General Education Program
Courses that are listed in two or more general education designations will only count in one requirement area. (e.g., ANTHRO 100 is listed as being approved as Global Culture (GC) and Social Sciences (SOC), however it will only count once, as GC or SOC. If questions contact gboss@uwgb.edu
Purpose
The UWGB General Education Program supports the University’s Select Mission by providing an interdisciplinary, problem-focused educational experience that prepares students to think critically and address complex issues in a multicultural and evolving world.
To that end, the UWGB General Education Program will help to develop liberally educated students and facilitate their living in an ever changing world by:
1. Introducing students to interdisciplinary education;
2. Providing knowledge that includes disciplinary breadth;
3. Working with students to develop an understanding of critical social problems;
4. Supporting the development of important academic skills including communication, critical thinking, problem solving and quantitative and information literacy.
The general education program gives students an opportunity to strengthen academic skills, broaden intellectual horizons, develop and explore new academic interests, reflect on personal values, and build a foundation of knowledge for future course work and lifelong learning.
Learning Outcomes
All students who graduate from UW-Green Bay should achieve the following content and skill-based learning outcomes listed here.
Students will:
- have an understanding of the importance of interdisciplinary thinking and why it can be a more effective way to understand and address problems and issues. Students will develop the ability to think in an interdisciplinary way with the ability to incorporate two or more disciplinary perspectives when addressing a problem particular within the context of their major/minor program.
- have the ability to exercise problem solving skills such as problem identification and analysis, solution formulation and implementation, and assessment.
- determine the nature and extent of the information needed; access needed information effectively and efficiently; evaluate information and its sources critically; use information effectively to accomplish a specific purpose; and understand the many economic, legal, and social issues surrounding the use of information and access and use information ethically and legally.
- have the ability to communicate effectively through listening, speaking, reading, and writing.
- understand the role quantitative thinking plays in solving communicating information about real world problems and relationships such as interpreting and communicating quantitative information from graphs, tables, schematics, etc.
- have a fundamental understanding of the causes and effects of stereotyping and racism and an appreciation of cultural diversity in the United States.
- have a fundamental understanding of contemporary global issues and problems related to multiculturalism and ethnocentrism, through the study of beliefs, values, and ways of life in a country other than the United States.
- be able to critically analyze the concept of sustainability and its three pillars (economic security, social equity, and ecological responsibility) and the way this concept is applied and used (adopted from UW-Oshkosh).
- have a fundamental understanding of one or more of the fine arts including an understanding of the nature and functions of art and ways of evaluating art.
- become familiar with the humanities' unique ways of understanding major events and movements in Western and world civilizations by critically examining a range of literary, philosophical, and other cultural texts produced by those movements, thereby helping to clarify individual and social values within cultures and the implications of decisions made on the basis of those values. Students’ understanding will be demonstrated by their ability to analyze and produce complex forms of expression.
- have a fundamental understanding of natural/physical and biological sciences including major concepts, principles and theories as well as an understanding of the natural/biological sciences’ unique ways of knowing.
- have a fundamental understanding of the unique ways of knowing within the social sciences as well as major concepts, impacts, and values of at least two of the designated social sciences.
General Education Requirements1
All students must complete the general education requirements. Depending upon the courses chosen, as well as the need to reach competency in mathematics and writing, students may take between 37-47 general education credits and additional math or writing credits if needed to meet competency or major requirements. Courses taken to fulfill general education requirements may also be used simultaneously to fulfill requirements in the major, minor or certificate programs.
Students who enter UW-Green Bay with 15 or more transfer credits are not required to take a First Year Seminar. However, in order to meet the 37-47 credit general education requirement, they must substitute the First Year Seminar with another course in general education that is a minimum of 3 credits.
| First Year Seminar | 3 | |
| Fine Arts | 3 | |
| Social Sciences | 6 | |
| Humanities | 6 | |
| Biological Sciences | 3 | |
| Natural Sciences | 3-5 | |
| Sustainability Perspective | 3-4 | |
| Ethnic Studies Perspective | 3 | |
| Global Culture | 3 | |
| Quantitative Literacy | 3-7 | |
| Capstone (taken in last semester as part of degree completion) | 1-4 | |
| Total Credits | 37-47 | |
Graduation Requirements
Capstone Experience (1-4 credits)2
This could be either a classroom seminar experience or another integrative/culminating experience such as an internship/field experience/honors project that again addresses the campus’ interdisciplinary perspective and also has a problem focus. By its very nature, the experience will also have an important communication element. They will all address:
- Communication
- Interdisciplinarity
Mathematical and English Competency Requirement: 0-9 credits
All students must demonstrate competency in mathematics and written English. The University uses the Wisconsin Mathematics Placement Test (WMPT) and the English portion of the ACT or the verbal portion of the SAT to assess these competencies. Students may need to take additional courses to satisfy this general education requirement.
Writing Emphasis Requirement: 4 courses
All students must complete four Writing Emphasis courses. At least two of these courses must be at the upper level. Courses taken to fulfill the Writing Emphasis may also be used, simultaneously, to fulfill any other requirements.
UW System Ethnic Studies Requirement: 3 credits
Ethnic Studies is a UW System requirement for all students. Course acceptable for use in UWGB General Education Ethnic Studies Requirement.
| 1 | Contact the Office of Academic Advising for information or assistance on all matters pertaining to general education requirements, including advising. See www.uwgb.edu/lasdean/gened/ for general education information and petitions. |
| 2 | Students who enter the institution meeting the general education requirements are not exempt from completing the Capstone course requirement. This course is required to be completed at the end of your academic major program. |
Biological Sciences - Complete one course
Learning Outcomes
- Explain central principles and theories of biological sciences.
- Describe the inquiry process through which the sciences approach the development of understanding of the physical world.
| Biological Sciences | 3 | |
| Principles of Biology: Cellular and Molecular Processes | ||
| Principles of Biology: Organisms, Ecology, and Evolution | ||
| Earth System History | ||
| Introduction to Human Biology | ||
| Fertility, Reproduction, and Family Planning | ||
| Human Disease and Society | ||
| Biotechnology and Ethics | ||
| Food and Nutritional Health | ||
| Childhood Obesity: Challenges and Solutions | ||
Capstone - complete one course
- Capstone courses are taken in the last semester as part of the degree completion requirements at UW Green Bay. The capstone course is not waived for students entering with an earned block of credit, articulation agreement or for earning a prior degree.
- Honors in the Major courses approved as Capstone courses have additional requirements to enroll into the course, once the course is completed, additional review is done to award Distinction in the Major Honors when a degree is conferred.
Learning Outcomes
- This could be either a classroom seminar experience or another integrative/culminating experience such as an internship/field experience/honors project that again addresses the campus’ interdisciplinary perspective and also has a problem focus. By its very nature, the experience will also have an important communication element. They will all address:
- Interdisciplinarity
- Problem-focused
- Communication
| Capstone | 1-4 | |
| Advanced Microbiology | ||
| Biology Seminar | ||
| Strategic Management | ||
| Strategic Decision Analysis | ||
| Biochemistry Laboratory | ||
| Instrumental Analysis | ||
| Social Media Strategies | ||
| Honors in the Major | ||
| Honors in the Major | ||
| Senior Seminar in Democracy and Justice Studies | ||
| Student Teaching | ||
| Hydrogeology | ||
| Capstone in Environmental Science | ||
| Co-op/Internship in Engineering Technology | ||
| Capstone Project | ||
| Capstone | ||
| Seminar in History | ||
| Human Physiology Lab - Exercise and Metabolism | ||
| Art and Science | ||
| Biotechnology and Ethics | ||
| Immunology Lab | ||
| Capstone | ||
| Honors in the Major | ||
| Humanities Practicum | ||
| Capstone: Synthesis and Assessment of Learning | ||
| Honors in the Major | ||
| Capstone Project | ||
| Synthesis for Nursing Practice | ||
| Senior Seminar/Capstone in Political Science | ||
| Senior Capstone in Psychology | ||
| Seminar in Ethics and Public Action | ||
| Social Work Methods III | ||
| Theatre Capstone Project | ||
Ethnic Studies Perspective - complete 3 credits
Learning Outcome
Within the context of the United States:
- Identify ethnic, racial, and cultural contrasts and similarities.
- Describe ethnic/racial relations from multiple perspectives.
- Articulate causes and effects of stereotyping and racism.
| Ethnic Studies Perspective | 3 | |
| Cultural Images in Materials for Children and Adolescents | ||
| American Ethnic Literature | ||
| African American Literature | ||
| American Indians In Film | ||
| Mentoring First Nations Youth | ||
| Native American Landscapes:Imagined and Lived Spaces | ||
| First Nations and The Sacred | ||
| Introduction to First Nations Studies: The Tribal World | ||
| Introduction to First Nations Studies: Social Justice | ||
| Oneida Language I | ||
| Oneida Language II | ||
| Oneida Language III | ||
| Oneida Language IV | ||
| Oneida Language V | ||
| Oneida Language VI | ||
| Women and Gender in First Nations Communities | ||
| Indigenous Nations Oral and Storytelling Traditions | ||
| Wisconsin First Nations Ethnohistory | ||
| First Nations and Education Policy | ||
| Introduction to African-American History | ||
| United States Immigration History | ||
| Topics in African American History | ||
| Introduction to Hmong Culture | ||
| Hmong Community Research | ||
| Culture, Development and Health | ||
| Ethnic Diversity and Human Values | ||
| Interdisciplinary Themes in Humanistic Studies | ||
| Jazz History | ||
| Special Topics in Nursing (Topic #9 only) | ||
| Ethnic Influences on Nutrition | ||
| Psychology of Stereotyping and Prejudice | ||
| Multicultural Counseling and Mental Health | ||
| Understanding Diversity, Challenging Oppression: A Service Learning Course for Helping Professionals | ||
| Cross Cultural Diversity and the Helping Professions | ||
| Ethnic and Racial Identities | ||
| Asian American Communities in the United States | ||
| Latino Communities in the United States | ||
Fine Arts - complete 3 credits
Learning Outcomes
- Demonstrate technical skills and knowledge necessary to create or perform artistic functions, or understand the historical and cultural sources of an art form.
- Develop historical, stylistic and cultural and aesthetic knowledge necessary to create art or performance in diverse styles within the genre of the course or demonstrate knowledge of terminology and techniques used in an art form to be conversant about such issues.
- Synthesize skills and contextual knowledge in performance/creation of artistic works and knowledge of societal influences on art, or demonstrate knowledge of art as an agent of cultural expression and societal change and to use appropriate methods to evaluate quality of an art form.
| Fine Arts | 3 | |
| History of the Visual Arts: Ancient to Medieval | ||
| History of the Visual Arts II: Renaissance to Modern | ||
| Design Methods | ||
| Two-Dimensional Design | ||
| Concepts and Issues of Modern Art | ||
| Introduction to Ceramics | ||
| Introduction to Jewelry/Metals | ||
| Art and Ideas | ||
| Modern American Culture | ||
| World Art | ||
| Women, Art and Image | ||
| History of Photography | ||
| Understanding the Arts | ||
| Instrumental Lessons 1 | ||
| Instrumental Lessons 2 | ||
| Instrumental Lessons 3 | ||
| Instrumental Lessons 4 | ||
| Instrumental Lessons 5 | ||
| Instrumental Lessons 6 | ||
| Instrumental Lessons 7 | ||
| Instrumental Lessons 8 | ||
| Survey of Western Music | ||
| Popular Music Since 1955 | ||
| Women in the Performing Arts | ||
| World Music | ||
| Jazz History | ||
| Musical Theatre History | ||
| Jazz Combo | ||
| Jazz Ensemble | ||
| Woodwind Ensemble | ||
| Brass Ensemble | ||
| Contemporary Percussion Ensemble | ||
| New Music Ensemble | ||
| Chamber Singers | ||
| Vocal Jazz Ensemble | ||
| Opera Workshop | ||
| Hand Drumming Ensemble | ||
| Bands and Orchestra | ||
| Concert Choir | ||
| Chorale | ||
| Jazz Combo | ||
| Jazz Ensemble | ||
| Woodwind Ensemble | ||
| Brass Ensemble | ||
| Contemporary Percussion Ensemble | ||
| New Music Ensemble | ||
| Chamber Singers | ||
| Vocal Jazz Ensemble | ||
| Opera Workshop | ||
| Hand Drumming Ensemble | ||
| Concert Band | ||
| Concert Choir | ||
| Chorale | ||
| Introduction to Theatre Arts | ||
| Jazz Dance I 2 | ||
| Acting I | ||
| Ballet I 2 | ||
| Period Dance Styles 2 | ||
| American Musical Theatre Dance 2 | ||
| Modern Dance I 2 | ||
| Tap Dance I 2 | ||
| First Year Applied Musical Theatre Voice | ||
| UWGB Meets NYC: New York Theatre Trip | ||
| Jazz Dance II 2 | ||
| Improvisation for the Theatre | ||
| Tap Dance II 2 | ||
| Theatre History I:Greek to Elizabethan | ||
| Theatre History II: 17th Century to Realism | ||
| Theatre History III: 20th Century and Contemporary | ||
| Production Practicum: Crews 2 | ||
| Production Practicum: Performance 2 | ||
| Production Practicum: Scene Shop 2 | ||
| Production Practicum: Costume Shop 2 | ||
| Dance History | ||
First Year Seminar - complete 3 credits
Learning Outcomes
- This class provides an “on ramp” to the University and its interdisciplinary mission. It is a content-based class that incorporates communication skills (written and oral) as part of the learning pedagogy. While the content of these courses will vary, they must all address at an introductory level:
- Interdisciplinarity
- Communication
- Information Literacy
| First Year Seminar 1 | 3 | |
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| Integrative Leadership Seminar I | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar | ||
| First Year Seminar: The Sixties | ||
| 1 | Occasionally other courses in the catalog are scheduled and offered with additional content to meet the learning outcomes of the first year seminar - these specific class sections are eligible to meet this category |
Global Culture - complete 3 credits
Learning Outcomes
- Demonstrate an understanding of individual and cultural differences outside the United States.
- Explore issues that cross geographic, political, economic and/or socio-cultural boundaries outside the United States.
- Engage in informed judgments about global issues and problems as a socially responsible citizen.
| Global Culture | 3 | |
| Varieties of World Culture | ||
| Family, Kin, and Community | ||
| Myth, Ritual, Symbol and Religion | ||
| World Art | ||
| International Marketing | ||
| World Literatures I | ||
| World Literatures II | ||
| World Literatures | ||
| Intermediate French Language II | ||
| Intermediate French Conversation and Composition | ||
| Advanced French Conversation and Composition | ||
| Representative French Authors | ||
| World Regions and Concepts: A Geographic Analysis | ||
| Intermediate German Language II | ||
| Intermediate German Conversation and Composition | ||
| Advanced German Conversation and Composition | ||
| Representative German Authors | ||
| History of Modern East Asia | ||
| History of Modern Africa | ||
| Political History of Modern Latin America | ||
| Human Disease and Society | ||
| Science and Religion: Spirit of Inquiry | ||
| Cross Cultural Human Development | ||
| Living the Humanities | ||
| World Civilizations I | ||
| World Civilizations II | ||
| Non-Western Religions | ||
| German Culture | ||
| German Cinema | ||
| Globalization and Cultural Conflict | ||
| Perspectives on Human Values: The Contemporary World | ||
| Perspectives on Human Values in Other Cultures | ||
| World Music | ||
| Special Topics in Nursing | ||
Topic: Global Health Ethics and Human Rights | ||
Topic: Global Aspects of Healthcare | ||
Topic: Nursing Diagnosis Across the Globe | ||
| World Food and Population Issues | ||
| Introduction to Asian Philosophy | ||
| Happiness and the Good Life | ||
| Global Politics and Society | ||
| Comparative Politics | ||
| Politics of Developing Areas | ||
| Psychology and Culture | ||
| Environment and Society | ||
| Intermediate Spanish Language II | ||
| Composition and Conversation I | ||
| Composition and Conversation II | ||
| Representative Spanish and Latin American Authors | ||
| City Life and Globalization | ||
| Cities in Cinema | ||
XXX 299 Travel Course | ||
XXX 499 Travel Course | ||
Humanities - complete 6 credits
Learning Outcomes
- Describe the humanities unique ways of understanding major events and movements in Western and world civilizations.
- Critically examine a range of literary, philosophical, and other cultural texts produced by those movements.
- Articulate individual and social values within cultures and the implications of decisions made on the basis of those values.
- Analyze and produce complex forms of expression.
| Humanities 1 | 6 | |
| Introduction to Film | ||
| Introduction to Literature | ||
| Introduction to Creative Writing | ||
| Introduction to English Literature I | ||
| Introduction to English Literature II | ||
| Introduction to American Literature I | ||
| Introduction to American Literature II | ||
| World Literatures I | ||
| World Literatures II | ||
| Literary Themes | ||
| American Indians In Film | ||
| First Nations and The Sacred | ||
| Indigenous Nations Oral and Storytelling Traditions | ||
| Wisconsin First Nations Ethnohistory | ||
| Perspectives on Human Values: First Nations | ||
| First Nations Studies Seminar | ||
| First Nations Justice and Tribal Governments | ||
| First Nations and Education Policy | ||
| American History to 1865 | ||
| History of the United States from 1865 to the Present | ||
| Introduction to African-American History | ||
| Living the Humanities | ||
| Foundations of Western Culture I | ||
| Foundations of Western Culture II | ||
| World Civilizations I | ||
| World Civilizations II | ||
| Introduction to the Humanities | ||
| Science Fiction & Fantasy | ||
| Science Fiction Film | ||
| Interdisciplinary Themes in Humanistic Studies | ||
| Globalization and Cultural Conflict | ||
| Humanities, Business and Critical Thinking | ||
| Perspectives on Human Values: The Contemporary World | ||
| Introduction to Philosophy | ||
| Contemporary Ethical Issues | ||
| Logic and Reasoning | ||
| Justice and Citizenship in the Modern World | ||
| Philosophy, Religion, and Science | ||
| Ancient Philosophy | ||
| Early Modern Philosophy | ||
| Introduction to Asian Philosophy | ||
| Introduction to the Philosophy of Religion | ||
| Environmental Ethics | ||
| Happiness and the Good Life | ||
| Plato and Aristotle | ||
| Women in Literature | ||
| 1 | Complete two courses (6 credits) in at least two different course prefixes |
Natural Sciences - complete one course
Learning Outcomes
- Explain central principles and theories of physical sciences.
- Describe the inquiry process through which the sciences approach the development of understanding of the physical world.
| Natural Sciences | 3-5 | |
| Why There is Antifreeze In Your Toothpaste | ||
| Principles of Chemistry I | ||
| Introduction to Environmental Sciences | ||
| Astronomy | ||
| Environmental Sustainability | ||
| Natural Hazards | ||
| Physical Geology | ||
| Ocean of Air: Weather and Climate | ||
| Information, Computers and Society | ||
| Fundamentals of Physics I | ||
| Concepts of Physics | ||
| Principles of Physics I | ||
Quantitative Literacy - complete one course
Learning Outcomes
- Demonstrate competence in performing quantitative operations.
- Communicate and validate quantitative information based on various contexts.
- Apply analytical concepts and operations to aid in problem-solving, decision-making, and other real-world problems.
- Interpret models such as formulas, graphs, tables, or schematics, and draw inferences from them.
| Quantitative Literacy | 3-7 | |
| Introductory Accounting | ||
| Business Statistics | ||
| Principles of Chemistry I | ||
| Social Science Statistics | ||
| Micro Economic Analysis | ||
| Human Geography and Concepts | ||
| Statistics for Healthcare | ||
| Calculus and Analytic Geometry I | ||
| Calculus and Analytic Geometry II | ||
| Introductory Statistics | ||
| Logic and Reasoning | ||
| Fundamentals of Physics I | ||
| Principles of Physics I | ||
| Political Behavior | ||
| Senior Seminar/Capstone in Political Science | ||
| Stagecraft | ||
| Computer Applications for Theatre | ||
| Stage Lighting | ||
| Ear Training and Sight Singing II and Music Theory III and Music Theory IV | ||
Sustainability Perspective - complete one course
Learning Outcomes
- Think critically regarding the array and implications of alternative sustainability definitions.
- Discuss sustainability within the context of ethical decision-making on earth.
- Describe why actions to achieve sustainability are complex and contentious.
- Express how failure to achieve sustainability has implications for human survival and planetary life quality over time.
- Engage in informed judgments about sustainability and problems as socially responsible citizens.
| Sustainability Perspective | 3-4 | |
| Literary Themes | ||
| Energy and Society | ||
| Radioactivity: Past, Present, and Future | ||
| Environmental Sustainability | ||
| Solid Waste Management | ||
| Resource Management Strategy | ||
| Atmospheric Pollution and Abatement | ||
| Conservation Biology | ||
| Lean Processes | ||
| American Indians In Film | ||
| Native American Landscapes:Imagined and Lived Spaces | ||
| First Nations and The Sacred | ||
| Introduction to First Nations Studies: The Tribal World | ||
| Introduction to First Nations Studies: Social Justice | ||
| Oneida Language I | ||
| Oneida Language II | ||
| Oneida Language III | ||
| Oneida Language IV | ||
| Oneida Language V | ||
| Oneida Language VI | ||
| Indigenous Nations Oral and Storytelling Traditions | ||
| Wisconsin First Nations Ethnohistory | ||
| Perspectives on Human Values: First Nations | ||
| First Nations Studies Seminar | ||
| First Nations Justice and Tribal Governments | ||
| First Nations and Education Policy | ||
| American Environmental History | ||
| Fertility, Reproduction, and Family Planning | ||
| Human Disease and Society | ||
| Biotechnology and Ethics | ||
| World Food and Population Issues | ||
| Environmental Ethics | ||
| Global Environmental Politics and Policy | ||
| Conservation Psychology | ||
| Environmental Psychology | ||
| Environment and Society | ||
| Sustainable Land Use | ||
| Transitioning to Sustainable Communities | ||
