2026-2027 Undergraduate Catalog
Act 15
| Code | Title | Credits |
|---|---|---|
| Mathematics & Quantitative Reasoning | ||
3-6 credit hours (1 course minimum) | ||
| Communication & Literacy | ||
6-9 credit hours (2 course minimum) | ||
| Social & Behavioral Science | ||
3 credit hours (1 course minimum) | ||
| Humanities & Arts | ||
6 credit hours (2 course minmum) | ||
| Natural Science & Wellness | ||
4-8 credit hours (2 courses/1 lab minimum) | ||
| Civics & Perspectives | ||
3-6 credit hours (1 course minimum) | ||
| 10 course minimum | 30 | |
Math & Quantitative Reasoning
Learning Outcomes
QR 1: Students will develop competency in working with numerical data.
QR 2: Students will develop the ability to solve quantitative problems in different contexts.
QR 3: Students will understand, create, and communicate arguments supported by quantitative evidence.
| Code | Title | Credits |
|---|---|---|
| Required: | ||
| Choose one course: | ||
| COMP SCI 140 | Programming for Quantitative Problem Solving | 3 |
| ECON 202 | Macro Economic Analysis | 3 |
| EDUC 281 | Conceptual Foundations of Elementary Mathematics I | 3 |
| MATH 100 | Math Appreciation | 3 |
| MATH 104 | Precalculus | 4 |
| MATH 202 | Calculus and Analytic Geometry I | 4 |
| MATH 260 | Introductory Statistics | 4 |
| PHILOS 103 | Logic and Reasoning | 3 |
| PHYSICS 144 | Stars, Galaxies, and the Universe | 3 |
| PSYCH 205 | Social Science Statistics | 4 |
Communication & Literacy
Learning Outcomes
FYS 1: Students will draw on diverse disciplinary perspectives and reflect on the value of interdisciplinary problem solving.
FYS 2: Students will demonstrate effective communication through the development, interpretation, and expression of ideas through written, oral, and visual communication.
FYS 3: Students will critically evaluate information sources in various formats, recognizing the contextual nature of authority and its relation to credibility.
IL 1: Students will use appropriate search strategies and tools to locate information relevant to their information need, refining strategies based on search results.
IL 2: Students will critically evaluate sources of information, considering both the expertise and credibility of the creators and the contextual factors that influence the information’s creation, dissemination, and purpose.
IL 3: Students will give credit to the original ideas of others through proper attribution and citation and contribute to the scholarly conversation at an appropriate level.
| Code | Title | Credits |
|---|---|---|
| WF 100 | First Year Writing 1 | 0-3 |
| First Year Seminar | 3 | |
| Choose one course: 2 | ||
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| Introduction to Leadership | ||
| First Year Seminar | ||
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| Information Literacy | 3 | |
| Choose one course: | ||
| Introduction to Communication | ||
| Technology, Ethics, and Society | ||
| Technical Writing and Information Literacy | ||
| Scientific Literacy | ||
| Why History Matters | ||
| Biology of Human Sexuality | ||
| Finding Humanity in the Digital World | ||
| Comics, Society, and Culture | ||
| Food and Nutritional Health | ||
| AI, Algorithms, and Truth | ||
| Great Myths of the Mind | ||
| Total Credits | 6-9 | |
- 1
May be satisfied by ACT test score of 25+
- 2
Incoming Transfer students with more than 15 credits may take any additional CGER course
Humanities & Arts
Learning Outcomes
HCV 1: Students will identify and evaluate human values and ethical perspectives in their contemporary and historical contexts.
HCV 2: Students will examine a range of historical, literary, philosophical, and other cultural texts produced in a variety of cultures.
HCV 3: Students will articulate individual and social values within cultures and the implications of decisions made on the basis of those values.
CAI 1: Students will demonstrate artistic technical skills and domain-specific knowledge necessary to create, execute, or interpret works of art.
CAI 2: Students will apply historical, stylistic, cultural, or aesthetic knowledge to a creative process or performance using domain-appropriate criteria.
CAI 3: Students will synthesize ideas across disciplines to generate contemporary artistic responses or make fresh observations addressing the human condition.
| Code | Title | Credits |
|---|---|---|
| Human Cultures and Values | 3 | |
| Choose one course: | ||
| Varieties of World Culture | ||
| Introduction to Design and Culture | ||
| Introduction to Literature | ||
| Women in Literature | ||
| Topics in Literature | ||
| Debating European History | ||
| Debating American Democracy | ||
| Introduction to Film | ||
| Introduction to the Humanities | ||
| Engineering the Future-Values and Society | ||
| Ethics in Engineering and Science | ||
| Introduction to Philosophy | ||
| Contemporary Ethical Issues | ||
| Business Ethics | ||
| Ethics in Practice | ||
| Introduction to Theatre Arts | ||
| Women's Voices | ||
| Creative and Artistic Inquiry | 3 | |
| Choose one course: | ||
| History of the Visual Arts: Ancient to Medieval | ||
| History of the Visual Arts II: Renaissance to Modern | ||
| Introductory Drawing | ||
| Two-Dimensional Design | ||
| Introduction to Photography | ||
| Introduction to Game Studies | ||
| Introduction to Media Production | ||
| Introduction to Creative Writing | ||
| Cultivating Creativity | ||
| Computer Aided Design | ||
| Video Game Music | ||
| Survey of Western Music | ||
| Fundamentals of Music | ||
| Popular Music Since 1955 | ||
| Beginning Acting | ||
| Exploring the Arts | ||
| Total Credits | 6 | |
Natural Science & Wellness
Learning Outcomes
SMI 1: Students will cultivate scientific information of the appropriate depth from a variety of relevant sources.
SMI 2: Students will properly demonstrate their use of the scientific method and theoretical framework.
SMI 3: Students will skillfully evaluate and organize scientific evidence and formulate logical conclusions while discussing any relevant limitations.
EnvST 1: Students will learn and demonstrate the ethical principles of environmental sustainability.
EnvST 2: Students will articulate an understanding of the scientific principles of environmental sustainability (that may include Traditional Ecological Knowledge) and their interrelation with the natural world through multiple disciplines, systems and diverse sources of information and inquiry.
EnvST 3: Students will demonstrate the ability to discuss environmental sustainability within the context of ethical decision-making and engage in informed judgments about environmental problems as socially responsible citizens.
| Code | Title | Credits |
|---|---|---|
| Scientific Methods and Inquiry | 1-4 | |
| Choose one course: | ||
| Introduction to Living Systems: From Genes to Ecosystems L | ||
| Principles of Biology: Cellular and Molecular Processes | ||
| Principles of Biology Lab: Cellular and Molecular Processes L | ||
| Survey of General, Organic and Biochemistry | ||
| Survey of General, Organic, and Biochemistry Laboratory L | ||
| Principles of Chemistry I | ||
| Principles of Chemistry I Laboratory L | ||
| Human-Centered Design L | ||
| Living and Learning with AI L | ||
| Introduction to Digital Transformation | ||
| Introduction to Environmental Sciences L | ||
| Physical Geology L | ||
| Introduction to Weather & Climate | ||
| Introduction to Weather and Climate Laboratory L | ||
| Introduction to Human Biology L | ||
| Chemistry for Engineers L | ||
| The Solar System L | ||
| Environmental Sustainability | 3 | |
| Choose one course: | ||
| Principles of Sustainability in Business | ||
| Sustainability Chemistry | ||
| An Introduction to Smart Cities | ||
| Environmental Sustainability L | ||
| Sustainability Strategies and Tools for Addressing Climate Change | ||
| Environment and Society | ||
| American Environmental History | ||
| Basic and Green Manufacturing Processes | ||
| Sustainability and Social Problems | ||
| Introduction to Water Science L | ||
| Total Credits | 4-7 | |
- L
At least one course must be a "Lab" course
Civics & Perspectives
Learning Outcomes
GP 1: Students will identify and explain multiple perspectives (such as cultural, disciplinary, and ethical) when exploring subjects within natural and human systems.
GP 2: Students will analyze the ethical, social and environmental consequences of human actions and decisions on the natural and human world and global systems.
GP 3: Students will explain and connect multiple cultures historically or in contemporary contexts, demonstrating respectful interaction with varied cultures and worldviews.
ES 1: Students will articulate insights into their own cultural rules and biases and engage respectfully with multiple perspectives/cultures.
ES 2: Students will demonstrate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
ES 3: Students will interpret intercultural experience from the perspectives of their own and multiple worldviews and demonstrate ability to act in a supportive manner that recognizes the feelings of another cultural group.
| Code | Title | Credits |
|---|---|---|
| Global Perspectives | 0-3 | |
| Choose one course: * | ||
| Introduction to Global Democracy and Human Rights | ||
| World Literatures | ||
| Introduction to the French Language II 1 | ||
| World Regions and Concepts: A Geographic Analysis | ||
| Introduction to the German Language II 2 | ||
| World Civilizations I | ||
| World Civilizations II | ||
| Human Disease and Society | ||
| Global Challenges and the Human Experience | ||
| Engineering in Global Context | ||
| World Food and Population Issues | ||
| Pursuit of Happiness: Global Perspectives | ||
| Global Politics and Society | ||
| Human Trafficking | ||
| City Life and Globalization | ||
| Introduction to the Spanish Language II 3 | ||
| Ethnic Studies | 3 | |
| Choose one course: | ||
| Art of the First Nations | ||
| Black Art in America | ||
| Law and Equality in Historical Perspective | ||
| Culturally Responsive Teaching and Learning | ||
| Multicultural American Literature | ||
| Oneida Language I | ||
| American Indians In Film | ||
| Introduction to First Nations Studies | ||
| Wisconsin First Nations History | ||
| American Ethnic Minorities | ||
| Introduction to African-American History | ||
| Latinx Experiences and Voices in our Community | ||
| Ethnic Diversity in America Past and Present | ||
| Jazz History | ||
| Ethnic Influences on Nutrition | ||
| Human Rights, Race, and Punishment | ||
| Intro to Trauma-Informed Care & Cultural Humility | ||
| Ethnic and Racial Identities | ||
| Script Analysis | ||
| Introduction to LGBTQ Studies | ||
| Gender in Popular Culture | ||
| Total Credits | 3-6 | |
- *
One of the following will also fulfill the Global Perspectives Requirement:
- Completion of any approved UW-Green Bay trip outside the United States (XXX-499), or study abroad programs, or student exchange programs outside the United States. Students should contact the Office of International Education for information on travel abroad opportunities.
- At least six months living experience outside the United States. The Associate Provost or a designee may grant a waiver of the Global Perspectives Requirement to students based on documented prior experience living in a foreign country.
- Students who are not residents of the United States will satisfy the requirement by residence and coursework at UW-Green Bay.
- 1
French 102 (More advanced students may instead take French 201, 202, or 320 to fulfill this Core Curriculum category and also earn additional retroactive credits).
- 2
German 102 (More advanced students may instead take German 201, 202, or 320 to fulfill this Core Curriculum category and also earn additional retroactive credits).
- 3
Spanish 102 (More advanced students may instead take Spanish 201, 202, 224, or 225 to fulfill this Core Curriculum category and also earn additional retroactive credits).
Social & Behavioral Science
Learning Outcomes
HSB 1: Students will demonstrate a scientific understanding of human behaviors and thoughts on both individual and societal levels, integrating the insights gained from their academic disciplines into their social and civic engagement.
HSB 2: Students will articulate their responsibilities to society- locally, nationally, and globally.
HSB 3: Students will apply empathetic communication strategies to effectively express, listen, and adapt to others to establish relationships, to work collaboratively, or to take civic action.