Proposed Framework

Please note: these are draft recommendations from the General Education Task Force

The following general education curriculum model was proposed in fall 2017:

VCU General Education Curriculum Model

Foundations of Learning (up to 12 credits)
Courses in this area provide the student with the core competency skills necessary for academic success across all disciplines:

  • UNIV 111, UNIV 112, & UNIV 200 or HONR 200
  • MATH 131* or higher OR STAT 208 or higher (*Portability problem = School of the Arts uses MATH 121 as general ed math)

Diversities in the Human Experience (3-9 credits)
Courses in this area encourage students to:

  • Examine modes of inquiry used in the study of social institutions, patterns of culture, and human behavior;
  • Understand and evaluate patterns and processes affecting social organization and distributions of power and resources;
  • Investigate the relationship between the individual and society through a diverse range of voices;
  • Explore varieties of human psychology or development;
  • Compare theories about human society, culture, and behavior;
  • Examine patterns of inclusion and exclusion, and other forms of social grouping;
  • Consider the ethical implications inherent in the study of the human experience.

Creativity, Innovation, and Aesthetic Inquiry (3-9 credits)
Courses in this area encourage students to:

  • Examine the circumstances and choices that influence the production of creative work;
  • Investigate, establish, and/or apply criteria used to evaluate creative work;
  • Attend and/or participate in creative activities and explore their relevance;
  • Analyze how creative work reflects, responds to, and shapes various contexts;
  • Consider the role of imagination in confronting and expressing the human condition;
  • Encounter ambiguity and diverse interpretations as aspects of aesthetic inquiry;
  • Consider the ethical implications in production, consumption, and access to creative works.

Global Perspectives (3-9 credits)
Courses in this area encourage students to:

  • Encounter, comprehend, and appreciate cultures and contexts outside the U.S.;
  • Develop an understanding of how the world is organized and interconnected;
  • Interpret regionally specific social, political, and/or economic issues within the larger global context;
  • Recognize how knowledge is constructed differently in various communities;
  • Consider alternate viewpoints among disciplines, cultures and groups;
  • Explore the complexities of cross-cultural communication and problem-solving;
  • Consider their ethical responsibilities as local and global actors.

Scientific & Logical Reasoning (3-9 credits)
Courses in this area encourage students to:

  • Explore how logical and empirical methods can be used to form and revise beliefs;
  • Apply methods of logical and empirical reasoning to their own beliefs;
  • See relations between ideas;
  • Use and connect scientific concepts to describe the world, formulate questions, and solve problems;
  • Consider and compare different applications of evidence-based reasoning;
  • Model phenomena in a variety of ways such as through mathematics or the use of computer programs or physical representations;
  • Consider the ethical implications of scientific inquiry.

Please note: this information can also be found within the full General Education Task Force report.