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:
| Degree |
Core Credit Hour Breakdown |
Total Core Hours |
| Bachelor |
Tier 1 1 course per category |
28 credit hours |
At least 40 credit hours |
Tier 2 3 or 4 courses from various
categories |
12 credit hours |
| Associate |
Tier 1 1 course each from:
Written Communication,
Oral Communication,
Mathematical Literacy, and
Critical Thinking.
|
12 credit hours |
At least 20 credit hours |
|
Tier 1
or 2 or 3 courses from
Tier 2 additional categories
|
8 credit hours |
Notes:
- The adviser and student are cautioned to take note of the prerequisites for courses and plan core choices accordingly.
- A student may not use a single course to satisfy more than one category of the core.
- 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.
- 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.
- 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:
|
CC1 - Written Communication
Tier 1 |
Number |
Title |
|
ENGL 1112
ENGL 1113
ENGL 1114
|
Academic Inquiry and Writing
Academic Inquiry and Writing - Intl Students
Academic Inquiry and Writing with Lab
|
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:
|
CC2 - Oral Communication and Presentation
Tier 1 |
Number |
Title |
| COMM 1130 |
Principles of Communication |
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:
|
CC2 - Oral Communication and Presentation
Tier 2 |
Number |
Title |
|
COMM 2200
DGAD 2001
ENGL 2230
|
Small Group Communication
Multimedia Communication
Public Speaking and Group Discussion
|
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:
|
CC4 - Scientific Exploration
Tier 1
|
Number |
Title |
|
BIOL 1121 /3
BIOL 1125 /6
BIOL 2253 /5
CHEM 1105 /6
CHEM 1115 /7
ENVS 1101 /2
PHYS 1100 /1
PHYS 1115 /6
PHYS 1103 /13
PHYS 1104 /14
PHYS 1130 /1
PHYS 1150 /1
PHYS 2205 /6
|
Intro to General and Human Biology I with Lab
Contemporary Issues in Biology with Lab
Biology I for Science Majors with Lab
Intro to General & Organic Chemistry with Lab
General Chemistry I with Lab
Intro to Environmental Science with Lab
Introductory Physics with Lab
Physics of Sports with Lab
General Physics I with Lab
General Physics II with Lab
Physics of Color and Light with Lab
Calculus-Based Physics I with Lab
Calculus-Based Physics II with Lab
|
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:
|
CC4 - Scientific Exploration
Tier 2 |
Number |
Title |
|
BIOL 2250 /1
BIOL 3311 /13
BIOL 4461 /2
DIET 2200 /1
ENVS 4500
MARN 2200 /1
PHYS 2211
|
Invertebrate Zoology with Lab
Molecular Biology with Lab
Biochemistry with Lab
Food Science & Preparation with Lab
Environmental Geoscience with Lab
Oceanography with Lab
Modern Physics
|
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:
|
CC5 - Critical Thinking and Problem Solving
Tier 1 |
Number |
Title |
BUSA 1000
EASC 1125
EASC 1126
HLTH 1141
INTS 1141
UNIV 1125
UNIV 1141 |
Introduction to Business and Entrepreneurship
Societal Issues in the Cyberworld
Entrepreneurial Concepts Engr and Science
Pandemics and Public Health Threats
Diversity and Social Justice
The UNCommon Course
Intro to Academic Research and Project Mgmt |
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: