what courses are required for general education in college

GE Requirement

General Education (GE) courses teach essential university-level skills and introduce fundamental ideas in arts, humanities, social sciences, and natural sciences.

General Education (GE) courses introduce students to the fundamental ideas and intellectual activities that scholars across campus—in the arts, humanities, social sciences, and natural sciences—draw on in their work. Courses in the GE curriculum offer diverse perspectives on how human beings think and feel, solve problems, express ideas, and create and discover new knowledge. These courses also help students acquire the skills essential to university-level learning: they challenge students to assess information critically; frame and deliver reasoned and persuasive arguments orally and in writing; and identify, acquire, and use the knowledge necessary to solve problems. GE is the foundation of a UCLA education.

GE regulations and application of GE credit vary among the College and schools. A summary of campuswide GE requirements is available, as is a GE course master list . Students should consult their respective counseling office to determine which courses best fulfill their GE requirements.

Students follow a general education curriculum that is grouped into three foundational areas: Arts and Humanities, Society and Culture, and Scientific Inquiry, with subcategories in each group.

Foundations of the Arts and Humanities

• Literary and Cultural Analysis
• Philosophical and Linguistic Analysis
• Visual and Performance Arts Analysis and Practice

Courses in this area offer perspectives and intellectual skills necessary to comprehend and think critically about our situation in the world as human beings. In particular, the courses provide the basic means to appreciate and evaluate the ongoing efforts of humans to explain, translate, and transform their diverse experiences of the world through such media as language, literature, philosophical systems, images, sounds, and performances. The courses introduce students to the historical development and fundamental intellectual and ethical issues associated with the arts and humanities, and may also investigate the complex relations between artistic and humanistic expression and other facets of society and culture.

Foundations of Society and Culture

• Historical Analysis
• Social Analysis

Courses in this area introduce students to the ways in which humans organize, structure, rationalize, and govern their diverse societies and cultures over time. The courses focus on a particular historical question, societal problem, or topic of political and economic concern in an effort to demonstrate how issues are objectified for study, how data is collected and analyzed, and how new understandings of social phenomena are achieved and evaluated.

Foundations of Scientific Inquiry

• Life Sciences
• Physical Sciences

Courses in this area ensure that students gain a fundamental understanding of how scientists formulate and answer questions about the operation of the physical and biological world. The courses also deal with some of the most important issues, developments, and methodologies in contemporary science, addressing such topics as the origin of the universe, environmental degradation, and the decoding of the human genome. Through lectures, laboratory experiences, writing, and intensive discussions, students consider the important roles played by the laws of physics and chemistry in society, biology, earth and environmental sciences, and astrophysics and cosmology.

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Articles & Advice > Majors and Academics > Blog

Gen Eds 101: What to Know and How to Pick Them

General education requirements are important to your college career. Here are the basics of what gen eds are and how to choose the right ones for you.

by Ginger Abbot Writer & Editor-in-Chief, Classrooms.com

Last Updated: Mar 16, 2023

Originally Posted: Feb 2, 2022

You're probably wondering what general education requirements in college are all about. At first glance, it may seem like these required courses don’t have much to do with your major. You may be hoping to jump right into your field of study and learn everything you can about it right away. After all, what do English courses have to do with Health Administration or Psychology or Engineering? The truth is that general education courses are significant and important to your studies. Here's why you need to take gen eds in college, what options you can expect, and some tips on how to choose the right ones as you work toward your degree.

The importance of gen eds

General education courses are a requirement for all degrees at most colleges. But they’re required for a reason—they can broaden your knowledge and help you gain valuable skill sets that apply to everyday life, including your major and future career.

They prepare you for a career

General education classes help you adequately prepare for your chosen career. While you need to have a rigorous education, you'll also find that the curriculum can help you focus on developing soft skills . Soft skills are the core skills that give you the ability to succeed in any profession. Employers want to see candidates with certain attributes that keep their company running smoothly. Gen eds can also help you develop skills that are similar to ones you’d gain during internships, which are a great way to show future employers you have experience. Gen eds can do just that by assisting you in certain areas, such as delivering presentations and enhancing critical thinking.

They help you become well versed

You’ll also find that gen eds expose you to a wide range of subjects and ideas, which is important to helping you find a major if you’re undecided or for helping you branch out beyond your field of study—which also looks impressive to future employers. Being well versed in a broad range of perspectives gives you the ability to look at problems from different angles. You'll notice you can navigate through information more effectively and make sound decisions quickly in your more concentrated field of study.

Related: How to Make the Most of Your Education in College

Types of general education courses to consider

What type of classes can you take to fulfill your general education requirements? The sky is the limit at most colleges. Generally, you should choose courses that pique your interest and/or give you an idea of what you'd like to further study in your college career. Gen ed courses include areas such as:

• Arts & Humanities: Classes that satisfy this requirement could include visual arts, theater, writing, dance, and music.
• English Language & Literature: Most colleges require students to take English. This ensures you learn how to write, analyze writing to form educated opinions, and appreciate world literature at a higher level.
• History: History classes offer you the opportunity to learn about worldwide cultures. Specific courses may include Western Civilization or US History.
• Mathematics & Science: Mathematics and science courses are especially helpful if you're interested in a career in the STEM fields. Even if you're majoring in something other than Math or Science, you should still gain basic knowledge of these subjects.
• Social Sciences: These courses teach you how people interact in a society. It can also help you develop meaningful relationships. You might take classes such as public speaking or sociology.

How to choose your gen eds

When choosing which gen eds to take, it helps to think about how they will set the foundation for your future career. Don’t think of them as something you need to “get out of the way.” The purpose is to help you gain transferrable skills that lead to better opportunities later. You should judge them on whether they truly add value to your education. 

You should also avoid choosing classes just because they’re easy . It's vital to find a proper balance between easy and difficult courses. For instance, if you're taking mostly challenging courses, you'll find it harder to succeed in college. On the other hand, easy subjects won't challenge you, and they certainly won't help you learn anything new. Find subjects that speak to you and encourage you to be more engaged so you learn something valuable to take with you. 

Lastly, avoid putting it off ’til the last minute when choosing courses. Gen ed classes are typically taken early on in your college career because students at this stage haven’t yet decided upon a major. But they can fill up fast, and you don’t want to miss out on the ones you really want to take. 

Related: 4 Expert Tips for Choosing Your Best–Fit College Major

If you've completed your search and found a school match already, you're most likely dreaming about your time in college. Figuring out which major you should go for can be overwhelming. However, general education courses will help you with that once you enroll. Remember that gen eds will provide you with wonderful opportunities—and it will be exciting to see where they take you.

Learn more about your educational options in college—and maybe even discover your field of study!—in our Majors and Academics section.

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About Ginger Abbot

Ginger Abbot is an education, learning and student life writer, as well as the Editor-in-Chief of Classrooms.com. Read more of her work for college students on her Classrooms author page .

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Choosing Courses for General Education Requirements

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Your General Education Requirements (GERs) include your COLLEGE requirement, the Writing (PWR) requirement, the foreign language requirement, and the Ways of Thinking/Ways of Doing requirements.

You can find official information about your General Education Requirements at the Stanford Bulletin: Undergraduate General Education Requirements. On this page, read guidance from your Academic Advisors on how to choose courses to fulfill these requirements.

Choosing COLLEGE courses

All students are required to fulfill a first-year Civic, Liberal, and Global Education (COLLEGE) requirement.  This can be done in four (4) different ways, all of which are intended to be welcoming and accessible to frosh.

• Two COLLEGE Courses
• Education as Self Fashioning (ESF) and a COLLEGE course
• Immersion in the Arts, Living in Culture (ITALIC)
• Structured Liberal Education (SLE)

You can learn more about the differences between these four options on the COLLEGE website. Note that ESF, ITALIC, and SLE usually require students to apply the summer before their first year. 

Students who fulfill the requirement through COLLEGE courses are pre-assigned to two (2) particular quarters in which they will take those courses.  You may choose from a selection of courses being offered that quarter.  The COLLEGE website has further information about how to view or request to change your COLLEGE assignment.

For COLLEGE courses, we encourage you to read through course descriptions of the options being offered this year.  Pay attention to the big questions asked by each course, the topics and materials that will be covered, and the kind of work you will be asked to do.  In narrowing your choices, ask yourself: “Am I drawn to studying what is already familiar or what is unknown to me?  How will I be examining my assumptions about living my life and understanding the world?  Why is this topic important to me?”

Choosing PWR Courses

All Stanford students must fulfill a writing requirement in their first and second years.  In addition, students will also take a Writing in the Major course for their declared major before graduation.

Courses in the Program in Writing and Rhetoric (PWR) fulfill the first and second year writing requirement, and are carefully designed to offer richly diverse intellectual experiences based on shared assignments, goals, and learning outcomes.

All students must fulfill the PWR 1 requirement in their first year.  Note that SLE and ITALIC have their own paths for fulfilling the PWR 1 requirement.  ESF courses all fulfill the PWR 1 requirement as well.

Students must fulfill the PWR 2 requirement by the end of sophomore year.  This is usually done through enrolling in a PWR 2 course, or by taking an alternate course certified to fulfill the second-level writing requirement.

The basic structure of PWR courses -- in particular, the assignment sequence -- does not vary from section to section.  But each instructor builds on this shared core, designing class materials and activities and choosing readings to develop a unique course. This allows PWR courses to be as diverse as the instructors and students who bring them to life, while maintaining consistency across sections in key areas: assignment sequence, student workload, grading practices, and emphasis on rhetorical knowledge and skill.

PWR enrollment is centrally managed, and all logistical questions about PWR enrollment are answered on the  PWR Enrollment Page.  You will be assigned a quarter for PWR, and then asked to rank several choices of PWR classes. To find your preferred classes:

• Read the course descriptions carefully, looking for themes that interest you. Remember that your PWR research paper can be the groundwork for later projects, even senior Honors theses. You will find basic times and titles in  ExploreCourses, but the  PWR Catalog  will give you a fuller syllabus, including a video presentation by the instructor.
• Find out which instructors’ interests and teaching style match with yours by reading their  online profiles  and talking to former PWR students.
• Check whether an  Introductory Seminar  that is certified to fulfill the PWR 2 requirement is offered in an area that interests you. You could consider taking it instead of a PWR 2 course (though do remember that Introsems are application based, and there is no guarantee that you will be able to enroll in the course).

Choosing Language Courses

Stanford requires that all students have at least the equivalent of one year’s proficiency in a foreign language to graduate.  

You can fulfill the language requirement at any time during your undergraduate career.  Many students do more than the basic language requirement, particularly those who do overseas study with a  BOSP  program.

Note that some majors, such as International Relations, may require more than just one year's proficiency in a foreign language.  Check in with your major department for details.

• You may choose to start a new language, in which case you want to look carefully at  ExploreCourses  to decide the timing. Some languages, such as Arabic, can only be started in the fall; while you can begin  Spanish  in any quarter. A few languages offer a two-quarter accelerated option to complete the first year.
• If you are continuing a language, then you will need to take a placement test. Incoming frosh will receive information about the placement test; advanced students should contact the  Language Center  about scheduling one.
• The Language Center discusses the  many ways to fulfill the Language Requirement.  Many students satisfy it by AP, IB, or placement test credit.

Choosing Ways Courses

The Ways of Thinking/Ways of Doing are Stanford’s unique "breadth" requirement. In general, Stanford students must complete 11 courses across 8 broad Ways areas; transfer students, however may have fewer course requirements .

There is no need to cram all your Ways courses into the first two years. Many students spread their Ways requirements out over the entirety of their undergraduate career.  You will also find that you will complete some Ways naturally by taking classes for your major, or other courses that align with your interests. In addition, COLLEGE courses will typically fulfill a Ways requirement .  In  Axess,  your Degree Progress Report will list your Ways and track their completion.

To find courses that fulfill Ways requirements, go to  ExploreCourses,  enter a % in the search box to find all classes, and then use the filters in the right-hand column under "UG Requirements (GERs)" to browse all courses in a given quarter that fulfill a specific Way. You can also use the links from the  Ways site .

Although they are requirements, Ways courses can help personalize your education in meaningful ways. They can give you license to explore areas you would not otherwise think to pursue, as well as helping you refine your eventual major direction. The Ways requirement is an integral part of your liberal education, which Stanford faculty have designed in order to:

• Broaden your knowledge and awareness in the major areas of human knowledge.
• Significantly deepen understanding of one or two of these areas.
• Prepare students for a lifetime of continual learning by applying knowledge to career and personal life.

In selecting courses that fulfill the Ways requirement, you should:

• Consider taking  Introductory Seminars  as many fulfill the Ways requirement.
• Seek out Ways courses that complement or build upon your major. A physics major may fulfill a humanities requirement with a philosophy of science course. Students who study developmental psychology may benefit from an English class on children’s literature. Use keyword search in  ExploreCourses  to find such classes.
• Use Ways courses to create a balanced workload for the quarter.

If you matriculated prior to Autumn 2012, then you may still be under the Disciplinary Breadth (DB) and Education for Citizenship (EC) requirements instead of Ways. Please refer to the relevant archived Stanford Bulletin  from the year you began study at Stanford for more details on your GER requirements.  

• Civic, Liberal, and Global Education (COLLEGE)
• Ways of Thinking/Ways of Doing
• The Program in Writing and Rhetoric (PWR)
• The Language Requirement
• What are my graduation requirements and how do I check them?

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What Is General Education (Gen Ed)?

Cait Williams is a Content Writer at Scholarships360. Cait recently graduated from Ohio University with a degree in Journalism and Strategic Communications. During her time at OU, was active in the outdoor recreation community.

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If you’ve looked at your own college transcript, friends, or even siblings, you’ve likely seen something listed on it that says general education. In fact, you likely saw a lot of spots that said that, but what does that actually mean? And why do you need to take so many of those classes? Let’s discuss it together! 

General education definition

General education credits, also known as “Gen eds”, are a requirement that you will find when you begin to receive your undergraduate degree. A gen ed is just what it sounds like, it’s a generalized course of study in a certain subject, think classes like:

• English I and II
• Basic college math courses 
• Science (including social sciences)
• Arts and humanities

These are all some subject areas of general education classes that you might take throughout the course of your degree.

The purpose of gen eds

The gen ed classes you take in college won’t be all that different from the courses you took in high school. In high school, you likely had a certain number of classes you had to take in basic subjects such as math, English, history, science, and maybe even foreign language. Well, college is no different. No matter what subject you are majoring in, your school will want to make sure that you have a strong and balanced foundation in all areas of academics. 

It may feel like they’re just keeping you from major specific courses as many gen eds need to be completed before you enter higher level major specific classes. However, general education classes are expanding your foundation and exposing you to subjects that you may have never otherwise been exposed to!

Gen ed classes

Let’s take a look at more specific classes that you may come across at your college. Unfortunately, each college will have their own general education classes and requirements, which means there is no universal list of courses you’ll have to take. However, the range of courses you can take is what makes gen eds so great! Below are just a few examples of some classes that were recently offered that thanks to gen eds, you may have the chance to take! 

Conflict resolution in a divided world

Conflict Resolution in a Divided World is a class offered at Harvard . The goal of this course is to help prepare students in a practical way for something that they will face in all areas of their life!

Introduction to Scandinavian Folklore

Yes, you read the title of this class correctly. Introduction to Scandinavian Folklore is a course offered by UCLA . In this course you can expect to learn about all things fairy tales, but also explore a deeper side that asks why people tell the stories that they tell.

Mafia Movies 

Just like the previous class, this course is exactly what it sounds like, watching mafia movies . In this Ohio State University class you’ll get a chance to learn about all things mafia! Alongside watching movies you’ll get to learn about the real history behind the Italian and Italian American mafias!

There are literally hundreds of other courses available that are just as interesting and surprising as the ones listed above. Our point is that these classes don’t need to feel like they are just wasting your time. Take your time to look for classes that really interest you. We promise you will find some! 

When do you take gen eds

Most of your gen eds will be taken during your freshman and sophomore year of college. However, if you find that you still have a few leftovers during junior and senior year , that’s completely fine as well. Some of your last semesters in undergraduate can get quite heavy with major specific courses. When you have the option, adding in a gen ed that is about another topic can be a nice way to break up your mix of classes. 

Shouldn’t you just take easy gen eds?

If you’re at all familiar with gen eds, then you may have had people give you advice in the past that you should just take the easiest ones you can. While it’s true that taking hard, high level gen ed classes isn’t always the best option, that doesn’t mean you shouldn’t challenge yourself or take your time finding classes that really interest you. Each semester you can assess what sort of classes you need to take for your major. If you have a particularly heavy or light semester in terms of credit hours and degree of difficulty in classes, you can use that to measure the amount of time you’d be able to put into gen eds.  

Key Takeaways

• General education courses are classes that every college will require students to take throughout the course of their undergraduate degree
• The purpose of general education classes is to provide you a strong foundation and expose you to classes outside of your major
• General education classes are a part of your college journey that you can use to broaden your horizons and expand your portfolio 
• Take risks and explore some subjects that are out of your comfort zone, you never know what classes may lead you to something great

Frequently asked questions about general education 

What if my college doesn’t have general education courses, do gen eds matter in college, does yale have gen eds, scholarships360 recommended.

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What is General Education? Everything You Need to Know

Quick Highlights:

• General education courses cover a broad range of subjects to ensure a well-rounded education.
• These courses are one-third to one-half of an undergraduate degree.
• They’re designed to enhance critical thinking , communication skills, and appreciation for diversity.
• You may be able to save money by taking these courses at a community college .

Congratulations! You have been accepted to the university of your choice, and you are signing up for your first semester’s classes. You can hardly wait to get into your major and well on your way to your future career.

But, wait. Your academic advisor tells you that you need to first take gen ed courses.

What are these gen ed classes?

Why are they required?

What can be gained from them?

Most colleges and universities require their students to take general education courses, such as psychology, social sciences, and foreign language. You may be thinking gen ed courses are a waste of time, and honestly, some of them may feel like that. But, there are important reasons why college students are required to take gen ed courses.

Let’s explore this topic in depth.

Here is everything you need to know about general education courses .

See Also: What is a Bachelor’s Degree?

What are General Education Courses?

First, let’s look at the general education requirements’ definition:

General education courses are a broad range of classes in specific categories that meet specific criteria. These categories are your school’s general education requirements.

General education requirements are categories of knowledge your school requires you to gain a working knowledge of before you graduate.

These categories are usually include subjects like:

• Natural Science
• Social Science
• World studies
• Communication

Most of the time, gen ed requirements cover one-third to one-half of an undergraduate degree and are completed before you start working on the core curriculum of your major.

Related Resource: What is an Associate’s Degree?

Why Is General Education Required?

Colleges and universities want “well rounded” graduates. Higher education institutions require these general education courses to help students gain a comprehensive education which they hope will serve you throughout your life after graduation.

Gen ed classes are also a great opportunity for you to try out different topics to see if you like them. Some students don’t decide on their major until after they have taken a fabulous gen ed course. Some students may prepare to study one major, but then take some gen ed courses and decide to change their whole course of study.

Also, gen ed classes teach you valuable skills such as critical thinking and communication. Let’s face it: gen ed courses are ones you may not choose to take if they were not required. However, think of them as a comprehensive set of classes that each add something unique to your skill set. For example, diversity courses teach students how to appreciate and embrace differences and lead to working well in a diverse workplace. 

Many general education courses also afford students the opportunity of expanding their chosen field of study to gain an emphasis in a related aspect of their chosen majors. For example an English major can take some great in-depth general education classes on poetry. Or an engineering major could take general education courses on bio-mechanics.

See Also: Most Popular College Majors

What Can I Gain From Gen Ed Courses?

So much can be gained from taking gen ed classes. General education can give you the foundation you need to become highly intelligent in your field of study and in life after college. 

Gen ed courses can pave the way for you:

• To be better at your chosen field
• To provide you with new hobbies
• To develop meaningful relationships
• To perhaps even change your mind about your chosen field of study

Try to lose the mindset that taking gen ed courses is wasting time. First of all, all university programs require gen ed courses, so you are working your way toward your final goal. Secondly, you will learn new subjects, and you may develop a new passion.

You may also like: Picking a Major

What Is a Good Way to Take General Education Courses?

College is expensive, and some universities have quite lengthy general education requirements. However, there are smarter ways to complete your gen eds.

If you’re going to an expensive university, you might just want to hold off attending until you’ve completed your gen ed courses at an in-state community college . Just make sure you can transfer general education credits before you take them and pay for them.

You can make sure the credits transfer by working with an advisor at both your university and your in-state community college.

Your school may require you to fulfill general education requirements that you know will not interest you or advance your career in any way. When you encounter these types of situations, take the easiest class you possibly can.

For example, if you know you will not ever become a fine arts major, but your school requires a fine arts general course, then pick the fine arts course that will be the simplest to complete for you. There is no reason to bog down your already busy schedule with a class that is more difficult than necessary.

Check out: 10 Best Careers for the Future

What Gen Ed Courses Should I Take?

Choosing gen ed courses can be a fun part of attending college. If you have chosen a field of study, look to see if there are any requirements that overlap with your gen ed courses (it happens sometimes), and then fill in the gaps with classes that interest you.

If you have not chosen a major, then it would be wise to take general education classes that cover subjects that interest you and could be potential majors.

Common gen ed courses include:

• English composition
• Mathematics
• Natural Sciences
• Social sciences
• Foreign languages
• Diversity and Inclusion

However, take a wide variety of courses so that you can experience as many possible fields of study as you can.

Remember, your college or university requires a certain number of general education credits. There’s no way of getting out of them, so you might as well have fun with them.

How Can I Know If A Gen Ed Class Will Work For Me?

When signing up for a gen course , you will see a description of the class. Additionally, there are many websites you can find that rate your professor, the course, and the course load. Do your research before committing to a class to make sure that you will be able to complete your gen eds, work well with your professor, and handle the course load.

Also, most colleges and universities make professor and course evaluation results available for you to see if the class would work well for you.

Do I Have to Complete Gen Eds Before Declaring My Major?

You do not have to complete all of your gen eds before declaring your major. In fact, if you know your major it would be good to check to see if any of the required courses in our major double as courses for your general education requirements.

If you do not have a chosen major, don’t worry. Most students don’t choose their majors right away. It is good to explore your options to be sure of your path.

Where Can I Get Advice On Which Gen Ed Courses Would Be Good For Me?

Your school will provide you with an academic advisor. These professionals can help you discuss your general education requirements, and if you would like they can suggest some great general education courses that will help you explore your options. Your advisors are also great resources on gaining information on specific classes.

When Should I Complete My General Education Classes?

For most majors, there is no specific time frame for completing your general education credits. Some students don’t complete them until their last semester, while others have them completed by their junior year.

Talk to your advisor to see if your major has any time frame requirements for completing your general education requirements.

Keep in mind that college majors with time frames for completing your general education are highly specified. For example, Med school, law school, and some teaching programs require you to have completed all generals before your senior year, or before a completion of an internship, or practicum.

How Do I Know If A General Education Course Is Worth the Effort?

Some general education courses are more difficult than others, but often they are all worth the effort. If a gen ed course interests you, advances your career, or makes you feel passionate about the work you are doing, then the extra effort is definitely worth it.

General education & IGETC

General education (G.E.) requirements are designed to give UC undergraduates a broad background in all major academic disciplines — natural sciences, physical sciences, social sciences, humanities and fine arts.

G.E. requirements vary by campus

The G.E. requirement — sometimes called the breadth requirement — lists the specific courses students must take or number of credit hours they must earn in each discipline.

Each school and college at every UC campus has its own general education requirement. With careful planning, students can meet many of the lower-division requirements before they transfer. Students at a California community college also have the option of completing the Intersegmental General Education Transfer Curriculum (IGETC) to satisfy the lower-division general education requirements at any UC campus.

What is IGETC?

IGETC is a series of courses that prospective transfer students attending California community colleges may complete to satisfy the lower-division breadth/general education requirements at both the University of California and the California State University.

Students may be IGETC certified if they complete coursework at one or more California community colleges without regard to current enrollment status or number of units accrued at a California community college. Students who enrolled at a UC campus, then enrolled at a California community college and transfer to a different UC campus may use IGETC (students returning to the same UC campus cannot complete IGETC).

Completion options

Students have the option of completing IGETC at their California community college or the specific lower-division breadth/general education requirements of the UC school or college at the campus they plan to attend. 

The UC agreement

UC has an agreement with each California community college that specifies which of its courses may be applied to each category of IGETC. Courses taken at more than one California community college may be used to fulfill IGETC and all courses must be completed with a grade of C or better (or the equivalent).

Which type of student should follow IGETC

IGETC is most helpful to students who want to keep their options open — specifically, those who know they want to transfer but haven't yet decided upon a particular institution, campus or major.

Which type of student should not follow IGETC

Certain students, however, will not be well served by following IGETC. Students who intend to transfer into majors that require extensive lower-division preparation, such as engineering or the physical and natural sciences, should concentrate on completing the prerequisites for the major required by the individual UC campus. However, they can choose to follow the IGETC for STEM pattern of course work in addition to major preparation. IGETC for STEM is a pattern of courses currently only available to students earning an associate degree for transfer (ADT) at a California community college in a major that explicitly offers IGETC for STEM as an option, and only if the UC program allows partial IGETC certification (see below for more information about partial certification).

Not a requirement, but a consideration

IGETC is not an admission requirement. Completing it does not guarantee admission to the campus or program of choice. However, completing the lower-division breadth/general education requirements — whether through IGETC or the campus-specific requirements — may be considered by the campus in selecting among qualified applicants.

Partial certification

Students who do not complete IGETC before transferring will be required to satisfy the lower-division general education/breadth requirements of the UC college or school they attend. However, California community colleges may grant partial certification of IGETC to students who are missing no more than two requirements. Students should verify that their UC school/college/major program will accept partial certification. After transfer, students submitting partial IGETC certification should complete the missing requirements at either UC or a California community college as designated by their department. Students who have been granted partial IGETC certification should not return to the community college for a full certification.

GPA requirement

IGETC courses must be completed with a grade of C or better. A grade of credit or pass may be used if the community college's policy states that it is equivalent to a grade of C or better.

Use of AP and IB exams

IGETC course credit may be earned for scores of 3, 4 or 5 on Advanced Placement (AP) exams or scores of 5, 6 or 7 on International Baccalaureate Higher Level (IB HL) exams that the community college faculty recognizes as equivalent to its IGETC-approved courses. An acceptable score on an English AP or IB exam may be used to meet the English Composition requirement, but not the Critical Thinking/English Composition requirement. A single exam cannot satisfy multiple requirements, with the exception of language exams which may satisfy a Humanities requirement and the Language other than English proficiency requirement. For more information, refer to the IGETC Standards, Policies, and Procedures Manual .

IGETC course agreements

A community college course can satisfy only one IGETC subject area even if it is listed on the IGETC Course Agreement in more than one area. However, a single course may be counted toward IGETC and a major requirement.

Coursework completed outside the California community colleges may be acceptable to clear some IGETC requirements (with the exception of IGETC area 1B: Critical Thinking) as long as the community college faculty recognizes the course in question as equivalent to one or more of its IGETC-approved courses.

Certification

Certification of IGETC completion is the responsibility of the last community college a student attends prior to transfer, regardless of how many courses or units the student has completed at that community college.

Additional IGETC considerations

Students with a substantial amount of coursework from institutions outside the United States should consult with a community college counselor to determine whether they should complete IGETC or the lower-division breadth/general education requirements at the campus they plan to attend. International coursework cannot be used to satisfy any area of IGETC except the Language other than English proficiency requirement (Area 6/6A).

In addition, some colleges or majors prefer that transfer students follow a more prescribed lower-division curriculum. Refer to the Quick Reference Guide to UC Admissions [PDF] for campus/program-specific recommendations.

Proficiency in a language other than English (IGETC Area 6/6A)

Students may demonstrate proficiency for the purpose of fulfilling the Language Other Than English IGETC requirement in one of the following ways:

• Complete two years of high school coursework in one language other than English with a grade of C or better.
• Complete a course or courses at a college or university with a grade of C or better in each course. Any course (excluding conversation courses) considered by the college or university to be equivalent to two years of high school language may be used. Many college catalogs list the prerequisite for the second course in a language as: Language 1 at this college, or two years of high school language. In this case Language 1 clears both years of the requirement.
• Chinese With Listening: not offered before 1995/520
• French/French With Listening: 500/540
• German/German With Listening: 500/510
• Hebrew (Modern): 500/470
• Italian: 500/520
• Japanese With Listening: 500/510
• Korean/Korean With Listening: not offered before 1995/500
• Latin: 500/530
• Spanish/Spanish With Listening: 500/520
• Achieve a score of 3, 4 or 5 on a College Board Advanced Placement (AP) examination in a language other than English.
• Achieve a score of 5 or higher on an International Baccalaureate (IB) Higher Level Examination in a language other than English.
• Satisfactorily complete a proficiency test administered by a community college, university or other college in a language other than English. The test must assess the student proficiency at a level equivalent to at least two years of high school language.
• Complete, with grades of C or better, two years of formal schooling at the sixth-grade level or higher in an institution where the language of instruction is not English. If secondary school was completed in a non-English-speaking country and the language of instruction of the secondary school was not English, language other than English proficiency can be certified for IGETC without further evaluation. The student must present appropriate documentation of attendance at the secondary school.
• Earn a passing grade on the international A level or O level exam in a language other than English.

If an appropriate achievement test is not available to assert a student's proficiency in a language other than English, a faculty member associated with a California community college can verify competency. The college must provide a document on letterhead asserting that the student's proficiency in the language is equivalent to at least two years of high school study.

General Education Curriculum

By taking courses in a variety of disciplines and incorporating a range of skill sets, you will be prepared to engage in complex thinking and to develop an area of specialization. This combination of depth and breadth of study is the hallmark of Penn's liberal arts education.

As a student and a scholar, it’s your duty to be curious about everything, so nothing should be off-limits.

The General Education component of the Curriculum is comprised of two elements . Foundational Approaches  develop key intellectual capabilities demanded in a variety of disciplines , while Sectors of Knowledge allow you to tailor your own education in the arts and sciences while gaining valuable knowledge across a broad range of disciplines

To find courses that fulfill the General Education requirements, go to Path@Penn ->Search & Register for Courses. From the course search scroll down to the bottom and in the Course Attribute drop down, enter the name of any of the General Education requirements below to find courses that fulfill that requirement e.g. Cultural Diversity in the US or History and Tradition. 

Foundational Approaches

The ability to express oneself clearly and persuasively in writing is fundamental for success across all academic disciplines, and throughout one's personal and professional life.

For these reasons, writing plays a central role within the College curriculum. Students must take a writing seminar to fulfill the College's Writing Requirement. It is recommended that students take this course during their first year of study. Students are also encouraged to continue development of their writing skills by participating in Penn's writing programs.

Courses fulfilling Writing

Competence in more than one language is important for participation in the global community. Language study encourages us to understand and appreciate cultural difference, and nothing brings this more sharply into focus than the experience of learning of another language. It not only affords unique access to a different culture and its ways of life and thought; language study also increases awareness of one's own language and culture. For this reason, College students are required to attain a certain degree of competency.

While students often opt to satisfy the Language Requirement by continuing to study the language that they have already begun in high school or earlier, the wealth of languages that the University offers is such that many students decide to explore a new culture and area of our globe by beginning a language that they have never studied before. French, Spanish, and a few other languages are taught at the pre-collegiate level, but students are less likely to have been exposed to Arabic, Hindi or Japanese—let alone Uzbek or Hausa—and each of these languages is a mode of access to a fascinating culture and history.

In contemporary society, citizenship, work and personal decision-making all require sophisticated thinking about quantitative evidence.

Students in the College must complete a course that uses mathematical or statistical analysis of quantitative data as an important method for understanding another subject. Through such study, students learn to think critically about quantitative data and the inferences that can be drawn from these data. They also gain experience with the use of quantitative analysis to interpret empirical data and to test hypotheses.

Courses in calculus and computer science do not fulfill the requirement because these courses do not require students to analyze actual data sets with the goal of evaluating hypotheses or interpreting results. To count toward the Quantitative Data Analysis Requirement, a course must include such data analysis.

In contrast to Quantitative Data Analysis courses, which deal with inductive reasoning, courses designated for this requirement focus on deductive reasoning and the formal structure of human thought, including its linguistic, logical and mathematical constituents. These courses emphasize mathematical and logical thinking and reasoning about formal structures and their application to the investigation of real-world phenomena. In addition to courses in mathematics, this requirement includes courses in computer science, formal linguistics, symbolic logic and decision theory.

In our increasingly interconnected world, the Cross-Cultural Analysis Requirement aims to increase students' knowledge and understanding of socio-cultural systems outside the United States.

College students are required to take at least one course to develop their ability to understand and interpret the cultures of peoples with histories outside of the United States. The focus may be on the past or the present and it should expose students to distinctive sets of values, attitudes and methods of organizing experience that may not be obtained from U.S. cultures. This exposure to the internal dynamic of another society should lead students to understand the values and practices that define their own cultural framework.

The Cultural Diversity in the U.S. Requirement complements the Cross-Cultural Analysis Requirement and aims to develop students’ knowledge of the history, dynamic cultural systems and the many populations that make up the heterogeneous cultures of the United States.

College students are required to take at least one course to develop the skills necessary for understanding the population and culture of the United States as it becomes increasingly diverse. Through historical inquiry, the study of cultural expressions and the analysis of social data, students will develop their ability to examine issues of diversity with a focus on race, ethnicity, gender, sexuality, class and religion. The goal is to equip graduates with the ability to become perceptive and engaged members of society.

Policies Governing Foundational approaches

Sectors of Knowledge

This sector focuses on the structure and norms of contemporary human society, including their psychological and cultural dimensions.

Courses in this sector use many analytical techniques that have been developed to study contemporary society, with its complex relations between individuals and larger forms of mass participation. Some Society courses are largely devoted to the analysis of aggregate forms of human behavior (encounters, markets, civil society, nations, supranational organizations, and so on), while others may focus on the relations between individuals and their various societies. While historical materials may be studied, the primary objective of Society courses is to enable students to develop concepts and principles, test theories, and perfect tools that can be used to interpret, explain and evaluate the behavior of human beings in contemporary societies. This objective will be realized through the specific content of the various courses, but the emphasis in each course should be on developing in students a general capacity for social analysis and understanding.

This sector focuses on studies of continuity and change in human thought, belief and action.

Understanding both ancient and modern civilizations provides students with an essential perspective on contemporary life. Courses in this sector examine the histories of diverse civilizations, their cultures and forms of expression, their formal and informal belief systems and ideologies, and the record of their human actors. Students should learn to interpret primary sources, identify and discuss their core intellectual issues, understand the social contexts in which these sources were created, pose questions about their validity and ability to represent broader perspectives and utilize them when writing persuasive essays.

This sector encompasses the means and meaning of visual arts, literature and music, together with the criticism surrounding them.

Most courses in this sector are concerned with works of creativity—paintings, films, poetry, fiction, theatre, dance and music. They generally address a considerable breadth of material rather than an individual work or artist. The objective of Arts and Letters courses is to confront students with works of creativity; cultivate their powers of perception (visual, textual, auditory); and equip them with tools for analysis, interpretation and criticism. This objective will be realized through the specific content of the various courses, but the emphasis in each course should be on developing and strengthening in students a general capacity for understanding meaning and the ways in which it is achieved in its distinctive environment of culture and moment.

This sector comprises courses that combine methods and approaches at work in at least two of the first three sectors.

Students will engage with diverse approaches to society, history, tradition and the arts more deeply than a single course from each domain can allow. Greater depth of experience is gained by bringing to bear several humanistic and social scientific perspectives upon a single issue or topic or by engaging directly in academically-based service or performance informed by these perspectives.

In this sector, students seek to broaden their perspective by taking a course in the humanities or social sciences that has been approved as a general education course but that cuts across two or more of sectors I, II, and III. Some courses approved for this sector will seek a more integrative approach by addressing a problem or topic from a variety of disciplinary perspectives. Others will combine disciplinary study with community service or activism, and constructively and reflectively connect the theoretical with the actual. Finally, some courses in the arts that combine creative or performance experience with reflection and grounding within a discipline may be found in this sector.

This sector deals substantively with the evolution, development, structure and/or function of living systems.

Courses in this sector study the variety of approaches that are useful in understanding the diversity of living organisms, their interrelatedness, and their interactions with their environment. Analytical approaches employed range from analyses at the molecular and cellular level, to analyses of the cognitive and neural bases of behavior, to analyses of evolutionary processes and ecological systems. Students learn the methods used by contemporary natural science to study these topics, including ways in which hypotheses are developed, tested, and reformulated in light of new research findings. A full understanding of living organisms incorporates insights from approaches at many different levels.

This sector focuses on the methodology and concepts of physical science.

Courses in this sector aim to provide insight into the content and workings of modern physical science. Some courses in this sector are part of a major, while others are designed primarily to provide an introduction to the field for non-science majors. Courses for non-science majors may include some discussion of the historical development of the subject as well as the most important conceptual notions and their mathematical expressions. All courses in this sector seek to demonstrate the generally accepted paradigm of modern science: experiment and observation suggest mathematically formulated theories, which are then tested by comparison with new experiments and observations.

Some courses in this sector use a mathematical prerequisite (advanced high school algebra through introductory calculus) - that is, students will actually be expected to use mathematical methods and concepts to achieve an understanding of subjects in physical science.

Students will engage with diverse perspectives generated by applying the principles of the natural sciences to broader applications. Courses in this sector emphasize the interrelationships and synergies gained from bringing together different perspectives in the form of: 1) two or more distinctive scientific disciplines (not just one discipline applied to a topic from another scientific field),  2) natural science and mathematics, or 3) natural science and societal issues.

The sector includes some intermediate and advanced courses that may be of special interest to STEM majors.

Policies Governing the Sector requirement

2023-2024 General Catalog

General education (ge) requirements.

For complete information, see General Education Requirements . For a list of courses that contain GE attributes and GE search tools, see General Education (GE) Requirements .

The General Education (GE) requirement promotes the intellectual growth of all undergraduates by ensuring that they acquire a breadth of knowledge that will enlarge their perspectives beyond the focus of a major and serve them well as participants in a knowledge-based society. It seeks to stimulate continued growth by providing knowledge of both the content and the methodologies of different academic disciplines. It involves students in the learning process by its expectation of considerable writing and class participation, and encourages students to consider the relationships between disciplines.

The GE requirement has two components, Topical Breadth and Core Literacies, and is defined in terms of units, not courses.

Topical Breadth Component—52 units

A GE course in topical breadth addresses broad subject areas that are important to the student's general knowledge. The units of most undergraduate courses at UC Davis are assigned to one of the three Topical Breadth Areas.

Note: In the case of a course that has been certified in more than one Topical Breadth Area, a student may count the units of the course in only one of the areas in which it has been certified.

• Arts & Humanities—12-20 units . Courses in this area provide students with knowledge of significant intellectual traditions, cultural achievements and historical processes.
• Science & Engineering—12-20 units . Courses in this area provide students with knowledge of major ideas and concepts of science and engineering and their applications.
• Social Sciences—12-20 units . Courses in this area provide students with knowledge of the individual, social, political and economic activities of people.

Core Literacies Component—35 units

The literacies are crucial both for success in one's profession and for a thoughtful, engaged citizenship in the community, nation and world.

Note: In the case of a course that has been certified in more than one Core Literacy Area, a student may count the units of the course in only one of the core literacy areas in which it has been certified.

• English Composition—8 units. As described by College of Agricultural & Environmental Sciences, College of Biological Sciences, College of Engineering, or College of Letters & Science.
• Writing Experience coursework in the student's major or in other departments—6 units. Courses in writing experience provide students instruction on how to communicate ideas in the subject matter of the course. The opportunity to improve writing after having received careful commentary is crucial to this requirement.
• Oral Skills coursework or additional Writing Experience coursework—3 units. Courses in oral literacy involve effective communication of ideas through oral presentation and build on and strengthen the critical thinking skills exercised through writing. As an alternative to developing oral communication skills, students may take additional coursework certified as writing experience (see requirement b, above).
• Visual Literacy coursework—3 units. Courses in visual literacy provide students with the analytical skills they need to understand how still and moving images, art and architecture, illustrations accompanying written text, graphs and charts, and other visual embodiments of ideas inform and persuade people. Coursework may stress the skills needed to communicate through visual means as well as the analytical skills needed to be a thoughtful consumer of visual messages.
• American Cultures, Governance, & History—3 units. Courses in American Cultures, Governance, & History provide students with an understanding and appreciation of the social and cultural diversity of the United States and of the relationships between these diverse cultures and larger patterns of national history and institutions.
• Domestic Diversity—3 units. Courses in Domestic Diversity provide students with an understanding of issues such as race, ethnicity, social class, gender, sexuality, and religion within the United States, and develop the student's ability to think critically about diverse socio-cultural perspectives.
• World Cultures—3 units. Courses in World Cultures provide students with a global perspective in a world where communication technologies, economic relationships, and the flow of people across national borders increasingly challenge national identities and create transnational cultures. Students can satisfy this requirement through coursework or through certified study abroad.
• Quantitative Literacy—at least 3 units. The objective of this core literacy is to provide students with an understanding of quantitative reasoning and skills for evaluating claims and knowledge generated through quantitative methods.
• Scientific Literacy—at least 3 units. The objective of this core literacy is to provide students with an understanding of the fundamental ways scientists approach problems and generate new knowledge, and an understanding of how scientific findings relate to other disciplines and to public policy.

For more information, see  Additional Conditions .

Approved General Education Courses

Please note  that you cannot claim GE credit for a course you completed  before  it was an approved GE course.

GENERAL EDUCATION REQUIREMENTS

Taking General Education (GE) courses at UCLA is an excellent way to explore a variety of academic interests in the arts, humanities, social sciences, and life and physical sciences. Students pursuing a liberal arts degree obtain a well-rounded education that enables them to see the intersections across academic disciplines. GE courses teach students the necessary foundational skills, knowledge, and methods to solve the world’s greatest challenges with ingenuity and through a scholarly approach. They provide students with transferable skills, such as critical thinking, written and oral communication, collaboration, data analysis, and the art of asking compelling questions. GE courses also encourage students to either explore coursework outside of their major or to discover their academic interests and major.

We invite students to enroll in GEs that not only fulfill specific requirements, but also pique their curiosity. These requirements are designed to expose students to different ways of thinking, inviting them to learn more about who they are and where their interests lie.

Transfer students with 90 or more units who have completed the Intersegmental General Education Transfer Curriculum (IGETC) will have satisfied the General Education requirement.

For a list of courses that will satisfy the GE requirements, see the GE Courses Master List  . To find GE courses being offered in the Schedule of Classes, go to the  Schedule of Classes   and search by General Education.

For information on petitioning to apply transfer courses to UCLA College General Education requirements, see the Transfer Course Credit Petitions page .

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General education

The general education portion of your degree will be structured to a significant extent by the Areas of Inquiry, which consist of three broad areas of study: Arts and Humanities (A&H), Social Sciences (SSc), and Natural Sciences (NSc).

In addition, you must also complete coursework in these areas: English Composition, Additional Writing, Reasoning, and Diversity. Some colleges also require a foreign language.

What is General Education?

General Education requirements represent the foundation of a UW education and will support the advanced learning students will do the rest of their life. The objective is to introduce students to many new ideas, rather than training them in one specific subject, so that they are in a position to create linkages across a wide expanse of different topics and disciplines. Areas of Inquiry are meant to allow students to embrace the exploration of new ideas and work diligently to make connections, especially where none seem to exist.

Basic Skills

English Composition (C) English Composition courses emphasize how to organize and express your ideas effectively. In composition courses, you will refine your skills by rewriting your papers after receiving feedback on them.  Learn more about your options for fulfilling your English Composition requirement .

Writing (W) This requirement is intended to ensure that you have the opportunity to practice and use writing, broadly conceived, to deepen your learning, to think critically, and to solve problems. The Writing requirement is divided into two parts: a  Composition  course and Additional Writing courses.  Learn more about your options for fulfilling your Writing Requirement .

Reasoning (RSN) - Formerly Quantitative and Symbolic Reasoning (QSR) This requirement is intended to ensure that students have the opportunity to improve your capacities for and abilities to critically evaluate and effectively use information utilizing symbolic and/or numeric methods, or the theoretical study thereof.   Learn more about your options for fulfilling your QSR requirement .

Foreign Language Some schools and colleges require foreign language instruction beyond what is needed to be admitted to the University. If you are a native speaker of a language other than English, or if you had three years of a single foreign language in high school, you already meet this requirement. Otherwise, you must complete the third college quarter of a foreign language with a grade of at least 2.0, take a placement test that places you into the fourth college quarter of that language, or pass a language proficiency test. Learn more about how you can meet the Foreign Language requirement .

Diversity (DIV) Courses that meet the Diversity requirement focus on the sociocultural, political, and/or economic diversity of the human experience at local, regional, or global levels. This requirement is intended to help you develop an understanding of the complexities of living in increasingly diverse and interconnected societies.  Learn more about your options for fulfilling your Diversity requirement .

Areas of Inquiry (AoI) - Formerly Areas of Knowledge

This requirement is intended to ensure that students have the opportunity to develop a foundational understanding of what kinds of questions can be asked and what kinds of problems can be addressed through a range of disciplines and fields of study. This requirement is divided into the following parts or “Areas” listed below.  The number of credits of AoI required by each college of the UW varies and some courses may count towards more than one AoI.

Arts and Humanities (A&H) - Formerly Visual, Literary & Performing Arts (VLPA) The intent of this requirement is for students to become familiar with the methodologies, contributions, and limitations of artistic and humanistic inquiry, broadly defined. Learn more about counting  first-year foreign language as a VLPA .

Social Sciences (SSc) - Formerly Individuals & Societies (I&S)  The intent of this requirement is for students to become familiar with the methodologies, contributions, and limitations of social science inquiry, broadly defined.

Natural Sciences (NSc) - Formerly Natural World (NW) The intent of this requirement is for students to become familiar with the methodologies, contributions, and limitations of natural science inquiry, broadly defined.

Find classes based on General Education Requirements

Use the General Education Requirements  tool on MyPlan to find classes that meet the requirements listed above. 

Requirements By College and School

Each UW school and college interprets the General Education requirements somewhat differently. See the requirements for  General Education  page to learn more. 

Degree overview

180 credits.

If you take 15 credits per quarter (autumn, winter, and spring), you will complete 180 credits in four years.

Understanding Credits/Grades

View our FAQ page  to learn how credits and grades work. 

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What is General Education? Its Purpose and Impact Explained

While looking over a course list in the past, you may have wondered why certain courses are required when they’re unrelated to the direction of the degree program you were considering. These general education requirements serve an important purpose. They can reshape your outlook on learning, teach you soft skills, introduce you to a variety of disciplines and more.

So, What Are General Education Courses?

The general education curriculum focuses on the interdisciplinary lens, including courses in history, natural and social sciences, technology and humanities. Dr. Priscilla Hobbs , a senior associate dean of general education, first-year experience and special programs at Southern New Hampshire University (SNHU), described general education as a well-rounded learning experience to help develop a well-rounded student.

Thinking about general education courses as "extra" is a common misnomer, according to Hobbs. Their connection to your career goals may not be as obvious as the courses within your field of study, but they're still relevant. "They are the courses that are actually addressing many of the skills that employers value, especially in regards to interpersonal connections and diversity," Hobbs said.

Anthony Siciliano , the associate vice president of general education, first-year experience, education and special programs at SNHU, said that general education credits make up “the largest allocation of credits” across undergraduate degree programs .

“The general education curriculum is a standard, required part of every bachelor degree program  in the country and is meant to foster greater accessibility, a clear and relevant academic pathway for students to attain their degree credential and to provide students with the necessary core skills in order to be successful in their lives and chosen career paths ,” he said.

What Are the Main Components of General Education?

Although specific general education requirements can differ depending on your college and your program, you'll need to demonstrate competency in several fields of study to earn a bachelor's degree.

You'll likely be required to take general education courses in some of these areas:

• English composition
• Humanities and social sciences
• Mathematics
• Natural sciences

You might need to take multiple courses in these broader categories to fulfill your program's requirements. Certain schools also have requirements that other schools don't. For example, some schools require foreign language coursework.

To learn more about your options and program requirements, Healow recommended speaking with an academic advisor.

What is Another Name for General Education Courses?

Widely, you may hear general education courses abbreviated to "gen eds." But just as colleges differ in their gen ed requirements, they may also have different names for their general education curriculum.

At SNHU, for instance, general education courses are known as " The Commons ." This is because the courses involved are applicable to all undergraduate students, regardless of major. They are an opportunity to grow skills, knowledge and perspectives that are relevant to all members of society.

Meanwhile, each individual navigating their general education courses can get something different from the experience. "They have the opportunity to choose their own topics and lean into content in a way that they find beneficial to their own growth," Hobbs said.

What is the Purpose of General Education?

You might be wondering what the true purpose of general education is in the academic setting as you prepare to join the workforce, advance in your job or change careers .

While they can help you gain important professional skills, the answer goes beyond work. It connects to a foundation of education: "Our general education follows the model of a traditional liberal education, which assumes that education is fundamentally about helping students to prosper in their lives, both professionally and personally," Healow said.

Together, the courses form a holistic approach to learning and developing. "General education is there so you can enjoy different perspectives on your life as a human being, not solely as a participant in our economy," Healow said.

What is the Benefit of Taking General Education Courses?

Here are four ways general education courses can help you succeed.

1. Reshape Your Outlook on Learning

“For students to be adequately prepared to do well in their chosen career, they need to have not only the rigor of an academic education but also an applied, relevant and practical curriculum that focuses on the development of these core skills,” Siciliano said.

General education can also offer a deeper understanding and appreciation of humankind, according to Healow. "Students will be better served if they have an opportunity to learn about history, about philosophy, about art and literature, about science and mathematics, regardless of their chosen majors," he said. "Because these disciplines invite you to use your mind in different ways and constitute a legacy of human achievements that belongs to all of us."

2. Learn Soft Skills Desired by Employers

To impress employers and prove yourself as a member of a team, it’s important you learn interpersonal skills. These include things such as empathy, conflict resolution  and being able to communicate effectively .

Siciliano said the general education courses “encourage an aptitude for empathy  infused with objectivity and curiosity” and “develop a strong sense of self in one’s capabilities and the ability to reflect and learn from one’s experiences” — skills employers seek in the people they hire.

“These soft skills , or core skills, are the knowledge, dispositions and abilities needed by students to be successful in their chosen professions and for becoming an immediate contributor to a rapidly changing global workforce,” Siciliano said.

Hiring employees with these attributes is essential to keep a company running smoothly. “Numerous self-help books and professional development opportunities are designed to help employees develop their soft skills,” Hobbs said. “Each day, our paths cross with people from diverse backgrounds and perspectives, and we need to be able to manage those interactions in a positive way rather than in a way that promotes conflict."

3. Be Well-Versed in a Wide Variety of Disciplines

“We may look at an issue historically, or we may put on the hat of social scientists,” Hobbs said. “Being able to see through these lenses helps us critically navigate through all the information that surrounds us at any given second. It helps us make decisions about what to filter, what we find interesting and what we need to do about anything. Without that, the world and all the information passing through it can quickly seem overwhelming.”

Siciliano said the interdisciplinary general education courses provide students with different perspectives from which to view the world, giving them the ability to:

• Analyze information for accuracy
• Communicate effectively with different audiences
• Display literacy in digital technology
• Tackle a variety of real-world problems

Some schools use their general education curriculum to consider the impact of cultural events on students, according to Hobbs. "These courses help students understand and process through their experiences," she said.

4. Learn with People From Diverse Disciplines

Because general education courses are shared across undergraduate programs, it's likely you'll find yourself taking classes with and learning from people outside of your main discipline.

"These courses tend to be filled by a very diverse set of students, who have very different backgrounds, perspectives and aspirations," Healow said. "Providing such students with an occasion to come together and share educational experiences with those outside their programs tends to be enriching and rewarding for everyone involved."

These interactions and interchange of ideas can lead to an exciting and perhaps transformative college experience, according to Hobbs.

It's possible you'll also develop personal and professional relationships with people that you otherwise may not have met. Healow met his wife in a choir class, which he took to meet a general education requirement.

What is a General Education Degree Called?

While general education typically refers to the common curriculum that undergraduate students complete, it's also a type of degree. A general education degree is usually called a bachelor’s in general studies. This Bachelor of Arts (BA) degree  can provide you with a strong educational background across many fields.

Siciliano said a general studies degree “provides greater flexibility (for students) to complete their degree according to their work, career and family life.” Whether you’re transferring universities or looking to earn a degree that reflects your broad range of skills, a bachelor’s in general studies can prepare you for the next step in your career.

You can often choose an area of focus within your general studies degree . For instance, SNHU's general studies degree offers dozens of potential concentrations, including:

• Business administration
• Communication
• Information technology
• Sport management

Whether or not you choose a concentration, this bachelor's degree can well prepare you for a wide range of careers. It can also ready you for further education if you are pursuing a career that typically requires a master's degree .

If you're interested, you can learn more about what a general studies degree is .

Transferring to a General Studies Program

The BA in General Studies program can help students who are continuing their education apply prior coursework or work experiences  toward a degree. “This can include placement tests, previous classes and military credit,” Hobbs said. “Essentially, the general studies degree is designed to help students achieve their goal of a degree without having to start over because they transferred universities.”

Some schools offer free transfer credit evaluations so prospective students can find out how many of their existing credits will be accepted. If you want to know how many courses you have left to finish your degree in general studies, it's as simple as this at SNHU:

• Complete the free 5-minute online application . There’s no obligation after filling it out.
• Get your transcripts requested — for free. Chat with an admission counselor, and we'll request your transcripts on your behalf.
• Receive your free evaluation. Soon after all your transcripts are in, you'll get your official evaluation. It will show you what was transferred in – and what classes you need to complete.

You might be surprised to learn how close you are to graduation. Hobbs said most general studies students are within 15 classes of completing their degree.

Online. On campus. Choose your program  from 200+ SNHU degrees that can take you where you want to go.

Ashley Wallis is an Army veteran and writer with a BA in English Language and Literature from SNHU. She is currently living in the Denver area. Find her on X, formerly known as Twitter, @AshDWallis .

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About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

What Are General Education Courses at US Universities?

What are general education courses, and why are they required to earn a bachelor’s degree in the US? Learn all about foundation courses and how they can impact your studies.

When a student enrolls at a liberal arts college in the USA, they are often required to complete a specific number of general education courses to earn a bachelor’s degree. These foundation course requirements are a big part of a student’s undergraduate degree — typically half the credits needed to graduate — and are mandatory for most students, regardless of major. The question is, what exactly makes a course “general education” and why is it a necessary part of the core curriculum? Let’s take a closer look. 

What Are General Education Courses? 

General education courses at US universities are designed to promote critical thinking across multiple subjects. By learning about subjects that differ from their chosen major , students gain a broader understanding of a range of topics. This equips them with highly desirable skills — communications, teamwork, ethics, time management, problem-solving, and more — while also providing necessary tools to positively impact the future. 

More than 90% of US universities teach general education courses. The types of foundation courses required vary by school, but often include liberal arts subjects such as history, science, math, ethics, and English. Some universities have also recently added health and diversity classes as part of their core curriculum. 

What Are Some Examples of General Education?

To gain a better understanding of which foundation courses a college might require, here is a breakdown of core curriculums at four top-100 Shorelight universities.

American University

Known as AU Core Curriculum , American University ’s inquiry-based liberal arts education is designed to challenge a student’s curiosity, helping to prepare them for a complex world beyond the classroom. 

The curriculum has three parts: foundation courses, Habits of Mind courses, and integrative courses. Foundation courses are designed to help students achieve success while at AU, as well as challenge their curiosity in all areas of study. Required courses include AU Experience 1 and 2, Written Communication and Information Literacy 1, Quantitative Literacy 1, and Complex Problems.

Once students complete their foundation courses, they then must take Habits of Mind courses, which provide critical thinking skills that will serve them well with different challenges in school, work, or life. Courses cover five areas:

Creative-Aesthetic Inquiry

Cultural Inquiry

Ethical Reasoning

Natural-Scientific Inquiry

Socio-Historical Inquiry

Finally, integrative courses combine foundation and Habits of Mind skills into their chosen major. Courses include Written Communication and Information Literacy 2, Quantitative Literacy 2, and Diversity and Equity .

AU Core culminates in a capstone, or signature project, that gives students an opportunity to showcase everything they have learned through general education courses, their degree courses, and life on campus .

American University believes “graduates should be equipped with certain intellectual skills and resources if they are to understand the complex dynamics of an increasingly connected global environment,” which is why the required AU Core courses are vital to a student’s education.

Auburn University

The main goal of Auburn University ’s core curriculum is to give students an “educated appreciation of the natural world, of human life, and the interactions between them.” The major students choose determines which general education course must be taken, but all students are required to take either history or literature. Additional courses that may also be required include English composition, humanities, mathematics, science, and social science.

These general education courses provide in-demand foundational skills, including:

Locating, evaluating, and using information

Reading and thinking critically

Applying mathematical methods

Writing and revising for a variety of purposes

Creating and delivering oral presentations

Analyzing their own society and its relationship to the larger global context

Interacting in intercultural situations

Applying scientific principles

Analyzing and valuing creative artistic endeavors

Auburn University hopes that general education courses will help students “become lifelong learners and use their education to solve practical problems.”

Gonzaga University

As a four-year program required of all students, Gonzaga University ’s core curriculum asks, “as students of a Catholic, Jesuit, and humanistic university, how do we educate ourselves to become women and men for a more just and humane global community?” The curriculum is then divided into a main theme and question for each of the four years of study. 

Year one focuses on “Understanding and Creating: How do we pursue knowledge and cultivate understanding?” Required courses include the First-Year Seminar — designed to help students make a smooth transition to college — plus Writing, Reasoning, Communication and Speech, Scientific Inquiry, and Mathematics. 

Year two turns students’ attention to “Being and Becoming: Who are we and what does it mean to be human?” Courses include Philosophy of Human Nature and Christianity and Catholic Traditions.

Year three is centered around “Caring and Doing: What principles characterize a well-lived life?” Required courses are Ethics and World/Comparative Religions.

Finally, year four is about “Imagining the Possible: What is our role in the world?” In the Core Integration Seminar, students learn to bring together Jesuit-education principles, core foundation course components, and their own learning.

Throughout the four years, Gonzaga students must also take broadening courses, designed to enhance the core themes and student appreciation for the humanities, fine arts, and social/behavioral sciences. Courses designated as global studies, writing enriched, or social justice strengthen essential knowledge and competencies.

In hopes of giving each student a well-rounded education, the core curriculum is structured around five outcomes:

Basic modes of inquiry across disciplines of liberal learning

Intercultural knowledge/competence

Clear and persuasive communication

Identify reason from faith and spirituality

Formulate/articulate growth and social transformation

University of Utah

General education, according to the University of Utah , “provide(s) opportunities for connections.” With that in mind, the school created a core curriculum with four categories of learning outcomes: 

Collaborate effectively

Reason and act ethically

Persist in addressing complex problems

Respond creatively

Students are able to design their own degree program by selecting courses from one of the learning outcome categories that best aligns with the skills they hope to learn and develop. This gives them the opportunity to choose the experiences they want to have, as well as tailor their studies to their particular interests. 

For example, a student may choose to take most of their general education courses in the Reason and Act Ethically category, which will allow them to tackle the ethical layers of problem-solving and action. Students may also opt to take courses across several categories to develop a varied and versatile set of skills.

There are three types of general education and bachelor’s degree courses required within each of the learning outcome categories: foundational , which covers fundamentals such as writing, mathematics, and quantitative reasoning; perspective, which includes fine arts, humanities, and sciences; and enhanced proficiency , with options like diversity, international studies, and languages.

General education courses account for more than 50% of student credit hours at the University of Utah, with university representatives stating that the program “is the strongest single lever [we] can use to enhance student success.”  

Why General Education Is Important

Though each university may offer a different core curriculum, every school understands the value general education brings to a student and how it is vital to the college experience. General education encourages a student to enhance their goals, develop new and necessary skills, and challenge their assumptions. The benefit of this education reaches well beyond the classroom, however, and will give students the confidence, knowledge, and insight to excel in their chosen career, as well as have a positive impact on others.

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2024-25 Catalog

General education and course requirements, general education, foreign language proficiency requirement.

The Associate in Arts degree requires 60 eligible college-level credits including 36 credits in general education, 24 credits of acceptable electives, and satisfaction of the foreign language proficiency requirement.

General Education Program Requirements for the Associate in Arts Degree (36 Credits)

The general education program at Valencia is an integral part of the A.A. degree program and is designed to contribute to the student’s educational growth by providing a basic liberal arts education. A student who completes the general education program should have achieved the following outcomes:

Cultural and Historical Understanding: Demonstrate understanding of the diverse traditions of the world, and an individual’s place in it.

Quantitative and Scientific Reasoning: Use processes, procedures, data, or evidence to solve problems and make effective decisions.

Communication Skills: Engage in effective interpersonal, oral and written communication.

Ethical Responsibility: Demonstrate awareness of personal responsibility in one’s civic, social and academic life.

Information Literacy: Locate, evaluate and effectively use information from diverse sources.

Critical Thinking: Effectively analyze, evaluate, synthesize, and apply information and ideas from diverse sources and disciplines.

The general education program is 36 semester credits which serve as the core of the curriculum. The 36 credits are selected from 5 core areas of academic courses offered at Valencia: Communications, Humanities, Mathematics, Science and Social Sciences.

Core courses are established by the State Board of Education to create a common General Education experience at every public institution in each of the 5 core areas. Core courses must be offered and accepted by every Florida College System (FCS) and State University System (SUS) institution. Core courses account for 15 credits in the General Education program. Institutional courses are established by each college and university to support their General Education program outcomes. Institutional courses account for the remaining 21 credits of the 36 credit General Education program. 

Area 1. Communications

Students who complete  ENC 1101  FRESHMAN COMPOSITION I  with a grade of C or better will earn the Fundamentals of Written Communication digital badge. 

Area 2. Humanities

MUT 1111 must be paired with MUL 1010 to satisfy both the Institutional Humanities and Gordon Rule requirements.

Area 3. Mathematics

Area 4. science, area 5. social sciences.

 This course must be completed with a grade of C or better.

 This course has a prerequisite; check description in Valencia catalog

 This is a General Education course.

 Denotes a Gordon Rule course

Students who complete  ENC 1101 FRESHMAN COMPOSITION I  with a grade of C or better will earn the Fundamentals of Written Communication digital badge. 

Electives/Required Prerequisites for Major (24 Credits)

Most college-level credit courses taught at Valencia will count toward elective credit. Any credits in excess of the minimum required in any of the five core areas listed above will count as elective credits. University majors require certain prerequisite courses before transferring; these are the courses that should be taken as electives at Valencia.

To select the most appropriate electives, create an education plan through Atlas for review with a Student Services staff member.

Valencia’s college-level foreign language proficiency requirement can be satisfied in one of the following ways:

• You may complete two credits (two years) of high school instruction in one language other than English with a passing grade each year as documented on your official high school transcript.
• You may satisfy this requirement by successfully completing foreign language course work at the Elementary II college level with a minimum grade of "C."
• Demonstration of proficiency by passing a CLEP (College Level Examination Program) foreign language test or a foreign language proficiency test administered by the University of Central Florida. Students who earn college-level foreign language credits through course work or CLEP may apply these credits toward the 24 Elective credits.
• If your native language is a language other than English, you may satisfy the foreign language proficiency requirement by successful completion of English for Academic Purposes (EAP) course requirements and successful completion of the Area I Communications requirements for the Associate in Arts degree.
• Demonstrated college-level proficiency in American Sign Language (either through completion of eight semester credits or successful completion of ASL 2150 ) can be used to fulfill this requirement at Valencia.
• Demonstration of proficiency by passing Advanced Placement test with a score of 4 or higher.
• American Sign Language cannot be used to fulfill the foreign language graduation requirement at many universities. Students are responsible for verifying acceptability at the institution to which they plan to transfer.

Note: Satisfaction of this graduation requirement for Valencia may also satisfy the foreign language admission requirement for Florida public universities; it may or may not satisfy a specific university graduation requirement. Students are encouraged to find out the specific requirements of institutions in which they are interested.

Civic Literacy Requirement

Satisfy the civic literacy requirement. As per Florida Rule 6A-10.04213*, prior to the award of an associate in arts or baccalaureate degree, students initially entering a Florida College System institution in the 2021-22 school year, and thereafter must demonstrate competency in civic literacy prior to graduation by: a. receiving a passing score on the Florida Civic Literacy Exam (FCLE), and b. successful completion of one of the following:

• successfully passing POS 2041 U.S. GOVERNMENT.  or AMH 2020 U.S. HISTORY 1877 TO PRESENT  or
• successfully passing a prescribed assessment: AP Government & Politics: United States Test* (passing score =3), or AP United States History Test* (passing score = 4), or CLEP American Government* (passing score = 50) *receiving a passing score will satisfy both the FCLE and course requirements.

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The Gordon Rule

State Board of Education Rule 6A-10.030, the Gordon Rule, requires that students complete with grades of C or better 12 credits in designated courses in which the student is required to demonstrate college-level writing skills through multiple assignments and six credits of mathematics course work at the level of college algebra or higher. These courses must be completed successfully (grades of C or better) prior to the receipt of an A.A. degree and prior to entry into the upper division of a Florida public university.

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Web and Mobile Application Development

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Description:

The Web and Mobile Application Development degree prepares students to become professional software developers working in web and mobile environments. Students will progress from fundamental to advanced programming concepts and apply them to design and build web and mobile applications. Emphasis is also placed on the infrastructure of the web and the ability to plan, launch, and manage applications in the real world.

Program Learning Outcomes:

Upon successful completion of this program, students will be able to:

• Evaluate, design, implement, test, and launch web and mobile applications individually and as part of a group.
• Identify concepts related to remote data APIs (Application Programming Interfaces) and apply them within the context of application development.
• Design, develop, and manage databases in support of web and mobile applications.
• Produce user interfaces for web and mobile applications.
• Identify components of web and mobile applications.
• Recognize and describe ethical, legal, and security issues related to web and mobile development.

Program Entry Requirements:

New students are normally required to take the College’s placement test at their time of entry. Also, students who possess business computer application skills may test out of CIS 103: Computer Applications & Concepts. Students who are identified as needing developmental course work must satisfactorily complete the appropriate English and mathematics courses as part of their degree program.

Program of Study and Graduation Requirements:

To qualify for the Associate in Applies Science (A.A.S.) degree in Web and Mobile Application Development, a total of 65 credit hours as prescribed must be satisfactorily completed with a grade point average of 2.0 ("C" average).

Course Sequence:

Minimum credits needed to graduate:, general education requirements:.

All general education requirements necessary for graduation are met through the courses in the program as indicated above. Students who wish to take courses that differ from the general education courses indicated above must complete a course substitution request form. To access the form, login to the  MyCCP portal , and in the  Student  tab, under  Electronic Forms , click on the  Records and Registration Forms  link, then choose  Request For Course Substitution Of Graduation Requirement  link. A  more detailed explanation  of the College's general education requirements is also available.

For More Information, Contact:

The Division of Business and Technology, Room B2-22, 1700 Spring Garden Street, Philadelphia, PA 19130, Telephone (215) 751-8414 or the College Information Center (215) 751-8010.

Colleges Rates and Requirements

Find the right college for you., core college requirements for competitive acceptance rates.

As you start thinking about which colleges to apply to and how to put together your college applications, don’t forget to familiarize yourself with current admissions requirements and acceptance trends. You may have seen recent headlines about college acceptance rates and how low they were for students who applied to the most selective colleges and universities. It’s important to remember that while admissions requirements for the most competitive schools didn’t change, the number of students applying to these types of institutions has gradually increased. As a result, acceptance rates of colleges, particularly elite universities, decreased. You should also keep in mind that due to the covid-19 pandemic, most institutions saw a spike in applications. This has caused acceptance rates to further decrease.

The headlines shouldn’t deter you from moving ahead with the application process. Although it might feel seem like there’s more competition than ever before, it’s important to remember two things: Acceptance rates vary among colleges, and most colleges accept two-thirds of applicants. Once you understand what college entrance requirements are and how to interpret college admission rates, you'll be better prepared to find the right school for you.

Understand These Key Requirements for College Applications.

Each college uses its own formula when evaluating applicants, and these practices vary from school to school. In addition, many colleges over the last few years have begun instituting "test optional" and "test flexible" policies for the SAT and ACT. Despite these factors, colleges still look for certain key requirements. You can learn more about admissions requirements for individual colleges in College Search .

Standard Core Curriculum and Beyond

All colleges emphasize GPA requirements, but they focus particularly on performance in core subject areas such as mathematics, science, English, and history. Colleges look at your grades, curriculum, and the courses you take as indicators of your ability to be successful in college. To get a better understanding of which colleges might be the best fit for you, research the GPA requirements for colleges you’re interested in. Also look at the range of GPAs accepted at those institutions on the BigFuture College Search tool. Consider taking more advanced coursework such as AP courses if it fits with your career goals and if your school offers them.

Extracurriculars

Extracurriculars are where you can really stand out, especially from others with similar grades. Extra academic activities show off your personal strengths and interests to admissions officers. Ideally, they want to see students who were deeply involved in school activities outside of the classroom and held leadership positions. Learn more about how extracurriculars matter to you and colleges .

Application Essay

For colleges that require it, the application essay can be a very important part of your application and is your pitch to the university. This is your opportunity to show the school of your dreams the unique individual you are, something that may not necessarily be conveyed in your transcript. It indicates how your talents will contribute to their community. Find tips for writing your college essay here.

Standardized Test Scores

Though the trend in some U.S. colleges has been to put less emphasis on SAT scores, make no mistake: They still play an important role in the college admissions process. Test scores are still used by many colleges for course placement and merit aid. High test scores can also help you stand out and strengthen your college application. If you’re not sure if you should submit your scores, talk to your school counselor or the college’s admissions officer for guidance.

Letters of Recommendation

Although not required by all colleges, letters of recommendation can give admissions counselors insight into who you are beyond just your grades and activities. If letters are required by the institutions you’re applying to, the college will let you know who they want letters from. It’s usually a teacher or counselor. Pick someone who knows you well.

Keep on Top of College Application Deadlines.

Application deadlines can sneak up on high school seniors like a tiger in the night. It’s of utmost importance that you double-check your prospective school’s application deadlines and submit everything you need sooner rather than later. Most college application deadlines fall into the following categories:

Understand the College Application Platform.

There are two main types of college applications : The Common Application and the Coalition Application, which allow students to apply to multiple schools using a single application platform. You should check with the institutions you’re interested in applying to see which application platform they prefer.

How Do College Acceptance Rates Work?

A college’s acceptance rate is actually a ratio. It's the total number of applicants in relation to the number of students who were accepted. For example, Harvard received applications from 61,220 students in 2022─the highest-ever number of applicants to the school. Of those, only 1,214 received admission, leading to the school’s lowest-ever acceptance rate of 3.19%.

This illustrates the point earlier that college acceptance rates are on a decline as the number of applicants increases, saturating the pool with more competition than ever before.

Acceptance rates are based on the number of spots available at a college. This is a set number of applicants who can be admitted to that class of graduates, and it's not subject to change based on the volume of applicants. As you can imagine, more competitive schools, such as Ivy League colleges and universities, have fewer spots available and are thus affected more by the number of applicants.

This same logic applies to private and public colleges. Public colleges, which are characteristically larger institutions, will admit greater numbers of students, leading to higher acceptance rates. However, public colleges have also been impacted by a larger number of applicants. When you’re building your college list, it’s advisable to include a balance of reach, match, and safety schools to improve your chances of acceptance.

It's important to keep in mind that college admission rates don’t necessarily reflect the quality of education or the quality of students who apply, and you shouldn’t be discouraged from applying to schools based on these numbers.

What is the Difference Between Admission Yield and Enrollment Rate?

Admission yield is the percentage of students who accepted enrollment into a college after being granted admission. These vary significantly from school to school. For example, the University of California, Berkeley’s yield rate for 2022 was just 40% while the yield rate for Yale was a whopping 83%.

As students apply to greater numbers of colleges and have more options, yield rates decline.

Review the Latest College Acceptance Rate Stats.

Students faced competitive acceptance rates in 2022. Common Application public colleges and universities saw a 24% surge of applicants since 2019-20 and 17% for private institutions. Meanwhile, the acceptance rates continue to decline. For example, Emory University’s acceptance rate fell 8 percentage points between 2020 and 2022.

Students who are eyeing colleges with highly competitive acceptance rates must focus more than ever on the things that will set them apart: exceptional performance beyond the standard core curriculum, strong extracurricular participation, powerful application essays, letters of recommendation, and excellent standardized test scores. However, even with all of these differentiators, it’s important to remember that none of these can guarantee acceptance, especially at selective institutions. Be sure to build a balanced college list that gives you options.

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