Joseph R. Chaney, Director

Office: Wiekamp Hall 3169

Telephone: (574) 520-4870

Internet Address: www.iusb.edu/~gened

Campuswide General Education Requirements

In March of 2003, the IU South Bend Academic Senate approved a general education plan for the campus. All students matriculating in the fall of 2005 and subsequent semesters are subject to the campuswide general education requirements. Individual schools and colleges may establish additional general education requirements for undergraduate degrees.

The Purpose of General Education at IU South Bend

The purpose of general education at IU South Bend is to prepare students for success in their chosen professions and to become valued citizens and leaders within their communities, individually enriched by their studies, and stimulated by the spirit of discovery. The general education curriculum fosters a learning environment that serves the academic, civic, cultural, and career needs of an educated citizen within the global community.

The general education curriculum at IU South Bend complements the depth and focus of our major programs and ensures that graduates have the breadth of experience that enables them to think critically, communicate clearly, act professionally and ethically, and appreciate wisdom and beauty. It provides students with knowledge of the basic tenets of a variety of academic disciplines and the skills to function effectively in positions of responsibility and leadership. It instills in students an appreciation of the interconnectedness of disciplines, an appreciation of the diversity of human cultures and experiences, self-awareness conducive to personal growth, and a love of learning.

The Goals of General Education

Students who complete the general education curriculum at IU South Bend can:

- Retrieve, evaluate, and use information effectively;

- Write clearly and correctly, and analyze written texts from a variety of disciplines;

- Understand, construct, and analyze quantitative arguments;

- Understand, construct, and analyze arguments presented in verbal and visual form;

- Understand and appreciate the variety of cultures and experiences that contribute to American society;

- Be familiar with a non-Western culture;

- Understand the power and purpose of a scientific view of the natural world;

- Appreciate artistic achievement and develop aesthetic sensibilities;

- Be familiar with the philosophical, literary, and political traditions of Western culture;

- Understand factors that shape the behavior of human beings as individuals and as groups;

- Appreciate the importance of ethical behavior and understand the ethical issues associated with a variety of academic disciplines, and

- Value personal growth and learning.

The General Education Curriculum

The campuswide general education curriculum is composed of three elements and requires a total of between 33 and 39 credit hours of course work.

I. Fundamental Literacies courses (13-19 cr.)

II. Common Core courses (12 cr.)

III. Contemporary Social Values courses (8 cr.)

The Campus Theme Component

In addition, the general education program includes a campus theme component. The campus theme, which changes annually, connects course work and extracurricular learning. It supports instruction by means of a coordinated program of lectures, exhibits, performances, and other events and activities cosponsored by various campus schools, departments, and organizations. The purpose of the campus theme component is to extend the liberal arts education of all IU South Bend students beyond the classroom experience.

Summary of General Education Requirements

(All courses are 3 cr. hours, unless otherwise designated.)

All courses certified as meeting the campuswide general education requirements for the areas listed below are designated appropriately in the Schedule of Classes . The list of approved courses in each category is subject to change.

Updated general education course lists are available on the Internet at www.iusb.edu/~gened. Consult degree requirements to determine whether completion of a specific course in any category is preferred or required by a department or program.

I. Fundamental Literacies (13-19 cr.)

The development of certain fundamental skills is necessary for success in academic pursuits and also for success and fulfillment in life beyond the university. The Fundamental Literacies courses provide introductory training in essential academic skills that students are expected to develop more fully through repeated practice in a wide variety of courses throughout their academic careers.

Students must complete one course from each of the following seven areas, as designated in the Schedule of Classes .

A. Writing

The campuswide general education curriculum requires students to demonstrate competence in written composition skills, including development of the ability to analyze written texts from a variety of disciplines and to construct clear and convincing written arguments.

ENG-W 131 Elementary Composition (with a grade of C or higher)

B. Critical Thinking

The campuswide general education curriculum requires students to demonstrate competence in reasoning skills, including the ability to analyze, construct, and develop cogent arguments, and to articulate reasoned judgments.

ENG-W 270 Argumentative Writing

PHIL-P 105 Thinking and Reasoning

PHIL-P 110 Introduction to Philosophy

PHIL-P 150 Elementary Logic

SPCH-S 228 Argumentation and Debate

C. Oral Communication

The campuswide general education curriculum requires students to develop skill both in formal oral presentations and in the ability to recognize conventions of oral communication and the ways in which oral communication is enhanced and expanded by nonverbal means.

SPCH-S 121 Public Speaking

D. Visual Literacy

The campuswide general education curriculum requires students to demonstrate familiarity with the techniques, history, and interpretation of the conventions of visual culture in general and as they apply to a particular discipline or tradition; and it requires students to practice, in an introductory way, the application of visual communication methods and techniques.

EDUC-W 200 Using Computers in Education

FINA-A 109 Ways of Seeing*

JOUR-J 210 Visual Communication

THTR-T 228 Design for the Theatre

The following two-course sequence:

NURS-S 470 Restorative Health Related to Multi-System Failures

NURS-S 485 Professional Growth and Empowerment

E. Quantitative Reasoning

The campuswide general education curriculum requires students to demonstrate competence in mathematical reasoning, either by performance on the mathematics placement examination that places a student at Level 6 or higher, or by successful completion of an approved course.

MATH-K 300 Statistical Techniques for Health Professions

MATH-M 108 Quantitative Reasoning

MATH-M 111 Mathematics in the World

MATH-M 115 Precalculus and Trigonometry (5 cr.)

MATH-M 118 Finite Mathematics

MATH-M 119 Brief Survey of Calculus I

The following two-course sequence:

MATH-M 125 Precalculus Mathematics

MATH-M 126 Trigonometric Functions (2 cr.)

MATH-M 208 Technical Calculus I

MATH-M 209 Technical Calculus II

MATH-M 215 Analytic Geometry and Calculus I (5 cr.)

MATH-M 216 Analytic Geometry and Calculus II (5 cr.)

NURS-H 355 Data Analysis in Clinical Practice and Health Care Research

SOC-S 351 Social Statistics

F. Information Literacy

The campuswide general education curriculum requires students to demonstrate competence in modern information gathering and evaluation.

COAS-Q 110 Introduction to Information Literacy (1 cr.)

G. Computer Literacy

The campuswide general education curriculum requires students to demonstrate competence in the use of computers for a variety of purposes, either through satisfactory performance on a proficiency examination or by the successful completion of a course that provides instruction in these skills.

BUS-K 201 The Computer in Business

CSCI-A 106 Introduction to Computing

CSCI-A 107 Programming within Applications (4 cr.)

CSCI-A 201 Introduction to Programming (4 cr.)

CSCI-C 101 Computer Programming I (4 cr.)

CSCI-C 201 Computer Programming II (4 cr.)

FINA-P 273 Computer Art and Design 1

INFO-I 101 Introduction to Informatics (4 cr.)

INFO-I 210 Information Infrastructure I (4 cr.)

INFO-I 211 Information Infrastructure II (4 cr.)

II. Common Core Courses (12 cr.)

The Common Core courses are designed to give greater coherence to the general education experience at IU South Bend by demonstrating the productive relationships among disciplines and by emphasizing the value of the Fundamental Literacies from Part I of the general education curriculum. The four Common Core courses, each of which is offered in several disciplines under specific departmental codes, introduce students to many of the essential intellectual themes of the four broad (and not mutually exclusive) groupings of disciplines.

Students must complete one course from each of the following four areas, as designated in the Schedule of Classes . At least one of the areas must be completed at the 300-level.

Common Core 300-level courses may have as prerequisite the completion of one or more of the Fundamental Literacies requirements, and in some cases other prerequisites may also apply.

A. The Natural World

This core course introduces students to the methods and logic of science and helps students understand the importance of science to the development of civilization and to the contemporary world. It serves to provide a context within which to evaluate the important scientific and technological issues we face in modern society. Although all sections of The Natural World bear the same title, the content and specific focus of the course varies; each section has a specific subtitle that indicates its particular content and focus. Courses at the 100-level bear the designation N 190 (for instance, BIOL-N 190 The Natural World), and the 300-level Natural World courses appear in the Schedule of Classes as N 390 offerings in the specific disciplines.

Select N 190 or N 390 from AST, BIOL, CHEM, CSCI, GEOL, MATH, or PHYS or in any other field in which a course in this category may appear,, as designated in the Schedule of Classes.

B. Human Behavior and Social Institutions

This course introduces students to the distinctive perspectives the social sciences employ in building an understanding of our world. The course also focuses on the individual in relation to and as a product of that social world. It requires students to develop an appreciation of the processes of social interaction and emphasizes the analytic frameworks and techniques social scientists use to explain the causes and patterns of individual and institutional behavior. Although all sections of Human Behavior and Social Institutions bear the same title, the content and specific focus of the course varies; each section has a specific subtitle that indicates its particular content and focus. Courses at the 100-level bear the designation B 190 (for instance, SOC-B 190 Human Behavior and Social Institutions), and the 300-level Human Behavior and Social Institutions courses appear in the Schedule of Classes as B 399 offerings in the specific disciplines.

Select B 190 or B 399 from ANTH, GEOG, POLS, PSY, SOC, or WOST or in any other field in which a course in this category may appear, as designated in the Schedule of Classes .

C. Literary and Intellectual Traditions

The various versions of this course focus on a topic that can be addressed from more than one disciplinary perspective, and explores ways in which the principal disciplinary approach can be augmented and enriched by readings from other disciplines. Although all sections of Literary and Intellectual Traditions bear the same title, the content and specific focus of the course varies; each section has a specific subtitle that indicates its particular content and focus. Courses at the 100-level bear the designation T 190 (for instance, HIST-T 190 Literary and Intellectual Traditions), and the 300-level Literary and Intellectual Traditions courses appear in the Schedule of Classes as T 390 offerings in the specific disciplines.

Select T 190 or T 390 from ENG, CMLT, FREN, GER, HIST, HPSC, PHIL, or SPAN or in any other field in which a course in this category may appear, as designated in the Schedule of Classes .

D. Art, Aesthetics, and Creativity

This course explores the human need to experience and comprehend the creative process. It encourages students to experience culture and cultural artifacts as makers, performers, and audiences. Students gain familiarity with both the discipline and craft by which artists and performers achieve their characteristic effects, as well as the satisfaction inherent in that process. Versions of this course explore the role of art, music, theatre, and other artistic modes in the formation and expression of a particular culture and encourage respect for diverse cultures and the artifacts they produce. Although all sections of Art, Aesthetics, and Creativity bear the same title, the content and specific focus of the course varies, each section has a specific subtitle that indicates its particular content and focus. Courses at the 100-level bear the designation A 190 (for instance, FINA-A 190 Art, Aesthetics, and Creativity), and the 300-level Art, Aesthetics, and Creativity courses appear in the Schedule of Classes as A 399 offerings in the specific disciplines.

Select A 190 or A 399 from CMLT, ENG, FINA, MUS, or THTR or in any other field in which a course in this category may appear, as designated in the Schedule of Classes .

III. Contemporary Social Values (8 cr.)

Students must complete one course from each of the following three areas, as designated in the Schedule of Classes .

A. Non-Western Cultures

The campuswide curriculum in general education requires students to demonstrate familiarity with the culture, society, and values of a non-Western people, or explore knowledge and traditions grounded in non-Western cultural paradigms.

ANTH-A 250 Anthropology in the Modern World

ANTH-A 385 Topics in Anthropology

VT: Contemporary Chinese Society

VT: Rise and Fall of Ancient Civilizations

ANTH-E 105 Culture and Society

ANTH-E 300 Culture Areas and Ethnic Groups: Peoples and Cultures of Latin America

ANTH-E 310 Introduction to the Cultures of Africa

ANTH-E 320 Indians of North America

ANTH-E 323 Indians of Indiana

ANTH-E 365 Women and Power

ANTH-E 391 Women in Developing Countries

ANTH-E 397 Peoples and Cultures of the Middle East

ANTH-E 402 Gender in Cross-Cultural Perspective

FINA-A 300 Topics in Art History

VT: Introduction to Non-Western Art

HIST-G 300 Issues in Asian History

HIST-G 369 Modern Japan

HIST-H 207 Modern East Asian Civilization

HIST-H 237 Traditional East Asian Civilization

MUS-M 375 Survey of Ethnic and Pop Music of the World

PHIL-P 283 Non-Western Philosophy

PHIL-P 374 Early Chinese Philosophy

PHIL-P 383 Topics in Philosophy

VT: Non-Western Philosophy

POLS-Y 107 Introduction to Comparative Politics

VT: Comparing Politics through Film

POLS-Y 109 Introduction to International Relations

POLS-Y 330 Central American Politics

POLS-Y 337 Latin American Politics

POLS-Y 343 Developmental Problems in the Third World

REL-R 153 Religions of the East

SOC-S 362 World Societies and Cultures

VT: Mexico

VT: Costa Rica

SOC-S 410 Topics in Social Organization

VT: Gender and Work in the Global Economy

VT: Deep Mexico : Its Influence Past and Present

SPAN-S 275 Hispanic Culture and Conversation

WOST-E 391 Women in Developing Countries

WOST-W301 Global Perspectives on Women

WOST-W400 Topics in Women's Studies

VT: Gender and Work in the Global Economy

B. Diversity in United States Society

The campuswide curriculum in general education requires students to develop an understanding of how factors such as race/ethnicity, class, gender, religion, and sexual orientation shape individual lives, how they are embedded in and shape our social institutions, and how they produce markedly different outcomes and opportunities for individuals and groups in the United States .

AFRO-A 150 Survey of the Culture of Black Americans

ANTH-A 385 Topics in Anthropology

VT: Asian Immigrant Communities in the United States

ANTH-A 460 Topics in Anthropology

VT: Archaeology of Ethnicity in America

CMLT-C 253 Third World and Black American Films

EDUC-H 340 Education and American Culture

ENG-L 370 Recent Black American Writing

ENG-L 379 American Ethnic and Minority Literature

HIST-A 355 Afro-American History to the 1890s

HIST-A 356 Afro-American History, 1890s to the Present

HIST-H 260 History of Women in the United States

POLS-Y 329 Racial and Ethnic Politics in the United States

PSY-P 391 Psychology of Gender, Race, and Ethnicity

REL-R 160 Religion and American Culture

SOC-S 161 Principles of Sociology

SOC-S 163 Social Problems

SOC-S 316 Sociology of the Family

SOC-S 317 Inequality

SOC-S 335 Race and Ethnic Relations

SOC-S 338 Sociology of Gender Roles

SOC-S 360 Topics in Social Policy

SOC-S 410 Topics in Social Organization

VT: Inequalities

WOST-H 260 History of Women in the United States

WOST-P 391 Psychology of Gender, Race, and Ethnicity

WOST-S 338 Sociology of Gender Roles

WOST-W100 Gender Studies

C. Health and Wellness

The campuswide curriculum in general education requires students to demonstrate familiarity with concepts and principles of physical fitness, holistic health, or healthful living and the prevention of disease. Courses in Health and Wellness that fulfill the campuswide requirement include an explicit instructional component focused on such knowledge. Students may also fulfill the requirement by completing 1 credit hour in a physical education or recreation course within the Health, Physical Education, and Recreation program in combination with a 1 credit hour course focused on fundamental principles of health and wellness. Courses that include instruction in such principles are listed below.

EDUC-M 359 Health and Wellness for Teachers

HPER-E 190 Yoga I (1 cr.)

HPER-N 220 Nutrition for Health

NURS-B 233 Health and Wellness (4 cr.)

SPEA-H 120 Contemporary Health Issues

THTR-D 110 Social Dance (2 cr.)

THTR-D 115 Modern Dance I (2 cr.)

THTR-D 120 Ballet I (2 cr.)

THTR-D 130 Flamenco I (2 cr.)

THTR-D 140 Jazz Dance I (2 cr.)

THTR-D 150 Middle Eastern Dance I (2 cr.)

THTR-D 215 Modern Dance II (2 cr.)

THTR-D 220 Ballet II (2 cr.)

THTR-D 230 Flamenco Dance II (2 cr.)

THTR-D 240 Jazz Dance II (2 cr.)

THTR-D 250 Middle Eastern Dance II (2 cr.)

Note : Various courses listed in this section as general education requirements are currently under development.