse(LL) AND PhysicalSciencesIssuesCourse

(PI) OR

PhysicalSciencesLabCourse(PL)EncounteringGlobalDiversity(G) ............... (flag attached to 1 course in

GeneralEducation,ortomajor,minor,orelectivecourses)

EncounteringU.S.Diversity(U) ................... (flag attached to 1 course in GeneralEducation,ortomajor,minor,orelectivecourses)

WritingIntensiveCourses(W) ...................... flagattachedto2courses—1mustbeinthemajor,theothermay be in General Education, major,minor,orelectivecourses)

PhysicalEducation(PE) .................................. (4Ycoursesor2Xcourses) (1 must be a designated fitness course)

BACHELOR OF FINE ARTS

CATEGORY / FLAG REQUIREMENTGatewayColloquium(GW) ..........................(1courseunit)AnalysisofValues(AV) ................................(1courseunit)TheArts(AR) .................................................(1courseunit)ContemporarySocialInstitutions(CSI) .....(1courseunit)CulturalandHistoricalChange(CHC) ......(1courseunit)FormalReasoning(FR) .................................(1courseunit)

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IntellectualTraditions(IT) ...........................(1courseunit)Literature(LIT)...............................................(1courseunit)SecondLanguage(LA) ..................................... (0-2courseunitsasneededtoen-

suresecondsemesterproficiency)TheNaturalSciences ........................................... (1 course unit, which fulfills one of

theoptionsbelow) LifeSciencesIssuesCourse(LI) OR LifeSciencesLabCourse(LL) OR PhysicalSciencesIssuesCourse (PI) OR PhysicalSciencesLabCourse(PL)EncounteringGlobalDiversity(G) ............... (flag attached to 1 course in

GeneralEducation,ortomajor,minor,orelectivecourses)

EncounteringU.S.Diversity(U) ................... (flag attached to 1 course in GeneralEducation,ortomajor,minor,orelectivecourses)

WritingIntensiveCourses(W) ....................... (flagattachedto2courses–1mustbeinthemajor,theothermaybeinGeneralEducation,major,minor,orelectivecourses)

PhysicalEducation(PE) ................................(4Ycoursesor2Xcourses)

BACHELOR OF MUSIC (MUSIC PERFORMANCE STUDENTS AND COMPOSITION MAJORS)CATEGORY / FLAG REQUIREMENTGatewayColloquium(GW) ...........................(1courseunit)AnalysisofValues(AV) ..................................(1courseunit)ContemporarySocialInstitutions(CSI) ......(1courseunit)CulturalandHistoricalChange(CHC) .......(1courseunit)FormalReasoning(FR) ...................................(1courseunit)IntellectualTraditions(IT) .............................(1courseunit)Literature(LIT) ................................................(1courseunit)SecondLanguage(LA) ..................................(0-2courseunitsasneededtoen- suresecond-semesterproficiency)TheNaturalSciences ....................................... (1 course unit, which fulfills one of

theoptionsbelow) LifeSciencesIssuesCourse(LI) OR LifeSciencesLabCourse(LL) OR PhysicalSciencesIssuesCourse(PI) OR PhysicalSciencesLabCourse(PL)

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EncounteringGlobalDiversity(G) ................. (flag attached to 1 course in GeneralEducation,ortomajor,minor,orelectivecourses)

EncounteringU.S.Diversity(U). .................. (flag attached to 1 course in GeneralEducation,ortomajor,minor,orelectivecourses)

WritingIntensive(W) ..................................... (flagattachedto2courses–1mustbeinthemajor,theothermay be in General Education, major,minor,orelectivecourses)

PhysicalEducation(PE) .................................. (4Ycoursesor2Xcourses)One course must be designated fitness

BACHELOR OF MUSIC EDUCATION (MUSICEDUCATION STUDENTS)

CATEGORY / FLAG / REQUIREMENT COURSE TITLEGatewayColloquium(GW) ..........................(1courseunit)Literature(LIT) ................................................(1courseunit)AnalysisofValues(AV) ..................................(1courseunit)ContemporarySocialInstitutions(CSI) ......(1courseunit)CulturalandHistoricalChange(CHC) .......(1courseunit)FormalReasoning(FR) ...................................(1courseunit)IntellectualTraditions(IT) .............................(1courseunit)SecondLanguage(LA) ....................................(0courseunit)TheArts(AR) ...................................................(1courseunit) met by ensemblesTheNaturalSciences ....................................... (1 course unit, which fulfills one of

theoptionsbelow) LifeSciencesIssuesCourse(LI) OR LifeSciencesLabCourse(LL) OR PhysicalSciencesIssuesCourse(PI) OR PhysicalSciencesLabCourse(PL) Life Science Area: Biology Health Psychology Physical Science Area: Chemistry Geology PhysicsPhysicalEducation(PE) ................................ (4Yor2Xcourses,1coursemust

designatedfitness)

130General

Education

EncounteringGlobalDiversity(G) ............. (flag attached to 1 course in GeneralEducation,ortomajor,minor,orelectivecourses)

EncounteringU.S.Diversity(U) .................. (flag attached to 1 course in GeneralEducation,ortomajor,minor,orelectivecourses)

WritingIntensiveCourses(W) .................... (flagattachedto2courses—1mustbeinthemajor:Music353w, 354w, 355w, 356w, or 357w, the other may be in General Education,major,orelectivecourses)

BACHELOR OF FINE ARTS (B.F.A. ACTING ANDTHEATRE DESIGN AND TECHNOLOGY ONLY)CATEGORY / FLAG REQUIREMENTGatewayColloquium(GW) ..........................(1courseunit)AnalysisofValues(AV) ................................(1courseunit)TheArts(AR). ................................................(1courseunit)ContemporarySocialInstitutions(CSI) .....(1courseunit)CulturalandHistoricalChange(CHC) ......(1courseunit)FormalReasoning(FR) .................................(1courseunit)IntellectualTraditions(IT) ...........................(1courseunit)Literature(LIT)...............................................(1courseunit)SecondLanguage(LA) .................................. (0-2courseunitsasneeded

to ensure second-semester proficiency)

TheNaturalSciences ....................................... (1 course unit, which fulfills one oftheoptionsbelow)

LifeSciencesIssuesCourse(LI) OR LifeSciencesLabCourse(LL) OR PhysicalSciencesIssuesCourse(PI) OR PhysicalSciencesLabCourse(PL)EncounteringGlobalDiversity(G) ............... (flag attached to 1 course in

GeneralEducation,ortomajor,minororelectivecourses)


WritingIntensiveCourses(W) .....................flagattachedto2courses–1mustbeinthemajor,theothermaybeinGeneralEducation,major,minor,orelectivecourses)

PhysicalEducation(PE) ..................................(4Ycoursesor2Xcourses)

General Education

131

BACHELOR OF FINE ARTS (MUSIC THEATRE STUDENTS ONLY)

CATEGORY / FLAG REQUIREMENTGatewayColloquium(GW) ...........................(1courseunit)AnalysisofValues(AV) ..................................(1courseunit)TheArts(AR). ..................................................(1courseunit)ContemporarySocialInstitutions(CSI) .....(1courseunit)CulturalandHistoricalChange(CHC) ......(1courseunit)IntellectualTraditions(IT) ...........................(1courseunit)Literature(LIT)...............................................(1courseunit)SecondLanguage(LA) ....................................(0-2courseunitsasneeded

to ensure second-semester proficiency)

TheNaturalSciences ....................................... (1 course unit, which fulfills one oftheoptionsbelow)

LifeSciencesIssuesCourse(LI) OR LifeSciencesLabCourse(LL) OR PhysicalSciencesIssuesCourse(PI) OR PhysicalSciencesLabCourse(PL)EncounteringGlobalDiversity(G) ............... (flag attached to 1 course in

GeneralEducation,ortomajor,minororelectivecourses)


WritingIntensiveCourses(W) .....................flagattachedto2courses–1mustbeinthemajor,theothermaybeinGeneralEducation,major,minor,orelectivecourses)

PhysicalEducation(PE) ..................................(4Ycoursesor2Xcourses)

BACHELOR OF SCIENCE IN NURSING

CATEGORY / FLAG REQUIREMENTGatewayColloquium(GW)……………(1courseunit)AnalysisofValues(AV)…………….…(1courseunit)TheArts(AR)………………………… (1courseunit)ContemporarySocialInstitutions(CSI) (1courseunit)MetthroughN214CulturalandHistoricalChange(CHC) (1courseunit)FormalReasoning(FR)…………………(1courseunit)IntellectualTraditions(IT)…………..…(1courseunit)

132General

Education

Literature(LIT)…………………..…… (1courseunit) TheNaturalSciences(LIorLL;PIorPL)……………….……(2units,onemustbeanissuesand onemustbealaboratorycourse). Met through two of the following: BIOL107&BIOL108,BIOL114, PSYC253,CHEM110,andHLTH230EncounteringGlobalDiversity(G)……(flagattachedto1courseinGeneral

Education,ortomajor,minor,orelectivecourses)EncounteringU.S.Diversity(U)(flagattachedto1course in General Education, or to major,minor,orelectivecourses).

WritingIntensiveCourses(W)…….… (flagattachedto2courses–1mustbeinthemajor,theothermaybeinGeneralEducation,major,minor,orelectivecourses)Met,inpart,throughN485.

PhysicalEducation(PE)……………… (4Ycoursesor2Xcourses)(1mustbeadesignatedfitnesscourse).

general education - iwu

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