The New General Education Program
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The New General Education Program applies to all students admitted to the University with basis of admission "FRESHMAN" in fall 2000 and thereafter and with basis of admission "TRANSFER" in fall 2002 and thereafter. Lists of courses that meet each requirement will be provided to students in the fall.
All other students should refer to the section of the Undergraduate Bulletin entitled "The Continuing (1992) General Education Program."
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The New General Education Program at the University at Albany proposes a set of knowledge areas, perspectives, and competencies considered by the University to be central to the intellectual development of every undergraduate. The Program is divided into three areas-Disciplinary Perspectives, Cultural and Historical Perspectives, and Communication and Reasoning Competencies. In addition, there are requirements in Mathematics and Statistics and in Foreign Language. The characteristics of and the rationale and goals for the specific requirements of the General Education Program are discussed in greater detail below.
In conjunction with students' majors and minors, the General Education Program is designed to develop capacities for critical thinking and judgment. Whether selecting and pursuing a major or choosing how to fulfill a General Education category, students need to think critically about why and how choices contribute to one's education at the University. As Albany continually seeks to improve its programs, students are not discouraged from questioning the value of any given requirement, since developing the capacity for such questioning is a key goal of general education.
Students are also encouraged to reflect on their general education program as a whole, to explore the relation of requirements to each other, to measure any given course against the stated goals for its specific category and for the program, and to use the experience of general education to develop their own understanding of what constitutes a meaningful university education.
Characteristics of General Education Courses
To be approved for inclusion in the General Education Program, courses should contribute to the following objectives to the extent that they are applicable in the different disciplines:
General education offers introductions to the central topics of disciplines and interdisciplinary fields. Approved courses also may satisfy major or minor requirements, but their primary purpose is to inform students who do not plan to pursue more advanced coursework in that field.
General education offers explicit rather than tacit understandings of the procedures, practices, methodology and fundamental assumptions of disciplines and interdisciplinary fields. Approved courses seek to explain what it means to be practitioners of disciplines and fields by encouraging both faculty and students to reflect about the nature of disciplinary knowledge. This characteristic is particularly relevant to courses within the category of Disciplinary Perspectives.
General education recognizes multiple perspectives on the subject matter, reflecting our pluralistic culture within and beyond the university.
General education emphasizes active learning in an engaged environment that enables students to be producers as well as consumers of knowledge. At the University at Albany, a public research university, engaged learning may involve student participation in cutting-edge research, but all courses seek to engage students in the active generation and evaluation of knowledge."
General education promotes critical inquiry into the assumptions, goals, and methods of various fields of academic study; it aims to develop the interpretive, analytic, and evaluative competencies characteristic of critical thinking.
The General Education Program at the University at Albany consists of a minimum of 30 credits of coursework in the following areas: disciplinary perspectives, cultural and historical perspectives, communication and reasoning competencies, mathematics and statistics, and foreign language.
The General Education Program is summarized in the following table:
Requirements of the General Education Program
| Disciplinary Perspectives: |
| Arts | (min. 3 crs) |
| Humanities | (min. 3 crs) |
| Natural Sciences | (min. 6 crs) |
| Social Sciences | (min. 6 crs) |
| Cultural and Historical Perspectives: |
| U.S. Historical Perspectives | (min. 3 crs) |
| Europe | (min. 3 crs) |
| Regions beyond Europe | (min. 3 crs) |
| Global and Cross-Cultural Studies | (min. 3 crs) |
| U.S. Diversity & Pluralism |
(min. 3 crs) |
| Communication and Reasoning Competencies: |
| Information Literacy | (min. 1 course) |
| Oral Discourse | (min. 1 course) |
| Written Discourse: |
| Lower-level Writing | (min. 1 course) |
| Upper-level Writing | (min. 1 course) |
Mathematics and Statistics:
one semester of collegiate study, or the equivalent, of mathematics at or
above the level of pre-calculus and/or probability, statistics, and data analysis |
Foreign Language:
two semesters of collegiate study, or the equivalent, of a foreign language
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While the majority of General Education courses are at the 100 and 200 level, particularly in the category of Disciplinary Perspectives, the General Education Program at the University at Albany is conceived as extending throughout the four years of undergraduate study. Indeed, certain requirements, such as those in U.S. History, Global and Cross-Cultural Studies, and Oral Discourse, may be more appropriately completed during the junior and senior year. Students are encouraged, however, to complete the requirements in the category of Disciplinary Perspectives during their first two years. In addition, the Information Literacy and the lower- level writing requirement are expected to be completed within the freshman or sophomore year.
Students may not use the same course to fulfill both the Arts and the Humanities categories. Otherwise, if a course fulfills more than one category, students may use the course to fulfill all of those categories. Although such "double counting" may reduce the number of credits needed to fulfill General Education, to graduate from the University each student must have satisfactorily completed a minimum of thirty (30) graduation credits in courses designated as General Education requirements. If a course fulfilling a General Education category also meets a major or minor requirement, there is no prohibition against counting the course toward General Education and the major or minor.
Overview of the General Education Categories
The humanities and arts, natural sciences, and social sciences are commonly considered to be the core of a liberal arts education. Courses in the category of Disciplinary Perspectives are designed to familiarize students with the objectives, assumptions, subject matters, methods, and boundaries of knowledge organized in terms of academic disciplines. Requirements in this category seek to introduce students to a broad range of disciplinary and interdisciplinary perspectives and areas of knowledge.
Equally central to a liberal arts education is an understanding of history-the recognition that the world we inhabit today had its origins in and has been shaped by the events of the past, and that to understand our current situation we must try as best we can to understand the past. Of similar importance is an understanding of the origins, development and significance of human cultures, and the recognition of cultural distinctiveness and multiplicity. Courses in the category of Cultural and Historical Perspectives are designed to increase students' understanding of the history of this nation (U.S.), of its cultural diversity (U.S. Diversity and Pluralism), of histories and cultures that have played a major role in the development of the U.S. (Europe), and of cultures and histories beyond those of the U.S. and Europe (Regions beyond Europe).
In addition, these courses seek to introduce students to the complex intersections of the local and global, and to the different perspectives that emerge from a focus on the national, the regional, the global, and the cross-cultural. 21st century students will inhabit an environment increasingly characterized by global dynamics in which decisions made in the United States will affect the lives of people elsewhere and decisions made elsewhere will affect the lives of people in the United States. Moreover, they will inhabit an environment increasingly shaped by forces that transcend national borders and that are reconfiguring the globe's regions and cultures in the service of various economic and political interests. Courses approved for Global and Cross-Cultural Studies provide students with an opportunity to examine the global forces that give rise to and shape nations, cultures and regions, and to explore the larger perspectives that emerge from cross-cultural comparisons. The Foreign Language requirement is also designed to enhance students' global awareness and to expand their knowledge of different cultures.
The U.S. Diversity and Pluralism requirement reflects the University at Albany's long-standing commitment to respect for difference, to civic dialogue as a means of negotiating conflicts in cultural and political values arising from human diversity, to understanding the relation of cultural pluralism to political democracy, and to the development of socially responsible citizens. Courses in this category are designed to introduce students to the diversity of cultures that make up the United States, as well as to the historical, political, and economic forces that have led these cultures to develop differently and to be accorded different significance. Approved courses frequently focus on key issues of current concern (e.g., the gay rights movement), setting these issues in the context of how a democratic society defines majorities and minorities and understands the rights and responsibilities of each.
The General Education Program is designed to provide students with a set of competencies essential both for academic success and for becoming effective citizens of the 21st century, including the requirement in Mathematics and Statistics, the Information Literacy requirement, and the Written and Oral Discourse requirements.
Definition of Each General Education Category
DISCIPLINARY PERSPECTIVES CATEGORIES
The Arts: Approved courses provide instruction in or about a medium of creative expression. Courses may focus on the physical practice and techniques of the medium, on its critical and theoretical interpretation, on its historical development, or on a combination of these approaches. Courses explicate the methods used to study and critique the medium as a vital element of personal or cultural expression and exchange.
Approved courses generally fall into one of four categories (for majors and/or non-majors):
Courses about the development and interpretation of a medium:
- introductions to the disciplines;
- introductions to subfields in the disciplines;
Courses on the physical practice of a medium (studio art, creative writing, music composition or performance, dance, and theatre acting, directing or stagecraft):
- instructional courses on the skills and methods required and their critical evaluation;
- courses focussed upon performance.
Note: The requirement calls for three credits. In the case of categories 3 and 4 (skills and performance), where approved courses may bear only one or two credits, the requirement may be fulfilled through two or three courses with a minimum total of three credits.
Humanities: Approved courses are concerned with defining and disputing that which is understood to be quintessentially "human": studying language, texts, thought, and culture; their definition, interpretation, and historical development; and their reflection of human values, beliefs, and traditions. Courses in a variety of disciplines explicate the underlying assumptions, methods of study, practices, theories, and disputes appropriate to those disciplines.
Approved courses generally fall into one of three categories (all open to majors and non-majors):
- introductions to basic materials and methods in the disciplines;
- introductions to subfields or groupings of materials in the disciplines;
- literature and culture courses taught in a foreign language higher than the third-semester level.
Natural Sciences: Approved courses show how understandings of natural phenomena are obtained using the scientific method, including data collection, hypothesis development, employment of mathematical analysis, and critical evaluation of evidence. Courses provide an overview of major principles and concepts underpinning a discipline's current base of knowledge and discuss major topics at the current frontiers of disciplinary knowledge. Courses show how answers to fundamental questions in science can change the world in which we live and often explore how social issues can influence scientific research. Opportunities for scientific inquiry within laboratory and/or field settings may be provided.
Approved courses generally fall into one of three categories:
- introductions to scientific disciplines, designed for majors, non-majors, or both;
- introductions to disciplinary subfields, designed for majors, non-majors, or both;
- courses open to majors and non-majors on broad topics that are addressed by one or more scientific disciplines and which may focus on the application of science to practical issues.
Social Sciences: Approved courses provide theory and instruction on the role of institutions, groups and individuals in society. The focus of these courses is on the interaction of social, economic, political, geographic, linguistic, religious, and/or cultural factors, with emphasis on the ways humans understand the complex nature of their existence. Courses include discussion of skills and practices used by the social sciences: data collection, hypothesis development, employment of mathematical analysis, and critical evaluation of evidence. Opportunities to experience social science methods in the field may be provided.
Approved courses generally fall into one of three categories:
- introductions to the various disciplines of the social sciences;
- introductions to disciplinary subfields, designed for majors, non-majors, or both;
- courses open to majors and non-majors on broad topics that are addressed by one or more social scientific disciplines.
CULTURAL AND HISTORICAL PERSPECTIVES CATEGORIES
U.S.: Approved courses focus on specific narratives or themes in the historical unfolding of the United States, including political, economic, social, cultural and/or intellectual dimensions. All courses will feature an explicitly historical organization; deal with topics of national, as opposed to regional or local, import; and consider a topic of sufficient specificity for the course to be coherent, but over a period long enough to ensure that the historical dynamic is clearly visible. Students should acquire knowledge of substance and methods for comprehending the narratives or themes presented.
Certain of these courses will balance topical focus and chronological breadth. A student who has achieved a score of 85 or above on the Regents Examination in "United States History and Government" will be considered to have fulfilled the chronological breadth criterion. Therefore, such a student has the choice of fulfilling the requirement by completing a course chosen from the basic list available to all students or from a list of more specialized courses. Each of the more specialized courses covers to some extent a knowledge of common institutions in American society and how they have affected different groups, provides an understanding of America's evolving relationship with the rest of the world, and deals substantially with issues of American history.
EUROPE: Approved courses focus on the development and distinctive features of the institutions, economies, societies, and cultures of Europe. Approved courses offer either an explicitly historical approach or emphasize the narratives whereby European cultures have come to gain their specific identity. Preferably, approved courses will have a broad cultural or historical perspective; courses with a more narrow chronological focus or a more specialized narrative topic will relate these interests to larger issues in the history and cultural development of Europe.
REGIONS BEYOND EUROPE: Approved courses focus on specific cultures (other than those of the United States and Europe) or the world's regions. Courses emphasize the features and processes whereby cultures and regions gain their specific identity. Approved courses will offer an explicitly historical organization, and will balance topical focus with chronological breadth. Courses may also engage students in considerations of the "local" as opposed to the "global."
GLOBAL AND CROSS-CULTURAL STUDIES: Approved courses engage students in comparative and integrative analyses. Courses offer global perspectives on historical or contemporary events or comparisons between societies or regions. Courses emphasize the dynamic interaction between and among cultures and regions and the global forces that give rise to and define cultures and regions.
U.S. DIVERSITY AND PLURALISM: Approved courses must meet each of the following six criteria:
The course should relate directly to contemporary United States experiences of students or contain components that compare, on a fairly regular basis, aspects of other cultures to those experiences.
The course should compare and relate aspects of racial and/or ethnic diversity, including gender-related concerns, to the topic of the course. In this context, the terms "racial" and "ethnic" may include groups that are self- and/or societally-defined on such bases as nationality, religion, etc.
The course should provide substantial knowledge of diversity as expressed through sociopolitical, ideological, aesthetic, or other aspects of human endeavor. This criterion is intentionally defined broadly to accommodate a variety of approaches. It is not a requirement or expectation that the content will focus on controversy or those aspects that result in conflict with other persons, groups, or cultures; see, however, the next criterion.
The course should provide sufficient knowledge to permit the student to understand better the sources and manifestations of controversy and conflicts in cultural values arising from human diversity.
Opportunities for student writing and discussion are central to the objectives of the program. The course should include at least one writing component. For discussions to be effective, classes of sixty or more students should require discussion sections, breakout sessions, in-class groups or comparable mechanisms permitting discussions within groups of twenty students.
The course should focus on the theories, histories, dynamics, mechanisms, and results of human and social diversity, drawing on the experience of specific groups to illustrate those principles. Thus, whatever specific cultural heritages the students study should be placed in the larger context of cultural diversity.
COMMUNICATION AND REASONING COMPETENCIES CATEGORIES
INFORMATION LITERACY: Approved courses introduce students to various ways in which information is organized and structured and to the process of finding, using, producing, and distributing information in a variety of media formats, including traditional print as well as computer databases. Students acquire experience with resources available on the Internet and learn to evaluate the quality of information, to use information ethically and professionally, and to adjust to rapidly changing technology tools. Students must complete this requirement within the freshman or sophomore year.
Approved Criteria for Information Literacy Courses: Courses that satisfy the Information Literacy requirement will have three characteristics:
Classroom activities on finding, evaluating, citing, and using information in print and electronic sources from the University Libraries, World Wide Web, and other sources. Courses should address questions concerning the ethical use of information, copyrights, and other related issues that promote critical reflection.
Assignments, course work, or tutorials that make extensive use of the University Libraries, World Wide Web, and other information sources. Assignments should include finding, evaluating, and citing information sources.
At least one research project that requires students to find, evaluate, cite, and use information presented in diverse formats from multiple sources and to integrate this information within a single textual, visual, or digital document.
WRITTEN DISCOURSE: Students must satisfactorily complete with grades of C or higher or S a lower division Writing Intensive course, which is expected to be completed within the freshman or sophomore year, and a Writing Intensive course at or above the 300 level, normally completed within the student's major. These courses use writing as an important tool in the discipline studied and are not designed primarily to teach the technical aspects of writing. The emphasis is on using writing as a means of sharpening critical thinking in and understanding of the subject.
Approved courses must meet each of the following four criteria:
A Substantial Body of Finished Work: This is generally expected to be a total of 20+ double-spaced pages in at least two, preferably more, submissions. It may be in a variety of forms-journal, reports, essays, research papers, etc.-not all of which need to be graded.
Opportunity for Students to Receive Assistance in Progress: Such assistance may take several forms, from visits to the Writing Center (HU-140) to conferences with the instructor.
Opportunity to Revise Some Pieces: As revision is an essential characteristic of good writing, students should be able to revise some portion of their work.
Response to Student Writing: Such response may take several forms-from extended comments from the instructor to peer evaluation in student groups. It is expected, however, that the instructor will respond in detail to some extended work of the student.
Note: Transfer students who enter the University with credit for an "English Composition" course or a two-semester combined literature and writing course will be considered to have completed the lower-level writing intensive requirement at this University.
ORAL DISCOURSE: Approved courses provide opportunities for students to develop the oral communication skills they need to participate more effectively in public and academic debates and discussions. Courses offer opportunities to participate in a variety of communication contexts and to reflect on the principles and theory relevant to specific oral communication activities. Approved courses include instruction on presentation, as well as feedback and evaluation of oral performance.
Approved courses generally have a minimum of two exercises in which oral performance is required and graded. An oral performance exercise can be accomplished in any of the following activities, either live or in a crafted recording:
- A stand-up monologue presentation of a minimum of 3-5 minutes
- A debate where each participant speaks for a minimum of 3-5 minutes
- A question and answer dialogic process where the student fields a succession of questions or asks a succession of questions that build on and comment upon prior answers
- A discussion within a group, where each member will be required to make 3-5 "paragraph-length" contributions in the course of the discussion.
Students will be made aware of the criteria that will be used for evaluation of these performances, such as contact/ relationship with the audience, vocal punctuation and expressiveness, oral language style suited to the exercise, appropriate volume and pace of speech, poise and comfort, vocal fluency, eye contact. The final grade in oral intensive courses will include the grade for oral performance as a key component.
MATHEMATICS AND STATISTICS CATEGORY
Approved courses introduce students to or extend their knowledge of pre-calculus, calculus, discrete mathematics, probability, statistics and/or data analysis. Courses may be offered in the Department of Mathematics and Statistics and in other departments that have expertise in quantitative reasoning and data analysis and that offer appropriate courses, particularly in statistics or discrete structures.
A student who has achieved a score of 85 or above on the Regents Examination in "Mathematics Course III" or on a recognized standardized examination indicating readiness to enter pre-calculus will be considered to have fulfilled this requirement.
FOREIGN LANGUAGE CATEGORY
Basic proficiency in the understanding and use of an ancient or modern human language other than English as demonstrated by:
the satisfactory completion of the second college semester (i.e., level Elementary II) of foreign language study or its equivalent; or
passing a Regents "Checkpoint B" Examination or a Regents-approved equivalent with a score of 85 or above; or
demonstration of competency in a language other than English, including languages not currently offered for formal instruction at this university; or
satisfactory completion of at least one college semester in a study abroad program in a country where English is not the primary language of instruction.
Transition and Implementation
A. Students admitted to the University whose basis of admission is "FRESHMAN":
The new requirements will apply to all students whose basis of admission is "freshman" who matriculate at the University in Fall 2000 or thereafter.
B. Students admitted to the University whose basis of admission is "TRANSFER":
The new requirements do not apply to students whose basis of admission is "transfer" who matriculated at an accredited college or university prior to Fall 2000; these students instead are required to meet the "Continuing" (1992) General Education requirements for transfer students.
The new requirements will apply to all other students whose basis of admission is "transfer" and who matriculate at the University in Fall 2002 or thereafter.
For at least the next four years, the Office of Undergraduate Studies will provide through the print and web versions of the Undergraduate Bulletin and through other media as deemed necessary, a full description for both the current and the new general education requirements. Students who feel their placement within either system of general education requirements is inappropriate to their circumstances or may cause undue hardship may appeal to the General Education Committee through the Office of Undergraduate Studies.
In accordance with the Trustees' policies, if a student from a SUNY state-operated campus or SUNY community college has fulfilled, as determined by the policies of the other SUNY campus, one or more of the Trustees-mandated general educational categories, the University at Albany will also consider the student to have fulfilled that category or those categories. This is true even if 1) Albany requires more credits or courses for the given category; 2) the requirement is fulfilled by a course whose Albany equivalent does not fulfill the same requirement; 3) the student received a non-transferable but minimally passing grade in the course; 4) due to limits on total transferable credits, the student is unable to include that course among those transferred to Albany; 5) the student was waived from the requirement based on high school achievement or other standards different from those employed by Albany; or 6) the student was covered by a blanket waiver of the requirement by the SUNY Provost because the other SUNY campus was not yet able to implement the given requirement.
The same principle of reciprocity should apply to students who transfer from non-SUNY schools. If a course approved for transfer from a non-SUNY school is deemed to be equivalent to a University at Albany course that meets a general education requirement, the student shall be considered to have fulfilled the Albany general education category represented by that course. This is true even if 1) Albany requires more credits or courses for the given category; 2) the student receives a non-transferable but minimally passing grade in the course; or 3) due to limits on total transferable credits, the student is unable to include that course among those transferred to Albany.
The foregoing conditions only apply to prematriculation credits.
The only exception to the policies outlined above are the University's Global and Cross-Cultural Studies requirement, the U.S. Diversity and Pluralism requirement, and the upper division Writing Intensive requirement. These requirements shall be considered "local" campus requirements, independent of the SUNY Trustees' system of General Education, and shall be required of all students whose basis of admission is "transfer" who matriculate at the University in fall 2002 or thereafter. Students may continue to present credit for courses the University deems equivalent to these requirements, but for the transfer course to fulfill the upper division writing requirement it must be completed with a grade of C or better or a grade of S.
Students who feel they have not been appropriately accorded equivalence for any given course or courses are encouraged to consult with their academic adviser; if the academic adviser determines that the student has not been awarded appropriate equivalency, the student or the adviser may then appeal the decision through established procedures. Students who believe their transfer work or academic circumstances may justify a waiver or substitution for part of the general education requirements may appeal to the General Education Committee through the Office of Undergraduate Studies (LC 30). As the new requirements are implemented, the units considering transfer equivalencies should, if there is demonstrable ambiguity, decide in favor of the transfer student.
C. Transfer Credit D Grades:
Except for the University's writing requirements, for which a grade of C or higher or S is required, either pre- or postmatriculation transfer work graded D+, D or D- in a course that applies to one or more of the University's General Education requirements may be applied toward fulfilling the requirements, even if the student receives no graduation credit for the course.
Administration of the Program
The Dean of Undergraduate Studies is responsible for the administration of the program, including interpretation of legislation, assessing the number of seats required and communicating that information to Deans, evaluation of courses, faculty development and program assessment. The Dean shall also have the explicit authority to grant waivers and make appropriate substitutions for individual students, and to decertify courses that do not meet the program's standards. The Dean shall have sufficient material and human resources to meet these responsibilities.
The General Education Committee, appointed by the Dean, will advise the Dean on these matters. The General Education Committee shall have between 12 and 15 members, with broad representation across the University, and shall be chaired by the Associate Dean for Undergraduate Studies with specific responsibility for the General Education Program.
Course proposals originate in departments or programs, pass through appropriate College curriculum committees, and are reviewed by the General Education Committee. It is the responsibility of the Dean and of the General Education Committee to insure that course proposals meet the values and criteria of the general education program. New course proposals must also be approved by the Undergraduate Academic Council of the University Senate; revisions to existing courses designed to qualify them for the general education program will be reviewed only by the General Education Committee pursuant to the procedure outline above.
The General Education Committee will review approved courses on a regular cycle of three years. At the end of the review process, the committee will continue the course for another three-year cycle, suggest revisions necessary for its continuance, or designate the course to be discontinued as a general education course, effective at the end of the spring term of the next academic year. Any decision to discontinue a course must provide sufficient opportunity for appeal and revision.
New General Education: Course Lists by Category:
Arts
| A | Ant | 268L | Ethnology of Pre-Columbian Art |
| A | Arh | 170L | Survey of Art in the Western World I |
| A | Arh | 171L | Survey of Art in the Western World II |
| A | Arh | 230 | The Art of Medieval Knighthood |
| A | Arh | 260 | Introduction to Cinema |
| A | Arh | 265 | History of Photography |
| A | Arh | 266 | Photography from 1970 to Present |
| A | Arh | 274 | Islamic Art and Architecture |
| A | Arh | 280 | Chinese Painting |
| A | Cla | 207L | Egyptian Archaeology |
| A | Cla | 208L | Greek Archaeology |
| A | Cla | 209 | Roman Archaeology |
| A | Eas | 140 | East Asian Cinema |
| A | Eac | 280 | Chinese Painting |
| A | Eng | 102 | Introduction to Creative Writing |
| A | Eng | 233 | Modern Drama |
| A | Eng | 325 | American Drama |
| A | His | 263E | Art, Music, and History A Multimedia Approach I |
| A | His | 264E | Art, Music, and History A Multimedia Approach II |
| A | Lcs | 216L | Music and Society in Latin America |
| A | Lcs | 268L | Ethnology of Pre-Columbian Art |
| A | Lcs | 315L | Latin America through Film |
| A | Mus | 100L | Introduction to Music |
| A | Mus | 102L | The Golden Age of Piano Music |
| A | Mus | 115L | Jazz: America's Music |
| A | Mus | 170L | Secondary Performance |
| A | Mus | 178L | Major Performance Study I |
| A | Mus | 180L | Chamber Ensembles |
| A | Mus | 182L | Percussion Ensemble |
| A | Mus | 184L | Jazz Ensemble |
| A | Mus | 185L | Univ-Community Symphony |
| A | Mus | 186L | Univ-Community Symphonic Band |
| A | Mus | 187L | The University Chorale |
| A | Mus | 208L | Introduction to Opera |
| A | Mus | 211L | The Concerto |
| A | Mus | 212L | Chamber Music |
| A | Mus | 213L | Survey of Symphonic Music |
| A | Mus | 214L | American Music |
| A | Mus | 216L | Music and Society in Latin America |
| A | Mus | 230 | Music History I |
| A | Mus | 231 | Music History II |
| A | Mus | 270L | Secondary Performance |
| A | Mus | 278L | Major Performance Study III |
| A | Mus | 287L | University Chamber Singers |
| A | Mus | 289L | Electronic Music Ensemble |
| A | Mus | 320 | Intro to Music Composition |
| A | Mus | 325 | Electronic Music |
| A | Mus | 334L | Survey of American Music |
| A | Mus | 338L | Survey of Opera |
| A | Thr | 107L | Introduction to Dramatic Art |
| A | Thr | 120 | Understanding Design for the Performing Arts |
| A | Thr | 221L | Devlpmt of Theatre & Drama I |
| A | Thr | 222L | Devlpmt of Theatre & Drama II |
| A | Thr | 224L | Contemporary Issues in Modern Drama |
| A | Thr | 225L | American Theatre History |
| A | Thr | 230L | Great Drama on Film & Video |
| A | Thr | 235L | Fundamentals of Theatrical Design |
| A | Thr | 322L | Development of Theatre and Drama III |
| A | Thr | 380L | History of Costume |
Humanities
| A | Aas | 142L | African/African-American Literature |
| A | Ant | 175L | Anthropology and Folklore |
| A | Ant | 268L | Ethnology Pre-Columbian Art |
| A | Cla | 207L | Egyptian Archaeology |
| A | Cla | 208L | Greek Archaeology |
| A | Cla | 209 | Roman Archaeology |
| A | Clc | 105L | Myths of the Greek World |
| A | Clc | 110L | Classical Roots: Great Ideas of Greece and Rome |
| A | Clc | 223L | Masterpieces of Greek Tragedy and Comedy |
| A | Eac | 150L | China Through Western Eyes |
| A | Eac | 170 | China: Its Culture and Heritage |
| A | Eac | 210L | Survey of Classical Chinese Lit in Translation I |
| A | Eac | 211L | Survey of Classical Chinese Lit in Translation II |
| A | Eac | 212L | Modern Chinese Literature in Translation |
| A | Eaj | 170 | Japan: Its Culture and Heritage |
| A | Eaj | 210L | LSurvey of Traditional Japanese Literature |
| A | Eaj | 212L | Modern Japanese Literature in Translation |
| A | Eas | 103L | Sources of East Asian Civilizations I |
| A | Eas | 104L | Sources of East Asian Civilizations II |
| A | Eng | 121L | Reading Literature |
| A | Eng | 122L | Reading Prose Fiction |
| A | Eng | 123L | Reading Drama |
| A | Eng | 124L | Reading Poetry |
| A | Eng | 144L | Reading Shakespeare |
| A | Eng | 215L | Methods of Literary Criticism |
| A | Eng | 222L | Masterpieces of Literature |
| A | Eng | 223L | Short Story |
| A | Eng | 226L | Study of Literary Theme, Form, or Mode |
| A | Eng | 232L | Modern Novel |
| A | Eng | 233L | Modern Drama |
| A | Eng | 234L | Modern Poetry |
| A | Eng | 241L | Popular Literature |
| A | Eng | 242L | Science Fiction |
| A | Eng | 260L | Forms of Poetry |
| A | Eng | 261L | American Poetic Tradition |
| A | Eng | 291L | The English Literary Tradition I |
| A | Eng | 292L | The English Literary Tradition II |
| A | Eng | 295L | Classics of Western Literature I: Epic to Modern Drama |
| A | Eng | 296L | Classics of Western Literature II: Epic to Modern Novel |
| A | Eng | 325L | American Drama |
| A | Eng | 362L | Critical Approaches to Women in Literature |
| A | Eng | 368L | Women Writers |
| A | Fre | 201 | Perspectives on the Modern World: Medieval Women |
| A | Fre | 241L | Introduction to French Studies |
| A | Fre | 361 | Readings in French Literature |
| A | His | 263E | Art, Music, and History a Multimedia Approach I |
| A | His | 264E | Art, Music, and History a Multimedia Approach II |
| A | His | 297 | Religion in Society and History |
| A | Ita | 223L | Introduction to Literary Methods |
| A | Jst | 231 | Modern Jewish Thought |
| A | Jst | 242 | The Bible as Literature |
| A | Jst | 272 | Modern Hebrew Literature in Translation |
| A | Jst | 273 | The Arab in Israeli Literature |
| A | Jst | 274 | Love & Sex in Hebrew Literature |
| A | Jst | 373/Z | The Arab in Israeli Literature |
| A | Jst | 374/Z | Love & Sex in Hebrew Literature |
| A | Lcs | 216L | Music & Society in Latin America |
| A | Lcs | 268L | Ethnology Pre-Columbian Art |
| A | Lcs | 315L | Latin America through Film |
| A | Mus | 216L | Music & Society in Latin America |
| A | Phi | 110L | Introduction to Philosophical Problems |
| A | Phi | 111L | The Mind and the World |
| A | Phi | 112L | Introduction to Reasoning and Analysis |
| A | Phi | 114L | Morals and Society |
| A | Phi | 115L | Moral Choices |
| A | Phi | 116L | World Views |
| A | Phi | 210L | Introduction to Logic |
| A | Phi | 212L | Introduction to Ethical Theory |
| A | Phi | 218L | Understanding Science |
| A | Rel | 100L | Introduction to Study of Religion |
| A | Rel | 116L | World Views |
| A | Rel | 175L | Anthropology and Folklore |
| A | Rel | 200L | Introduction to the Bible |
| A | Rel | 231 | Modern Jewish Thought |
| A | Rel | 297L | Religion and Society in History |
| A | Rus | 171L | Women in Russian Culture |
| A | Rus | 251L | Masterpieces of 19th-Century Russian Literature |
| A | Rus | 252L | Masterpieces of 20th-Century Russian Literature |
| A | Rus | 253L | Contemporary Russian Lit |
| A | Rus | 261L | Dostoevsky and Tolstoy in English Translation |
| A | Rus | 354L | The Russian Novel in Its Western Context |
| A | Spn | 223L | Intro to Literary Methods |
| A | Spn | 312 | Representative Spanish Authors II |
| A | Thr | 221L | Development of Theatre and Drama I |
| A | Thr | 222L | Development of Theatre and Drama II |
| A | Thr | 224L | Issues Modern Drama |
| A | Thr | 225L | American Theatre History |
| A | Thr | 230L | Great Drama on Film & Video |
| A | Wss | 362L | Critical Approaches to Women in Literature |
| A | Wss | 368L | Women Writers |
| R | Pos | 103 | Political Theory |
| R | Pos | 306 | Contemporary Democratic Theory |
| U | Uni | 101 | Foundations of Great Ideas I |
| U | Uni | 151L | Human Identity and Technology I |
| U | Uni | 156L | Human Identity and Technology I |
Natural Sciences
| A | Ant | 110N | Introduction to Human Evolution |
| A | Ant | 111N | Introduction to the Primates |
| A | Ant | 119N | The City and Human Health |
| A | Atm | 100N | The Atmosphere |
| A | Atm | 101N | The Upper Atmosphere |
| A | Atm | 102N | Science and Major Environmental Issues |
| A | Atm | 105N | Oceanus and Gala |
| A | Atm | 107 | The Oceans |
| A | Bio | 102N | General Biological Sciences |
| A | Bio | 110F | General Biology I |
| A | Bio | 110N | General Biology I |
| A | Bio | 111N | General Biology II |
| A | Bio | 117N | Nutrition |
| A | Bio | 208N | Marine Biology |
| A | Bio | 209N | The Human Organism |
| A | Bio | 230N | People and Resources in Ecological Perspective |
| A | Bio | 241N | The Biology of Sex |
| A | Chm | 100N | Chemical ABCs: Atoms, Bonds, Citizen Consumers, Chemistry of Cancer |
| A | Chm | 120N | General Chemistry I |
| A | Chm | 121N | General Chemistry II |
| A | Geo | 100F | Planet Earth |
| A | Geo | 100N | Planet Earth |
| A | Geo | 105N | Environmental Geology |
| A | Geo | 190N | Earth Resources: Problems and Choices |
| A | Geo | 201N | Environmental Analysis |
| A | Gog | 101N | Introduction to the Physical Environment |
| A | Gog | 201N | Environmental Analysis |
| A | Gog | 304N | Introduction to Climatology |
| A | Phy | 100N | Contemporary Astronomy: Cosmic Connection |
| A | Phy | 102N | Applicatns Modern Physics in Art History and Archaeology |
| A | Phy | 103N | Exploration of Space |
| A | Phy | 104N | Physical Science for Humanists |
| A | Phy | 105N | General Physics I |
| A | Phy | 108N | General Physics II |
| A | Phy | 140N | Introductory Physics I |
| A | Phy | 150N | Introductory Physics II |
| A | Phy | 202N | Environmental Physics |
| U | Uni | 154N | Human Identity and Technology II |
| U | Uni | 158N | Human Identity and Technology II |
| A | Wss | 109N | Women, Biology and Health |
Social Sciences
| A | Ant | 108M | Cultural Anthropology |
| A | Ant | 131M | Ancient People of the World |
| A | Ant | 160M | Symbol and Human Nature |
| A | Ant | 220M | Introduction to Linguistics |
| A | Ant | 240M | The North American Indian |
| A | Ant | 341M | Ethnology of Mesoamerica |
| A | Cla | 131M | Ancient People of the World |
| A | Com | 100M | Human Communication |
| A | Eac | 160M | China: People and Places in the Land of One Billion |
| A | Eas | 321M | Exploring the Multicultural City |
| A | Eco | 110M | Principles of Economics I: Microeconomics |
| A | Eco | 111M | Principles of Economics II: Macroeconomics |
| A | Eco | 202M | The American Economy: Its Structure and Institutions |
| A | Eng | 217M | Introduction to Linguistics |
| A | Gog | 102M | Introduction to Human Geography |
| A | Gog | 160M | China: People and Places in the Land of One Billion |
| A | Gog | 220M | Introduction to Urban Geography |
| A | Gog | 321 | Exploring the Multicultural City |
| A | His | 220M | Public Policy in Modern America |
| A | Lcs | 282M | Race and Ethnicity |
| A | Lcs | 321M | Exploring the Multicultural City |
| A | Lin | 220M | Introduction to Linguistics |
| A | Lcs | 341M | Ethnology of Mesoamerica |
| A | Pln | 220M | Introductory Urban Planning |
| A | Psy | 101M | Introduction to Psychology |
| A | Psy | 102M | Advanced Introduction to Psychology |
| A | Soc | 115M | Introduction to Sociology |
| A | Soc | 180G | Social Problems |
| A | Soc | 180M | Social Problems |
| A | Soc | 210M | Sociology of Culture |
| A | Soc | 262M | Sociology of Gender |
| A | Soc | 282 | Race and Ethnicity |
| A | Soc | 283 | Juvenile Delinquency |
| A | Soc | 359G | Medical Sociology |
| A | Soc | 359M | Medical Sociology |
| A | Wss | 220G | Perspectives on Women |
| A | Wss | 220M | Perspectives on Women |
| A | Wss | 262M | Sociology of Gender |
| E | Aps | 400 | United States Educational Governance, Policy, and Administration |
| R | Pos | 101M | American Politics |
| R | Pos | 102M | Comparative and International Politics |
| R | Pos | 103M | Political Theory |
| R | Pos | 240M | Introduction to Public Policy |
| R | Pos | 340M | Introduction to Political Analysis |
| U | Uni | 152M | Human Identity and Technology I |
| U | Uni | 157M | Human Identity and Technology II |
United States Historical Perspectives
| The following courses have been approved for ALL students to fulfill the U.S. Historical Perspectives General Education Requirement: |
| A | His | 100 | American Political and Social History I |
| A | His | 101 | American Political and Social History II |
| R | Pos | 101 | American Politics |
| A | His | 311 | History of American Foreign Policy I |
| A | His | 312 | History of American Foreign Policy II |
| A | His | 317 | History of the American City to 1860 |
| A | His | 318 | History of the American City since 1860 |
| A | His | 321 | American Social History to Civil War |
| A | His | 322 | American Social History: Civil War to Present |
| A | His | 327 | The Roles of Law in American History |
| A | His | 328 | Lawyers in American Life, 1607 to Present |
| The following courses have been approved for students who received an 85 or above on the NYS Regents Exam to fulfill the U.S. Historical Perspectives General Education Requirement |
| A | Aas | 213 | History of Civil Rights Movement |
| A | Aas | 220 | Black and White in America |
| A | Ant | 351 | Ethnicity in North America |
| A | Eas | 180 | Asian America |
| A | Gog | 125 | The American City |
| A | Gog | 180 | Asian America |
| A | Gog | 240 | Patterns of American Immigration |
| A | Gog | 356 | Geography of the United States |
| A | His | 100 | American Political and Social History I |
| A | His | 101 | American Political and Social History II |
| A | His | 300 | History of American Indians |
| A | His | 311 | History of American Foreign Policy I |
| A | His | 312 | History of American Foreign Policy II |
| A | His | 313 | Constitutional History of the United States |
| A | His | 316 | Workers and Work in America: 1600-Present |
| A | His | 317 | History of the American City to 1860 |
| A | His | 318 | History of the American City since 1860 |
| A | His | 321 | American Social History to Civil War |
| A | His | 322 | American Social History: Civil War to Present |
| A | His | 325 | The Quest for Equality in American History |
| A | His | 327 | The Roles of Law in American History |
| A | His | 328 | Lawyers in American Life, 1607 to Present |
| A | Jst | 221 | The American Jewish Experience |
| A | Jst | 260 | Jews and the Immigrant Experience in America |
| A | Jst | 351 | Ethnicity in North America |
| A | Wss | 106 | U.S. Women Who Changed Our World |
| A | Wss | 260 | History of Women and Social Change |
| R | Pos | 101 | American Politics |
| R | Pos | 426 | American Constitutional Law |
Europe
| A | Arh | 170 | Survey of Art in the Western World I |
| A | Arh | 171 | Survey of Art in the Western World II |
| A | Clc | 110 | Great Ideas of Greece and Rome |
| A | Clc | 133 | History of Ancient Greece |
| A | Clc | 134 | History of Ancient Rome |
| A | Clc | 301 | Rome and the Mediterranean World |
| A | Clc | 310 | Women in Antiquity (Wss 311) |
| A | Fre | 201 | Perspectives on the Modern World: Medieval Women |
| A | Fre | 360 | Evolution of French Literature and Civilization |
| A | His | 130 | History of European Civilization I |
| A | His | 131 | History of European Civilization II |
| A | His | 235 | Early Medieval Christianity |
| A | His | 253 | Medieval Jews Among Muslims and Christians (Jst/Rel 253) |
| A | His | 263 | Art, Music, and History I |
| A | His | 264 | Art, Music, and History II |
| A | Jst | 252 | Jews Hellenism, and Early Christianity (Rel 252) |
| A | Jst | 253 | Medieval Jews Among Muslims and Christians (His/Rel 253) |
| A | Jst | 275 | Anti-Semitism in Historical Perspective (His 275) |
| A | Mus | 230 | Music History I |
| A | Mus | 231 | Music History II |
| A | Rel | 252 | Jews Hellenism, and Early Christianity (Jst 252) |
| A | Rel | 253 | Medieval Jews Among Muslims and Christians (His/Jst 253) |
| A | Rus | 161 | Russian Civilization |
| A | Thr | 221 | Development of Theatre and Drama I |
| A | Thr | 222 | Development of Theatre and Drama II |
| A | Wss | 311 | Women in Antiquity |
| R | Pos | 301 | History of Political Theory I |
| R | Pos | 302 | History of Political Theory II |
Regions Beyond Europe
| A | Aas | 269 | Caribbean: Peoples, Histories, Cultures (Lcs/Ant 269) |
| A | Aas | 286 | African Civilizations (His 286) |
| A | Aas | 287 | Africa in the Modern World (His 287) |
| A | Ant | 233 | Aztec, Incas and Mayans (Lcs 233) |
| A | Ant | 236 | American Indian Archaeology |
| A | Ant | 240 | The North American Indian |
| A | Ant | 243 | Peoples and Cultures of the Middle East (Jst 243) |
| A | Ant | 269 | Caribbean: Peoples, Histories, Cultures (Lcs/Aas 269) |
| A | Ant | 341 | Ethnology of Mesoamerica (Lcs 341) |
| A | Eac | 170 | China: Its Culture and Heritage |
| A | Eaj | 170 | Japan: Its Culture and Heritage |
| A | Eas | 103 | Sources of East Asian Civilization I |
| A | Eas | 104 | Sources of East Asian Civilization II |
| A | His | 170 | Intro to Caribbean History (Lcs 102) |
| A | His | 176 | Cultures & Societies of Asia I |
| A | His | 177 | Cultures & Societies of Asia II |
| A | His | 257 | Jews, War and Revolution: West European Jewry, 1770-1918 |
| A | His | 258 | Jews, War and Revolution: East European Jewry, 1772-1918 |
| A | His | 286 | African Civilizations (Aas 286) |
| A | His | 287 | Africa in the Modern World (Aas 287) |
| A | His | 364Z | Culture and the French Revolution |
| A | Jst | 243 | Peoples and Cultures of the Middle East (Ant 243) |
| A | Jst | 251 | Early Israel & Biblical Civilization |
| A | Jst | 257 | Jews, War and Revolution: West European Jewry, 1770-1918 |
| A | His | 258 | Jews, War and Revolution: East European Jewry, 1772-1918 |
| A | Jst | 285 | Hero and Antihero in Scripture |
| A | Lcs | 100/Z | Cultures of Latin America |
| A | Lcs | 102 | Intro to Caribbean History (His 170) |
| A | Lcs | 233 | Aztec, Incas and Mayans (Ant 233) |
| A | Lcs | 269 | Caribbean: Peoples, Histories, Cultures (Aas/Ant 269) |
| A | Lcs | 341 | Ethnology of Mesoamerica (Ant 341) |
| A | Rel | 285 | Hero and Antihero in Scripture |
| R | Pos | 373 | Government and Politics in the Republic of China |
Global and Cross-Cultural Perspectives
| A | Ant | 108 | Cultural Anthropology |
| A | Cas | 103 | Perspectives on Globalization |
| A | Cas | 141 | Concepts of Race and Culture in the Modern World |
| A | Cas | 150 | Cultural Diversity and the Human Condition |
| A | Com | 371 | Theories of Intercultural Communication |
| A | Eco | 130 | Third World Economies: An Interdisciplinary Profile |
| A | Gog | 102 | Introduction to Human Geography |
| A | Gog | 225 | World Cities |
| A | His | 158 | The World in the 20th Century |
| A | His | 255 | The Holocaust: Lessons in Legacies (Jst 255) |
| A | His | 275 | Anti-Semitism in Historical Perspective (Jst 275) |
| A | His | 291 | Messiah/Messianism in Judiasm and Christianity (Jst/Rel 291) |
| A | His | 293 | History of Women in the Americas |
| A | His | 297 | Religion and Society in History (Rel 297) |
| A | Jst | 150 | Survey of Jewish Civilization |
| A | Jst | 254 | Jews in the Modern World (Rel 254) |
| A | Jst | 255 | The Holocaust: Lessons in Legacies (His 255) |
| A | Jst | 275 | Anti-Semitism in Historical Perspective (His 275) |
| A | Jst | 291 | Messiah/Messianism in Judaism and Christianity (Rel 291) |
| A | Lcs | 359 | Globalization in the Americas |
| A | Phi | 214 | World Religions (Rel 214) |
| A | Pln | 320 | International and Urban Planning |
| A | Rel | 214 | World Religions (Phi 214) |
| A | Rel | 254 | Jews in the Modern World (Jst 254) |
| A | Rel | 291 | Messiah/Messianism in Judaism and Christianity (Jst 291) |
| A | Rel | 297 | Religion and Society in History (His 297) |
| A | Wss | 308 | Global Perspectives on Women |
| R | Pos | 102 | Comparative and International Politics |
| R | Pos | 355 | Government and Politics in Sub-Saharan Africa |
| R | Pos | 370 | International Relations: Theory |
| R | Pos | 371 | International Relations: Practice |
| R | Pos | 374 | America and Asia: Whose Leadership? |
| R | Pos | 385 | Vietnam: The Politics of Intervention |
| R | Pos | 461 | Comparative Ethnicity |
| R | Pos | 473 | Economic Relations in the Global System |
U.S. Diversity and Pluralism
| A | Aas | 142L | African/African-American Literature |
| A | Aas | 213 | History of the Civil Rights Movement |
| A | Aas | 220 | Black and White in America |
| A | Aas | 240 | Classism, Racism & Sexism: Issues |
| A | Ant | 100* | Culture, Society, and Biology |
| A | Ant | 172 | Community and Self |
| A | Ant | 351 | Ethnicity in North America |
| A | Cas | 125 | Diversity of Voices in Literature & the Arts |
| A | Cas | 131 | Diversity and Equity in America |
| A | Cas | 141* | Concepts of Race and Culture in the Modern World |
| A | Cas | 150* | Cultural Diversity and the Human Condition |
| A | Cas | 240 | Images & Issues of Diversity in Visual Arts |
| A | Com | 371* | Theories of Intercultural Communication |
| A | Eas | 180 | Asian America |
| A | Eco | 130* | The Third World Economies: Interdisciplinary Profile |
| A | Eng | 240 | Growing Up in America |
| A | Fre | 208 | New World Cultural Diversity |
| A | Fre | 281 | Francophone Cultures: New World and Third World |
| A | Gog | 125M | The American City |
| A | Gog | 180 | Asian America |
| A | Gog | 240 | Patterns of American Immigration |
| A | His | 158* | The World in the 20th Century |
| A | His | 225 | Hollywood and the Jews |
| A | His | 275 | Antisemitism in Historical Perspective |
| A | Jst | 155 | Judaism: Traditions and Practices |
| A | Jst | 221 | The American Jewish Experience |
| A | Jst | 225 | Hollywood and the Jews |
| A | Jst | 260 | Jews and Immigrant Experience in America |
| A | Jst | 270 | Jewish-Christian Relations |
| A | Jst | 275 | Antisemitism in Historical Perspective |
| A | Jst | 351 | Jewish American Ethnic Groups |
| A | Lcs | 201 | Hispanic Cultures in the United States |
| A | Lcs | 216L* | Music and Society in Latin America |
| A | Lcs | 240 | Classism, Racism, and Sexism : Issues |
| A | Lcs | 282 | Race and Ethnicity |
| A | Lcs | 302 | Las Culturas Latinas en los Estados Unidos |
| A | Lcs | 375 | Latino Politics in the United States |
| A | Mus | 216L* | Music and Society in Latin America |
| A | Phi | 214* | World Religions |
| A | Phi | 328 | Philosophy and Race |
| A | Rel | 100L* | Intro to the Study of Religion |
| A | Rel | 155 | Judaism: Traditions and Practices |
| A | Rel | 214* | World Religions |
| A | Rel | 270 | Jewish-Christian Relations |
| A | Rel | 275 | Social Morality and Citizenship Education in a Pluralistic Society |
| A | Soc | 262M | Sociology of Gender |
| A | Soc | 282 | Race and Ethnicity |
| A | Soc | 375 | U.S. Urban Neighborhood Diversity |
| A | Spn | 322 | Las Culturas Latinas en los Estados Unidos |
| R | Ssw | 220 | Value Issues in Social Welfare |
| A | Thr | 228 | Voices Diversity Contemp Amer Theatre/Drama |
| A | Wss | 101 | Introduction to Feminisms |
| A | Wss | 106 | U.S. Women Who Changed the World |
| A | Wss | 202 | Introduction to Lesbian and Gay Studies |
| A | Wss | 240 | Classism, Racism and Sexism : Issues |
| A | Wss | 262M | Sociology of Gender |
| E | Edu | 275 | Social Morality and Citizenship Education in a Pluralistic Society |
| E | Edu | 375 | Social Responsibility and Citizenship Education in Pluralistic Society |
| E | Spe | 460 | Intro Human Exceptionality |
| R | Crj | 210 | Policies of Crime in Heterogeneous Societies |
| U | Uni | 153 | Human Identity and Technology II |
| U | Uni | 230 | An Introduction to Disability Studies |
* Counts toward this requirement only if taken before Fall 2004.
Information Literacy
| A | Lin | 265 | Intro to Communication Theory |
| A | Csi | 198T | Microcomputer Consulting Service in the University Library |
| A | Eac | 160M/G | China: People and Places in the Land of One Billion |
| A | Eas | 205 | East Asian Research and Bibliographic Methods |
| A | Lin | 100M | Understanding Language |
| A | Gog | 160M/G | China: People and Places in the Land of One Billion |
| A | Lin | 100M | Understanding Language |
| R | Isp | 100 | Internet and Information Access |
| R | Isp | 301 | Introduction to Information Science |
| U | Uni | 100 | The Freshmen Year Experience |
| (U | Uni | 15_) | Four-Course Project Renaissance Sequence |
| U | Unl | 205 | Information Literacy |
Oral Discourse
| A | Aas | 490 | Senior Seminar |
| A | Ant | 423 | Linguistic Structures |
| A | Arh | 450 | Art/Soc Early Mod France |
| A | Arh | 490 | Research Seminar Art History |
| A | Art | 305 | Intermediate Drawing |
| A | Atm | 321 | Physical Meteorology |
| A | Bio | 212 | Introductory Genetics |
| A | Com | 203 | Speech Composition and Presentation |
| A | Com | 212 | Argumentation and Debate |
| A | Eac | 210L | Survey of Classical Chinese Lit in Translation I |
| A | Eac | 211L | Survey of Classical Chinese Lit in Translation II |
| A | Eac | 212L | Modern Chinese Literature in Translation |
| A | Eaj | 301 | Advanced Japanese I |
| A | Eaj | 302 | Advanced Japanese II |
| A | Eak | 301 | Advanced Korean I |
| A | Eak | 301 | Advanced Korean II |
| A | Eas | 190 | Confucianism & Samurai Ethic |
| A | Eas | 321M | Exploring the Multicultural City |
| A | Eng | 300Z* | Expository Writing |
| A | Eng | 301Z* | Critical Writing |
| A | Eng | 302Z* | Creative Writing |
| A | Eng | 303Z* | Forms of Argumentative and Persuasive Writing (Rhetoric) |
| A | Eng | 304Z* | Forms of Creative Writing (Poetics) |
| A | Fre | 218 | France Today |
| A | Fre | 221 | Intermediate French I |
| A | Fre | 222 | Intermediate French II |
| A | Fre | 270 | Beginning French for Business |
| A | Fre | 350 | Conversation and Writing |
| A | Fre | 460 | Art/Soc Early Mod France |
| A | Geo | 350 | Environmental Geochemistry |
| A | Gog | 321M | Exploring the Multicultural City |
| A | Gog | 330 | Principles of Environmental Management |
| A | Gog | 344 | World Population |
| A | Ita | 206 | Intermediate Conversation and Oral Grammar |
| A | Jrl | 350 | Journalistic Interviewing |
| A | Jst | 285 | Hero & Antihero in Scripture |
| A | Lcs | 321M | Exploring the Multicultural City |
| A | Pln | 320Z | International Urban Planning |
| A | Pln | 330Z | Principles of Environmental Management |
| A | Rel | 285 | Hero & Antihero in Scripture |
| A | Rus | 311 | Russian Conversation |
| A | Rus | 312 | Russian Conversation: The Press |
| A | Soc | 359D | Topics Sem Medical Sociology |
| A | Soc | 470D | Topics Sem Sociology of Families |
| A | Spn | 206 | Intermediate Conversation and Oral Grammar |
| A | Thr | 240 | Acting I |
| A | Thr | 242 | Voice I |
| A | Thr | 310 | Reader's Theatre |
| A | Thr | 340 | Acting II |
| A | Thr | 341 | Acting III |
| A | Thr | 343 | Voice II |
| A | Thr | 440 | Acting IV |
| A | Wss | 322 | Feminist Pedagogy in Practice |
| B | Mgt | 481 | Strategic Management |
| R | Isp | 499Z | Senior Seminar Information Science |
| U | Uni | 153 | Human Identity and Technology I |
| U | Uni | 157 | Human Identity and Technology II |
| U | Uni | 301 | Foundations of Great Ideas II |
* If taken Fall 2003 or thereafter.
Writing Intensive
Writing Intensive courses are designated by the suffix letters E, F, G, and Z. A 100- or 200-level course with one of those suffixes may be used to meet the lower division requirements; a 300-level or above course with one of those suffixes, the upper division requirement.
Mathematics and Statistics
| R | Crj | 281 | Introduction to Statistics in Criminal Justice |
| A | Eco | 210 | Tools of Economics |
| A | Mat | 101 | Algebra And Calculus |
| A | Mat | 105 | Finite Mathematics |
| A | Mat | 106 | Survey of Calculus |
| A | Mat | 108 | Elementary Statistics |
| A | Mat | 109 | Applied Matrix Algebra |
| A | Mat | 111 | Algebra and Calculus II |
| A | Mat | 112 | Calculus |
| A | Mat | 118 | Honors Calculus |
| A | Phi | 210 | Introduction to Logic |
| A | Psy | 210 | Statistical Methods in Psychology |
| A | Soc | 221 | Statistics for Sociologists |
| B | Msi | 220 | Introduction to Business Statistics |
| O | Eop | 13A | Math I |
| O | Eop | 13B | Math II |
| O | Eop | 13C | Math III |
| R | Pos | 416 | Research Models in Political Science I |
Foreign Language
| A | Clg | 102 | Elementary Greek II |
| A | Cll | 102 | Elementary Latin II |
| A | Dch | 102 | Elementary Dutch II |
| A | Eac | 102 | Elementary Chinese II |
| A | Eaj | 102 | Elementary Japanese II |
| A | Eak | 102 | Elementary Korean II |
| A | Fre | 102 | Beginning French II |
| A | Heb | 102 | Elementary Hebrew II |
| A | Ita | 101 | Elementary Italian II |
| A | Pol | 102 | Elementary Polish II |
| A | Por | 101 | Elementary Portuguese II |
| A | Por | 102 | Intensive Elementary Portuguese |
| A | Rus | 102 | Elementary Russian II |
| A | Rus | 104 | Russian for Bilingual Students II |
| A | Rus | 105 | Intensive Introduction to Russian |
| A | Spn | 101 | Elementary Spanish II |
| A | Spn | 105 | Intensive for Bilinguals I |
| A | Ukr | 102 | Elementary Ukrainian II |
NOTE: More than one printed and electronic version of approved course lists for the New General Education Program appeared in the past year. Students who believed they were fulfilling a requirement by taking a course which no longer appears on the list for that requirement category should bring this to the attention of the Dean of Undergraduate Studies, LC 30.
The General Education Committee continues to receive applications from faculty who wish their courses to count toward one or more of the New General Education categories. Although the printed copy of the Undergraduate Bulletin only comes out once a year, as new courses are approved for categories they will be added to the University's New General Education web page:
https://www.albany.edu/gened/newgened.html
