University Curricula

University Core Curriculum

Introduction

The University of New Haven is a student-centered comprehensive university with an emphasis on excellence in liberal arts and professional education. Our mission is to prepare our students to lead purposeful and fulfilling lives in a global society by providing the highest-quality education through experiential, collaborative, and discovery-based learning.

An educated person at the University of New Haven demonstrates a balance of liberal arts, professional, and experiential education.  General education is addressed through the University Core Curriculum (as outlined below) and discipline education is addressed through the major requirements within each program. The University of New Haven experience also includes two additional core skills that fully round out the general education program: experiential learning and writing across the curriculum.

Experiential Education

All University of New Haven undergraduates complete a minimum of two courses or experiences that are recognized as designated high impact practice (HIP) that offer experiential learning opportunities. Colleges or programs may designate specific courses that fulfill all or part of this requirement. A designated high impact practice can be in one of the following five categories (1) study abroad courses, (2) courses with a community-based project such as a service learning course or S.L.I.C.E course (3) courses or fellowships with a faculty-mentored research project (4) internships, practicums, or clinical field placements (5) courses/experiences designated by departments as meeting the High Impact Practice Requirement that do not clearly fit with the previous four categories.

Writing Across the Curriculum (WAC)

"W" designated courses indicate a writing-intensive course.  Every University of New Haven undergraduate must take at least one "W" course, whether as part of the Core or through a major's requirements and electives, prior to graduation.  This requirement applies to all bachelor and associate degrees.

University Core Curriculum Overview

The Core encourages interdisciplinary interaction; establishes competency-based outcomes throughout the institution; provides flexibility in achieving those outcomes; and allows for a standardized campus-wide assessment of the general education requirements.  The University of New Haven's Core Curriculum strives to develop nine basic competencies among its undergraduate students so they may better understand and relate to diverse people, succeed in their chosen careers, and pursue lifelong learning after completing their education.

The design of the core is inspired greatly by the American Association of Colleges and Universities' "LEAP Model"-Liberal Education for America's Promise. The LEAP initiative seeks to make excellence inclusive by providing essential learning outcomes, high-impact educational practices, and authentic assessments.  This LEAP model was adapted to create a University Core that fits with the unique mission, purposes, and identity of the University of New Haven.

The University Core aims to graduate students who:

• communicate effectively, both in writing and orally,
• apply quantitative techniques to derive useful information from data,
• think critically and solve real world problems,
• appreciate scientific exploration of the natural world,
• realize their role and responsibilities within a larger society,
• embrace the diversity of cultural differences,
• participate effectively as citizens of their own country and the world, and
• appreciate the aesthetic value of artistic works.

Each of the nine competency categories possesses two tiers of expectations.  Tier 1 provides breadth through a fundamental set of outcomes that every student will complete, whereas Tier 2 provides depth through higher-level learning outcomes related to more focused content. Tier 2 courses can be selected by the student if not prescribed by the student's major program.  In consultation with a faculty adviser, and based on degree requirements, each student will select core courses from the nine categories as outlined below:

Notes:

1. The adviser and student are cautioned to take note of the prerequisites for courses and plan core choices accordingly.
2. A student may not use a single course to satisfy more than one category of the core.
3. An academic program may require certain choices within both Tier 1 and Tier 2 core categories. Program requirements may not limit core course choices without the approval of the University Undergraduate Curriculum Committee.
4. The university will determine the appropriate placement level for students in English, Mathematics and certain specialized disciplines, indicating remedial work may be required.  As with any course, a core course may be satisfied through approved transfer credit from another institution, or other types of credit (e.g., an Advance Placement exam) as noted elsewhere in the catalog.
5. If a student places out of Tier 1 in Mathematical & Quantitative Literacy based on a proctored exam administered by the Mathematics Department, they will proceed to a Tier 2 course as required by their major program or, if no higher math course is required, they will take any other core course chosen in consultation with their major advisor.

University Core Curriculum Course Inventory

The sections below provide the Tier 1 and Tier 2 learning outcomes for each of the nine core competencies, as well as the courses by which students can fulfill the requirements for that competency.

Core Competency 1 - Written Communication

In Tier 1, the student will be able to produce effective writing that demonstrates an understanding of the relationships among audience, purpose, and voice; craft a written response to multiple texts that puts the student's ideas into conversation with those in the texts; and develop a writing process that incorporates invention, research, drafting, sharing with others, revision, editing, and reflection. This can be accomplished in the following courses:

In Tier 2, the student will be able to communicate within the writing conventions of a specific discipline through attention to tone, format, and style; compose written work that demonstrates mastery of concepts in the discipline; and craft a written response to professional writing that puts the student's ideas into a disciplinary conversation. This can be accomplished in the following courses:

Core Competency 2 - Oral Communication and Presentation

In Tier 1, the student will be able to deliver an oral presentation appropriate to the audience and purpose; explain the fundamental principles of communication theory; and adapt oral communication to various interpersonal contexts, such as group discussion, leadership, and conflict situations. This can be accomplished in the following course:

In Tier 2, the student will be able to apply communication principles to team building; adapt communication to intercultural contexts; and integrate methods of persuasion into an oral presentation or interaction. This can be accomplished in the following courses:

Core Competency 3 - Mathematical and Quantitative Literacy

In Tier 1, the student will be able to apply mathematical concepts and principles to solve problems; differentiate among multiple representations of mathematical information; and assess mathematical reasonableness and consistency. This can be accomplished in the following courses:

In Tier 2, the student will be able to generate mathematical models based on abstract concepts; justify the correctness of a solution based on assumptions made and known limitations of methods used; and solve complex mathematical problems involving multiple mathematical forms and techniques or draw appropriate conclusions as the result of performing quantitative data analysis based on sound assumptions regarding estimation and modeling. This can be accomplished in the following courses:

Core Competency 4 - Scientific Exploration

In Tier 1, the student will be able to articulate structural and/or functional aspects of elements of a portion of the natural world; use discipline-specific methodologies and technologies to draw conclusions about natural phenomena; and illustrate the effects of scientific knowledge and progress on societal issues. This can be accomplished in the following courses:

In Tier 2, the student will be able to evaluate the conduct and/or design of scientific inquiry; and apply advanced methods/techniques in conducting scientific inquiry or assess the potential implications of scientific inquiry. This can be accomplished in the following courses:

Competency 5 - Critical Thinking and Problem Solving

In Tier 1, the student will be able to compose analytical and/or argumentative essays that address a specific question; discern the relevance of available information as it pertains to supporting a chosen position; and identify ways in which diversity, equity, inclusion, accessibility, and belonging intersect with individual and/or collective life experiences and perspectives. This can be accomplished in the following courses:

In Tier 2, the student will be able to synthesize information from multiple sources to solve a problem; follow a process to develop an effective solution to a problem; and assess the effectiveness of a proposed solution to a problem. This can be accomplished in the following courses:

Competency 6 - Historical Perspectives

In Tier 1, the student will be able to explain the historical interplay of transformational events and movements in one or more broad regions; evaluate primary and secondary historical sources for their perspective and credibility; and examine the impact of different political, economic, socio-cultural, or religious systems on the historical development of civilizations. This can be accomplished in the following courses:

In Tier 2, the student will be able to examine the historical interplay of transformational events and movements in a specific context; evaluate trends and inconsistencies in historical interpretations and/or assessments of events; and synthesize historical data from primary and secondary sources into coherent analytical arguments that address questions about the past. This can be accomplished in the following courses: 

Competency 7 - The Individual and Society

In Tier 1, the student will be able to relate theories or perspectives on thought, behavior, and decision-making to personal and social awareness; articulate various theories or perspectives of social interaction; and reflect upon group or organizational membership as it relates to ethical conduct. This can be accomplished in the following courses:

In Tier 2, the student will be able to evaluate the decisions and interactions of individuals and/or groups; compare and contrast various theories/perspectives regarding the individual and society; and express a personal philosophy or code of ethics in the context of social responsibility. This can be accomplished in the following courses: 

Competency 8 - Global and Intercultural Awareness

In Tier 1, the student will be able to interpret various aspects of another society's material and expressive culture; identify differences among the culture being studied and other cultures; and explain some of the cultural practices related to the formation of social identities. This can be accomplished in the following courses: 

In Tier 2, the student will be able to interpret aspects of the material and expressive culture of a specific region and/or group; evaluate differences among the culture being studied and other cultures; and analyze the cultural practices of a specific region and/or group. This can be accomplished in the following courses:

Competency 9 - Perspectives on Creative Arts

In Tier 1, the student will be able to describe various forms of creative arts as expressive and material culture in social contexts; examine the respective roles of technique, process, and methodology needed to produce creative artworks in various media forms; and draw conclusions about the use and function of a creative art practice and/or specific artworks within historical and/or cultural contexts. This can be accomplished in the following courses:

In Tier 2, the student will be able to analyze and/or produce one or more creative art forms and/or works of art; incorporate elements of technique, process, and methodology in the making and/or analysis of art; and employ reflection and/or revision in the appraisal or making of art. This can be accomplished in the following courses: 

Learning Outcomes for the Core Curriculum Competencies

Academic Advising

To assist students in their academic development, the University assigns an academic adviser from the department of each student's chosen field of study. As soon and as often as possible, wise students seek the advice of their academic advisers regarding major requirements, career opportunities, choice of a minor, and progress in the students' major, as well as other areas of personal interest. At the time of registration, the academic advisers assist in and approve course selection. Students also confer with their advisers when adding or dropping courses, and advisers often make referrals to other qualified personnel on campus. The academic adviser is, therefore, the link between the student and the academic regulations of the University.

Experiential Education Degree Requirement for the Baccalaureate Degree

All University of New Haven undergraduates complete a minimum of two courses or experiences that are recognized as designated high impact practice (HIP) that offer experiential learning opportunities. Colleges or programs may designate specific courses that fulfill all or part of this requirement. A designated high impact practice can be in one of the following five categories: (1) study abroad courses; (2) courses with a community-based project such as a service learning course or a shared live client experience (SLiCE); (3) courses or fellowships with a faculty-mentored research project; (4) internships, practicums, or clinical field placements; (5) courses/experiences designated by departments as meeting the High Impact Practice Requirement that do not clearly fit with the previous four categories.

Critical to the concept of Experiential Education is the integration of theoretical knowledge with applied skills. Students should consult with their academic advisors on the integration of their academic and career goals with Experiential Education, identifying the best opportunity to meet their individual goals.

Flexibility of the Baccalaureate Degree Experiential Education Requirement

As the intent of the Experiential Education degree requirement at the University is to encourage students to learn through experience, collaboration, and discovery, the University extends the concept of flexibility to the Experiential Education degree requirement.

Students may, with the permission of the appropriate Dean's representative:

1. Substitute an Independent Study experience course that contributes to the student's academic goals in an applied way as deemed appropriate to the learning objectives of the program by the faculty advisor.
2. Meet the requirement through transferring in a comparable, experience-based course from an accredited institution. Thus, a student who successfully completes an Experiential Education experience at one college, prior to transferring to the University, will only be required to complete one additional Experiential Education requirement.  However, as there are various modes of offering Experiential Education throughout the University, students transferring to a new program within the University may find that a required course that is also an Experiential Education course must still be taken.

The Honors Program

The Honors Program is designed for exceptionally motivated students who have shown high levels of academic achievement. The university requires every student, regardless of major, to take core courses in a number of general areas. The Honors Program offers students an intellectually exciting and challenging way to satisfy some of these core requirements.

Students may enter the Honors Program either as incoming freshmen or at the conclusion of their first year of study. Incoming first-year students with exceptional high school grade point averages and strong SAT scores, particularly on the reading and writing sections, will be invited to apply to begin the Honors Program upon entrance to the university. Students currently at the university and transfer students who have completed at least 24 credit hours with a cumulative grade point average of at least 3.3 are invited to apply to enter the Honors Program as sophomores.

Before graduation, all Honors students must complete at least four Honors courses. Each course actively involves students in problem solving and inquiry. The Honors Program offers both team-taught courses, featuring two faculty members from differing departments, and single-instructor courses. Team-taught courses focus on multidisciplinary approaches to learning and study linkages between disciplines. Honors courses with one instructor frequently also fulfill course requirements within various major fields of study at the University.

In their senior year, students research and write an Honors thesis on a topic in their major discipline under the guidance of a faculty member in the major department. Students may arrange with their department for up to three academic credits for work on the Honors thesis. The results of the research are to be presented orally to members of the student's major department and to members of the faculty Honors Committee.

In order to remain in the program, students must maintain a cumulative grade point average of at least 3.3 throughout their studies at the University.

The Honors Program sponsors various co-curricular events throughout the academic year. All Honors students are encouraged to attend these whenever possible. Students not enrolled in an Honors course during a given semester are required to attend at least two Honors events during that semester.

A student-run Honors Student Council meets regularly to coordinate additional Honors events both on and off campus. All Honors students are encouraged to participate in the council's activities.

Advantages of the Honors Program

In addition to a challenging and exciting curriculum, the Honors Program offers:

Small Classes: Honors program classes provide an opportunity for participation and discussion in a setting where students know their instructors and their fellow students especially well.

Early Registration: Honors students receive priority registration, allowing them to register for courses before non-Honors students.

Recognition: A student who successfully completes the Honors Program, including the Honors Thesis, will be designated as an Honors Scholar on their academic transcript and will receive an Honors Scholar medallion at graduation. Thus, prospective employers, graduate schools, and other institutions will be aware of this extra accomplishment in the student's pursuit of the undergraduate degree.

Hatfield Scholar Program: Students in the Honors Program with a cumulative grade point average of 3.5 or higher and who are either rising juniors or seniors are eligible to apply for one of six John Hatfield Scholar awards. These competitive awards are $1,000 per semester tuition scholarships, awarded to Honors Program students with high grade point averages who are active in student life and community service. In addition to the financial award, John Hatfield Scholar recipients receive a bronze medallion, and a certificate of recognition.

Honors Courses

Honors courses recently offered:

"Criminal Investigations and Society." In this course students analyze several major criminal investigations and how societies' opinions and expectations influenced the investigation and outcome of each case. Students learn how these cases influenced citizens' feelings about their country and the criminal justice system that either served or failed citizens during each of these historic events.

"Emerging Infectious Diseases: History, Science and Medicine." This course provides an overview of the nature of human and animal pathogens and the diseases they cause. Students in the course develop a global perspective on how emerging infectious diseases have influenced history.

"Music and the Brain." This course focuses on the interplay of music, in various forms, with cognitive and emotional functions of the human brain. Students explore how music affects brain and behavioral functioning, and also the role of brain functioning in the creation and interpretation of music.

"'Though this be madness:' Hamlet from page to stage." This course looks at what is often considered one of the greatest plays in the history of the English language from both a literary and a theatrical perspective. Students see the play through critical analysis, examining the literary history and value of the play, as well as begin a creative exploration of the text, experiencing the play as actors and directors.

Developmental Studies Program

The Developmental Studies Program is designed to strengthen the basic skills of entering students. Courses within the Program are taught by members of the faculty of the Mathematics Department and the English Department.

The English Department offers one developmental course: ENGL 1103 - Introduction to Academic Writing  (or ENGL 1104  - Academic Writing for English Language Learners). This course offers students a comprehensive study of the basic reading, speaking, and writing skills necessary in using the English language effectively. MATH 1103 - Fundamental Mathematics  is taught by the Mathematics Department.

Placement in these courses is determined by students' SAT scores, in the case of English, and by a placement examination, in the case of mathematics.

Such placement becomes a first priority for affected students because the University believes that they can become successful college students only upon correction of skill deficiencies.

Please note that although ENGL 1103 (or ENGL 1104) and MATH 1103 each carry three college credits, these cannot be applied toward degree programs. ENGL 1103 (and ENGL 1104) and MATH 1103 usually meet for up to six hours per week to provide intensive help.

Complete descriptions of the developmental courses appear in this catalog as part of the course offerings of the Mathematics Department and the English Department.