2009-10 Undergraduate Catalog
Common collective knowledge about the world enables us to communicate, to make informed decisions about many aspects of our lives, to understand and to participate fully as informed citizens in local, national and global matters.
Competency in composition, the humanities, physical and biological sciences, mathematics, and social and behavioral sciences, enables us to better understand ourselves, our neighbors, other cultures and times, and the principles governing the natural world and the universe. In general education courses, students gain fresh perspectives, methods and tools for understanding the traditional and the newly discovered.
The general education curriculum is organized around seven major content areas: composition, diversity studies, humanities, international studies, mathematics, physical and biological sciences, and social and behavioral sciences.
- Description of the Content Areas
- What are the Gen Ed Requirements?
- What are the Learning Outcomes?
- Identifying Gen Ed Courses
- Selecting Gen Ed Courses
- How Incoming Credits Apply to Gen Ed
General Education Curriculum | |||||||||||||||||||||||||||||||
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Description of the Content Areas | |||||||||||||||||||||||||||||||
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What are the Requirements? | |||||||||||||||||||||||||||||||
All undergraduate students (except those transferring to UF with an A.A. degree from a Florida public community
college or an A.A. certificate from a Florida public state university) are required to complete UF's general
education requirement to graduate.
Successful completion of these requirements will result in the following student learning outcomes. |
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Student Learning Outcomes: Content and Skills | |||||||||||||||||||||||||||||||
Category | Content | Critical Thinking | Communication |
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Composition | Demonstrate forms of effective writing (proposals, resumes, cover letters, reports, case studies,
analyses, arguments, research papers). Learn different writing styles, approaches and formats and successfully adapt your writing to different audiences, purposes and contexts. Revise and edit your own writing and the writing of others effectively. |
Organize complex arguments in writing, using thesis statements, claims and evidence. Employ logic in arguments and analyze your writing and the writing of others for errors in logic. | Write clearly, concisely and consistently with the conventions of standard written English. Use thesis sentences, claims, evidence and logic in arguments. |
Diversity | Know the roles of social structure and status of different groups within the United States. | Analyze and evaluate your own cultural norms and values in relation to those of other cultures. Identify, evaluate and compare your own social status, opportunities and constraints with those of other persons and groups. |
The diversity designation is always in conjunction with another category; Communication outcomes are listed in those categories. |
Humanities (in at least one discipline) |
Know the history, underlying theory and methodologies used within the discipline studied. | Identify and analyze key elements, biases and influences that shape thought within that discipline. Approach issues and problems within that discipline from multiple perspectives. |
Communicate knowledge, thoughts and reasoning clearly and effectively in forms appropriate to that discipline, individually and/or in groups. |
International | Know the values, attitudes and norms that shape the cultural differences of peoples who live in
countries other than the United States. Know the roles of geographic location, development level and geopolitical influences on the lives of citizens in other countries. |
Analyze and evaluate your cultural norms and values in relation to those held by citizens in other countries. | The international designation is always in conjunction with another category; Communication outcomes are listed in those categories. |
Mathematics | Employ computational strategies in fundamental mathematics, including at least one of the following: solving equations and inequalities, logic, statistics, algebra, trigonometry and inductive and deductive reasoning. | Reason in abstract mathematical systems and use mathematical models to solve problems. Apply mathematical concepts effectively to real-world situations. |
Formulate mathematical models and arguments. Communicate mathematical solutions clearly and effectively using oral, written and/or graphic forms. |
Physical and Biological Sciences (in at least one discipline) |
Know the basic concepts, theories and terminology of natural science and the scientific method within that
discipline. Know the major scientific developments within that discipline and the impacts on society and the environment. Know relevant processes that govern biological and physical systems within that discipline. |
Formulate empirically-testable hypotheses derived from the study of physical processes and living things within
that discipline. Apply logical reasoning skills effectively through scientific criticism and argument within that discipline. Apply techniques of discovery and critical thinking effectively to solve experiments and to evaluate outcomes. |
Communicate scientific findings clearly and effectively using oral, written and/or graphic forms. Write effectively using several types of writing, such as research papers and laboratory reports. |
Social and Behavioral Sciences (in at least one discipline) |
Know key themes, principles and terminology within that discipline. Know the history, theory and/or methodologies used within that discipline. Identify, describe and explain social institutions, structures and processes within that discipline. |
Apply formal and informal qualitative and/or quantitative analysis effectively to examine the processes and means
by which individuals make personal and group decisions. Assess and analyze ethical perspectives in individual and societal decisions. |
Communicate knowledge, thoughts and reasoning clearly and effectively in forms appropriate to the discipline, individually and in groups. |
Identifying General Education Courses
All general education courses are identified by letter in the course descriptions section of this catalog. The category letter designation(s) appears at the end of the course description. For example: AMH 2010, United States to 1877, fulfills three credits in the Humanities (H) category.
The Schedule of Courses also includes a list of all courses that fulfill each gen ed category. In addition, course listings in every schedule identify whether a course section satisfies gen ed credit (refer to the "G.E." column).
Selecting General Education Courses
Students can take gen ed courses at the 1000-4000 levels. First-year students generally take introductory (1000/2000-level) classes. Those who have the academic background and the interest can take more advanced classes, but they should first consult an academic adviser.
Requirements M (mathematics), P (physical sciences) and B (biological sciences) include the study of pure science (e.g., physics, chemistry and calculus) and their technological applications (e.g., nuclear energy, environmental science and computer theory). Students should pursue a balanced program of pure and applied sciences to complete these requirements. Remember, three of the six credits for the math requirement must be in approved mathematics courses.
How Incoming Credits Apply to General Education
AP, IB, AICE and CLEP credit count toward completion of the general education requirement as indicated in the course equivalency charts.
Acceptable dual enrollment and other transfer credit will fulfill the general education requirements that the same UF course fulfills if the course is equivalent. Courses from Florida public community colleges and State University System schools generally adhere to the Statewide Course Numbering System. If the prefix (first three letters) and the last three digits of the course number are the same, then the course is considered equivalent.
If the course does not have a common-numbered equivalent at UF (either because UF does not offer the course or because the transferred course was not taken in the state system), then the student’s college needs to evaluate the course to determine whether it fulfills a general education requirement.