2.4 General Education Core Curriculum: The IMPACTS Core
2.4 General Education Core Curriculum: The IMPACTS Core
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SOURCES:
BoR POLICY MANUAL 3.3.1, CORE CURRICULUM
BOARD OF REGENTS MINUTES, 10/4/2023
- Core IMPACTS Framework
- The University System of Georgia (USG) is a composite of diverse institutions that require system wide coherence to facilitate success for students. To achieve these ends, the USG has outlined a Core IMPACTS curriculum that will serve as a guide for institutions to develop and refine course selections that will enable students to meet the Learning Outcomes and Career-Ready Competencies for each Core IMPACTS area. There are seven Core IMPACTS domains. IMPACTS is a mnemonic for the core curriculum, as shown in the table below.
| Core IMPACTS Mnemonic | Domain Shorthand |
|---|---|
| Institutional Priority | Institution |
| Mathematics & Quantitative Skills | Mathematics |
| Political Science and U.S. History | Citizenship |
| Arts, Humanities & Ethics | Humanities |
| Communicating in Writing | Writing |
| Technology, Mathematics, & Sciences | STEM |
| Social Sciences | Social Sciences |
The Core IMPACTS framework will help students find more meaning in the core curriculum and face fewer barriers to their progression. Consequently, they will stay in college, they will graduate faster, and they will be better prepared for their eventual careers.
System wide learning outcomes for each Core IMPACTS area have been developed and approved by the Council on General Education in consultation with the University System Office. All Core IMPACTS Learning Outcomes are collegiate level, broadly focused, aligned with the mission of the USG, and broadly consistent with the current learning goals at USG institutions.
In addition, the USG has identified Career-Ready Competencies to be developed by taking courses in each Core IMPACTS area. Career-Ready Competencies are broad transferable skills that go beyond the content of specific courses. Our stakeholders and employers within the state are vitally interested in these Career-Ready Outcomes and want to know that they are being cultivated within the Core Curriculum/Core IMPACTS. The goal is to ensure that students have a chance to develop these competencies within the context of Core Curriculum/Core IMPACTS courses, as well as to label them so that students are aware that they have had the opportunity to develop these competencies.
2.4.1 Core IMPACTS Domains - Credit Hours
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Every institution in the University System of Georgia will have Core IMPACTS of precisely 42 semester hours plus a Field of Study domain of precisely 18 hours. All students must meet the Core IMPACTS and Field of Study requirements of the institutions from which they receive their degrees. However, see the rules regarding transfer credit in Section 2.4.10 Transfer Rules.
System wide Learning Outcomes for each Core IMPACTS domain have been established and approved by the Council on General Education.
Each institution’s Core IMPACTS requirements must add up to 42 semester credit hours, with minimum credit hours in each domain as follows:
| Core IMPACTS | Domain Shorthand | Credit Hours |
|---|---|---|
| Institutional Priority | Institution | At least 3 credit hours |
| Mathematics & Quantitative Skills | Mathematics | At least 3 credit hours |
| Political Science and U.S. History | Citizenship | At least 3 credit hours |
| Arts, Humanities & Ethics | Humanities | At least 6 credit hours |
| Communicating in Writing | Writing | At least 6 credit hours |
| Technology, Mathematics & Sciences* | STEM | At least 7 credit hours* |
| Social Sciences | Social Sciences | At least 3 credit hours |
*At least 4 of the STEM credit hours must be in a lab science course. Given the science and math requirements of the STEM disciplines, any institution that wishes to drop STEM below 10 hours must make a compelling intellectual case that its core proposal will not lead to students knowing less about STEM. [An example of such a compelling case might be if the institution proposed to put 3 or more hours of math in the Institution domain and 7 hours of natural science in the STEM domain.]
2.4.2 System wide Orienting Questions, Learning Outcomes, and Career-Ready Competencies for Core IMPACTS Domains
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System wide Orienting Questions, Learning Outcomes (LOs), and Career-Ready Competencies (CRCs) have been developed for each Core IMPACTS domain defined as follows:
Core IMPACTS: Orienting Questions
These are questions that are intended to orient students to what is covered in each Core IMPACTS domain and to pique student interest.
Core IMPACTS: Learning Outcomes (LOs)
System wide Learning Outcomes have been developed for each Core IMPACTS domain. These Learning Outcomes have intentionally been defined broadly, so that existing institutional courses and learning outcomes will generally fit the systemwide Core IMPACTS Outcomes. Each course included in Core IMPACTS should ensure that students can meet the Learning Outcomes and Career-Ready Competencies specified for the domain.
Core IMPACTS: Career-Ready Competencies (CRCs)
Core IMPACTS Career-Ready Competencies are broad transferable skills that go beyond the content of specific courses. Responsibility for cultivating Career-Ready Competencies has been assigned to courses in each Core IMPACTS domain and it is expected that students will develop these competencies through taking these combinations of courses.
These competencies are defined in the table below. The definitions are sourced from the American Association of Colleges and Universities (AAC&U) Value Rubrics, the National Association of Colleges and Employers (NACE), the “soft skills” listed in O*Net, as well as desired employability skills identified from surveys of Georgia employers.
| Career-Ready Competencies | Definition |
|---|---|
| Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative approaches to solving problems and making decisions |
| Ethical Reasoning | Assessing one’s own ethical values, recognizing ethical issues in a variety of settings, thinking about how different perspectives might apply to ethical dilemmas, and considering the ramifications of alternative actions |
| Information Literacy | Recognizing when information is needed, and locating, evaluating, synthesizing, and effectively using the needed information, while appropriately crediting the original source of information |
| Inquiry and Analysis | Exploring the world, and supporting informed conclusions through the collection, evaluation, and use of relevant evidence |
| Intercultural Competence | Developing knowledge, skills and behaviors that support effective and appropriate interaction in a variety of cultural contexts |
| Perspective-Taking | Considering perspectives other than one’s own and allowing new information, differing opinions, and others’ experiences to impress upon one’s thinking, understanding, and appreciation of others |
| Persuasion | Using messages that are intentionally designed to appeal to another’s reason, emotions, or both, in order to enact change |
| Problem-Solving | Designing, evaluating, and implementing strategies to solve problems using data, knowledge and facts |
| Teamwork | Building and maintaining collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities |
| Time Management | Prioritizing and structuring tasks and resources to achieve an effective use of time while performing goal-directed activities |
The Orienting Questions, Learning Outcomes, and Career-Ready Competencies assigned to each Core IMPACTS domain are listed in the table below.
| Core IMPACTS (Domain Shorthand) | Orienting Question | Learning Outcome(s) | Career-Ready Competencies |
|---|---|---|---|
| Institutional Priority (Institution) | How does my institution help me to navigate the world? | Students will demonstrate the ability to think critically and solve problems related to academic priorities at their institution. | Critical Thinking, Teamwork, & Time Management |
| Mathematics & Quantitative Skills (Mathematics) | How do I measure the world? | Students will apply mathematical and computational knowledge to interpret, evaluate, and communicate quantitative information using verbal, numerical, graphical, or symbolic forms. | Information Literacy, Inquiry and Analysis, & Problem-Solving |
| Political Science and U.S. History (Citizenship) | How do I prepare for my responsibilities as an engaged citizen? | Students will demonstrate knowledge of the history of the United States, the history of Georgia, and the provisions and principles of the United States Constitution and the Constitution of Georgia. | Critical Thinking, Intercultural Competence, & Persuasion |
| Arts, Humanities & Ethics (Humanities) | How do I interpret the human experience through creative, linguistic, and philosophical works? | Students will effectively analyze and interpret the meaning, cultural significance, and ethical implications of literary/philosophical texts or of works in the visual/performing arts. | Ethical Reasoning, Information Literacy, & Intercultural Competence |
| Communicating in Writing (Writing) | How do I write effectively in different contexts? | 1) Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions. 2) Students will appropriately acknowledge the use of materials from original sources. 3) Students will adapt their written communications to purpose and audience. 4) Students will analyze and draw informed inferences from written texts. | Critical Thinking, Information Literacy, & Persuasion |
| Technology, Mathematics & Sciences (STEM) | How do I ask scientific questions or use data, mathematics, or technology to understand the universe? | Students will use the scientific method and laboratory procedures or mathematical and computational methods to analyze data, solve problems, and explain natural phenomena. | Inquiry and Analysis, Problem-Solving, & Teamwork |
| Social Sciences (Social Sciences) | How do I understand human experiences and connections? | Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change. | Intercultural Competence, Perspective-Taking, & Persuasion |
Systemwide Orienting Questions, Learning Outcomes, and Career-Ready Competencies must be centerpieces of Core IMPACTS courses and must be clearly listed in the syllabus for each instance of a Core IMPACTS course. A template for the required syllabus statement is provided below. The syllabus statement must be included in the syllabus for all sections of each Core IMPACTS course. Instructors in courses that are part of Core IMPACTS must be aware of their responsibilities to ensure that students meet these Core IMPACTS Learning Outcomes and develop the specified Career-Ready Competencies through their participation in the courses.
Course PREFIX and Number COURSE TITLE
This is a Core IMPACTS course that is part of the XXXX domain.
Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic domains. This course will help students master course content and support students’ broad academic and career goals.
This course should direct students toward a broad Orienting Question: • [Insert University System of Georgia Orienting Question here.]
Completion of this course should enable students to meet the following Learning Outcome: • [Insert University System of Georgia Learning Outcome here.]
Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: • [Insert University System of Georgia career-ready competencies here.]
2.4.3 Rules for Including Courses in the IMPACTS Core
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Every institution must offer a path to completing all Core IMPACTS requirements composed exclusively of 1000- and 2000-level courses. Other approved 3000- and 4000-level courses may also be placed in Core IMPACTS domains. See Section 2.4.9 for course approval procedures.
Physical education activity/basic health requirements may not be placed in Core IMPACTS domains. Up to four hours of physical education activity/basic health courses may be required outside of Core IMPACTS in excess of the maximum number of hours indicated for undergraduate degrees. Offerings in physical education/health in excess of the maximum number of hours indicated for undergraduate degrees must be limited to activity, basic health information, first aid, CPR, and safety courses. Transferring students taking physical education/basic health hours at one institution may not be required to duplicate these hours at the receiving institution.
Orientation courses may not be placed in Core IMPACTS domains. Up to four hours of orientation courses may be required outside of Core IMPACTS in excess of the maximum number of hours indicated for undergraduate degrees. Transferring students taking orientation hours at one institution may be required to take additional orientation hours (outside the maximum hours indicated for the undergraduate degree) at the receiving institution.
Courses with a primary emphasis on studio, performance, field study, or internship may only be placed in the Institutional Priority Core IMPACTS domain and will only be approved for that domain if there is a clear academic focus connected to the activity goals of these courses.
Courses in Core IMPACTS domains may not carry a fraction of a semester hour of credit.
Except as required by accrediting agencies, credits earned in Core IMPACTS do not have an expiration date.
Institutions may not permit the completion of any course to fulfill requirements in more than one Core IMPACTS domain. Where the same course is authorized in more than one Core IMPACTS domain, the course cannot be double-counted. That is, the student completing the course to meet the requirements of one domain must take another course in the second domain to meet the requirements of the second domain. Courses in Core IMPACTS domains may also meet course requirements in the Field of Study domain or major domains, but the credit for such courses may not count for two domains.
2.4.4 Details Regarding Courses in Core IMPACTS Domains
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All courses in Core IMPACTS domains must be taught at the collegiate level and be broadly focused. They must clearly address the system wide Learning Outcomes for the Core IMPACTS domains. They must be consistent with the institution’s and the University System of Georgia’s missions and strategic plans.
Institutions may not require students in particular majors to take specific courses to meet Core IMPACTS requirements. Successful completion of any course listed for a Core IMPACTS domain should be credited toward meeting that Core IMPACTS requirement, even if it is not the most appropriate course for the major.
However, students must be made aware that choosing courses that are not appropriate for their majors in Core IMPACTS domains may leave them with unmet prerequisites in their majors, despite having met Core IMPACTS requirements. This is particularly important for students majoring in the Health Professions and STEM disciplines.
Institutional Priority (Institution)
Courses in this domain must include analytical, historical, critical and/or appreciative material.
Courses with a primary emphasis on studio, performance, field study, or internship may be placed in this domain if there is a clear academic focus connected to the activity goals of these courses.
Mathematics & Quantitative Skills (Mathematics)
If offered, MATH 1001, MATH 1101, MATH 1111 and MATH 1113 must be placed in this domain. MATH 1113 may also be placed in the STEM domain. Institutions may also place MATH/STAT 1401 in the Mathematics domain. Other approved courses (e.g., Calculus I) may be placed in this domain. See Section 2.4.9 for course approval rules.
Courses in symbolic logic and math for liberal arts may not be used to meet the Mathematics domain requirement.
Most courses that meet the Mathematics requirement are three credit hours. Four credit hour courses taken in this domain will yield an extra credit hour that cannot be counted in the Mathematics domain. This extra credit hour may be applied to the Field of Study domain or general degree requirements outside of the Core IMPACTS framework.
Students who have earned 30 collegiate credit hours but have not completed the Mathematics requirement must enroll in the course necessary to complete the Mathematics domain requirement in every semester in which they take classes.
Math Pathways
The choice of an appropriate mathematics course in the Mathematics domain can have important consequences for student progression. This is particularly important for students planning to major in STEM disciplines.
Specific mathematics recommendations for students in various disciplines are listed at https://www.usg.edu/curriculum/mathematics_pathways. Students who take a course in the Mathematics domain other than the recommended math course for their majors may later have to take an additional mathematics course outside of the Core IMPACTS requirement to meet mathematics requirements for their majors.
STEM majors (other than Engineering)
Most STEM majors should take Precalculus (MATH 1113) or College Trigonometry (MATH 1112) in the Mathematics domain. (At institutions where College Trigonometry (MATH 1112) serves as the prerequisite to Calculus I, College Trigonometry should be considered equivalent to Precalculus.)
Engineering Majors
All Engineering majors and students in all programs at the Georgia Institute of Technology should fulfill the Mathematics domain requirement with a calculus course.
Business Majors
Institutions differ widely in their recommendations for the Mathematics domain requirement for Business Majors. Students should consult the table on First Math Courses for Business Majors at https://www.usg.edu/curriculum/mathematics_pathways.
Other majors
Students in majors not listed above should consult the Math Pathway recommendations for their majors at: https://www.usg.edu/curriculum/mathematics_pathways
Political Science and U.S. History (Citizenship)
Courses designed to satisfy the U.S./Georgia history and constitutions requirements (Georgia Legislative Requirements) must be placed in this domain. These courses must include analytical, historical, critical and/or appreciative material.
Arts, Humanities, and Ethics
Courses in this domain may focus on humanities, fine arts, or ethics. These courses must include analytical, historical, critical, and/or appreciative material.
Communicating in Writing (Writing)
If offered, ENGL 1101 and ENGL 1102 must be placed in this domain. Other approved courses may be placed in this domain. See Section 2.4.9 for course approval rules.
Students who have earned 30 collegiate credit hours but have not completed the Writing requirement must enroll in the next course necessary to make progress toward completing the Writing domain requirements in every semester in which they take classes.
Technology, Mathematics & Sciences (STEM)
Courses in this domain may include science, technology, engineering, and advanced mathematics courses. These courses must be introductory and broadly focused. They must be analytic in nature and have a problem-solving component.
All USG institutions require three courses in the STEM domain. Typically, the requirement is for two science courses and one course in technology or higher-level mathematics. The choice of an appropriate courses in the STEM domain can have important consequences for student progression. This is particularly important for students planning to major in STEM disciplines or Health Professions. Students who take a course in the STEM domain other than the recommended course(s) for their major may later have to take additional courses outside of the Core IMPACTS requirements to meet requirements for their majors.
Students who take 11 or 12 credit hours in this domain may earn extra credit(s) that cannot be counted in the STEM domain. This extra credit(s) may be applied to the Field of Study domain or general degree requirements outside of the Core IMPACTS framework.
Creative writing and technical communication courses may not be included in the STEM domain.
STEM Domain Course Recommendations by Major
| Non-STEM | Health Professions, including Nursing | STEM |
|---|---|---|
| Students may take any of the science courses offered in this domain. Courses with titles beginning with “General” or “Introductory” are usually intended for non-STEM majors. | Students should take a two-semester laboratory sequence in physics, chemistry, or biology. | Students should take two four-hour laboratory science courses in the STEM domain. |
| Students may take any of the courses approved for the STEM domain at their institutions as their third STEM course. | The appropriate biology courses are Introductory Biology or Principles of Biology | Science courses titled “Principles of …” are designed for STEM majors. |
| The appropriate Chemistry courses are the Survey of Chemistry sequence (CHEM 1151-1152), which is designed for health professions majors, or Principles of Chemistry, which is designed for STEM majors. | STEM students may need a higher-level mathematics (above what was taken for the Mathematics requirement) in this domain. |
Social Sciences (Social Sciences)
These courses must include analytical, historical, critical and/or appreciative material.
2.4.5 Pre-requisite Rules
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Courses in one Core IMPACTS domain may be prerequisites for other courses in that domain (e.g., ENGL 1101 is typically a prerequisite for ENGL 1102).
Courses in one Core IMPACTS domain may be prerequisites for courses in another Core IMPACTS domain, but only with the approval of the Council on General Education.
Institutions should be wary of creating course sequences that make it difficult to complete degree requirements. Exception: If a course is required in order to complete a Core IMPACTS domain, that course may be a prerequisite for a course in another domain or for a course outside of the Core IMPACTS domains without the approval of the Council on General Education (e.g., ENGL 1102 may be prerequisite to 2000-level literature courses, since all students are required to take ENGL 1102).
Institutions may require their students to complete appropriate mathematics course requirements before taking science or additional mathematics courses.
Courses in a Core IMPACTS domain may be prerequisite to courses outside of the Core IMPACTS framework. When courses that are part of a Core IMPACTS domain are prerequisite to courses in the major, institutions must ensure that students are aware that taking a prerequisite course as part of a Core IMPACTS domain may speed their progression through the major.
Courses in a Core IMPACTS domain that are prerequisite to courses in the major must also be listed in the Field of Study domain or in the list of courses required for the major. Approval of the Council on General Education is required in order for courses that are prerequisite to the major to be included in a Core IMPACTS domain.
2.4.6 Rules for Change of Major
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Students switching from a non-science major to a STEM or Health Professions major that have already met requirements for courses in any Core IMPACTS domain will retain credits earned in that domain, but may have additional requirements for their majors that must be met outside of the Core IMPACTS requirements to progress in their majors.
2.4.7 Field of Study Domain
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Field of Study Domain
The Field of Study Domain comprises 18 hours usually within the first 60 hours of each student’s Associate, Nexus, or Bachelor’s degree progression and is in addition to the 42 hours required in the General Education IMPACTS Core.
Courses placed in the Field of Study should be those that prepare students for entry into their major level courses and should abide by the Field of Study Guidelines posted by each discipline area RAC. Approval by the Council on General Education is not required for courses that an institution chooses to list in their Field of Study Domain. Instead the RACs will periodically review these domains for compliance.
Field of Study Learning Outcomes
The Regents’ Academic Advisory Committees will specify learning outcomes for their respective Field of Study areas. These learning outcomes must be collegiate level and provide an appropriate base for later learning outcomes in the relevant degree programs. They must be consistent with the mission of the University System of Georgia.
Field of Study Course Details
Every institution must offer a path to completing all Field of Study requirements composed exclusively of 1000- and 2000-level courses. Courses at the 3000- or 4000-level may also be offered in the Field of Study domain, but neither native nor transfer students may be required to take them.
Field of Study courses may be prerequisites for other Field of Study courses and/or for major courses at higher levels.
In many cases, courses (e.g. Foreign Language courses) that are required for the Field of Study domain are also offered in another domain, such as the Humanities domain. In these cases the required courses must also be offered in the Field of Study domain. Unless required of all students in the Institutional Priority or Humanities domains, any foreign language courses approved for inclusion in other Core IMPACTS domains must also be included in the Field of Study domain for majors requiring foreign languages, so that foreign language courses included in the Core IMPACTS domains do not become required prerequisites for Field of Study courses.
2.4.8 Common Courses
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Common course prefixes, numbers, titles, descriptions, outlines, and credit hours have been developed to ensure consistency across institutions in lower-level courses that are offered at many institutions across the University System of Georgia and to facilitate and enhance transfer processes. When a course is listed as a common course, institutions are required to use the specified course prefix, number, title, description, outline, and credit hours. Requests for exceptions must be approved by the Council on General Education and the Executive Vice Chancellor/Chief Academic Officer. In some cases, institutions may feel that the specified common course description is too scant. Institutions may add to the common course description, as long as the institutional course description starts with the published common course description. The following are common course prefixes, numbers, titles, and descriptions that all institutions shall use for their programs of study.
| Course Prefix and Number | Course Name | Course Description | Credit Hours |
|---|---|---|---|
| ACCT 2101 | Principles of Accounting I | A study of the underlying theory and application of financial accounting concepts. | 3-0-3 |
| ACCT 2102 | Principles of Accounting II | A study of the underlying theory and application of managerial accounting concepts. | 3-0-3 |
| ANTH 1102 | Introduction to Anthropology | ANTH 1102 is an examination and analysis of what it means to be human, biologically and culturally. This comparative study of humankind draws materials from the widest possible range of peoples, cultures, and time periods to determine and explain similarities and differences among peoples of the world. This course brings the perspectives of the major sub-fields of anthropology to the study of humanity: cultural anthropology, archeology, anthropological linguistics, and biological anthropology. | |
| ANTH 1103 | Introduction to Social Anthropology | ||
| ANTH 1104 | Introduction to Archaeology | ||
| ANTH 1105 | Introduction to Biological Anthropology | ||
| ANTH 1106 | Introduction to Cultural Diversity | ||
| ARAB 1001 | Elementary Arabic I | ||
| ARAB 1002 | Elementary Arabic II | ARAB 2001 | Intermediate Arabic I |
| ARAB 2002 | Intermediate Arabic II | ||
| ART | The Visual Art Common Prefix for Area C and Area F courses is ART (with the fourth letter being an institutional prerogative). | ||
| ART 1010 or 2010 | Drawing I (1000 or 2000 level to be specified by institution) | Introduction to the techniques, materials and principles of drawing. | |
| ART 1011 or 2011 | Drawing II (1000 or 2000 level to be specified by institution) | Techniques, materials and principles of drawing. | |
| ART 1020 or 2020 | Two Dimensional Design | The fundamentals of two dimensional design introduced through projects in a variety of media. | |
| ART 1030 or 2030 | Three Dimensional Design | An investigation of three dimensional forms and space using various materials and methods. | |
| ART(S) 1100 | Art Appreciation | This course focuses on fostering an awareness, understanding, and appreciation for the visual arts. Through exposure to art images throughout history, students will build an artistic vocabulary that allows for the constructive analysis of art objects. Students will also gain an understanding of the interaction of art with other important aspects of culture including politics, history, religion, and science. | |
| ASTR 1000 | Introduction to the Universe | A survey of the universe, examining the historical origins of astronomy; the motions and physical properties of the Sun, Moon, and planets; the formation, evolution, and death of stars; and the structure of galaxies and the expansion of the universe. | |
| ASTR 1010 | Astronomy of the Solar System | Astronomy from early ideas of the cosmos to modern observational techniques. The solar system planets, satellites, and minor bodies. The origin and evolution of the solar system. | |
| ASTR 1020 | Stellar and Galactic Astronomy | The study of the Sun and stars, their physical properties and evolution, interstellar matter, star clusters, our galaxy and other galaxies, and the origin and evolution of the Universe. | |
| ATSC 1112 | Understanding the Weather | This course explains the basic processes which control and influence atmospheric conditions, both on a local and global scale. The course will address the composition, origin, and structure of the atmosphere, earth-sun relationships, the atmosphere and energy, atmospheric moisture and state changes in water, air pressure and atmospheric circulation, fog, clouds, air masses, air pollution, climate and climate change, atmospheric optics, and the interaction of all these physical phenomena to produce the weather we experience on our planet. [This course is an alternative version of GEOG 1112.] | |
| ATSC 1112L | Understanding the Weather Lab | This course is the lab component of ATSC 1112 Understanding the Weather. Lab exercises cover geographic coordinate systems and maps, temperature and pressure changes in Earth’s atmosphere, interactions between solar radiation and the Earth, factors which control temperature, daily and annual changes in temperature and precipitation, atmospheric moisture and humidity, formation of clouds, utilization of data charts in understanding and predicting weather conditions, and construction and utilization of weather maps. Additionally, the course will introduce the various instruments used in meteorology: thermometers, barometers, psychrometers, and anemometers. | |
| Biology | For science courses in biology, chemistry, and physics, the sequences designed for non-science majors will be entitled “Introductory Biology, Introductory Chemistry, and Introductory Physics.” The sequences designed for science majors will be entitled “Principles of Biology, Principles of Chemistry, and Principles of Physics.” Combined lecture/lab courses should be indicated with a “K” suffix, and stand-alone lab courses should be indicated with an “L” suffix. The approved course descriptions shown for chemistry illustrate the use of the suffixes. The Principles of Biology sequence will be numbered BIOL 1107 and 1108 (or BIOL 2107 and 2108 for institutions offering the courses in the second year). | ||
| BIOL 1107 or 2107 | Principles of Biology I | Lecture part of a sequence designed for science majors. Use 1107 if course is offered in first year, 2107 if course is offered in second year at an institution. | |
| BIOL 1107K or 2107K | Principles of Biology I | Part of a sequence designed for science majors. Laboratory exercises supplement lecture material. Use 1107K if course is offered in first year, 2107K if course is offered in second year at an institution. | |
| BIOL 1107L or 2107L | Principles of Biology I Laboratory | Laboratory exercises supplement the lecture material of BIOL 1107. Use 1107L if course is offered in first year, 2107L if course is offered in second year at an institution. | |
| BIOL 1108 or 2018 | Principles of Biology II | Lecture part of a sequence designed for science majors. Use 1108 if course is offered in first year, 2108 if course is offered in second year at an institution. | |
| BIOL 1108K or 2108K | Principles of Biology II | Part of a sequence designed for science majors. Laboratory exercises supplement lecture material. Use 1108K if course is offered in first year, 2108K if course is offered in second year at an institution. | |
| BIOL 1108L or 2108L | Principles of Biology II Laboratory | Laboratory exercises supplement the lecture material of BIOL 1108. Use 1108L if course is offered in first year, 2108L if course is offered in second year at an institution. | |
| BIOL 2251K | Anatomy and Physiology I | This integrated lecture and laboratory course is the first course in a two-semester sequence designed to explore the biological and chemical processes underlying the structure and function of the human body at the cellular, tissue, organ, and whole-body level. Topics to be covered include, but are not limited to, biological chemistry; cellular structure and function; tissues; and the integumentary, skeletal, muscular, and nervous systems. This course includes laboratory exercises that supplement the material covered in lectures. This course is designed primarily for non-biology majors, especially those pursuing majors in nursing and the allied health professions. [Each institution may add advising notes regarding who should or should not take this course.] 3-2/3-4 | |
| BIOL 2251 | Anatomy and Physiology I | This lecture course is the first course in a two-semester sequence designed to explore the biological and chemical processes underlying the structure and function of the human body at the cellular, tissue, organ, and whole-body level. Topics to be covered include, but are not limited to, biological chemistry; cellular structure and function; tissues; and the integumentary, skeletal, muscular, and nervous systems. This course includes laboratory exercises that supplement the material covered in lectures. This course is designed primarily for non-biology majors, especially those pursuing majors in nursing and the allied health professions. [Each institution may add advising notes regarding who should or should not take this course.] Corequisite: BIOL 2251L 3-0-3 | |
| BIOL 2251L | Anatomy and Physiology I Laboratory | This course is the laboratory component of BIOL 2251. It is designed to provide hands-on experiences that will enhance and reinforce the content covered in BIOL 2251. [Institutions may add further information appropriate to the way they offer laboratory content.] Corequisite: BIOL 2251 0-2/3-1 | |
| BIOL 2252K | Anatomy and Physiology II | This integrated lecture and laboratory course is the second course in a two-semester sequence designed to explore the biological and chemical processes underlying the structure and function of the human body at the cellular, tissue, organ, and whole-body level. Topics to be covered include, but are not limited to, the cardiovascular, endocrine, lymphatic and immune, respiratory, digestive, urinary, and reproductive systems. Metabolism and fluid, electrolyte, and acid-base balance will also be covered. This course includes laboratory exercises that supplement the material covered in lectures. This course is designed primarily for non-biology majors, especially those pursuing majors in nursing and the allied health professions. [Each institution may add advising notes regarding who should or should not take this course.] 3-2/3-4 | |
| BIOL 2252 | Anatomy and Physiology II | This lecture course is the second course in a two-semester sequence designed to explore the biological and chemical processes underlying the structure and function of the human body at the cellular, tissue, organ, and whole-body level. Topics to be covered include, but are not limited to, the cardiovascular, endocrine, lymphatic and immune, respiratory, digestive, urinary, and reproductive systems. Metabolism and fluid, electrolyte, and acid-base balance will also be covered. This course is designed primarily for non-biology majors, especially those pursuing majors in nursing and the allied health professions. [Each institution may add advising notes regarding who should or should not take this course.] Corequisite: BIOL 2252L 3-0-3 | |
| BIOL 2252L | Anatomy and Physiology II Laboratory | This course is the laboratory component of BIOL 2252. It is designed to provide hands-on experiences that will enhance and reinforce the content covered in BIOL 2252. [Institutions may add further information appropriate to the way they offer laboratory content.] Corequisite: BIOL 2252 0-2/3-1 | |
| BIOL 2260K | Foundations of Microbiology | This integrated lecture and laboratory course provides an introduction to microbiology. This course introduces the student to the diversity and classification of medically significant microorganisms, their modes of pathogenesis and transmission, and the infectious diseases they cause. Topics to be covered include, but are not limited to, microbial cell biology and genetics; major classes of disease-causing microorganisms; host immune response; microbial control; aseptic technique; disinfection; and isolation, culture, staining, and identification of microorganisms. Select laboratory exercises will provide training in the basic laboratory techniques for culture and identification of microbes. This course is designed primarily for non-biology majors, especially those pursuing majors in nursing and the allied health professions. [Each institution may add advising notes regarding who should or should not take this course.] 3-2/3-4 | |
| BIOL 2260 | Foundations of Microbiology | This lecture course provides an introduction to microbiology. This course introduces the student to the diversity and classification of medically significant microorganisms, their modes of pathogenesis and transmission, and the infectious diseases they cause. Topics to be covered include, but are not limited to, microbial cell biology and genetics; major classes of disease-causing microorganisms; host immune response; microbial control; aseptic technique; disinfection; and isolation, culture, staining, and identification of microorganisms. This course is designed primarily for non-biology majors, especially those pursuing majors in nursing and the allied health professions. [Each institution may add advising notes regarding who should or should not take this course.] Corequisite: BIOL 2260L 3-0-3 | |
| BIOL 2260L | Foundations of Microbiology Laboratory | Select laboratory exercises will provide training in the basic laboratory techniques for culture and identification of microbes. [Institutions may add further information appropriate to the way they offer laboratory content.] Corequisite: BIOL 2260 0-2/3-1 | |
| BUSA 1105 | Introduction to Business | An integrative study of the functional areas of business (finance, operations, marketing, human resources, etc.) | |
| BUSA 2105 | Communicating in the Business Environment | A course emphasizing both interpersonal and organizational communications; to include written and oral exercises appropriate to business practice. | |
| BUSA 2106 | The Environment of Business | An introduction to the legal, regulatory, political, social, ethical, cultural environmental and technological issues which form the context for business; to include an overview of the impact and demographic diversity on organizations. | |
| Chemistry | For science courses in biology, chemistry, and physics, the sequences designed for non-science majors will be entitled “Introductory Biology, Introductory Chemistry, and Introductory Physics.” The sequences designed for science majors will be entitled “Principles of Biology, Principles of Chemistry, and Principles of Physics.” Combined lecture/lab courses should be indicated with a “K” suffix, and stand-alone lab courses should be indicated with an “L” suffix. |
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| CHEM 1100 | Introductory Chemistry | A one-semester course covering basic concepts and applications of chemistry designed for non-science majors. There is no laboratory component. | |
| CHEM 1101 | Introductory Chemistry I | First course in a two-semester sequence covering the basic principles and applications of chemistry designed for non-science majors. Topics to be covered include atomic structure and isotopes, periodicity and chemical equations. | |
| CHEM 1101K | Introductory Chemistry I | First course in a two-semester sequence covering the basic principles and applications of chemistry designed for non-science majors. Topics to be covered include atomic structure and isotopes, periodicity and chemical equations. Laboratory exercises supplement the lecture material. | |
| CHEM 1101L | Introductory Chemistry I Laboratory | Laboratory exercises designed to supplement the lecture material of CHEM 1101. | |
| CHEM 1102 | Introductory Chemistry II | Second course in a two-semester sequence covering the basic principles and applications of chemistry designed for non-science majors. | |
| CHEM 1102K | Introductory Chemistry II | Second course in a two-semester sequence covering the basic principles and applications of chemistry designed for non-science majors. Laboratory exercises supplement the lecture material. | |
| CHEM 1102L | Introductory Chemistry II Laboratory | Laboratory exercises designed to supplement the lecture material of CHEM 1102. | |
| CHEM 1151 | Survey of Chemistry I | First course in a two-semester sequence covering elementary principles of general, organic and biochemistry designed for allied health professions majors. Topics to be covered include elements and compounds, chemical equations, nomenclature, and molecular geometry. | |
| CHEM 1151K | Survey of Chemistry I | First course in a two-semester sequence covering elementary principles of general, organic and biochemistry designed for allied health professions majors. Topics to be covered include elements and compounds, chemical equations, nomenclature, and molecular geometry. Laboratory exercises supplement the lecture material. | |
| CHEM 1151L | Survey of Chemistry Laboratory I | Laboratory exercises designed to supplement the lecture material of CHEM 1151. | |
| CHEM 1152 | Survey of Chemistry II | Second course in a two-semester sequence covering elementary principles of general, organic and biochemistry designed for allied health professions majors. | |
| CHEM 1152K | Survey of Chemistry II | Second course in a two-semester sequence covering elementary principles of general, organic and biochemistry designed for allied health professions majors. Laboratory exercises supplement the lecture material. | |
| CHEM 1152L | Survey of Chemistry Laboratory II | Laboratory exercises designed to supplement the lecture material of CHEM 1152. | |
| CHEM 1211 | Principles of Chemistry I | First course in a two-semester sequence covering the fundamental principles and applications of chemistry designed for science majors. Topics to be covered include composition of matter, stoichiometry, periodic relations, and nomenclature. | |
| CHEM 1211K | Principles of Chemistry I | First course in a two-semester sequence covering the fundamental principles and applications of chemistry designed for science majors. Topics to be covered include composition of matter, stoichiometry, periodic relations, and nomenclature. Laboratory exercises supplement the lecture material. | |
| CHEM 1211L | Principles of Chemistry Laboratory I | Laboratory exercises designed to supplement the lecture material of CHEM 1211. | |
| CHEM 1212 | Principles of Chemistry II | Second course in a two-semester sequence covering the fundamental principles and applications of chemistry designed for science majors. | |
| CHEM 1212K | Principles of Chemistry II | Second course in a two-semester sequence covering the fundamental principles and applications of chemistry designed for science majors. Laboratory exercises supplement the lecture material. | |
| CHEM 1212L | Principles of Chemistry Laboratory II | Laboratory exercises designed to supplement the lecture material of CHEM 1212. | |
| CHIN 1001 | Elementary Chinese I | ||
| CHIN 1002 | Elementary Chinese II | CHIN 2001 | Intermediate Chinese I |
| CHIN 2002 | Intermediate Chinese II | ||
| COMM 1100 | Human Communication | A broad approach to oral communication skills including intrapersonal, interpersonal, small group, and public speaking | |
| COMM 1110 | Public Speaking | The organization of materials and the vocal and physical aspects of delivery in various speaking situations. | |
| CSCI 1301 | Computer Science I | The course includes an overview of computers and programming; problem solving and algorithm development; simple data types; arithmetic and logic operators; selection structures; repetition structures; text files; arrays (one-and-two-dimensional); procedural abstraction and software design; modular programming (including subprograms or the equivalent). | |
| CSCI 1302 | Computer Science II | The course includes an overview of abstract data types (ADTs); arrays (multi-dimensional) and records; sets and strings; binary files; searching and sorting; introductory algorithm analysis (including Big-O); recursion; pointers and linked lists; software engineering concepts; dynamic data structures (stacks, queues, trees). | |
| DATA 1501 | Introduction to Data Science | This course is intended to provide an introduction into the field of Data Science. Students will develop skills in appropriate technology and basic statistical methods by completing hands-on projects focused on real-world data and addresses the social consequences of data analysis and application. Link to course outline. This is a templated course. | |
| ECON 2105 | Principles of Macroeconomics | This principles of economics course is intended to introduce students to concepts that will enable them to understand and analyze economic aggregates and evaluate economic policies. | |
| ECON 2106 | Principles of Microeconomics | This principles of economics course is intended to introduce students to concepts that will enable them to understand and analyze structure and performance of the market economy. | |
| EDUC 2110 | Investigating Critical & Contemporary Issues in Education | This course engages students in observations, interactions, and analyses of critical and contemporary educational issues. Students will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States. Students will actively examine the teaching profession from multiple vantage points both within and outside the school. Against this backdrop, students will reflect on and interpret the meaning of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy. | |
| EDUC 2120 | Exploring Socio-Cultural Perspectives on Diversity in Educational Contexts | Given the rapidly changing demographics in our state and country, this course is designed to equip future teachers with the fundamental knowledge of understanding culture and teaching children from diverse backgrounds. Specifically, this course is designed to examine 1) the nature and function of culture; 2) the development of individual and group cultural identity; 3) definitions and implications of diversity, and 4) the influences of culture on learning, development, and pedagogy. | |
| EDUC 2130 | Exploring Learning & Teaching | Explore key aspects of learning and teaching through examining your own learning processes and those of others, with the goal of applying your knowledge to enhance the learning of all students in a variety of educational settings and contexts. | |
| ENGL 0999 | Support for English Composition | This Learning Support course provides corequisite support in reading and writing for students enrolled in ENGL 1101 – English Composition I. Topics will parallel those being studied in ENGL 1101 and the course will provide support for the essential reading and writing skills needed to be successful in ENGL 1101. Taken with ENGL 1101, this is a composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills. | |
| ENGL 1101 | English Composition I | A composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills. | |
| ENGL 1102 | English Composition II | A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. | |
| ENGL 2110 | World Literature (one course only) | A survey of important works of world literature. | |
| ENGL 2111 | World Literature I (as part of a two-course sequence or option) | A survey of important works of world literature from ancient times through the mid-seventeenth century. | |
| ENGL 2112 | World Literature II (as part of two-course sequence or option) | A survey of important works of world literature from the mid-seventeenth century to the present. | |
| ENGL 2120 | British Literature (one course only) | A survey of important works of British literature. | |
| ENGL 2121 | British Literature I (as part of two-course sequence or option) | A survey of important works of British literature from the Old English period through the neoclassical age. | |
| ENGL 2122 | British Literature II (as part of two-course sequence or option) | A survey of important works of British literature from the Romantic era to the present. | |
| ENGL 2130 | American Literature (one course only) | A survey of important works of American literature. | |
| ENGL 2131 | American Literature I (as part of two-course sequence or option) | A survey of American literature from the pre colonial age to the mid-nineteenth century. | |
| ENGL 2132 | American Literature II (as part of two-course sequence or option) | A survey of American literature from the mid nineteenth century to the present. | |
| ENGL 2140 | African American Literature (one course only) | Survey of important works of African American literature. | |
| ENGL 2141 | African American Literature I (as part of two-course sequence or option) | Survey of important works of African American literature, from its beginnings to the Harlem Renaissance. | |
| ENGL 2142 | African American Literature II (as part of two-course sequence or option) | Survey of important works of African American literature, from the Harlem Renaissance to contemporary time. | |
| FARS 1001 | Elementary Farsi I | ||
| FARS 1002 | Elementary Farsi II | ||
| FARS 2001 | Intermediate Farsi I | ||
| FARS 2002 | Intermediate Farsi II | ||
| FILM 1100 | Film Appreciation I | This course is a study of cinema as an art form, and introduces the basic elements of motion-picture form: camerawork, editing, narrative, sound, and mise-en-scene. The course also locates contemporary filmmaking within historical and international contexts. | |
| Foreign Language Courses (Generic specifications) | |||
| ____ 1001 | 1st semester elementary course (This course will not meet degree requirements at some USG institutions.) | ||
| ____ 1002 | 2nd semester elementary course | ||
| ____ 2001 | 1st semester intermediate course | ||
| ____ 2002 | 2nd semester intermediate course | ||
| FREN 1001 | Elementary French I | Introduction to listening, speaking, reading, and writing in French and to the culture of French-speaking regions. | |
| FREN 1002 | Elementary French II | Continued listening, speaking, reading and writing in French with further study of the culture of French-speaking regions. | |
| FREN 2001 | Intermediate French I | ||
| FREN 2002 | Intermediate French II | ||
| GEOG 1101 | Introduction to Human Geography | A survey of global patterns of resources, population, culture, and economic systems. Emphasis is placed upon the factors contributing to these patterns and the distinctions between the technologically advanced and less advanced regions of the world. | |
| GEOG 1103 | Geographic Perspectives on Multiculturalism in the U.S. | Geographic factors underlying multiculturalism and ethnic relationships in the United States. Three interrelated themes are emphasized: the spatial development and organization of culture; population growth, migration, and urbanization; and the spatial dimensions of political, economic, and social processes. | |
| GEOG 1111 | Introduction to Physical Geography (Earth Science Survey) | An introduction to physical geography, surveying climate, vegetation, soils, landforms, and water resources in their areal interrelations and distributions. | |
| GEOG 1112 | Introduction to Weather and Climate (3 credits lecture, 1 credit for optional lab, or 4 credits if combined) |
Components of weather processes, and their measurement. Climatic elements and their control factors. Geographic classification of climatic and vegetative types on the Earth’s surface. [May also be offered as ATSC 1112.] | |
| GEOG 1113 | Introduction to Landforms (3 credits lecture, 1 credit for optional lab, or 4 credits if combined) | Introductory analysis and classification of major types of land surfaces, stressing geographic characteristics. Study and interpretation of relationships between landforms and other phenomena through maps, air photos, and field observations. World coverage with stress on North America. | |
| GEOG 1125 | Resources, Society, and the Environment | Interactions between physical systems and human activities, and their effects on environmental quality and sustainability are emphasized. Topics include: geography of population and resource consumption, food production, water and air quality, energy policy, land/biotic resource management. Contrasting social, ethical, and technological perspectives on environmental concerns are explored. | |
| GEOL 1121 | Introductory Geosciences I (institutional option name, such as Physical Geology) | This course covers Earth materials and processes. | |
| GEOL 1122 | Introductory Geosciences II (institutional option name, such as Historical Geology) | This course covers geologic time, sedimentary environments, fossils, and Earth history. | |
| GRMN 1001 | Elementary German I | An introduction to the German language and the culture of the German-speaking world. Beginning of a survey of basic German grammar and the grammar and the development of the four language skills of listening, speaking, reading, and writing German. Some aspects of everyday life in the German-speaking world will also be introduced. [INSTITUTIONAL OPTION: Work with other media (audio, video, and/or computer) outside of class is required.] | |
| GRMN 1002 | Elementary German II | The second part of an introduction to the German language and the culture of the German-speaking world. Completion of the survey of basic German grammar and further development of the four language skills of listening, speaking, reading, and writing German. Aspects of everyday life in the German-speaking world will also be introduced. [INSTITUTIONAL OPTION: Work with other media(audio, video, and/or computer) outside of class is required.] | GRMN 2001 | Intermediate German I |
| GRMN 2002 | Intermediate German II | ||
| GREK 1001 | Elementary Greek | Introduction to the grammar, reading, and translation of Classical Attic Greek. | |
| GREK 1002 | Elementary Greek II | Continued study of the grammar of Classical Attic Greek begun in GREK 1001, with further reading and translation. | |
| GREK 2001 | Intermediate Greek I | ||
| GREK 2002 | Intermediate Greek II | ||
| HEBR 1001 | Elementary Hebrew I | ||
| HEBR 1002 | Elementary Hebrew II | ||
| HEBR 2001 | Intermediate Hebrew I | ||
| HEBR 2002 | Intermediate Hebrew II | ||
| HIST 1011 | Survey of World History/Civilization I | A survey of World History to the post-classical period. (Three-semester version) | |
| HIST 1012 | Survey of World History/Civilization II | A survey of World History from the post-classical to early modern times. (Three-semester version) | |
| HIST 1013 | Survey of World History/Civilization III | A survey of World History from early modern times to the present. (Three-semester version) | |
| HIST 1021 | Survey of Western Civilization I | A survey of Western Civilization to the medieval period. (Three-semester version) | |
| HIST 1022 | Survey of Western Civilization II | A survey of Western Civilization from medieval to early modern times. (Three-semester version) | |
| HIST 1023 | Survey of Western Civilization III | A survey of Western Civilization from early modern times to the present. (Three-semester version) | |
| HIST 1100 | Survey of World History/Civilization | A thematic survey of World History to the present era. (One-semester version) | |
| HIST 1111 | Survey of World History/Civilization I | A survey of World History to early modern times. (Two-semester version) | |
| HIST 1112 | Survey of World History/Civilization II | A survey of World History from early modern times to the present. (Two-semester version) | |
| HIST 1120 | Survey of Western Civilization | A thematic survey of Western Civilization to the present. (One-semester version) | |
| HIST 1121 | Survey of Western Civilization I | A survey of Western Civilization to early modern times. (Two-semester version) | |
| HIST 1122 | Survey of Western Civilization II | A survey of Western Civilization from early modern times to the present. (Two-semester version) | |
| HIST 2110 | Survey of U.S. History | A thematic survey of U.S. History to the present. (One-semester version) | |
| HIST 2111 | Survey of U.S. History I | A survey of U.S. History to the post-Civil War period. (Two-semester version) | |
| HIST 2112 | Survey of U.S. History II | A survey of U.S. History from the post-Civil War period to the present. (Two-semester version) | |
| HUMN 1000 | Introduction to Humanities | An introduction to the study of human cultures which explores how important cultural texts, practices, and artifacts contribute to an enduring human quest for meaning and purpose. 3-0-3 | |
| ITAL 1001 | Elementary Italian I | Introduction to listening, speaking, reading and writing in Italian and to the culture of Italian-speaking regions. | |
| ITAL 1002 | Elementary Italian II | Continued listening, speaking, reading and writing in Italian with further study of the culture of Italian-speaking regions. | |
| ITAL 2001 | Intermediate Italian I | ||
| ITAL 2002 | Intermediate Italian II | ||
| JAPN 1001 | Elementary Japanese I | ||
| JAPN 1002 | Elementary Japanese II | ||
| JAPN 2001 | Intermediate Japanese I | ||
| JAPN 2002 | Intermediate Japanese II | ||
| LATN 1001 | Elementary Latin I | Introduction to the Latin language: pronunciation, fundamentals of grammar, reading, and translation. | |
| LATN 1002 | Elementary Latin II | Continued study of Latin grammar and syntax begun in LATN 1001, with further reading and translation. | |
| LATN 2001 | Intermediate Latin I | ||
| LATN 2002 | Intermediate Latin II | ||
| MATH 0996 | Support for Elementary Statistics | This Learning Support course provides corequisite support for students enrolled in MATH or STAT 1401 – Elementary Statistics. Topics will parallel topics being studied in MATH/STAT 1401 and the course will provide support for the essential skills needed to be successful in MATH/STAT 1401. Taken with MATH/STAT 1401, topics to be covered will include descriptive statistics, probability theory, confidence intervals, hypothesis testing, and other selected statistics topics. | |
| MATH 0997 | Support for Quantitative Reasoning | This Learning Support course provides corequisite support in mathematics for students enrolled in MATH 1001 – Quantitative Reasoning. Topics will parallel topics being studied in MATH 1001 and the course will provide support for the essential quantitative skills needed to be successful in MATH 1001. Taken with MATH 1001, topics to be covered will include logic, basic probability, data analysis and modeling from data. | |
| MATH 0998 | Support for Mathematical Modeling | This Learning Support course provides corequisite support in mathematics for students enrolled in MATH 1101 – Introduction to Mathematical Modeling. Topics will parallel topics being studied in MATH 1101 and the course will provide support for essential quantitative skills needed to be successful in MATH 1101. Taken with MATH 1101, this course is an introduction to mathematical modeling using graphical, numerical, symbolic, and verbal techniques to describe and explore real-world data and phenomena. Emphasis is on the use of elementary functions to investigate and analyze applied problems and questions, supported by the use of appropriate technology, and on effective communication of quantitative concepts and results. | |
| MATH 0999 | Support for College Algebra | This Learning Support course provides corequisite support in mathematics for students enrolled in MATH 1111 – College Algebra. Topics will parallel topics being studied in MATH 1111 and the course will provide support for the essential quantitative skills needed to be successful in MATH 1111. Taken with MATH 1111, this course provides an in-depth study of the properties of algebraic, exponential and logarithmic functions as needed for calculus. Emphasis is on using algebraic and graphical techniques for solving problems involving linear, quadratic, piece-wise defined, rational, polynomial, exponential and logarithmic functions. | |
| MATH 1001 | Quantitative Reasoning | This course emphasizes quantitative reasoning skills needed for informed citizens to understand the world around them. Topics include logic, basic probability, data analysis and modeling from data. | |
| MATH 1101 | Introduction to Mathematical Modeling | This course is an introduction to mathematical modeling using graphical, numerical, symbolic, and verbal techniques to describe and explore real-world data and phenomena. Emphasis is on the use of elementary functions to investigate and analyze applied problems and questions, supported by the use of appropriate technology, and on effective communication of quantitative concepts and results. | |
| MATH 1111 | College Algebra | This course provides an in-depth study of the properties of algebraic, exponential and logarithmic functions as needed for calculus. Emphasis is on using algebraic and graphical techniques for solving problems involving linear, quadratic, piece-wise defined, rational, polynomial, exponential and logarithmic functions. | |
| MATH 1112 | College Trigonometry | This course is an in-depth study of the properties of trigonometric functions and their inverses. Topics include circular functions, special angles, solutions of triangles, trigonometric identities and equations, graphs of trigonometric functions, inverse trigonometric functions and their graphs, Law of Sines, Law of Cosines, and vectors. | |
| MATH 1113 | Pre-calculus | This course is an intensive study of the basic functions needed for the study of calculus. Topics include algebraic, functional, and graphical techniques for solving problems with algebraic, exponential, logarithmic, and trigonometric functions and their inverses. | |
| MATH 1401 or STAT 1401 | Elementary Statistics | This is a non-calculus based introduction to statistics. Course content includes descriptive statistics, probability theory, confidence intervals, hypothesis testing, and other selected statistical topics. | |
| MATH 2401 or STAT 2401 | Elementary Statistics II | ||
| MUSC 1100 | Music Appreciation (or equivalent) | Introduction to Music History and literature. | |
| MUSC 1080 | Band (or equivalent) | Study, rehearsal, and concert performance or literature for band. | |
| MUSC 1090 | Choir (or equivalent) | Study, rehearsal, and concert performance of literature for choir. | |
| MUSC 2080 | Band (or equivalent) | Study, rehearsal, and concert performance or literature for band. | |
| MUSC 2090 | Choir (or equivalent) | Study, rehearsal, and concert performance of literature for choir. | |
| NORW 1001 | Elementary Norwegian I | ||
| NORW 1002 | Elementary Norwegian II | ||
| NORW 2001 | Intermediate Norwegian I | ||
| NORW 2002 | Intermediate Norwegian II | ||
| PHIL 1010 | Specific course name not specified but this number is to be used for 2 credit-hour critical thinking courses. | Specific course description not specified. | |
| PHIL 2010 | Specific course name not specified but this number is to be used for 3 credit introduction to philosophy courses. | Specific course description not specified. | |
| PHIL 2020 | Specific course name not specified but this number is to be used for 3 credit hours critical thinking courses. | Specific course description not specified. | |
| PHIL 2030 | Specific course name not specified but this number is to be used for 3 credit hour introduction to ethics courses. | Specific course description not specified. | |
| PHIL 2040 | Specific course name not specified but this number is to be used for 3 credit hour introduction to philosophy of art courses. | Specific course description not specified. | |
| PHIL 2500 | Specific course name not specified but this number is to be used for 3 credit hour symbolic logic courses. | Specific course description not specified. | |
| Physical Science | PHSC or PHYS is the recommended prefix for common physical science courses that are developed. To date, there are no common physical science courses.
Combined lecture/lab courses should be indicated with a “K” suffix, and stand-alone lab courses should be indicated with an “L” suffix. The approved course descriptions shown for chemistry illustrate the use of the suffixes. |
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| PHSC 1011 | Physical Science I | Physical science lecture. Same as PHYS 1011. | |
| PHSC 1011K | Physical Science I | Laboratory exercises supplement the lecture material. Same as PHYS 1011K. | |
| PHSC 1011L | Physical Science I Laboratory | Laboratory exercises designed to supplement the lecture material of PHSC 1011. Same as PHYS 1011L. | |
| PHSC 1012 | Physical Science II | Physical science lecture. Same as PHYS 1012. | |
| PHSC 1012K | Physical Science II | Laboratory exercises supplement the lecture material. Same as PHYS 1012K. | |
| PHSC 1012L | Physical Science II Laboratory | Laboratory exercises designed to supplement the lecture material of PHSC 1012. Same as PHYS 1012L. | |
| PHYS 1011 | Physical Science I | Physical science lecture. Same as PHSC 1011. | |
| PHYS 1011K | Physical Science I | Laboratory exercises supplement the lecture material. Same as PHSC 1011K. | |
| PHYS 1011L | Physical Science I Laboratory I | Laboratory exercises designed to supplement the lecture material of PHYS 1011. Same as PHSC 1011L. | |
| PHYS 1012 | Physical Science II | Physical science lecture. Same as PHSC 1012. | |
| PHYS 1012K | Physical Science II | Laboratory exercises supplement the lecture material. Same as PHSC 1012K. | |
| PHYS 1012L | Physical Science II Laboratory I | Laboratory exercises designed to supplement the lecture material of PHYS 1012. Same as PHSC 1012L. | |
| Physics | For science courses in biology, chemistry, and physics, the sequences designed for non-science majors will be entitled “Introductory Biology, Introductory Chemistry, and Introductory Physics.” The sequences designed for science majors will be entitled “Principles of Biology, Principles of Chemistry, and Principles of Physics”. Combined lecture/lab courses should be indicated with a “K” suffix, and stand-alone lab courses should be indicated with an “L” suffix. The approved course descriptions shown for chemistry illustrate the use of the suffixes. |
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| PHYS 1111 | Introductory Physics I | An introductory course which will include mechanics (kinematics, dynamics, work and energy, momentum and collisions, and rotational motion and statics), and may also include thermodynamics and waves. Elementary algebra and trigonometry will be used. | |
| PHYS 1112 | Introductory Physics II | An introductory course which will include electrostatics, electric current and circuits, and electromagnetism, and may also include optics and modern physics, Elementary algebra and trigonometry will be used. | |
| PHYS 1211 or 2211 | Principles of Physics I (1000 or 2000 level to be specified by institution) | An introductory course which will include mechanics (kinematics, dynamics, work and energy, momentum and collisions, and rotational motion and statics), and may also include thermodynamics and waves. Elementary calculus will be used. | |
| PHYS 1212 or 2212 | Principles of Physics II (1000 or 2000 level to be specified by institution) | An introductory course which will include electrostatics, electric current and circuits, and electromagnetism, and may also include optics and modern physics. Elementary calculus will be used. | |
| POLS 1101 | American Government | ||
| POLS 2101 | Introduction to Political Science | ||
| POLS 2201 | State and Local Government | ||
| POLS 2301 | Introduction to Comparative Politics | ||
| POLS 2401 | Global Issues | ||
| POLS 2501 | Domestic Issues | ||
| POLS 2601 | Introduction to Public Administration | ||
| PORT 1001 | Elementary Portuguese I | Introduction to listening, speaking, reading and writing Portuguese and to the culture of Portuguese-speaking regions. | |
| PORT 1002 | Elementary Portuguese II | Continued listening, speaking, reading and writing in Portuguese with further study of the culture of Portuguese-speaking regions. | PORT 2001 | Intermediate Portuguese I |
| PORT 2002 | Intermediate Portuguese II | ||
| PSYC 1101 | Introduction to General Psychology (Institutional option for name addendum - e.g. Principles I) | A broad survey of the major topics in psychology including, but not limited to, research methodology, biological and social factors influencing behavior, development, learning, memory, personality, and abnormal. | |
| PSYC 2101 | Introduction to the Psychology of Adjustment (Institutional option for name addendum) | An introductory examination of the applied psychological theory and research concerning mental health and well being. | |
| PSYC 2103 | Introduction to Human Development (Institutional option for name addendum) | An introductory, non-laboratory based examination of human development across the lifespan with an emphasis on typical patterns of physical, cognitive, and social development. | |
| RUSS 1001 | Elementary Russian I | ||
| RUSS 1002 | Elementary Russian II | ||
| RUSS 2001 | Intermediate Russian I | ||
| RUSS 2002 | Intermediate Russian II | ||
| SOCI 1101 | Introduction to Sociology | A survey of the discipline of sociology. Topics will include sociological theory, methods and selected substantive area. | |
| SOCI 1160 | Introduction to Social Problems | A theoretical and empirical analysis of selected major social problems confronting American society. | |
| SOCI 2293 | Introduction to Marriage and Family | An introduction to the structure, processes, problems and adjustments of contemporary marriage and family life. | |
| SPAN 1001 | Elementary Spanish I | Introduction to listening, speaking, reading and writing in Spanish and to the culture of Spanish-speaking regions. | |
| SPAN 1002 | Elementary Spanish II | Continued listening, speaking, reading and writing in Spanish with further study of the culture of Spanish-speaking regions. | |
| SPAN 2001 | Intermediate Spanish I | ||
| SPAN 2002 | Intermediate Spanish II | ||
| STAT 0996 | Support for Elementary Statistics | This Learning Support course provides corequisite support for students enrolled in MATH or STAT 1401 – Elementary Statistics. Topics will parallel topics being studied in MATH/STAT 1401 and the course will provide support for the essential skills needed to be successful in MATH/STAT 1401. Taken with MATH/STAT 1401, topics to be covered will include descriptive statistics, probability theory, confidence intervals, hypothesis testing, and other selected statistics topics. | |
| STAT 1401 or MATH 1401 | Elementary Statistics | This is a non-calculus based introduction to statistics. Course content includes descriptive statistics, probability theory, confidence intervals, hypothesis testing, and other selected statistical topics. | |
| STAT 2401 or MATH 2401 | Elementary Statistics II | ||
| THEA 1100 | Theatre Appreciation | Survey and critical appreciation of Theatre. | |
| YORU 1001 | Elementary Yoruba I | ||
| YORU 1002 | Elementary Yoruba II | ||
| YORU 2001 | Intermediate Yoruba I | ||
| YORU 2002 | Intermediate Yoruba II | ||
2.4.9 Course Approval Procedures
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For Courses in Core IMPACTS Domains
Each institution will submit new courses proposed for a Core IMPACTS domain to the Council on General Education, which will circulate the courses to the relevant Regents’ Academic Advisory Committees for input prior to review by the Council on General Education. Proposal forms to add courses to Core IMPACTS domains are linked to the Council on General Education web page (https://www.usg.edu/committees/view/general_education).
For Courses in the Field of Study Domain
Learning outcomes and courses that are authorized for the Field of Study domain must be established by the relevant Regents’ Advisory Committees (RACs). Institutions must follow RAC guidelines when making changes to Field of Study course requirements for their degree programs. No formal approval process is needed for institutions to add individual courses to their Field of Study domains. The respective RACs must review their Field of Study guidelines and institutional offerings regularly to ensure institutional compliance with the RAC-approved guidelines. RACS will discuss perceived non-compliant Field of Study requirements with the Chief Academic Officer of the impacted institution. If necessary, the matter will be referred to the University System of Georgia Chief Academic Officer or another Academic Affairs Officer.
Regents’ Advisory Committees must follow the process described below when making changes to the learning outcomes and course guidelines for their respective Field of Study domains.
* Proposed changes to Field of Study Learning Outcomes and/or course guidelines must be approved by the respective Regents Academic Advisory Committee and submitted for consideration by the General Education Council.
* Changes to Field of Study Learning Outcomes and/or course guidelines must be approved by the Council on General Education or by the System Office.
The form to be used for making changes to Field of Study Learning Outcomes or Course Guidelines is linked below. Form for Proposed Changes to Field of Study Learning Outcomes or Course Guidelines
2.4.10 Transfer Rules
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Students in the University System of Georgia (USG) must declare one home institution at a time. Students who transfer from one institution to another automatically change their home institutions.
Receiving institutions may require transfer students to complete the requirements as specified for native students. However, the total number of hours required of transfer students for the degree must not exceed the number of hours required of native students for the same major.
Students who wish to take Core IMPACTS or Field of Study courses (including distance learning courses) from a USG institution other than the home institution, either concurrently or intermittently, may receive transient permission to take and receive credit for Core IMPACTS or Field of Study courses satisfying home institution Core IMPACTS or Field of Study requirements.
Provided that native and transfer students are treated equally, institutions may impose additional reasonable expectations, such as a grade of “C” in Core IMPACTS courses.
Core IMPACTS Transfer
Students must meet the USG-specified minimum number of hours in each Core IMPACTS domain.
Students successfully completing a course in a sending institution’s Core IMPACTS domain will receive full credit in the equivalent Core IMPACTS domain for the course upon transfer to another USG institution as long as the number of credit hours in the Core IMPACTS domain at the two institutions is the same.
In cases where the sending and receiving institutions offer unequal amounts of credit, the following rule should be used to determine how to reassign the excess credits from the sending institution’s IMPACTS domain to the receiving institution’s IMPACTS domain. If a sending institution has more credits in one domain than does a receiving institution, the receiving institution will have more credits in another domain than the sending institution. Excess credits in an domain at the sending institution should be assigned to a domain where the receiving institution has more credits.
Field of Study Transfer
Students successfully completing a course in one institution’s Field of Study domain will receive full credit for the course upon transferring to another USG institution as long as the student retains the same major.
Chief Transfer Officer
Each institution will designate a Chief Transfer Officer (CTO) to facilitate the transfer of students within the USG. The CTO must have senior administrative and/or faculty status. The CTO is the contact person for students, faculty, advisors, records and admissions personnel, and academic administrators when problems related to transfer of Core IMPACTS and Field of Study course work across USG institutions occur. However, CTOs should also be proactive and work to develop institutional procedures that minimize transfer problems.
Students with questions or concerns about the transfer of credit between USG institutions should contact the CTO at the receiving institution.
Chief Transfer Officers
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