For Faculty-- How to propose or re-designate a General Studies course
The Fall 2019 Curriculum Deadline was September 20th.
Thanks to all who submitted. Senate committees are considering proposals and are approving courses in Curriculog as they get through them or asking for improvements or clarifications. All courses will be considered by mid-December. Courses due in fall 2020 will be contacted in the spring.
Workshops-- How to Re-Designate your General Studies Course
Lead faculty (faculty filling out the curriculog paperwork for a course) are welcome to attend an optional workshop where upon leaving, we hope you'll have submitted your curriculum proposal in curriculog. This General Studies ReDesignation Worksheet is used in our workshops. Please use it as a guide to help you through your re-designation in Curriculog. This is the worksheet we'll use in our workshops.Please stay tuned for future workshops for fall 2020 courses.
Grandparenting Courses into the Renovated Program
Part of the recommendations approved by senate is to grandparent in all existing General Studies courses into the renovated program. Therefore, all general studies courses, regardless of catalog year, should focus on the new student learning outcomes and category descriptions immediately. Courses in SBS 1 and SBS 2 can begin working under the new SBS learning outcomes as well, regardless of catalog year.
One of the Faculty Senate bylaws states that all General Studies courses will go up for re-designation every 7 years. Therefore, all courses who last received designation in 2012 or earlier are up for re-designation in fall 2019. Scroll to the bottom of this page to find out when your course is due for re-designation. In fall 2019 the deadline for these course proposals in Curriculog is September 20th. Representatives from those departments will be notified via email. The deadline for these re-designations will be the same as other curriculum deadlines. The good news is, if there are non-substantive changes made to the course, the course will go directly from the department to the Faculty Senate General Studies committee. This should save the college curriculum committees from reviewing 70 extra proposals.
General Studies Course Proposal Process
Whether you are creating a new course for General Studies designation or your course is due for its 7-year re-designation, or maybe your course is being updated anyway and triggers a General Studies review, the course proposal process has also been changed. When you open Curriculog and populate the proper form, the only thing left to fill out should be the following questions:
- Describe how the course fulfills the General Studies Mission.
- Describe how the course fits the description of the desired General Studies category.
- Describe how the course fulfills each student learning outcome (SLO) for the desired General Studies category.
- Provide an example(s) of a key assignment(s) and explain how it will be used to assess each General Studies SLO for the desired category. (Provide example as upload/attachment or pasted text).
- Click a checkbox to agree that, "I understand that a significant portion of this course (≥80%) must fulfill the General Studies mission, category description and category SLO’s of the chosen General Studies category."
Note: The General Studies Committee will take a holistic view of each course (including review of all components, such as course outline, SBLO’s, etc.) to ensure that fulfillment of General Studies comprises a substantial portion of the course (i.e., ≥80% of course content, assessment, etc.). You may be contacted for further information regarding this requirement.
Which Curriculog Form Should I Use?
From the Curriculum Manual:
Courses that currently have a category designation in General Studies and are up for their seven-year re-submittal for General Studies designation or are submitting early for their seven-year re-submittal have the option to fill out a General Studies Re-Designation Curriculog form that allows the course to bypass the College/School Curriculum Committee. This form only works if non-substantive changes are made to the course and the only reason for submitting is to fill out the General Studies portion of the proposal form. If this process triggers updates to Required Reading, course Specific Measurable Student Behavioral Learning Objectives, Detailed Outline, or Evaluation of Student Performance (all considered to be non-substantive changes), the proposal may still bypass the College/School Curriculum Committee. Any changes to any other part of the course triggers a full Substantive Curriculum Change—University Level review.
|If you are...||Use this form in Curriculog|
Creating a new general studies course. This form does not bypass the college level committees.
11. UG New Course General Studies (19-20)
Substantive General Studies- Applying for re-designation of an existing general studies course, but plan to change course title, description, prereqs/coreqs, lecture/lab hours, credit hours, schedule type, or grade mode. This form does not bypass the college level committees.
20. UG Course Modification General Studies (19-20)
THIS IS THE FORM THAT GOES STRAIGHT FROM DEPARTMEMTS TO SENATE:
Non-substantive General Studies- Applying for re-designation of an existing general studies course, but are NOT changing course title, description, prereqs/coreqs, lecture/lab hours, credit hours, schedule type, or grade mode.
000. General Studies Re-Designation form (2019-2020)
Substantive General Studies + MC- Applying for re-designation of an existing general studies course that is also multicultural, but plan to change course title, description, prereqs/coreqs, lecture/lab hours, credit hours, schedule type, or grade mode.
24. UG Course Modification General Studies and Multicultural (19-20)
|Non-substantive General Studies + MC- Applying for re-designation of an existing general studies course that is also multicultural, but are NOT changing course title, description, prereqs/coreqs, lecture/lab hours, credit hours, schedule type, or grade mode.||000. General Studies Re-Designation form (2019-2020)|
Do the General Studies SLOs have to be the same as my course SBLOs?
No. Student Behavioral Learning Outcomes (SBLOs) are specific to your course, whereas the General Studies SLOs are for all of the courses in that category. In the past, courses would usually explain how their SBLOs map to the General Studies SLOs and that still works with this model. For example, in my Global Climate Change class, I wouldn't just list the NPS critical thinking SLO, I'd write an SBLO that uses critical thinking through the climate change lens. You are welcome to include the General Studies SLOs in your SBLOs if it makes sense to you. In an ideal world, we'd include all of these things on our syllabi, so concise, student-friendly language is encouraged. This is an opportunity to refine your SBLOs with General Studies and GT Pathways in mind.
Do I have to accomplish all of the General Studies SLOs in ONE key assignment?
Nope. You can use as many assignments as you'd like. Describe them in your submission and attach the number of assignments you have described.
Should I feel limited in my assignments because of the future assessment process?
Whether it's a theater performance, a clay pot, a 20 page paper, an essay question, or a speech, it will work for assessment. The assessment model we'll recommend includes faculty assessing their own students, so while we'd love for students to have a way to have a file to upload that they could use in a future portfolio, we won't have multiple people assessing an artifact, just the professor. In other words, the artifact does not need to be reproducible for assessors because in the majority of cases, the professor will apply the general studies rubric in the same sitting as when they grade the assignment. Don't feel limited, go nuts!
General Studies Student Learning Outcomes (SLOs)
These are the 2019 updated SLOs that should be used now.
The General Studies program provides the foundation for the Bachelor’s degree. Students develop thinking, reasoning, and communication skills while discovering new ideas and expanding their views. The coursework is designed to create the opportunity for learning across different disciplines and builds experiences for students as they grow into lifelong learners.
Social and Behavioral Science
Description: Courses in Social and Behavioral Science study the behavior and actions of individuals, groups, and/or institutions using scientific methods and approaches. Social and Behavioral Science also develops a student’s ability to examine and influence those behaviors and actions between and among larger social, economic, political, and/or geographic contexts.
Student Learning Outcomes:
- Describe fundamental concepts in the social and behavioral sciences.
- Examine how individuals, groups, communities, and social institutions relate or interact with each other and/or the natural world using theories and methods in the social and behavioral sciences.
- Engage with social and behavioral science tools, approaches, and skills to explore complex human, social, political, cultural, and/or global interactions and issues.
Arts and Humanities
Description: In Arts and Humanities courses students interpret, analyze, and create texts and other artistic works to deepen their understanding of the various contexts that shape the human experience and explore fundamental questions of identity, value, diversity, and meaning.
Student Learning Outcomes:
- Describe how the context (historical, racial, ethnic, material, technological, religious, intellectual, cultural, gender, etc.) influences the creation, content, or interpretation of a text, performance, work of art, etc.
- Critically engage with a text, performance, work of art, etc. by applying social/political, epistemic, aesthetic, pragmatic, moral/ethical, or other discipline-appropriate standards.
- Implement course content or skills through the creation of an original project (essay, argument, narrative, reflection, oral presentation, performance, work of art, etc.).
Natural and Physical Science
Description: The Natural and Physical Sciences involve discovering knowledge in natural or physical sciences, applying scientific thinking and reasoning, and critically thinking about the use of scientific information.
Student Learning Outcomes:
- Explain the foundational knowledge of a particular field of natural or physical science
- Apply principles and techniques of scientific thinking.
- Evaluate the credibility of scientific information and interpret the impact of its use or misuse in society.
Description: Historical thinking contextualizes the present by using a wide range of sources and methods to understand how people experienced the past.
Student Learning Outcomes (these are unchanged from the old, just renumbered):
- Demonstrate the ability to locate sources when information is needed, and to evaluate the authenticity, validity, and reliability of resources applied to a specific purpose.
- Communicate in writing with an awareness of audience, by using language conventions appropriate to the occasion and task.
- Demonstrate historical knowledge of the United States, the world, or one of the major regions of the world.
- Demonstrate, using historical sources, how context and contingency influence change over time.
- Develop an effective historical interpretation and marshal primary and/or secondary source evidence to support it.
Description: Competency in quantitative literacy represents a student’s ability to use quantifiable information and mathematical analysis to make connections and draw conclusions. The main focus of each Quantitative Literacy course is the use of mathematical techniques and analysis, with problems from a broad spectrum of real-life and abstract settings requiring translation to and from mathematical forms.
Student Learning Outcomes: These are the same as before with one removed.
- Apply mathematical techniques to the analysis of quantitative problems.
- Communicate the mathematical process and results in text, graphics, and symbols.
Description: Students learn to perform effective and ethical oral communication that is appropriate to diverse audiences, settings, media, and goals.
Student Learning Outcomes:
- Develop a clear, purposeful message with coherent and effective content.
- Incorporate various and credible supporting material (e.g. examples, statistics, analogies, illustrations, and quotations).
- Practice effective listening strategies that enhance understanding, evaluation and engagement.
- Adapt to varied audiences, their beliefs, values, and attitudes, as well as to features of contexts, situations, and interactions.
- Perform skillful non-verbal communication (e.g. vocal variety, pace and physical behavior) appropriate to audience and context.
- Perform skillful verbal communication (e.g. clear, vivid, and/or compelling language) appropriate to audience and context.
Description: Written communication is the development and expression of ideas in writing across many genres and styles. It includes understanding how writers may shape texts for their specific rhetorical situation. It includes multimodal composing and the creation of texts that combine words, images, and/or data. Written communication abilities develop through interactive and iterative experiences across the curriculum.
Student Learning Outcomes:
- Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation.
- Create and develop ideas within the context of the situation and the assigned task(s).
- Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices, in particular forms and/or fields.
- Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim.
- Use an appropriate documentation system.
- Demonstrate proficiency with conventions, including spellings, grammar, mechanics, and word choice appropriate to the writing task.
Description: Global Diversity refers to a student’s ability to critically analyze and engage complex, interconnected global systems (such as natural, physical, social, cultural, economic, or political) and their implications for individuals, groups, communities, or cultures. These courses will introduce students to various concepts toward valuing diversity and the importance of inclusivity. Students should seek to understand how their actions affect both local and global communities. Courses in this category must contain a majority of material from one or more regions or countries outside the U.S.
Student Learning Outcomes:
- Describe the implications of global interconnections, including their impact on culture, societies, the environment, or the individual.
- Analyze connections between worldviews, experiences, and power structures of differing cultures in historical or contemporary contexts.
General Studies Courses and Dates
Find out when each course was last designated for General Studies
|Prefix||#||Title||Designation 1||Designation 2||Modified||Due|
|MTR||1600||Global Climate Change||NPS||Global||2010||2019|
|PSC||1010||American National Government||SBS I||2011||2019|
|GEG||1920||Concepts and Connections in Geography||SBS I||2011||2019|
|BIO||1080||General Biology I||NPS||2011||2019|
|HON||1080||General Biology I||NPS||2011||2019|
|BIO||1081||General Biology II||NPS||2011||2019|
|BIO||1090||General Biology Laboratory I||NPS||2011||2019|
|HON||1090||General Biology Laboratory I||NPS||2011||2019|
|BIO||1091||General Biology Laboratory II||NPS||2011||2019|
|AAS||1010||Introduction to Africana Studies||SBS I||Multicultural||2011||2019|
|ENG||2460||Introduction to Children's Literature for Non-English Majors||AHUM||2011||2019|
|ENV||1200||Introduction to Environmental Science||NPS||2011||2019|
|ENG||1100||Introduction to Literature||AHUM||2011||2019|
|HON||1000||Introduction to Music||AHUM||2011||2019|
|MUS||1000||Introduction to Music||AHUM||2011||2019|
|CJC||1010||Introduction to the Criminal Justice System||SBS I||2011||2019|
|THE||2210||Introduction to Theatre||AHUM||2011||2019|
|IND||2810||Technology and Design: Global Perspectives||SBS I||Global||2011||2019|
|AAS||2100||Women of Color||SBS II||Multicultural||2011||2019|
|CHS||2100||Women of Color||SBS II||Multicultural||2011||2019|
|GWS||2100||Women of Color||SBS II||Multicultural||2011||2019|
|GEG||1000||World Regional Geography||SBS I||Global||2011||2019|
|ECO||1040||A Citizen's Guide to Economics||SBS I||2012||2019|
|HON||1041||A Citizen's Guide to Economics||SBS I||2012||2019|
|EDU||1620||American Sign Language II||Oral Comm||2012||2019|
|MDL||1620||American Sign Language II||Oral Comm||2012||2019|
|SLHS||1620||American Sign Language II||Oral Comm||2012||2019|
|PHY||2010||College Physics I||NPS||2012||2019|
|PHY||2030||College Physics I Laboratory||NPS||2012||2019|
|PHY||2020||College Physics II||NPS||2012||2019|
|PHY||2040||College Physics II Laboratory||NPS||2012||2019|
|ANT||2330||Cross-Cultural Communication||SBS II||Multicultural||2012||2019|
|ECO||3800||Development Economics||SBS I||Global||2012||2019|
|CHI||1020||Elementary Chinese II||Oral Comm||2012||2019|
|FRE||1020||Elementary French II||Oral Comm||2012||2019|
|GER||1020||Elementary German II||Oral Comm||2012||2019|
|ITA||1020||Elementary Italian II||Oral Comm||2012||2019|
|JPS||1020||Elementary Japanese II||Oral Comm||2012||2019|
|SPA||1020||Elementary Spanish II||Oral Comm||2012||2019|
|EDS||3130||Foundations of Educational Psychology and Philosophy||SBS II||2012||2019|
|GEL||1520||Garden of the Gods-Front Range Geology||NPS||2012||2019|
|BIO||1030||General Biology for Non-Majors||NPS||2012||2019|
|PHY||2311||General Physics I||NPS||2012||2019|
|PHY||2321||General Physics I Laboratory||NPS||2012||2019|
|PHY||2331||General Physics II||NPS||2012||2019|
|PHY||2341||General Physics II Laboratory||NPS||2012||2019|
|GEL||1510||Geology of Red Rocks Park and Vicinity||NPS||2012||2019|
|BIO||1000||Human Biology for Non-Majors||NPS||2012||2019|
|AST||1040||Introduction to Astronomy||NPS||2012||2019|
|THE||3214||Introduction to Black Theatre I||AHUM||Multicultural||2012||2019|
|CHS||1000||Introduction to Chicana/o Studies||SBS I||Multicultural||2012||2019|
|HON||1003||Introduction to Chicana/o Studies||SBS I||2012||2019|
|PHI||1030||Introduction to Ethics||AHUM||2012||2019|
|HON||2230||Introduction to International Relations||SBS I||Global||2012||2019|
|PSC||2230||Introduction to International Relations||SBS I||Global||2012||2019|
|JMP||1000||Introduction to Journalism and Mass Media||SBS I||2012||2019|
|HON||1011||Introduction to Philosophy||AHUM||2012||2019|
|PHI||1010||Introduction to Philosophy||AHUM||2012||2019|
|GEG||1100||Introduction to Physical Geography||NPS||2012||2019|
|PHY||1000||Introduction to Physics||NPS||2012||2019|
|MUS||3020||Jazz Styles - America's Music||AHUM||2012||2019|
|MUS||3000||Musics of America||AHUM||2012||2019|
|MUS||3050||Musics of the World||AHUM||Global||2012||2019|
|PHY||1250||Physics of Aviation||NPS||2012||2019|
|HON||1023||Political Systems and Ideas||SBS I||2012||2019|
|PSC||1020||Political Systems and Ideas||SBS I||2012||2019|
|CHE||1100||Principles of Chemistry||NPS||2012||2019|
|CHE||1150||Principles of Chemistry Laboratory||NPS||2012||2019|
|ECO||2010||Principles of Macroeconomics||SBS I||2012||2019|
|HON||2010||Principles of Macroeconomics||SBS I||2012||2019|
|ECO||2020||Principles of Microeconomics||SBS II||2012||2019|
|HON||2020||Principles of Microeconomics||SBS II||2012||2019|
|CHS||3100||Social Justice and Activism in the Chicana/o Community||SBS II||Multicultural||2012||2019|
|HON||3101||Social Justice and Activism in the Chicana/o Community||SBS II||Multicultural||2012||2019|
|SWK||3110||Social Justice and Activism in the Chicana/o Community||SBS II||Multicultural||2012||2019|
|PHY||3620||Sound and Music||NPS||2012||2019|
|CHS||2010||Survey of Chicana/o Literature||AHUM||2012||2019|
|ENG||2410||Survey of Chicana/o Literature||AHUM||2012||2019|
|MTR||1400||Weather and Climate||NPS||2012||2019|
|ARTH||1600||World Art I: Art Prior to 1400||AHUM||Global||2012||2019|
|HON||1600||World Art I: Art Prior to 1400||AHUM||Global||2012||2019|
|HON||1501||Dynamics of Health||SBS I||2013||2020|
|ITP||1500||Dynamics of Health||SBS I||2013||2020|
|GEG||2020||Geography of Colorado||SBS I||2013||2020|
|PHI||1040||Introduction to Eastern Religions||AHUM||Global||2013||2020|
|GEG||1300||Introduction to Human Geography||SBS I||Global||2013||2020|
|SOC||1010||Introduction to Sociology||SBS I||2013||2020|
|GWS||1550||Introduction to Transgender Studies||SBS II||2013||2020|
|MKT||2010||Marketing Around the Globe||SBS II||Global||2013||2020|
|RECR||2010||Play Across Cultures||SBS I||Global||2013||2020|
|THE||3213||Staging Cultures: Theatre, Drama, and Multiculturalism||AHUM||Multicultural||2013||2020|
|ARTH||2380||Women, Art and Gender Politics||AHUM||2013||2020|
|GWS||2380||Women, Art and Gender Politics||AHUM||2013||2020|
|HIS||1220||American History since 1865||History||2014||2021|
|HON||1221||American History since 1865||History||2014||2021|
|HON||1211||American History to 1865||History||2014||2021|
|HIS||1210||American History to 1865||History||2014||2021|
|HIS||1250||China and East Asia||History||Global||2014||2021|
|MTH||1109||College Algebra Stretch, Part II||Quant Lit||2014||2021|
|ITP||2500||Complementary and Alternative Medical Therapies||SBS II||2014||2021|
|HON||3120||Engineering and Economy||SBS I||2014||2021|
|CET||3120||Engineering Economy||SBS I||2014||2021|
|HIS||1045||Europe, Renaissance to the Present||History||Global||2014||2021|
|GEL||1020||Geology of Colorado||NPS||2014||2021|
|HCM||2010||Global Health Systems||SBS I||Global||2014||2021|
|SOC||1020||Globalization - The Transformation of Social Worlds||SBS II||Global||2014||2021|
|HIS||1270||India and South Asia||History||Global||2014||2021|
|CET||1040||Introduction to Engineering||NPS||2014||2021|
|EET||1040||Introduction to Engineering||NPS||2014||2021|
|MET||1040||Introduction to Engineering||NPS||2014||2021|
|HIS||1300||Introduction to Latin American History||History||Global||2014||2021|
|EDS||3150||Issues in Multicultural Education in Urban Secondary Schools||SBS I||Multicultural||2014||2021|
|MUS||4000||Musics of Latin America||AHUM||Global||2014||2021|
|ENG||2340||Shakespeare and Popular Culture||AHUM||2014||2021|
|AAS||1130||Survey of African History||History||Global||2014||2021|
|HIS||1940||Survey of African History||History||Global||2014||2021|
|HIS||1035||The Medieval World||History||Global||2014||2021|
|GWS||1600||Women in World History||History||Global||2014||2021|
|HIS||1600||Women in World History||History||Global||2014||2021|
|HIS||1040||World History since 1500||History||Global||2014||2021|
|HON||1040||World History since 1500||History||Global||2014||2021|
|HIS||1030||World History to 1500||History||Global||2014||2021|
|CHE||1010||Chemistry and Society||NPS||2015||2022|
|CAS||1020||Communication in Action||Oral Comm||2015||2022|
|JMP||1010||Critical Thinking through 21st Century Media||AHUM||2015||2022|
|CAS||3760||Diversity and Communication in the U.S.||SBS II||Multicultural||2015||2022|
|CAS||2770||Gender and Communication||AHUM||2015||2022|
|GWS||2770||Gender and Communication||AHUM||2015||2022|
|PSC||2240||Global Challenges in the Twenty-First Century||SBS II||Global||2015||2022|
|GEG||1910||Global Water Concerns||NPS||Global||2015||2022|
|CAS||3080||Great American Speakers||AHUM||2015||2022|
|MUS||1050||History of Rock and Roll||AHUM||2015||2022|
|CAS||1710||Interpersonal Communication||Oral Comm||2015||2022|
|HON||1710||Interpersonal Communication||Oral Comm||2015||2022|
|HON||2040||Introduction to Nutrition||NPS||2015||2022|
|NUT||2040||Introduction to Nutrition||NPS||2015||2022|
|PHI||1050||Introduction to Western Religions||AHUM||2015||2022|
|ENG||2150||Legends of Troy||AHUM||2015||2022|
|ITP||3000||Men's Health||SBS II||2015||2022|
|ENG||2270||Monsters and Monstrosity||AHUM||2015||2022|
|PHI||2040||Philosophy of Religion||AHUM||2015||2022|
|PHY||1020||Physics of Advanced Materials||NPS||2015||2022|
|CAS||1010||Public Speaking||Oral Comm||2015||2022|
|HON||1013||Public Speaking||Oral Comm||2015||2022|
|ARTE||2060||The Arts and Creative Thinking||AHUM||2015||2022|
|MTH||1110||College Algebra for Calculus||Quant Lit||2016||2023|
|MTH||1112||College Algebra Through Modeling||Quant Lit||2016||2023|
|EDS||1001||Educational (In)Equality in the 21st Century||SBS II||Multicultural||2016||2023|
|MTH||1310||Finite Mathematics for the Management and Social Sciences||Quant Lit||2016||2023|
|GWS||3260||Gender, Social Justice and the Personal Narrative||AHUM||2016||2023|
|NUT||3350||Global Nutrition and Health||SBS I||Global||2016||2023|
|TTM||3700||Global Tourism||SBS II||Global||2016||2023|
|HIS||3000||Historical Writing and Thinking||Written Comm||2016||2023|
|MUS||3010||History of Western Classical Music||AHUM||2016||2023|
|ENG||1021||Honors Research and Argument Writing||Written Comm||2016||2023|
|MTH||1610||Integrated Mathematics I||Quant Lit||2016||2023|
|ANT||1010||Introduction to Biological Anthropology||NPS||Global||2016||2023|
|MTH||1210||Introduction to Statistics||Quant Lit||2016||2023|
|PHI||1110||Language, Logic & Persuasion||Oral Comm||2016||2023|
|MTH||1080||Mathematics for Liberal Arts||Quant Lit||2016||2023|
|GWS||1200||Multicultural Study of Sexualities and Genders||SBS II||Multicultural||2016||2023|
|LING||2011||Origins of English Words||AHUM||2016||2023|
|ENG||1020||Research and Argument Writing||Written Comm||2016||2023|
|ENG||2505||Rhetoric of War||AHUM||2016||2023|
|CAS||3740||Speech and Thought in a Digital AGE||SBS II||2016||2023|
|RECR||2730||Sport in Society||SBS II||2016||2023|
|ENG||1009||Stretch Composing Arguments B||Written Comm||2016||2023|
|ENG||1010||Composing Arguments||Written Comm||2017||2024|
|PHI||3370||Computers, Ethics, and Society||AHUM||2017||2024|
|PSY||1800||Developmental Educational Psychology||SBS II||2017||2024|
|PHI||3000||History of Ancient Philosophy||AHUM||2017||2024|
|PHI||3020||History of Modern Philosophy||AHUM||2017||2024|
|GWS||1001||Introduction to Gender, Women, and Sexualities Studies||SBS I||2017||2024|
|HSP||1010||Introduction to Human Services||SBS II||2017||2024|
|PSY||1001||Introductory Psychology||SBS II||2017||2024|
|GEG||1700||Principles of Sustainability||SBS I||2017||2024|
|ENG||3525||Professional and Scholarly Writing||Written Comm||2017||2024|
|ENG||2512||The Rhetoric of Social Media||AHUM||2017||2024|
|ARTH||1700||World Art II: Art 1400-1900||AHUM||Global||2017||2024|
|HON||1700||World Art II: Art 1400-1900||AHUM||Global||2017||2024|
|ANT||3650||100,000 Years of War||SBS I||Global||2018||2025|
|HIS||3705||100,000 Years of War||SBS I||Global||2018||2025|
|ARTH||1500||Art and Visual Literacy||AHUM||2018||2025|
|HON||1500||Art and Visual Literacy||AHUM||2018||2025|
|MTH||1111||College Algebra for Calculus with Laboratory||Quant Lit||2018||2025|
|SWK||1600||Community Engagement and Civic Responsibility||SBS II||2018||2025|
|HON||2770||Dynamics of Change||SBS II||2018||2025|
|ANT||3375||Food Cultures||SBS I||Global||2018||2025|
|NUT||3375||Food Cultures||SBS I||Global||2018||2025|
|MUS||4010||From Blues to Hip Hop: African American Musical Heritage||AHUM||Multicultural||2018||2025|
|CHE||1800||General Chemistry I||NPS||2018||2025|
|CHE||1801||General Chemistry I Laboratory||NPS||2018||2025|
|CHE||1810||General Chemistry II||NPS||2018||2025|
|CHE||1811||General Chemistry II Laboratory||NPS||2018||2025|
|BUS||3010||Global Business Experience||SBS II||Global||2018||2025|
|HON||2750||History of the Self||AHUM||2018||2025|
|SCI||2600||Integrated Biology and Earth Science||NPS||2018||2025|
|SCI||2610||Integrated Physical and Chemical Sciences||NPS||2018||2025|
|ANT||1310||Introduction to Cultural Anthropology||SBS II||Global||2018||2025|
|HON||1311||Introduction to Cultural Anthropology||SBS II||Global||2018||2025|
|SWK||1010||Introduction to Social Work||SBS II||2018||2025|
|SOC||1080||Love and Family in East Asia||SBS II||Global||2018||2025|
|ANT||3379||Middle Eastern Cultures||SBS II||Global||2018||2025|
|PSC||3379||Middle Eastern Cultures||SBS II||Global||2018||2025|
|HON||2850||Technology and Society||SBS I||2018||2025|