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
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.||24. UG Course Modification General Studies and Multicultural (19-20)|
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:
- Understand fundamental concepts- Describe fundamental concepts in the social and behavioral sciences.
- Analyze relations- 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 critically- 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:
- Understand context- 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.
- Engage Critically- Critically engage with a text, performance, work of art, etc. by applying social/political, epistemic, aesthetic, pragmatic, moral/ethical, or other discipline-appropriate standards.
- Create an original project- 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:
- Understand foundational knowledge- Explain the foundational knowledge of a particular field of natural or physical science
- Apply scientific principles- Apply principles and techniques of scientific thinking.
- Think critically- 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):
- Locate sources- 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- Communicate in writing with an awareness of audience, by using language conventions appropriate to the occasion and task.
- Employ historical knowledge- Demonstrate historical knowledge of the United States, the world, or one of the major regions of the world.
- Understand context- Demonstrate, using historical sources, how context and contingency influence change over time.
- Interpret evidence- 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 and anlyze information- Apply mathematical techniques to the analysis of quantitative problems.
- Communicate using mathematical forms- 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 message- Develop a clear, purposeful message with coherent and effective content.
- Use data and evidence- Incorporate various and credible supporting material (e.g. examples, statistics, analogies, illustrations, and quotations).
- Listen and respond- Practice effective listening strategies that enhance understanding, evaluation and engagement.
- Adapt to audience- Adapt to varied audiences, their beliefs, values, and attitudes, as well as to features of contexts, situations, and interactions.
- Communicate appropriately- Perform skillful non-verbal communication (e.g. vocal variety, pace and physical behavior) appropriate to audience and context.
- Communicate clearly- 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:
- Employ rhetorical knowledge- Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation.
- Develop content- Create and develop ideas within the context of the situation and the assigned task(s).
- Apply genre and disciplinary conventions- Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices, in particular forms and/or fields.
- Use sources and/or evidence- Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim.
- Document sources and evidence- Use an appropriate documentation system.
- Use rhetorically effective conventions- 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:
- Understand global interconnections- Describe the implications of global interconnections, including their impact on culture, societies, the environment, or the individual.
- Analyze global diversity- Analyze connections between worldviews, experiences, and/or 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||GT-Pathways||Modified||Due|
|ARTH/GWS||2380||Women, Art and Gender Politics||AHUM||2013||2020|
|GEG||2020||Geography of Colorado||SBS||GT-SS2||2013||2020|
|GEG||1300||Introduction to Human Geography||SBS||Global||GT-SS2||2013||2020|
|GWS||1550||Introduction to Transgender Studies||SBS||2013||2020|
|ITP/HON||1500||Dynamics of Health||SBS||2013||2020|
|MKT||2010||Marketing Around the Globe||SBS||Global||2013||2020|
|PHI||1040||Introduction to Eastern Religions||AHUM||Global||2013||2020|
|RECR||2010||Play Across Cultures||SBS||Global||2013||2020|
|SOC||1010||Introduction to Sociology||SBS||GT-SS3||2013||2020|
|AAS/HIS||1130 & 1940||Survey of African History||History||Global||GT-HI1||2014||2021|
|CET/MET/EET||1040||Introduction to Engineering||NPS||2014||2021|
|EDS||3150||Issues in Multicultural Education in Urban Secondary Schools||SBS||Multicultural||2014||2021|
|ENG||2340||Shakespeare and Popular Culture||AHUM||2014||2021|
|GEL||1020||Geology of Colorado||NPS||GT-SC2||2014||2021|
|HCM||2010||Global Health Systems||SBS||Global||2014||2021|
|HIS||1030||World History to 1500||History||Global||GT-HI1||2014||2021|
|HIS||1035||The Medieval World||History||Global||GT-HI1||2014||2021|
|HIS||1045||Europe, Renaissance to the Present||History||Global||2014||2021|
|HIS||1250||China and East Asia||History||Global||GT-HI1||2014||2021|
|HIS||1270||India and South Asia||History||Global||GT-HI1||2014||2021|
|HIS||1300||Introduction to Latin American History||History||Global||GT-HI1||2014||2021|
|HIS||3785||Science and Technology in World History||SBS||Global||2014||2021|
|HIS/GWS||1600||Women in World History||History||Global||GT-HI1||2014||2021|
|HIS/HON||1040||World History since 1500||History||Global||GT-HI1||2014||2021|
|HIS/HON||1210 & 1211||American History to 1865||History||GT-HI1||2014||2021|
|HIS/HON||1220 *1221||American History since 1865||History||GT-HI1||2014||2021|
|ITP||2500||Complementary and Alternative Medical Therapies||SBS||2014||2021|
|MTH||1109||College Algebra Stretch, Part II||Quant Lit||GT-MA1||2014||2021|
|MUS||4000||Musics of Latin America||AHUM||Global||2014||2021|
|SOC||1020||Globalization - The Transformation of Social Worlds||SBS||Global||2014||2021|
|ARTE||2060||The Arts and Creative Thinking||AHUM||2015||2022|
|CHE||1010||Chemistry and Society||NPS||2015||2022|
|ENG||2150||Legends of Troy||AHUM||2015||2022|
|ENG||2270||Monsters and Monstrosity||AHUM||2015||2022|
|GEG||1910||Global Water Concerns||NPS||Global||2015||2022|
|JMP||1010||Critical Thinking through 21st Century Media||AHUM||2015||2022|
|MUS||1050||History of Rock and Roll||AHUM||2015||2022|
|NUT/HON||2040||Introduction to Nutrition||NPS||GT-SC2||2015||2022|
|PHI||1050||Introduction to Western Religions||AHUM||2015||2022|
|PHI||2040||Philosophy of Religion||AHUM||2015||2022|
|PHY||1020||Physics of Advanced Materials||NPS||2015||2022|
|PSC||2240||Global Challenges in the Twenty-First Century||SBS||Global||2015||2022|
|ANT||1010||Introduction to Biological Anthropology||NPS||Global||GT-SC2||2016||2023|
|EDS||1001||Educational (In)Equality in the 21st Century||SBS||Multicultural||2016||2023|
|ENG||1009||Stretch Composing Arguments B||Written Comm||GT-CO1||2016||2023|
|ENG||1020||Research and Argument Writing||Written Comm||GT-CO2||2016||2023|
|ENG||1021||Honors Research and Argument Writing||Written Comm||GT-CO2||2016||2023|
|ENG||2505||Rhetoric of War||AHUM||2016||2023|
|GWS||1200||Multicultural Study of Sexualities and Genders||SBS||Multicultural||2016||2023|
|GWS||3260||Gender, Social Justice and the Personal Narrative||AHUM||2016||2023|
|HIS||3000||Historical Writing and Thinking||Written Comm||GT-CO3||2016||2023|
|LING||2011||Origins of English Words||AHUM||2016||2023|
|MTH||1080||Mathematics for Liberal Arts||Quant Lit||GT-MA1||2016||2023|
|MTH||1110||College Algebra for Calculus||Quant Lit||GT-MA1||2016||2023|
|MTH||1112||College Algebra Through Modeling||Quant Lit||GT-MA1||2016||2023|
|MTH||1210||Introduction to Statistics||Quant Lit||GT-MA1||2016||2023|
|MTH||1310||Finite Mathematics for the Management and Social Sciences||Quant Lit||GT-MA1||2016||2023|
|MTH||1610||Integrated Mathematics I||Quant Lit||GT-MA1||2016||2023|
|MUS||3010||History of Western Classical Music||AHUM||2016||2023|
|NUT||3350||Global Nutrition and Health||SBS||Global||2016||2023|
|PHI||1110||Language, Logic & Persuasion||Oral Comm||2016||2023|
|RECR||2730||Sport in Society||SBS||2016||2023|
|ENG||2512||The Rhetoric of Social Media||AHUM||2017||2024|
|GEG||1700||Principles of Sustainability||SBS||2017||2024|
|GWS||1001||Introduction to Gender, Women, and Sexualities Studies||SBS||GT-SS3||2017||2024|
|HSP||1010||Introduction to Human Services||SBS||2017||2024|
|PHI||3000||History of Ancient Philosophy||AHUM||2017||2024|
|PHI||3020||History of Modern Philosophy||AHUM||2017||2024|
|PHI||3370||Computers, Ethics, and Society||AHUM||2017||2024|
|PSY||1800||Developmental Educational Psychology||SBS||GT-SS3||2017||2024|
|ANT/HIS||3650||100,000 Years of War||SBS||Global||2018||2025|
|ANT/HIS||1650 & 1005||Ancient Civilizations||History||Global||GT-HI1||2018||2025|
|ANT/HON||1310 & 1311||Introduction to Cultural Anthropology||SBS||Global||GT-SS3||2018||2025|
|ANT/PSC||3379||Middle Eastern Cultures||SBS||Global||2018||2025|
|BUS||3010||Global Business Experience||SBS||Global||2018||2025|
|CHE||1801||General Chemistry I Laboratory||NPS||GT-SC1||2018||2025|
|CHE||1811||General Chemistry II Laboratory||NPS||GT-SC1||2018||2025|
|HON||2750||History of the Self||AHUM||2018||2025|
|HON||2770||Dynamics of Change||SBS||2018||2025|
|HON||2850||Technology and Society||SBS||2018||2025|
|MTH||1111||College Algebra for Calculus with Laboratory||Quant Lit||2018||2025|
|MUS||4010||From Blues to Hip Hop: African American Musical Heritage||AHUM||Multicultural||2018||2025|
|SCI||2600||Integrated Biology and Earth Science||NPS||GT-SC1||2018||2025|
|SCI||2610||Integrated Physical and Chemical Sciences||NPS||GT-SC1||2018||2025|
|SOC||1080||Love and Family in East Asia||SBS||Global||2018||2025|
|SWK||1010||Introduction to Social Work||SBS||2018||2025|
|SWK||1600||Community Engagement and Civic Responsibility||SBS||2018||2025|
|AAS||1010||Introduction to Africana Studies||SBS||Multicultural||GT-SS3||2019||2026|
|ANT||3386||Religious Narratives and Culture||SBS||2019||2026|
|ARTH/HON||1500||Art and Visual Literacy||AHUM||GT-AH1||2019||2026|
|ARTH/HON||1600||World Art I: Art Prior to 1400||AHUM||Global||2019||2026|
|ARTH/HON||1700||World Art II: Art 1400-1900||AHUM||Global||2019||2026|
|ASL/SLHS||1020 & 1620||American Sign Language II||Oral Comm||2019||2026|
|BIO||1000||Human Biology for Non-Majors||NPS||2019||2026|
|BIO||1030||General Biology for Non-Majors||NPS||2019||2026|
|BIO||1081||General Biology II||NPS||2019||2026|
|BIO||1091||General Biology Laboratory II||NPS||2019||2026|
|BIO/HON||1080||General Biology I||NPS||2019||2026|
|BIO/HON||1090||General Biology Laboratory I||NPS||2019||2026|
|CHE||1100||Principles of Chemistry||NPS||GT-SC1||2019||2026|
|CHE||1150||Principles of Chemistry Laboratory||NPS||GT-SC1||2019||2026|
|CHE||1800||General Chemistry I||NPS||GT-SC1||2019||2026|
|CHE||1810||General Chemistry II||NPS||GT-SC1||2019||2026|
|CHI||1010||Elementary Chinese I||Oral Comm||2019||2026|
|CHI||1020||Elementary Chinese II||AHUM||Global||2019||2026|
|CHS/ENG||2010 & 2410||Survey of Chicana/o Literature||AHUM||Multicultural||GT-AH2||2019||2026|
|CHS/HON||1000 & 1003||Introduction to Chicana/o Studies||SBS||Multicultural||GT-SS3||2019||2026|
|CHS/HON/SWK||3100||Social Justice and Activism in the Chicana/o Community||SBS||Multicultural||2019||2026|
|CJC||1010||Introduction to the Criminal Justice System||SBS||2019||2026|
|COMM||2200||Introduction to Interpersonal Communication||SBS||2019||2026|
|COMM||2300||Introduction to Organized Communication||SBS||2019||2026|
|COMM||2400||Introduction to Rhetoric and Popular Culture||AHUM||2019||2026|
|COMM||3000||Diversity and Communication in the U.S.||SBS||Multicultural||2019||2026|
|COMM||3060||Speech and Thought in a Digital Age||SBS||2019||2026|
|COMM/GWS||2010 & 2770||Gender and Communication||AHUM||2019||2026|
|COMM/HON||1010 & 1013||Presentational Speaking||Oral Comm||2019||2026|
|COMM/HON||1100 & 1710||Fundamentals of Oral Communication||Oral Comm||2019||2026|
|ECO/HON||2010||Principles of Macroeconomics||SBS||GT-SS1||2019||2026|
|ECO/HON||2020||Principles of Microeconomics||SBS||GT-SS1||2019||2026|
|EDS||3130||Foundations of Educational Psychology and Philosophy||SBS||2019||2026|
|ENG||1010||Composing Arguments||Written Comm||GT-CO1||2019||2026|
|ENG||1100||Introduction to Literature||AHUM||GT-AH2||2019||2026|
|ENG||2460||Introduction to Children's Literature for Non-English Majors||AHUM||GT-AH2||2019||2026|
|ENG||3525||Scholarly Writing||Written Comm||GT-CO3||2019||2026|
|ENG||3526||Writing in the Sciences||Written Comm||2019||2026|
|ENG||3527||Professional Writing||Written Comm||2019||2026|
|ENV||1200||Introduction to Environmental Science||NPS||GT-SC2||2019||2026|
|FRE||1010||Elementary French I||Oral Comm||2019||2026|
|FRE||1020||Elementary French II||AHUM||Global||2019||2026|
|GEG||1000||World Regional Geography||SBS||Global||GT-SS2||2019||2026|
|GEG||1100||Introduction to Physical Geography||NPS||GT-SC2||2019||2026|
|GEG||2700||Geographies of Environmental Justice||SBS||Multicultural||2019||2026|
|GER||1010||Elementary German I||Oral Comm||2019||2026|
|GER||1020||Elementary German II||AHUM||Global||2019||2026|
|GWS||3395||Transnational Genders and Sexualities||SBS||2019||2026|
|GWS/AAS/CHS, GWS owns||2100||Women of Color||SBS||Multicultural||GT-SS3||2019||2026|
|IND||2810||Technology and Design: Global Perspectives||SBS||Global||GT-SS3||2019||2026|
|ITA||1010||Elementary Italian I||Oral Comm||2019||2026|
|ITA||1020||Elementary Italian II||AHUM||Global||2019||2026|
|JMP||1000||Introduction to Journalism and Mass Media||SBS||GT-SS3||2019||2026|
|JPS||1010||Elementary Japanese I||Oral Comm||2019||2026|
|JPS||1020||Elementary Japanese II||AHUM||Global||2019||2026|
|MTH||1081||Mathematics for Liberal Arts with Lab||Quant Lit||2019||2026|
|MTH||1115||College Algebra through Modeling with Lab||Quant Lit||2019||2026|
|MTH||1311||Finite Mathematics for the Management and Social Sciences with Lab||Quant Lit||2019||2026|
|MTR||1400||Weather and Climate||NPS||GT-SC2||2019||2026|
|MTR||1600||Global Climate Change||NPS||Global||GT-SC2||2019||2026|
|MUS||3000||Musics of America||AHUM||2019||2026|
|MUS||3020||History of Jazz||AHUM||Multicultural||2019||2026|
|MUS||3050||Musics of the World||AHUM||Global||2019||2026|
|MUS||3099||The Beatles: Music and Culture||AHUM||2019||2026|
|MUS/HON||1000||Introduction to Music||AHUM||GT-AH1||2019||2026|
|NUT||3100||Body Image: Concepts & Approaches||SBS||2019||2026|
|PHI||1030||Introduction to Ethics||AHUM||GT-AH3||2019||2026|
|PHI||2000||Multicultural Identities in America||AHUM||Multicultural||2019||2026|
|PHI/HON||1010 & 1011||Introduction to Philosophy||AHUM||GT-AH3||2019||2026|
|PHY||1000||Introduction to Physics||NPS||GT-SC1||2019||2026|
|PHY||2010||College Physics I||NPS||GT-SC1||2019||2026|
|PHY||2020||College Physics II||NPS||GT-SC1||2019||2026|
|PHY||2030||College Physics I Laboratory||NPS||GT-SC1||2019||2026|
|PHY||2040||College Physics II Laboratory||NPS||GT-SC1||2019||2026|
|PHY||2308||Stretch General Physics I A||NPS||2019||2026|
|PHY||2309||Stretch General Physics I B||NPS||2019||2026|
|PHY||2311||General Physics I||NPS||GT-SC1||2019||2026|
|PHY||2321||General Physics I Laboratory||NPS||GT-SC1||2019||2026|
|PHY||2331||General Physics II||NPS||GT-SC1||2019||2026|
|PHY||2341||General Physics II Laboratory||NPS||GT-SC1||2019||2026|
|PSC||1010||American National Government||SBS||GT-SS1||2019||2026|
|PSC/HON||2230||Introduction to International Relations||SBS||Global||2019||2026|
|PSC/HON||1020 & 1023||Comparative Politics||SBS||GT-SS1||2019||2026|
|SLHS||3000||Foundations of Disability Studies through Media||AHUM||2019||2026|
|SPA||1010||Elementary Spanish I||Oral Comm||2019||2026|
|SPA||1020||Elementary Spanish II||AHUM||Global||2019||2026|
|SWK||1050||How to Change the World||SBS||2019||2026|
|THE||2210||Introduction to Theatre||AHUM||GT-AH1||2019||2026|
|THE||3213||Staging Cultures: Theatre, Drama, and Multiculturalism||AHUM||Multicultural||GT-AH1||2019||2026|