Unified General Education Requirements
Case Western Reserve University adopted a common set of general education requirements for all undergraduate degree programs effective for students who matriculate at the university during the 2023-2024 academic year or later. Students who entered the university in Spring 2023 or earlier will continue to follow the degree requirements in place at the time of matriculation and published in the General Bulletin of that academic year, but they may choose to update their requirements to those included in a later General Bulletin. See General Bulletin Archives.
The Unified General Education Requirements (UGER) are designed to help students develop the knowledge, skills, and confidence necessary to understand and address the world’s challenges with intellectual rigor, creativity, humility, and integrity. They prepare graduates not only for their future careers, but also for their futures as whole people and as engaged citizens of local, national, and global communities. They also provide flexibility for students to explore multiple areas of interest from the moment they arrive on campus.
To satisfy UGER requirements, students must complete:
- A 3 credit hour Academic Inquiry Seminar as part of the required Written, Oral, and Multimodal Communication course sequence
- At least 18 credit hours of coursework to satisfy Breadth Requirements in areas outside of that covered by their major field of study.
In addition, among the courses selected to meet major or minor requirements, breadth requirements, or as electives, students must satisfy a set of Skills and Perspectives requirements:
- Skills
- Written, Oral, and Multimodal Communication
- Quantitative Reasoning
- Wellness
- Perspectives
- Moral and Ethical Reasoning
- Understanding Global Perspectives
- Human Diversity and Commonality
- Local and Global Engagement
Each of these requirements is described in more detail below. Note that a single course may be used to satisfy all of the requirements for which it has been approved. Also, the lists of courses approved for various requirements are complete as of the time of publication of this General Bulletin, but additional courses may be approved during the academic year and reflected in Class Search at the time of course registration for each semester.
While completing UGER and other requirements, all students must maintain and submit an Experience Portfolio that documents their progress in the Written, Oral, and Multimodal Communication sequence and provides reflections on and self-assessment of their progress as a student.
Breadth
As part of the Unified General Education Requirements, all undergraduate degree candidates must complete breath requirements across three broad areas of inquiry:
- Arts & Humanities (A+H)
- Social Sciences & Management (SS+M)
- Science, Technology, Engineering, Mathematics & Nursing (STEM+N)
These requirements aim to prepare the student to:
- Recognize the contributions of different disciplinary approaches to understanding the human condition and the value of these approaches as different ways of characterizing and understanding contemporary, historical, and natural phenomena, events, and problems.
- Place their disciplinary work in a larger social context and share their ideas with individuals who bring different expertise and perspectives to a given problem.
- Engage with confidence in learning new material to address emerging issues in their professional and civic life.
A minimum of 18 credit hours of coursework must be completed with passing letter grades from the two areas outside the area of the major. The coursework must include at least 6 credit hours from each of the other two areas, with the remaining 6 credit hours to be satisfied in either of the two areas.
Up to 9 credit hours of the breadth requirements may be satisfied with credit earned from AP, IB, or similar test scores recognized by the university or with transfer credit, but a minimum of 3 credit hours in each breadth area must be taken outside that of the major at CWRU.
Courses taken to satisfy breadth requirements may also be used to meet other requirements (Skills, Perspectives) for which they are approved.
A cross-listed course can be used to satisfy any breadth area for which it qualifies.
Majors and the breadth areas that must be satisfied if majoring in that field
| Major | This Major falls in the following Breadth area: | Students completing this Major must satisfy Breadth Requirements in these two areas: |
|---|---|---|
| Accounting | SS+M | A+H and STEM+N |
| Aerospace Engineering | STEM+N | A+H and SS+M |
| Ancient Near Eastern & Egyptian Studies | A+H | SS+M and STEM+N |
| Anthropology | SS+M | A+H and STEM+N |
| Applied Mathematics | STEM+N | A+H and SS+M |
| Art Education | A+H | SS+M and STEM+N |
| Art History | A+H | SS+M and STEM+N |
| Asian Studies | A+H | SS+M and STEM+N |
| Astronomy | STEM+N | A+H and SS+M |
| Biochemistry | STEM+N | A+H and SS+M |
| Biology | STEM+N | A+H and SS+M |
| Biomedical Engineering | STEM+N | A+H and SS+M |
| Business Information Technology | SS+M | A+H and STEM+N |
| Business Management | SS+M | A+H and STEM+N |
| Chemical Biology | STEM+N | A+H and SS+M |
| Chemical Engineering | STEM+N | A+H and SS+M |
| Chemistry | STEM+N | A+H and SS+M |
| Chinese | A+H | SS+M and STEM+N |
| Civil Engineering | STEM+N | A+H and SS+M |
| Classics | A+H | SS+M and STEM+N |
| Cognitive Science | SS+M | A+H and STEM+N |
| Communication Sciences | SS+M | A+H and STEM+N |
| Computer Engineering | STEM+N | A+H and SS+M |
| Computer Science | STEM+N | A+H and SS+M |
| Dance | A+H | SS+M and STEM+N |
| Data Science and Analytics | STEM+N | A+H and SS+M |
| Dean’s Approved Major (Arts and Sciences) | Determined when major is approved | Determined when major is approved |
| Dean's Approved Major (Management) | SS+M | A+H and STEM+N |
| Economics | SS+M | A+H and STEM+N |
| Electrical Engineering | STEM+N | A+H and SS+M |
| Engineering Physics | STEM+N | A+H and SS+M |
| English | A+H | SS+M and STEM+N |
| Environmental Geology | STEM+N | A+H and SS+M |
| Finance | SS+M | A+H and STEM+N |
| French | A+H | SS+M and STEM+N |
| French and Francophone Studies | A+H | SS+M and STEM+N |
| General Engineering | STEM+N | A+H and SS+M |
| Geological Sciences | STEM+N | A+H and SS+M |
| German | A+H | SS+M and STEM+N |
| History | A+H | SS+M and STEM+N |
| History and Philosophy of Science | A+H | SS+M and STEM+N |
| International Studies | SS+M | A+H and STEM+N |
| Japanese Studies | A+H | SS+M and STEM+N |
| Marketing | SS+M | A+H and STEM+N |
| Materials Science and Engineering | STEM+N | A+H and SS+M |
| Mathematics | STEM+N | A+H and SS+M |
| Mathematics and Physics | STEM+N | A+H and SS+M |
| Mechanical Engineering | STEM+N | A+H and SS+M |
| Music | A+H | SS+M and STEM+N |
| Music Education | A+H | SS+M and STEM+N |
| Neuroscience | STEM+N | A+H and SS+M |
| Nursing | STEM+N | A+H and SS+M |
| Nutrition | STEM+N | A+H and SS+M |
| Nutritional Biochemistry and Metabolism | STEM+N | A+H and SS+M |
| Origins Sciences | STEM+N | A+H and SS+M |
| Philosophy | A+H | SS+M and STEM+N |
| Physics | STEM+N | A+H and SS+M |
| Political Science | SS+M | A+H and STEM+N |
| Polymer Science and Engineering | STEM+N | A+H and SS+M |
| Psychology | SS+M | A+H and STEM+N |
| Religious Studies | A+H | SS+M and STEM+N |
| Sociology | SS+M | A+H and STEM+N |
| Spanish | A+H | SS+M and STEM+N |
| Statistics | STEM+N | A+H and SS+M |
| Systems and Control Engineering | STEM+N | A+H and SS+M |
| Systems Biology | STEM+N | A+H and SS+M |
| Theater | A+H | SS+M and STEM+N |
| Women’s and Gender Studies | A+H | SS+M and STEM+N |
| World Literature | A+H | SS+M and STEM+N |
Course designations that satisfy each breadth area
Courses offered by the following units will count as Arts & Humanities
- Art History and Art (ARTH, ARTS)
- Classics (AKKD, ANEE, CLSC, GREK, HIER, LATN)
- Dance (DANC)
- English (ENGL)
- History (HSTY)
- Modern Languages and Literatures (ARAB, CHIN, FRCH, GRMN, HBRW, ITAL, JAPN, KORE, LING, PORT, RUSN, SPAN)
- Music (MUED, MUGN, MUHI, MUTH)
- Philosophy (PHIL)
- Religious Studies (RLGN)
- Theater (THTR)
- SAGES University Seminars designated as USSY
Courses offered by the following units will count as Social Sciences & Management
- Anthropology (ANTH)
- Cognitive Science (COGS)
- Political Science (POSC)
- Psychological Sciences (PSCL, COSI)
- Sociology (SOCI)
- All courses offered by the Weatherhead School of Management (ACCT, BAFI, BLAW, DESN, ECON, ENTP, MGMT, MIDS, MKMR, OPMT, OPRE, ORBH, PLCY, VEAL)
- SAGES University Seminars designated as USSO
Courses offered by the following units will count as STEM & Nursing
- Astronomy (ASTR)
- Biochemistry (BIOC)
- Biology (BIOL)
- Chemistry (CHEM)
- Earth, Environmental and Planetary Sciences (EEPS)
- Mathematics, Applied Mathematics and Statistics (MATH, STAT)
- Neuroscience (NEUR)
- Nutrition (NTRN)
- Physics (PHYS)
- All courses offered by Case School of Engineering (CSDS, DSCI, EBME, ECHE, ECIV, ECSE, EMAC, EMAE, EMSE, ENGR)
- All courses offered by the Frances Payne Bolton School of Nursing (NURS)
- SAGES University Seminars designated as USNA
The following courses will also count as STEM & Nursing:
Skill: Written, Oral, and Multimodal Communication
Written, oral, and multimodal communication is essential to all academic and civic endeavors. The sequence of courses that satisfy this requirement ensures that students have multiple opportunities to compose texts and presentations that will contribute to their academic, civic, and personal growth.
Students must pass with letter grades the following sequence of courses:
- An Academic Inquiry Seminar (3 credit hours) during their first year of enrollment.
- Two Communication-Intensive courses (at least 3 credit hours each).
- A Disciplinary Communication course or course sequence (at least 3 credit hours).
- A Capstone Project course or course sequence (at least 3 credit hours).
Work from each of these components must be submitted to the student’s Experience Portfolio.
By the end of these experiences, students will be able to:
- Identify, analyze, and respond appropriately to the contexts, audiences, and purposes of a variety of writing/communication tasks (rhetorical awareness).
- Apply critical, creative, and analytical skills to describe and evaluate relevant questions of problems (critical thinking).
- Use effective research methods to discover and evaluate credible, relevant, and diverse sources that are appropriate for the writing/communication task (information literacy).
- Contribute to scholarly conversations among diverse people and perspectives (authorial agency).
- Develop successful composing processes, including strategies for reading, responding, drafting, collaborating, revising, editing, and reflecting (composing processes).
- Compose effective written, oral, and multimodal texts that address the expectations for the task, as appropriate to the genre and discipline (mechanical & stylistic agility).
Academic Inquiry Seminar
Academic Inquiry Seminars develop the habits of mind and writing/communication processes that characterize academic discourse at CWRU. Students engage with questions and topics from multiple perspectives, and they establish effective writing processes (including planning, drafting, responding to feedback, revising, reflecting, and self-assessing).
Students must pass with letter grades an Academic Inquiry Seminar during either their first or second semester of enrollment at CWRU. Students may choose among topical seminars (AIQS 100), foundations seminars for students who need or want more experience with the writing process (AIQS 110), or seminars for non-native speakers of English (AIQS 120). Students for whom English is a second language and who would benefit from an initial focus on academic English will enroll in AIAE 100 (3 credit hours) during their first semester of enrollment and then continue with an Academic Inquiry Seminar in the following semester. Some students for whom English is a second language will go directly into an Academic Inquiry Seminar in their first semester.
Courses that satisfy the Academic Inquiry Seminar requirement:
| Code | Title | Hours |
|---|---|---|
| Academic Inquiry Courses: | ||
| AIQS 100 | Academic Inquiry Seminar | 3 |
| AIQS 110 | Academic Inquiry Seminar | 3 |
| AIQS 120 | Academic Inquiry Seminar | 3 |
Transfer students who have completed the first-year writing requirement at another college or university prior to matriculation at CWRU will earn transfer credit for the Academic Inquiry Seminar requirement. Students who matriculate at CWRU as first-year students, or as transfer students having not completed the first-year writing requirement at another college or university may not use transfer credit to satisfy this requirement, unless approved through an appeal process with the Faculty Senate Committee on Undergraduate Education.
Students must upload two assignments from the Academic Inquiry Seminar to their Experience Portfolios. These will ordinarily be (1) a 1,000-1,500 word academic argument that articulates their own contribution to a relevant question/topic, including engaging with credible sources and diverse viewpoints; and (2) a final reflection on their writing processes and projects over the course of the semester.
Communication-Intensive
Communication-Intensive courses use writing/communication to enhance students’ learning of the course content. Students use writing and other forms of communication to engage with course topics and questions in ways that demonstrate their growing participation in academic inquiry and knowledge-making.
Students must pass with letter grades two Communication-Intensive courses of at least 3 credit hours each.
Courses used to satisfy the Communication-Intensive requirement must be taken at CWRU. Students may not use AP, IB, or similar test scores or transfer credit to satisfy this requirement, unless approved by through an appeal process with the Faculty Senate Committee on Undergraduate Education. Students may receive credit based on AP, IB, or similar test scores or transfer credit based on the content of the work completed elsewhere, as approved by the appropriate academic department, but this credit will not satisfy the Communication-Intensive requirement.
For each Communication-Intensive course, students must upload an assignment to their Experience Portfolios. This should ordinarily be a 2,000-2,500 word research-based argument with appropriate citation/documentation of sources, or an equivalent genre appropriate to the course content/discipline.
Courses that satisfy the Communication-Intensive requirement:
| Code | Title | Hours |
|---|---|---|
| Communication-Intensive Courses: | ||
| ANEE 242 | Cooking Up the Past: Food & Foodways in the Ancient World | 3 |
| ARTH 220 | Jewish Art and Architecture | 3 |
| CLSC 242 | Cooking Up the Past: Food & Foodways in the Ancient World | 3 |
| ENGL 147 | Writing Across Disciplines | 3 |
| ENGL 200 | Literature in English | 3 |
| ENGL 217A | Business and Professional Writing | 3 |
| ENGL 217B | Writing for the Health Professions | 3 |
| ENGL 255 | Rhetoric & the Art of Public Speaking | 3 |
| ENGL 257A | Reading Fiction | 3 |
| ENGL 257B | Reading Poetry | 3 |
| ENGL 258 | Science Fiction | 3 |
| ENGL 280 | The Politics of Beauty and Literature | 3 |
| ENGL 286 | Literature, Gender, and Sexuality | 3 |
| ENTP 222 | Social Entrepreneurship: Igniting Social Change | 3 |
| ETHS 254 | The Holocaust | 3 |
| HSTY 163 | Introduction to Modern Britain and its Empire | 3 |
| HSTY 217 | The Secret History of Corporate America | 3 |
| HSTY 242 | History of the Body | 3 |
| HSTY 254 | The Holocaust | 3 |
| HSTY 271 | Crime, Society, and Popular Culture in Early America | 3 |
| HSTY 345 | The Modern European City | 3 |
| HSTY 371 | Jews Under Christianity and Islam | 3 |
| HSTY 389 | History of Zionism | 3 |
| HUMN 212 | Interrogating Information: Research and Writing for a Digital Public | 3 |
| JDST 220 | Jewish Art and Architecture | 3 |
| JDST 254 | The Holocaust | 3 |
| JDST 371 | Jews Under Christianity and Islam | 3 |
| JDST 389 | History of Zionism | 3 |
| MGMT 222 | American Business - History, Performance, and Critical Perspectives | 3 |
| NTRN 350 | Community Nutrition | 3 |
| PHIL 308 | Bioethics and Armed Conflict | 3 |
| PHIL 319 | Philosophy of State Violence: War, Colonization, Punishment, and Immigration | 3 |
| PHIL 337 | Philosophy of Evil: Defining, Understanding, and Responding to Evil | 3 |
| POSC 201 | Politics: Participation and Power | 3 |
| POSC 229 | Writers and Government | 3 |
| RLGN 220 | Jewish Art and Architecture | 3 |
| RLGN 227 | Islam, Gender, and Sexuality | 3 |
| RLGN 242 | World Christianity | 3 |
| RLGN 254 | The Holocaust | 3 |
| RLGN 275 | Religion in the City: Skyscrapers, Hip-Hop, and Urban Spirituality | 3 |
| RLGN 371 | Jews Under Christianity and Islam | 3 |
| SOCI 264 | Body, Culture and Disability | 3 |
| WGST 227 | Islam, Gender, and Sexuality | 3 |
| WGST 286 | Literature, Gender, and Sexuality | 3 |
| WLIT 239 | Writers and Government | 3 |
| Any SAGES University Seminar (USNA, USSO, USSY) | ||
Disciplinary Communication
Disciplinary Communication courses introduce students to disciplinary and professional forms of communication, including questions, ethics, processes, and modes of response common to a specific academic discipline.
Students must pass with letter grades a Disciplinary Communication course or approved course sequence of at least 3 credit hours. This requirement is usually completed within the major field of study.
Courses used to satisfy the Disciplinary Communication requirement must be taken at CWRU. Students may not use AP, IB, or similar test scores or transfer credit to satisfy this requirement, unless approved by through an appeal process with the Faculty Senate Committee on Undergraduate Education. Students may receive credit based on AP, IB, or similar test scores or transfer credit based on the content of the work completed elsewhere, as approved by the appropriate academic department, but this credit will not satisfy the Disciplinary Communication requirement.
Students must upload to their Experience Portfolios an assignment that demonstrates their ability to engage in disciplinary-specific writing and communication.
Courses that satisfy the Disciplinary Communication requirement:
| Code | Title | Hours |
|---|---|---|
| Disciplinary Communication Courses: | ||
| ANEE 316 | Alexander the Great: Materials and Methods | 3 |
| ARTH 396 | Majors Seminar | 3 |
| BIOL 303 | From Black Box to Toolbox: How Molecular Biology Moves Forward | 3 |
| COGS 305 | Social Cognition and the Brain | 3 |
| CLSC 316 | Alexander the Great: Materials and Methods | 3 |
| COGS 327 | Gesture in Cognition and Communication | 3 |
| CSDS 310 | Algorithms | 3 |
| EBME 356 & EBME 370 | Introduction to Biomaterials Engineering - Laboratory and Principles of Biomedical Engineering Design | 4 |
| ECHE 365 | Measurements Laboratory | 3 |
| ECIV 260 & ECIV 368 | Surveying and Computer Graphics and Environmental Engineering | 6 |
| ECSE 395 | Junior Engineering Design Seminar | 3 |
| EMAC 355 | Polymer Analysis Laboratory | 3 |
| EMAE 285 | Mechanical Engineering Measurements Laboratory | 4 |
| EMSE 220 & EMSE 320 | Materials Laboratory I and Materials Laboratory II | 3 |
| ENGL 380 | Disciplinary Writing Seminar | 3 |
| ESTD 387 | Environmental Justice | 3 |
| HSTY 250 | Issues and Methods in History | 3 |
| HSTY 316 | Alexander the Great: Materials and Methods | 3 |
| HSTY 349 | Digital History Internship with the Encyclopedia of Cleveland History | 3 |
| HUMN 349 | Digital History Internship with the Encyclopedia of Cleveland History | 3 |
| MATH 309 | Sets, Logic, and Categories | 3 |
| POSC 341 | US Political Parties and Elections | 3 |
| POSC 345 | The Politics of Guns in the U.S. | 3 |
| POSC 347 | Economic Inequality and Power in the United States | 3 |
| POSC 370M | Theories of Political Economy | 3 |
| POSC 373 | Politics of the European Union | 3 |
| POSC 375 | The International Politics of Technology | 3 |
| POSC 377 | Politics of Russia | 3 |
| POSC 378 | International Relations Theory | 3 |
| POSC 380A | State and War in Africa and the Middle East | 3 |
| POSC 387 | Environmental Justice | 3 |
| PSCL 220 | The Self | 3 |
| RLGN 201 | Interpreting Religion: Approaches and Current Issues | 3 |
| THTR 330 | Play Directing I | 3 |
| Any course designated as a SAGES Departmental Seminar | ||
Capstone Project
In Capstone Project courses, students use what they have learned at CWRU to design a project that responds meaningfully to a question, problem, or issue that matters in the discipline of their choosing. The writing/communication focus of Capstone Projects includes “translating” specialized, disciplinary knowledge for a diverse general audience.
Students must pass with letter grades a Capstone Project course or approved course sequence of at least 3 credit hours. This requirement is usually completed within the major field of study,
Courses used to satisfy the Capstone Project requirement must be taken at CWRU.
Students must upload two assignments from the Capstone Project course to their Experience Portfolios. These will ordinarily be (1) a substantial final project that includes a public-facing preface or executive summary communicating the project’s significance and contribution; and (2) a final reflection on their writing/communication development at CWRU.
Courses that satisfy the Capstone Project Requirement:
| Code | Title | Hours |
|---|---|---|
| Capstone Courses: | ||
| ANEE 381 | Ancient Near East & Egypt Senior Capstone | 3 |
| ARTH 399 | Capstone Project | 3 |
| CLSC 381 | Classics Senior Capstone | 3 |
| ENGL 320C | Renaissance Literature Capstone | 3 |
| ENGL 364C | Global Anglophone Poetry Capstone | 3 |
| ENGL 390C | Independent Study and Creative Projects Capstone | 1 - 3 |
| NURS 373 | Population Health Practicum | 5 |
| Any course designated as a SAGES Capstone | ||
Skill: Quantitative Reasoning
Courses that satisfy the Quantitative Reasoning requirement engage students in reasoning using mathematical, statistical, computing, and/or data analytic methods for understanding and addressing concerns that are important to their profession and to society in general.
By the end of these experiences, students will be able to:
- Apply effective and efficient approaches to mathematical or other formal quantitative reasoning problems.
- Formulate, evaluate, and explain conclusions and inferences from quantitative information
Students must earn a passing letter grade in a course of at least 3 credit hours designated as satisfying the Quantitative Reasoning requirement.
This requirement may be satisfied with credit earned from AP, IB, or similar test scores recognized by the university or with transfer credit.
Courses that satisfy the Quantitative Reasoning requirement:
| Code | Title | Hours |
|---|---|---|
| Quantitative Reasoning Courses: | ||
| ACCT 100 | Foundations of Accounting I | 3 |
| CSDS 101 | The Digital Revolution: Computer and Data Science For All | 4 |
| CSDS 132 | Programming in Java | 3 |
| DESN 210 | Introduction to Programming for Business Applications | 3 |
| ECON 216 | Data Visualization in R | 3 |
| ECSE 132 | Programming in Java | 3 |
| ENGR 130 | Foundations of Engineering and Programming | 3 |
| ENGR 131 | Elementary Computer Programming | 3 |
| MATH 121 | Calculus for Science and Engineering I | 4 |
| MATH 125 | Math and Calculus Applications for Life, Managerial, and Social Sci I | 4 |
| PHIL 201 | Introduction to Logic | 3 |
| PSCL 282 | Quantitative Methods in Psychology | 3 |
| STAT 201 | Basic Statistics for Social and Life Sciences | 3 |
Skill: Wellness
Courses that satisfy the Wellness requirement engage students in the development and application of wellness-related knowledge to promote a lifestyle that will improve the quality of life for themselves and their communities.
By the end of these experiences, students will be able to:
- Demonstrate knowledge of mental, physical, personal, or social self-care.
- Practice physical, mental, and social activities that promote well-being and help reduce stress and anxiety.
Students must pass with letter grades at least two semester’s worth of enrollments in Wellness courses through a combination of full-semester and half-semester courses, regardless of the credit-hours attached to the courses.
At least one semester’s worth of enrollments must be in courses designated as including significant active participation in physical movement.
Students are ordinarily expected to meet the Wellness requirement with a variety of courses. Except for varsity sports, ROTC, and marching band, no more than one semester or two half-semesters of a repeatable course may be counted toward fulfilling the Wellness requirement, though students may choose to enroll in additional iterations of the course as electives.
Students must meet this requirement through formal course enrollments that appear on the transcript. However, the Wellness requirement will be waived for students who complete active military service.
This requirement may be satisfied with transfer credit.
Courses that satisfy a semester of Wellness with significant physical movement:
| Code | Title | Hours |
|---|---|---|
| Semester Wellness with Significant Physical Movement Courses: | ||
| DANC 103 | First-Year Contemporary Dance Technique I | 3 |
| DANC 104 | First-Year Contemporary Dance Techniques II | 3 |
| MLSC 101 | Leadership and Personal Development | 1 |
| MLSC 102 | Introduction to Tactical Leadership | 1 |
| MUEN 384 | Spartan Marching Band | 0 - 1 |
| PHED 108 | Fencing | 0 |
| PHED 131 | Personal Fitness | 0 |
| PHED 141 | Dance | 0 |
| PHED 170 | Varsity Baseball | 0 |
| PHED 171 | Varsity Basketball (Men) | 0 |
| PHED 172 | Varsity Basketball (Women) | 0 |
| PHED 174 | Varsity Cross Country (Men) | 0 |
| PHED 175 | Varsity Cross Country (Women) | 0 |
| PHED 178 | Varsity Football | 0 |
| PHED 180 | Varsity Soccer (Men) | 0 |
| PHED 181 | Varsity Soccer (Women) | 0 |
| PHED 182 | Varsity Swimming (Men) | 0 |
| PHED 183 | Varsity Swimming (Women) | 0 |
| PHED 184 | Varsity Tennis (Men) | 0 |
| PHED 185 | Varsity Tennis (Women) | 0 |
| PHED 186 | Varsity Track and Field (Men) | 0 |
| PHED 187 | Varsity Track and Field (Women) | 0 |
| PHED 188 | Varsity Volleyball | 0 |
| PHED 189 | Varsity Wrestling | 0 |
| PHED 190 | Varsity Softball (Women) | 0 |
Courses that satisfy a half-semester of Wellness with significant physical movement:
| Code | Title | Hours |
|---|---|---|
| Half-Semester Wellness with Significant Physical Movement Course: | ||
| PHED 10A | Cardio Games (First Half) | 0 |
| PHED 10B | Cardio Games (Second Half) | 0 |
| PHED 12A | Badminton (First Half) | 0 |
| PHED 12B | Badminton (Second Half) | 0 |
| PHED 13A | Rock Wall Climbing (First Half) | 0 |
| PHED 13B | Rock Wall Climbing (Second Half) | 0 |
| PHED 14B | Indoor Rowing (Second Half) | 0 |
| PHED 21A | Hatha Yoga (First Half) | 0 |
| PHED 21B | Hatha Yoga (Second Half) | 0 |
| PHED 22A | Intermediate Hatha Yoga (First Half) | 0 |
| PHED 22B | Intermediate Hatha Yoga (Second Half) | 0 |
| PHED 24A | Jogging (First Half) | 0 |
| PHED 24B | Jogging (Second Half) | 0 |
| PHED 25A | Power Volleyball (First Half) | 0 |
| PHED 25B | Power Volleyball (Second Half) | 0 |
| PHED 26A | Racquetball (First Half) | 0 |
| PHED 26B | Racquetball (Second Half) | 0 |
| PHED 27A | Indoor Group Cycling (First Half) | 0 |
| PHED 27B | Indoor Group Cycling (Second Half) | 0 |
| PHED 29A | Swimming - Beginning and Intermediate (First Half) | 0 |
| PHED 29B | Swimming - Beginning and Intermediate (Second Half) | 0 |
| PHED 30A | Swimming - Endurance (First Half) | 0 |
| PHED 30B | Swimming - Endurance (Second Half) | 0 |
| PHED 31A | Tennis (First Half) | 0 |
| PHED 31B | Tennis (Second Half) | 0 |
| PHED 34A | Weight Training (First Half) | 0 |
| PHED 34B | Weight Training (Second Half) | 0 |
| PHED 39A | Bowling (First Half) | 0 |
| PHED 40A | Basketball (First Half) | 0 |
| PHED 40B | Basketball (Second Half) | 0 |
| PHED 41A | Softball (First Half) | 0 |
| PHED 41B | Softball (Second Half) | 0 |
| PHED 42B | Indoor Soccer (Second Half) | 0 |
| PHED 44A | Core Yoga (1st Half) | 0 |
| PHED 44B | Core Yoga (2nd Half) | 0 |
| PHED 55A | Cardio-Fitness (First Half) | 0 |
| PHED 55B | Cardio-Fitness (Second Half) | 0 |
| PHED 66A | Advanced Rowing (First Half) | 0 |
| PHED 66B | Advanced Rowing (Second Half) | 0 |
| PHED 68A | Pickleball (First Half) | 0 |
| PHED 68B | Pickleball (Second Half) | 0 |
Courses that satisfy a semester of Wellness without significant physical movement:
| Code | Title | Hours |
|---|---|---|
| Semester Wellness without Significant Physical Movement Courses: | ||
| AFST 285 | Embodied Politics: Contemplative Practices and Social Justice | 3 |
| BIOL 112 | Biology's Survival Guide to College | 3 |
| COGS 377 | Ecopsychology: Reconnecting Mind, Body, Community | 3 |
| MGMT 205 | Essentials of Personal Finance | 1 |
| NTRN 201 | Nutrition | 3 |
| NURS 112 | Discovering Wellness | 1 |
| ORBH 330 | Quantum Leadership: Creating Value for You, Business, and the World | 3 |
| ORBH 380 | Managing Negotiations | 3 |
| PHED 130 | Wellness | 0 |
| PHED 332 | Introduction to Sports Medicine | 3 |
| RLGN 285 | Embodied Politics: Contemplative Practices and Social Justice | 3 |
| THTR 375 | Voice | 3 |
| UNIV 200 | Career Exploration and Professional Connection | 1 |
| WGST 285 | Embodied Politics: Contemplative Practices and Social Justice | 3 |
Courses that satisfy a half-semester of Wellness without significant physical movement:
| Code | Title | Hours |
|---|---|---|
| Half-Semester Wellness without Significant Physical Movement Courses: | ||
| NTRN 200H | Case Cooks: Healthy Lifestyles | 1 |
| NTRN 200S | Case Cooks:Sports and Performance | 1 |
| NURS 277 | BCLS and First Aid for Health Care Providers | 0 |
| PHED 50A | Personal Safety Awareness (First Half) | 0 |
| PHED 50B | Personal Safety Awareness (Second Half) | 0 |
| PHED 60A | CPR/First Aid (1st half) | 0 |
| PHED 60B | CPR/First Aid (2nd half) | 0 |
| PHED 65B | Team Building, Leadership, and Creative Movement (2nd half) | 0 |
| PHED 67A | Personal Self Defense (First Half) | 0 |
| PHED 67B | Personal Self Defense (Second Half) | 0 |
Perspective: Moral and Ethical Reasoning
Courses or course sequences in this category include a critical examination of essential questions of morality, ethical theories, or applied ethics in a variety of contexts spanning cultures, historical time periods, organizations, or individuals. These courses challenge students to reflect on ethical theories and frameworks, cultural values, or social consequences of ethical choices in either theoretical or concrete ways.
By the end of these experiences, students will be able to identify and evaluate moral and ethical aspects of a particular situation.
Students must earn a passing letter grade in a course or course sequence designated as satisfying the Moral and Ethical Reasoning requirement. Transfer credit may not be used to satisfy this requirement unless approved by through an appeal process with the Faculty Senate Committee on Undergraduate Education.
Courses that satisfy the Moral and Ethical Reasoning requirement:
| Code | Title | Hours |
|---|---|---|
| Moral and Ethical Reasoning Courses: | ||
| AFST 202 | Race and Ethnic Minorities in The United States | 3 |
| ARTH 220 | Jewish Art and Architecture | 3 |
| COGS 250 | Responsible AI: Cultivating a Just and Sustainable Socio-technical Future through Data Citizenship | 3 |
| ENGL 250 | Responsible AI: Cultivating a Just and Sustainable Socio-technical Future through Data Citizenship | 3 |
| ENGL 258 | Science Fiction | 3 |
| ENGR 399 | Impact of Engineering on Society | 3 |
| ESTD 318 | People and Planet | 3 |
| ESTD 387 | Environmental Justice | 3 |
| ETHS 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| HSTY 208 | Social History of Crime | 3 |
| HSTY 217 | The Secret History of Corporate America | 3 |
| HSTY 219 | Berlin in the Tumultuous 20th Century | 3 |
| HSTY 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| HSTY 236 | World War I: Crucible of the 20th Century | 3 |
| HSTY 242 | History of the Body | 3 |
| HSTY 332 | European International Relations 1789-1945 | 3 |
| HSTY 335 | History of 20th Century Germany | 3 |
| HUMN 250 | Responsible AI: Cultivating a Just and Sustainable Socio-technical Future through Data Citizenship | 3 |
| JDST 220 | Jewish Art and Architecture | 3 |
| NTRN 350 | Community Nutrition | 3 |
| NURS 326 | Ethics of Pain Management in Vulnerable Populations | 3 |
| ORBH 330 | Quantum Leadership: Creating Value for You, Business, and the World | 3 |
| ORBH 380 | Managing Negotiations | 3 |
| PHIL 102 | Moral Character | 3 |
| PHIL 207 | Good Relationships | 3 |
| PHIL 308 | Bioethics and Armed Conflict | 3 |
| PHIL 309 | Climate Justice | 3 |
| PHIL 318 | People and Planet | 3 |
| PHIL 319 | Philosophy of State Violence: War, Colonization, Punishment, and Immigration | 3 |
| PHIL 337 | Philosophy of Evil: Defining, Understanding, and Responding to Evil | 3 |
| PHIL 393 | Ethics of Artificial Intelligence and Emerging Technology | 3 |
| POSC 201 | Politics: Participation and Power | 3 |
| POSC 318 | People and Planet | 3 |
| POSC 347 | Economic Inequality and Power in the United States | 3 |
| POSC 387 | Environmental Justice | 3 |
| RLGN 101 | Religion and Culture | 3 |
| RLGN 206 | Religion and Ecology | 3 |
| RLGN 220 | Jewish Art and Architecture | 3 |
| RLGN 227 | Islam, Gender, and Sexuality | 3 |
| RLGN 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| RLGN 250 | Responsible AI: Cultivating a Just and Sustainable Socio-technical Future through Data Citizenship | 3 |
| SOCI 113 | Critical Problems in Modern Society | 3 |
| SOCI 202 | Race and Ethnic Minorities in The United States | 3 |
| WGST 227 | Islam, Gender, and Sexuality | 3 |
Perspective: Understanding Global Perspectives
Courses or course sequences in this category substantively explore one or more cultures outside the United States in such a way as to challenge students’ perspectives on their own cultural assumptions, traditions, and experiences and/or the impact of the United States in an international context.
By the end of these experiences, students will be able to apply knowledge of one or more cultures outside the United States to better understand cultural assumptions, traditions, and experiences and/or the impacts of the United States.
Students must earn a passing letter grade in a course or course sequence designated as satisfying the Understanding Global Perspectives requirement. Transfer credit may not be used to satisfy this requirement unless approved by through an appeal process with the Faculty Senate Committee on Undergraduate Education.
Courses that satisfy the Understanding Global Perspectives requirement:
| Code | Title | Hours |
|---|---|---|
| Understanding Global Perspectives Courses: | ||
| AFST 258 | History of Southern Africa | 3 |
| ANEE 107 | Introduction to the Ancient Near East and Egypt | 3 |
| ANEE 194 | Catapults and Cavalry: Warfare in the Ancient Mediterranean | 3 |
| ANEE 224 | Sword and Sandal: The Ancient Mediterranean in Film | 3 |
| ANEE 242 | Cooking Up the Past: Food & Foodways in the Ancient World | 3 |
| ANEE 316 | Alexander the Great: Materials and Methods | 3 |
| ANTH 102 | Being Human: An Introduction to Social and Cultural Anthropology | 3 |
| ANTH 215 | Health, Culture, and Disease: An Introduction to Medical Anthropology | 3 |
| ANTH 359 | Introduction to Global Health | 3 |
| ARTH 101 | Art History I | 3 |
| ARTH 102 | Art History II | 3 |
| ARTH 220 | Jewish Art and Architecture | 3 |
| ARTH 230 | Ancient Roman Art and Architecture: Power, Politics, and Diversity | 3 |
| ARTH 284 | History of Photography | 3 |
| CLSC 194 | Catapults and Cavalry: Warfare in the Ancient Mediterranean | 3 |
| CLSC 202 | Classical Mythology | 3 |
| CLSC 203 | Gods and Heroes in Greek Literature | 3 |
| CLSC 224 | Sword and Sandal: The Ancient Mediterranean in Film | 3 |
| CLSC 230 | Ancient Roman Art and Architecture: Power, Politics, and Diversity | 3 |
| CLSC 231 | Athens to Alexandria: The World of Ancient Greece | 3 |
| CLSC 232 | Gods and Gladiators: The World of Ancient Rome | 3 |
| CLSC 242 | Cooking Up the Past: Food & Foodways in the Ancient World | 3 |
| CLSC 316 | Alexander the Great: Materials and Methods | 3 |
| DANC 121 | Dance in Culture - Ethnic Forms | 3 |
| DANC 122 | Dance in Culture - Theatrical Forms | 3 |
| ENGL 361 | Irish Literature | 3 |
| ENGL 364 | Global Anglophone Poetry | 3 |
| ENGL 364C | Global Anglophone Poetry Capstone | 3 |
| ENGR 399 | Impact of Engineering on Society | 3 |
| ESTD 387 | Environmental Justice | 3 |
| ESTD 388 | Global Politics of the Climate Crisis | 3 |
| ETHS 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| ETHS 254 | The Holocaust | 3 |
| ETHS 258 | History of Southern Africa | 3 |
| HSTY 103 | Introduction to Medieval History, 500-1500 | 3 |
| HSTY 107 | Introduction to the Ancient Near East and Egypt | 3 |
| HSTY 113 | Introduction to Modern World History | 3 |
| HSTY 163 | Introduction to Modern Britain and its Empire | 3 |
| HSTY 164 | The History of London in London: Study Abroad | 3 |
| HSTY 194 | Catapults and Cavalry: Warfare in the Ancient Mediterranean | 3 |
| HSTY 215 | Europe in the 20th Century | 3 |
| HSTY 219 | Berlin in the Tumultuous 20th Century | 3 |
| HSTY 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| HSTY 231 | Athens to Alexandria: The World of Ancient Greece | 3 |
| HSTY 232 | Gods and Gladiators: The World of Ancient Rome | 3 |
| HSTY 236 | World War I: Crucible of the 20th Century | 3 |
| HSTY 244 | Modern Latin America | 3 |
| HSTY 246 | Early Native American History | 3 |
| HSTY 254 | The Holocaust | 3 |
| HSTY 258 | History of Southern Africa | 3 |
| HSTY 278 | Nineteenth-Century Europe | 3 |
| HSTY 303 | History of Early Christianities: First-Fourth Centuries CE | 3 |
| HSTY 316 | Alexander the Great: Materials and Methods | 3 |
| HSTY 332 | European International Relations 1789-1945 | 3 |
| HSTY 335 | History of 20th Century Germany | 3 |
| HSTY 345 | The Modern European City | 3 |
| HSTY 357 | Advanced Readings in Native American History | 3 |
| HSTY 371 | Jews Under Christianity and Islam | 3 |
| HSTY 389 | History of Zionism | 3 |
| JAPN 235 | The Japan Experience: Kyoto - Language, Culture & Exchanges | 3 |
| JDST 220 | Jewish Art and Architecture | 3 |
| JDST 254 | The Holocaust | 3 |
| JDST 371 | Jews Under Christianity and Islam | 3 |
| JDST 389 | History of Zionism | 3 |
| NTRN 200 | Case Cooks: Ethnic Eats | 1 |
| PHIL 322 | Decolonization | 3 |
| POSC 160 | Introduction to Comparative Politics | 3 |
| POSC 172 | Introduction to International Relations | 3 |
| POSC 357 | Economic, Environmental, and Health Challenges: The Impact of Democracy | 3 |
| POSC 373 | Politics of the European Union | 3 |
| POSC 375 | The International Politics of Technology | 3 |
| POSC 377 | Politics of Russia | 3 |
| POSC 387 | Environmental Justice | 3 |
| POSC 388 | Global Politics of the Climate Crisis | 3 |
| RLGN 101 | Religion and Culture | 3 |
| RLGN 201 | Interpreting Religion: Approaches and Current Issues | 3 |
| RLGN 206 | Religion and Ecology | 3 |
| RLGN 210 | Sacred Space in Global Religious Traditions | 3 |
| RLGN 216 | Hinduism | 3 |
| RLGN 220 | Jewish Art and Architecture | 3 |
| RLGN 227 | Islam, Gender, and Sexuality | 3 |
| RLGN 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| RLGN 242 | World Christianity | 3 |
| RLGN 254 | The Holocaust | 3 |
| RLGN 275 | Religion in the City: Skyscrapers, Hip-Hop, and Urban Spirituality | 3 |
| RLGN 371 | Jews Under Christianity and Islam | 3 |
| RLGN 373 | History of Early Christianities: First-Fourth Centuries CE | 3 |
| SOCI 239 | International Comparative Family Policy | 3 |
| WGST 227 | Islam, Gender, and Sexuality | 3 |
| WGST 239 | International Comparative Family Policy | 3 |
| WLIT 203 | Gods and Heroes in Greek Literature | 3 |
| WLIT 224 | Sword and Sandal: The Ancient Mediterranean in Film | 3 |
Perspective: Human Diversity and Commonality
Courses and course sequences in this category address in a substantive way one or more categories of human diversity, e.g. race, ethnicity, gender, sexuality, class, age, religion, and other cultural practices, so as to provide students with new understandings of cultural variation, similarity, and change, or how one’s actions could have disparate impacts on different peoples.
By the end of these experiences, students will be able to analyze the ways in which forms of human difference shape a person’s experiences of and perspectives on contemporary and historical issues and/or how one’s actions could have disparate impacts on different peoples.
Students must earn a passing letter grade in a course or course sequence designated as satisfying the Human Diversity and Commonality requirement. Transfer credit may not be used to satisfy this requirement unless approved by through an appeal process with the Faculty Senate Committee on Undergraduate Education.
Courses that satisfy the Human Diversity and Commonality requirement:
| Code | Title | Hours |
|---|---|---|
| Human Diversity and Commonality Courses: | ||
| AFST 202 | Race and Ethnic Minorities in The United States | 3 |
| AFST 258 | History of Southern Africa | 3 |
| AFST 285 | Embodied Politics: Contemplative Practices and Social Justice | 3 |
| ANEE 107 | Introduction to the Ancient Near East and Egypt | 3 |
| ANEE 194 | Catapults and Cavalry: Warfare in the Ancient Mediterranean | 3 |
| ANEE 316 | Alexander the Great: Materials and Methods | 3 |
| ANTH 102 | Being Human: An Introduction to Social and Cultural Anthropology | 3 |
| ANTH 103 | Introduction to Human Evolution | 3 |
| ANTH 107 | Archaeology: An Introduction | 3 |
| ANTH 215 | Health, Culture, and Disease: An Introduction to Medical Anthropology | 3 |
| ARTH 101 | Art History I | 3 |
| ARTH 102 | Art History II | 3 |
| ARTH 230 | Ancient Roman Art and Architecture: Power, Politics, and Diversity | 3 |
| ARTH 270 | American Art and Culture Before 1900 | 3 |
| ARTH 271 | American Art and Culture: The Twentieth Century | 3 |
| ARTH 284 | History of Photography | 3 |
| CLSC 194 | Catapults and Cavalry: Warfare in the Ancient Mediterranean | 3 |
| CLSC 202 | Classical Mythology | 3 |
| CLSC 203 | Gods and Heroes in Greek Literature | 3 |
| CLSC 230 | Ancient Roman Art and Architecture: Power, Politics, and Diversity | 3 |
| CLSC 231 | Athens to Alexandria: The World of Ancient Greece | 3 |
| CLSC 232 | Gods and Gladiators: The World of Ancient Rome | 3 |
| CLSC 316 | Alexander the Great: Materials and Methods | 3 |
| COGS 202 | Cognition and Culture | 3 |
| COGS 317 | Cognitive Diversity and Commonality | 3 |
| ENGL 280 | The Politics of Beauty and Literature | 3 |
| ENGL 286 | Literature, Gender, and Sexuality | 3 |
| ENGR 399 | Impact of Engineering on Society | 3 |
| ETHS 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| ETHS 254 | The Holocaust | 3 |
| ETHS 258 | History of Southern Africa | 3 |
| HSTY 103 | Introduction to Medieval History, 500-1500 | 3 |
| HSTY 107 | Introduction to the Ancient Near East and Egypt | 3 |
| HSTY 113 | Introduction to Modern World History | 3 |
| HSTY 138 | Radical History in America | 3 |
| HSTY 163 | Introduction to Modern Britain and its Empire | 3 |
| HSTY 194 | Catapults and Cavalry: Warfare in the Ancient Mediterranean | 3 |
| HSTY 208 | Social History of Crime | 3 |
| HSTY 210 | Colonial America, 1607-1763 | 3 |
| HSTY 211 | The Era of the American Revolution, 1763 - 1789 | 3 |
| HSTY 212 | U.S. Politics, Culture, and Society, 1790-1860 | 3 |
| HSTY 215 | Europe in the 20th Century | 3 |
| HSTY 219 | Berlin in the Tumultuous 20th Century | 3 |
| HSTY 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| HSTY 231 | Athens to Alexandria: The World of Ancient Greece | 3 |
| HSTY 232 | Gods and Gladiators: The World of Ancient Rome | 3 |
| HSTY 236 | World War I: Crucible of the 20th Century | 3 |
| HSTY 242 | History of the Body | 3 |
| HSTY 246 | Early Native American History | 3 |
| HSTY 254 | The Holocaust | 3 |
| HSTY 258 | History of Southern Africa | 3 |
| HSTY 271 | Crime, Society, and Popular Culture in Early America | 3 |
| HSTY 278 | Nineteenth-Century Europe | 3 |
| HSTY 303 | History of Early Christianities: First-Fourth Centuries CE | 3 |
| HSTY 316 | Alexander the Great: Materials and Methods | 3 |
| HSTY 332 | European International Relations 1789-1945 | 3 |
| HSTY 335 | History of 20th Century Germany | 3 |
| HSTY 345 | The Modern European City | 3 |
| HSTY 357 | Advanced Readings in Native American History | 3 |
| HSTY 371 | Jews Under Christianity and Islam | 3 |
| HSTY 389 | History of Zionism | 3 |
| HUMN 212 | Interrogating Information: Research and Writing for a Digital Public | 3 |
| JAPN 235 | The Japan Experience: Kyoto - Language, Culture & Exchanges | 3 |
| JDST 254 | The Holocaust | 3 |
| JDST 371 | Jews Under Christianity and Islam | 3 |
| JDST 389 | History of Zionism | 3 |
| ORBH 303 | Developing Interpersonal Skills for Leading | 3 |
| ORBH 370 | Navigating Gender in Organizations | 3 |
| ORBH 391 | Leadership in Diversity and Inclusion: Towards a Globally Inclusive Workplace | 3 |
| POSC 160 | Introduction to Comparative Politics | 3 |
| POSC 172 | Introduction to International Relations | 3 |
| POSC 345 | The Politics of Guns in the U.S. | 3 |
| POSC 377 | Politics of Russia | 3 |
| RLGN 101 | Religion and Culture | 3 |
| RLGN 206 | Religion and Ecology | 3 |
| RLGN 210 | Sacred Space in Global Religious Traditions | 3 |
| RLGN 216 | Hinduism | 3 |
| RLGN 227 | Islam, Gender, and Sexuality | 3 |
| RLGN 228 | Asian Americans: Histories, Cultures, Religions | 3 |
| RLGN 242 | World Christianity | 3 |
| RLGN 254 | The Holocaust | 3 |
| RLGN 275 | Religion in the City: Skyscrapers, Hip-Hop, and Urban Spirituality | 3 |
| RLGN 285 | Embodied Politics: Contemplative Practices and Social Justice | 3 |
| RLGN 371 | Jews Under Christianity and Islam | 3 |
| RLGN 373 | History of Early Christianities: First-Fourth Centuries CE | 3 |
| SOCI 202 | Race and Ethnic Minorities in The United States | 3 |
| SOCI 208 | Family in the 21st Century | 3 |
| SOCI 228 | Sociology of Sexuality | 3 |
| SOCI 264 | Body, Culture and Disability | 3 |
| SOCI 275 | Lives in Medicine: Becoming and Being a Physician | 3 |
| WGST 227 | Islam, Gender, and Sexuality | 3 |
| WGST 228 | Sociology of Sexuality | 3 |
| WGST 285 | Embodied Politics: Contemplative Practices and Social Justice | 3 |
| WGST 286 | Literature, Gender, and Sexuality | 3 |
| WGST 370 | Navigating Gender in Organizations | 3 |
| WGST 391 | Leadership in Diversity and Inclusion: Towards a Globally Inclusive Workplace | 3 |
| WLIT 203 | Gods and Heroes in Greek Literature | 3 |
Perspective: Local and Global Engagement
Courses, course sequences, and activities in this category engage with communities beyond the university classroom in such a way as to promote civic engagement or community service. They facilitate the development of civic or social responsibilities and the deeper understanding of communities in Cleveland, nationally, or around the world either through curricular or approved extracurricular participation.
By the end of these experiences, students will be able to interact as engaged citizens with civic or societal responsibilities with audiences outside the university.
Students may complete the Local and Global Engagement requirement either by earning a passing letter grade in an approved course or course sequence or by participation in an approved extracurricular activity. Transfer credit may not be used to satisfy this requirement unless approved by through an appeal process with the Faculty Senate Committee on Undergraduate Education.
Courses and activities that satisfy the Local and Global Engagement requirement:
| Code | Title | Hours |
|---|---|---|
| Local and Global Engagement Courses and Activities: | ||
| ARTH 316 | Methods in Public Humanities and Civic Engagement | 3 |
| COGS 377 | Ecopsychology: Reconnecting Mind, Body, Community | 3 |
| COOP 1 | Cooperative Education | 0 |
| COOP 10 | Cooperative Education Part-time | 0 |
| ENGR 395 | Community-engaged, Interdisciplinary Team-based Design Projects | 1 |
| HSTY 349 | Digital History Internship with the Encyclopedia of Cleveland History | 3 |
| HUMN 316 | Methods in Public Humanities and Civic Engagement | 3 |
| HUMN 349 | Digital History Internship with the Encyclopedia of Cleveland History | 3 |
| ORBH 310 | The Art and Science of High-Functioning Teams | 3 |
| POSC 357 | Economic, Environmental, and Health Challenges: The Impact of Democracy | 3 |
| Non-transcripted engineering internships approved by the Case School of Engineering Division of Engineering Leadership and Professional Practice | ||
Experience Portfolio
The Experience Portfolio is a student-curated collection of materials, including artifacts from each course in the Written, Oral, and Multimodal Communication sequence, as described above; one or more reflective documents that provide space for synthesis of learning and self-assessment; and additional documents related to the Explore Program and/or students’ own preferences (e.g. to create a public professional portfolio).
The Portfolio is used for (1) intentional academic advising by pre-major and academic advisors; (2) programmatic assessment of the writing and communication courses; and (3) student-defined purposes (i.e. in a publicly-viewable and student-owned format).