The following information is intended as a guide to help departments and programs determine how their courses fulfill the new graduation requirements. Please click on the links below for descriptions of the requirements.
Curricular Exploration and Intellectual Engagement
Curricular Exploration and Intellectual Engagement
A&I Seminars have the following features:
- They are small (ideally capped at 15), discussion based seminars for first-year students only.
- Within any given disciplinary or interdisciplinary framework, they will self-consciously introduce students to a liberal arts approach to learning and develop the critical thinking and reading and/or creative skills that will be useful to the students in their future coursework.
- They carry the WR (writing rich) designation.
- These courses should consciously seek to foster students’ intellectual independence.
- They should clarify how scholars ask questions, and teach students how to find and evaluate information in reading and research and to use it effectively and ethically in constructing arguments.
- Seminars should strive to encourage students to become collaborative learners and strengthen students’ habits of cooperation with peers.
- Students must be awarded a letter grade in the A&I seminar, but may elect to use the S/Cr/Nc option, as with any other distribution requirement.
Modern citizenship requires an understanding of the processes and methods of the natural sciences. At least six credits are required in courses that focus on developing an appreciation of the scientific study of the natural world. Courses must include a lab component to qualify.
The development of logical systems, formal models, abstract mathematical reasoning, and statistical reasoning has been foundational to intellectual development in many disciplines. At least six credits are required in courses from this group that focus on methods of formal reasoning including mathematics, logic, and the design and analysis of algorithms or statistical reasoning.
The study of human and social behavior and how these are shaped by, and shape, socially constructed institutions is essential to a liberal education. At least six credits are required in courses that focus on the variety of disciplinary approaches to the study of individuals and societies.
The act of imagining and creating art is an important way of understanding and knowing art and the creative process. At least six credits are required in courses from this group in which students develop an appreciation of artistic creative practice through experience.
At least six credits are required in courses from this group in which students are introduced to humanistic inquiry with an emphasis in its historical, cultural, ethical, and/or intellectual contexts.
At least six credits are required in courses from this group in which there is an emphasis on analysis of literature, visual art, or performance.
Currently, courses designated "WR" have the following features (click here). While these guidelines are under discussions, please use them to designate potential WR2 courses. Note: all A&I seminars will be WR1 courses.
What must a course include to satisfy the QRE requirement?
The goal of the requirement is to increase students’ appreciation for the power of QR and to enhance their ability to evaluate, construct, and communicate arguments using quantitative information. A course designated as a “Quantitative Reasoning Encounter” will include at least one substantial assignment or module designed to enhance one or more of the following QR skills:
- Possessing the habit of mind to consider what numerical evidence might add to the analysis of a problem;
- Identifying appropriate quantitative or numerical evidence to address a question;
- Locating or collecting data;
- Interpreting numerical evidence properly including recognizing the limitations of methods and sources used;
- Effectively communicating arguments that involve numerical or quantitative evidence.
What constitutes a “substantial assignment or module”?
An assignment that comprised a significant proportion of a student’s grade for the class and involved extensive research and/or writing would obviously be substantial. However, these need not be the only criteria for such designation. An assignment that required sustained attention or effort from students (ex: regular news reading), was central to the main narrative of the course, or represented a significant allocation of in-class activity (ex. simulation or lab experience) might also be considered substantial even if these elements were not graded or were evaluated on a simplified scale (pass/fail). Faculty members are the final arbiters of what constitutes a substantial QRE module or assignment.
For more information, click here.
IS: Courses that meet the IS requirement will contain a geographic scope broader than the United States and should by pedagogy and/or content develop in students an understanding of other perspectives on global, comparative, and historical subjects. Courses mostly focused on the United States but with a notable comparative or transnational component may satisfy the requirement.
IDS: Courses that meet the IDS requirement will focus on the United States. Course content should address the role of identity and status in shaping the experiences of American society. Scope of instruction can be historical and comparative and include opportunities for reflection.
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