The New General Education Program
- General Information
- Characteristics of General Education Courses
- Requirements of the General Education Program
- Overview of the General Education Categories
- Definition of Each General Education Category
- Transition and Implementation
- Administration of the Program
- New General Education: Course Lists by Category
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."
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
two semesters of collegiate study, or the equivalent, of a foreign language
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 ImplementationA. 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
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
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
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 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
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 His 275 Anti-Semitism in Historical Perspective (Jst 275) 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 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 141 Concepts of Race and Culture in the Modern World A Cas 150 Cultural Diversity and the Human Condition 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 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 Eac 272 The Chinese & Chinese World View 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 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
A Csi 198T Microcomputer Consulting Service in the University Library 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
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 Eas 321M Exploring the Multicultural City A Gog 321M Exploring the Multicultural City A Gog 330 Principles of Environmental Management A Lcs 321M Exploring the Multicultural City A Pln 320Z International Urban Planning A Pln 330Z Principles of Environmental Management 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 U Uni 153 Human Identity and Technology I U Uni 157 Human Identity and Technology II U Uni 301 Foundations of Great Ideas II
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
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: http://www.albany.edu/gened/newgened.html