The General Education program has been designed to complement the major program and electives completed by each baccalaureate candidate in order to assure that graduates have made noteworthy progress toward becoming truly educated persons. It is deliberately structured to provide a breadth of the necessary skills and knowledge required of a well-educated graduate. The program enables CSUDH students to take part in a wide range of human interests and activities; to confront personal, cultural, moral, and social problems that are an inevitable part of human life; and to cultivate both the requisite skills and enthusiasm for lifelong learning.
A technologically complex society requires its members to be sophisticated in gaining access to and evaluating information, both by traditional means and utilizing modern technology. Because of this requirement, General Education allows students to have developed knowledge of, or skills related to, quantitative reasoning, information literacy, intellectual inquiry, global awareness and understanding, human diversity, civic engagement, communication competence, ethical decision-making, environmental systems, technology, lifelong learning and self-development, and physical and emotional health through a lifetime.
Specifically, students completing the General Education program will have:
- achieved the ability to engage in intellectual inquiry, to think clearly and logically, to find information from a variety of sources and examine it critically, to communicate effectively orally and in writing, to reason quantitatively and qualitatively, to understand and apply the scientific method, to make effective use of the existing technologies, and to solve problems and make informed and ethical decisions;
- acquired appreciable knowledge about their own bodies and minds, including practical knowledge about their health and ways to maintain it, about how human society has developed and how it now functions, about the physical world in which they live, about the other forms of life with which they share that world, and about the cultural endeavors and legacies of their civilizations;
- come to an understanding and appreciation of the principles, methodologies, value systems, ethics, and thought processes employed in human inquiries and actions, as well as applicable laws and the subjects of their protection.
The guiding assumption underlying Dominguez Hills General Education offerings is that they are courses for non-specialists, presenting subject matter related to the wider context of knowledge and stimulating interest in lifelong learning. Ordinarily, such courses are different from introductory lower division courses for a major, and at the upper division level are not courses used in a major. General Education courses present breadth, deal with representative concepts, and provide for some integration of these concepts with further study.
The General Education Program, which is divided into three components, requires 55-62 semester units: (A) 12-14 units of Basic Skills; (B-E) 34-36 units of lower division General Education divided among Natural Sciences and Quantitative Reasoning (10-12 units), Humanities (9 units), Social Sciences (12 units), and Lifelong Learning and Self-Development (3 units), and (F) 9 units of upper division Integrative Studies. In addition, students must take a course that emphasizes cultural pluralism (0-3), but which may also satisfy General Education or other graduation requirements. Finally, students must complete at least 9 semester units in General Education at CSU Dominguez Hills.
Lower division General Education courses may be "double counted" in either the major or the minor. Upper division General Education courses may be double-counted in the following majors only: Liberal Studies, Clinical Sciences, Interdisciplinary Studies, and the Nursing program (majors in these programs should consult their faculty advisor for details).
Upper division General Education courses may be double-counted in the minor if: (a) at least 12 semester units are taken in the minor exclusive of General Education courses and (b) General Education courses used in the minor have the approval of the chair/coordinator responsible for the minor. Even though students may double-count certain General Education courses, they will not receive additional unit credit towards graduation by double-counting; for example, a double- counted course counts three units not six towards graduation.
CSUDH may permit up to 6 semester units taken to meet the US History, Constitution, and American Ideals Requirement (Title 5 of the California Code of Regulations, Section 40404) to be credited toward also satisfying GE Requirements.
An Honors Program for new and continuing students began in fall 1983 with specially-designated sections of General Education courses. This program provides Honors Students with opportunities for special study, advisement and enrichment programs throughout their undergraduate careers. For further information, contact the coordinator of the Honors Program.
Basic Skills are those skills that can be obtained through coursework in the following areas: composition, quantitative reasoning, logic/critical reasoning, oral communications, library, and computer literacy and information technology skills, and lifelong learning and self-development. The Basic Skills component of General Education is designed to help students: read with critical perception materials written for the nonspecialist; express ideas easily and effectively; handle quantitative data and concepts at the level necessary for the nonspecialist; think coherently and logically about problems facing human beings as well as to apply quantitative reasoning concepts and skills to solve them; make informed, ethical decisions; utilize technology in pursuit of intellectual growth and efficacious human interaction; demonstrate life skills such as financial literacy and computer literacy; and use source material easily, effectively, lawfully, and honestly; in particular, understand the concept of plagiarism and its consequences. Since the acquisition of Basic Skills is essential to a successful baccalaureate experience, students are strongly urged to complete the courses as early as possible in their baccalaureate programs.
Students who complete the Basic Skills requirement in Composition should be able:
- to compose sentences and to use diction appropriate to the purpose, occasion and audience of a composition, and in a manner characteristic of a truly educated person;
- to use paragraphs effectively either as unified and coherent units of thought in exposition, or as segments of an unfolding piece of narration/description;
- to order the parts of a composition to achieve an objective;
- to formulate and develop a controlling idea for each full composition written (the term "idea" is here taken in its generic sense to include the notion of an image or a sensation, as, for instance, in a paper that seeks to organize details to project a significant impression);
- to write a two- or three-page paper that is virtually free from errors in usage and mechanics;
- to recognize appropriate sources, to use them correctly and to follow scholarly conventions of documentation;
- to write effective expository prose using organizational frameworks such as definition, enumeration, classification, comparison and contrast, cause and effect, and analysis; and
- to write a short paper that assembles, integrates, organizes, documents and presents evidence in support of a thesis.
Students are exempted from Basic Skills courses in English Composition by a suitable score on the Advanced Placement Test, the English Equivalency Examination, or a composition challenge examination.
Students who complete the Basic Skills requirement in Logic/Critical Reasoning should be able to:
- understand basic logic; elementary inductive and deductive process, including an understanding of the fallacies of language and thought;
- recognize the differences between assumptions, inferences, conclusions, facts and opinions;
- develop the abilities to analyze, criticize, and advocate ideas; to reason inductively and deductively, and to reach well-supported factual or judgmental conclusions; and
- apply the concepts and skills of critical reasoning to solve academic and everyday problems.
Students are exempted from the Basic Skills course in Logic/Critical Reasoning by a suitable score on a challenge examination.
Students who complete the Basic Skills requirement in Oral Communication should be able to:
- discuss the elements of oral communication, including basic rhetorical strategies in speech;
- give lucid, logical and persuasive speeches in a variety of contexts;
- display self-confidence in interpersonal and group communication;
- utilize effective delivery techniques; and
- listen to and analyze the effectiveness of other speakers.
Students are exempted from the Basic Skills course in Oral Communication by a suitable score on a challenge examination.
Students who complete the Basic Skills requirement in Library Skills should be able to:
- demonstrate familiarity with the existence and types of library services and major resource areas, e.g. Reference Collection, Government Documents;
- use the catalog effectively and locate materials identified through the catalog;
- use several basic periodical indexes and locate materials identified through these indexes;
- formulate (and refine as necessary) a topic and thesis sentence suitable for a library research paper of 10 to 20 pages;
- indicate the need for evaluation of sources' suitability and relevance for the stated topic of research and to be aware of the major criteria for making such an assessment;
- plan and implement a search strategy for efficiently integrating and utilizing pertinent bibliographies, indexes, etc., on a topic of the student's choosing;
- demonstrate awareness of the vast variety of other information sources and of other libraries' existence and potential usefulness;
- cite monographs and periodical articles in correct bibliographical format for footnotes and references according to any one of the commonly accepted style manuals; and
- demonstrate an understanding of the difference between the ethical use of source material and plagiarism.
NOTE: In Area A, all courses must be passed with a grade of "C" or higher. In all other areas of General Education, a grade point average of 2.0, calculated at graduation, is required.
Building on the Basic Skills competencies, the second component of the General Education program, lower division General Education, consists of 10 semester units in the area of the Natural Sciences, 9 semester units in the area of the Humanities, 12 semester units in the area of the Social Sciences, and 3 semester units in Lifelong Learning and Self-Development. This component has 3 major purposes: the first is to introduce students to the facts, principles and intellectual skills required of educated individuals in order that they may function more effectively as human beings in society; the second is to acquaint students with the nature, scope and practical applications of the major fields of knowledge; and the third is to encourage students to relate their study in the academy to the world of work and leisure.
The overall objective of the Natural Science General Education courses is to provide students with an opportunity to achieve basic scientific literacy. A scientifically literate person has developed knowledge of scientific theories, concepts, and data about both living and non-living systems, achieved an understanding and appreciation of scientific principles and the scientific method, as well as the potential limits of scientific endeavors and the value systems and ethics associated with human inquiry. Such a person is accustomed to inquiry into the physical universe and its life forms, with some immediate participation in a related laboratory activity, and into mathematical concepts of quantitative reasoning and their applications.
In addition, scientific literacy confers an ability to follow new developments in the natural sciences, and the ability to think in an informed manner about social, legal, ethical, and political issues that involve science and technology. Scientific literacy can be divided into two major components: (1) an awareness of the nature and methodology of the natural sciences; and (2) an awareness of the important results of scientific inquiry.
The acquisition of scientific literacy is best encouraged by instruction from both methodological and topical perspectives. Therefore, the natural science objectives are divided into two parts corresponding to these two components. The Part 1 Objectives are satisfied by a single course that deals with ideas that have been chosen to emphasize the nature of scientific concepts and the methods of the natural sciences. The Part 2 Objectives are satisfied by two courses, selected in such a way as to provide balance among the major subdivisions of the natural sciences.
Courses that fulfill the objectives below can and should provide students with a coordinated and balanced development of their scientific literacy. However, each student can do much to optimize this development. For this reason, it is strongly recommended that, when possible, students complete the basic skills requirement in Quantitative Reasoning before attempting general education courses in the natural sciences.
It also is suggested that the courses in the natural sciences be taken in the same order as the objectives below:
Students will learn the methods of the natural sciences as these methods are seen and used by working scientists. In addition, they will explore the characteristic attributes of fundamental scientific concepts from the perspective of the natural sciences. Finally, they will learn the structure and results of a fundamental, comprehensive physical science, which is principally analytic, quantitative and deductive.
Students who complete the Natural Science in Physical Science requirement should be able to:
- demonstrate an understanding of the scientific assumption that nature has an objective existence that is intelligible;
- distinguish between a scientific hypothesis and the idea of pseudoscience;
- describe the systematic observation of nature and the detection of similar patterns in observed phenomena;
- describe the importance of limitation of scope in the production of useful concepts and the related limits to the applicability and usefulness of scientific models and concepts;
- describe the formulation of hypotheses and models to explain these patterns and the use of these models and hypotheses to make testable predictions;
- discuss the roles of quantitative and of formal manipulation of models and relationships in generating predictions;
- discuss the design and execution of tests of hypotheses and the subsequent rejection, modification, or refinement of the hypotheses; and
- describe the relationship between scientific ideas and their technological applications;
- understand and appreciate applications, advantages, and limitations of computational methodology in Physical Science, in particular, in the modeling process.
Students who complete the Natural Science in Life Science requirement should be able to:
- describe a representative selection of fundamental concepts and principles of the life sciences;
- cite various phenomena in a variety of contexts that illustrate the applicability of specific principles of the life sciences;
- describe some of the major applications of the principles of the life sciences;
- describe some of the major effects that the life sciences and related technologies have had on societies.
Students who complete the Natural Science in Science Laboratory requirement should be able to:
- discuss application of a representative selection of fundamental concepts and principles of a science;
- apply the scientific method in a laboratory situation; and
- cite various phenomena that illustrate the applicability of specific principles of a science.
Students who complete the Basic Skills requirement in Quantitative Reasoning and Problem Solving should be able to read and understand mathematical arguments and data, and use mathematics effectively to analyze and solve problems that arise in ordinary and professional life. In particular, students should:
- understand and apply ideas and techniques of finite mathematics such as consumer mathematics probability, statistical analysis, hypothesis testing, linear programming, OR
- understand and apply the ideas and techniques of college algebra, trigonometry, logarithms and exponentials, and elementary functions, OR
- understand and apply ideas and techniques of calculus.
Students in area B4 will not just practice computational skills, but will be able to explain and apply basic mathematical concepts and will be able to solve problems through quantitative reasoning.
Students are exempted from the Basic Skills course in Quantitative Reasoning if they receive a suitable score on a challenge examination or if they successfully complete a course requiring more advanced mathematical ability.
The humanities celebrate those distinctly human qualities which distinguish us from other creatures and unite all peoples across space and time: the ability to express ideas and feelings in language, the capacity for ethical thought, the ability to enjoy beauty for its own sake, and the desire to give shape and meaning to our own existence. By showing us different ways of expressing the meaning of human experience and different interpretations of those expressions, the humanities teach us to celebrate variety and diversity. The humanist is concerned with examining the records left by humankind, whether paintings, sonatas, philosophic dialogues, or poems, and with understanding them in their historical and artistic contexts.
Studying the humanities provides training as well as knowledge, sharpening the critical eye (and ear), expanding the vocabulary and enlarging the frame of reference as well as the appreciation of the human imagination.
General Education courses in the humanities meet one or more of the following goals for students:
- Cultural knowledge - Students will become acquainted with significant works of art, literature, music and philosophy from a range of cultures.
- Historical knowledge - Students will understand the development over time of their own and other cultures.
- Aesthetic training - Students will, through direct experience of works of music, art, and literature, learn the bases on which such works are studied, and the critical canons applied to them, extending their understanding beyond personal opinion to critical evaluation.
- Opportunities for creativity - Students will create musical, artistic, or literary works, with the opportunity to have their work evaluated by peers and/or a faculty member applying appropriate critical criteria.
- Synthesis - Students will develop an understanding of the relationships among various forms of human expression both within an era and culture and across these boundaries.
The 9 semester unit package of courses listed under program requirements has been designed so that students completing these courses will meet the above 6 objectives. At the same time the package offers the student an opportunity for some individual choice in course selection.
Area C excludes courses that exclusively emphasize skills development.
The General Education courses offered in the area of the social sciences are designed to help students better understand how social, political, and economic institutions and behavior are inextricably interwoven. These course offerings respond to the recognition that in an increasingly complex, interdependent and changing world, individuals must learn how to cope with ever pressing social problems and to manage and improve conditions, institutions and events that affect them.
The social and behavioral sciences constitute a set of disciplines that, though they overlap, are distinct. Each discipline has an independent history, traditional themes and sophisticated theories, methodologies and applications regarding the phenomena of society and behavior. While social and behavioral scientists do not always agree upon a single analytical paradigm, they do share common values regarding the potential usefulness of their disciplines in understanding human behavior and recognizing the interrelationships among their studies.
The fundamental concerns of the General Education Program in the social and behavioral sciences are to introduce students to the primary structural levels of analysis used in the disciplines and to demonstrate the significance of historical backgrounds to contemporary behavior. A selection of courses from the categories will provide students with the understanding of individuals, groups and societies, and global and historical interrelationships. Each course is designed to acquaint students with basic concepts and analytical methods and will demonstrate the interdisciplinary nature of all the social and behavioral sciences. Students will explore the principles, methodologies, value systems and ethics employed in social scientific inquiry. Courses that emphasize skills development and professional preparation are excluded from Area D. Coursework must include a reasonable distribution among the subareas specified, as opposed to restricting the entire number of units required to a single subarea.
On completing a course in this category a student should be able to demonstrate an understanding of the:
- basic concepts and methods necessary for studying the personal functioning and social behavior of individuals.
- influence of psychological and social processes on the development of the perception of self and others.
- nature of cognition and language and their relationship to critical aspects of social and personal development.
- social and psychological variations in individual behavior.
- conceptual and methodological frameworks necessary for studying groupings in a society.
- interrelationships between various institutions and group dynamics within a society, and their role in generating and resolving social issues.
- cultural and group diversity and applications of the concept of cultural relativity.
On completing a course in this category a student should be able to demonstrate an:
- awareness of and knowledge about the international system and world environment.
- understanding of the global interdependencies among people, outlooks, institutions and attributes.
- appreciation of the role of the individual as an international observer, analyst and participant.
- ability to analyze historical change and cultural process.
- understanding that current issues and conditions are shaped by their past historical and cultural development.
- understanding of the complexity of evolutionary and historical processes and of the limits on and potential for social change.
- understanding of how sciences which deal with the human past formulate and test hypotheses to understand change and how they evaluate sources, whether human fossils, artifacts or written documents.
On completing the course in this category a student should be able to demonstrate a knowledge of American History, including the study of ideals, creeds, institutions and behaviors of the peoples of the United States .
On completing the course in this category a student should be able to demonstrate knowledge of the Constitution of the United States including the study of American institutions and ideals, and the principles of state and local government established under the Constitution of the state of California.
As a result of having taken courses in these categories, a student should be familiar with the basic units and levels of analysis that organize much of the thought and work of social and behavioral scientists and facilitate interdisciplinary communication and cooperation. The student should be better prepared to interpret and interrelate human behavior and events taking place locally and globally, and on the basis of this preparedness, to make better informed decisions about the future of humankind.
This area is designed to equip human beings for a lifelong understanding and development of themselves as integrated physiological, social and psychological entities (Title V). Students who complete the Lifelong Learning and Self-Development requirement should be able to:
- Demonstrate an understanding of oneself as an integrated physiological, social and psychological organism; and
- Discuss key relationships of humankind to the social and physical environment, including matters selected from the following: human behavior, sexuality, nutrition, physical and mental health, stress management, financial literacy, social relationships and relationships with the environment, implications of death and dying and avenues for lifelong learning, including those based on modern technology.
The third component of the General Education Program consists of 9 semester units of upper division integrative coursework. General Education is a process rather than a discrete segment of undergraduate education and, as such, is not limited to the freshman and sophomore years. All too often it is assumed that liberal education is to be achieved in the first two years of the baccalaureate, with the last 2 years focusing solely on specialized study, whether it be in a basic or an applied field. To establish General Education as an ongoing process, students who enter this University as transfer students complete an upper division General Education package. Upper division integrative coursework, which is the capstone and completion of the General Education Program, must be taken after 60 semester units and the lower division components of General Education (or their equivalent) have been completed.
The lower division General Education courses in the humanities are designed to acquaint students with the cultural and historical background as well as the critical and perceptual training that will help them develop aesthetic sensibility, rational and intuitive thought, and creative imagination. Upper division General Education courses in the humanities build on that base, developing integrated humanistic and ordered world-views.
Students who complete the requirement for Integrative Studies in the Humanities should be able to:
- discuss the relationships among the various disciplines that comprise the humanities;
- place these relationships within an historical context;
- relate the humanities to modern life; and
- demonstrate the use of imagination and synthesis through aesthetic and intellectual activities.
Courses in Integrative Studies in the Natural Sciences and Technology are interdisciplinary courses that build upon the knowledge students have acquired by completing their lower division coursework in the natural sciences and technology. While these courses will include content from disciplines outside the natural sciences and technology, their primary focus is on integration of knowledge within the natural sciences and technology.
Students who complete the requirement for Integrative Studies in the Natural Sciences should be able to:
- discuss the relationship of science to humanity through inquiry into: the origin of scientific discovery, the implications and consequences of scientific and technological development, and the impact of natural processes on the works of people as well as on its result: artifact;
- describe some of the major effects that science and technology have had on societies; and
- discuss the interdisciplinary approaches to methods, processes, effects, terminology and major concepts of science and technology; and
- describe and discuss ethical and legal concepts and issues related to science and technology, in particular, the concept of intellectual property and its protection.
The categories of upper division courses in the social sciences represent integrative themes and contemporary research applications. Focusing on specific topics, students will explore the conceptual and methodological links among the social sciences or subfields of a discipline. Courses will stress contemporary research, interpretations, issues and trends. Specific objectives of the categories are as follows:
- Courses in individual processes focus on the interaction among factors that shape the individual.
- Courses in social issues focus on contemporary social, political or economic concerns and problems using a variety of perspectives in the social sciences.
- Courses in global trends focus on social, political, environmental and economic processes seen from a global perspective.
- Courses in social change focus on major processes of continuity and development and on the origination and impact of new ideas, social structures and technologies.
- Courses in cultural pluralism focus on the nature of cultural diversity and the processes of cultural interaction, interethnic relations and cultural integration on community, national and international scales.
Courses in Integrative Studies are designed to utilize and build upon knowledge students have acquired in the breadth of their lower division General Education courses. Integrative Studies courses wed methodology and research from distinctly different areas in order to develop gestalts, integrated knowledge and appreciation of our complex cultural, social and natural environment. An Integrative Studies course will integrate Humanities and the Natural Sciences, Humanities and the Social Sciences, or Natural Sciences and the Social Sciences so that each area is represented in a significant manner. Area F4 courses will be cross-listed under each represented area.
Students who complete the requirement for Integrative Studies should be able to:
- Access and evaluate information from each of the two disciplines (Humanities, Natural Sciences and/or Social Sciences).
- Employ area specific methodologies from each of the two areas to analyze data and information.
- Integrate information from each of the two areas into a larger understanding of our complex environment.
Cultural pluralism involves the interaction within a given society of people with different ways of living and thinking. It is the historical result of the amalgamation of various behaviors, beliefs, technologies and expressive forms. Typically, a pluralistic society includes several distinct social or cultural groups that are interdependent within a common social, economic or political system yet maintain a degree of autonomy in other spheres of life, such as family, recreation, intellectual pursuits and religion. In Southern California, where increasingly the society is multicultural in many significant ways, the need for this dimension in undergraduate education is clear. Consequently, all students will complete one interdisciplinary course in cultural pluralism, which emphasizes the impact of the integration of cultures.
Students who complete the requirement for Integrative Studies in the Cultural Pluralism should be able to:
- describe their understanding of the concept of culture as variously defined and applied;
- discuss the processes of cultural and ethnic development on a national and international scale;
- compare and contrast the factors influencing the structure and content of culturally pluralistic and inter-ethnic relationships; and
- demonstrate the ability to acquire and communicate an understanding of diverse ways of life.
General Education Residence Requirement: The California State University System requires all students to complete 9 semester units in general education at the campus from which they graduate. Following is the list of courses that are offered in the General Education program. These courses fulfill the objectives stated in the program description. For complete course descriptions, refer to those sections of the University Catalog that describe the programs offering the courses. All Area A courses and the Quantitative Reasoning requirement in Area B must be passed with a grade of "C" or higher. A grade point average of 2.0 calculated at graduation, is required for the entire General Education Pattern.
1. Composition (6 units)
ENG 110. Freshman Composition I (3) and
ENG 111. Freshman Composition II (3)
2. Logic/Critical Reasoning (3 units)
PHI 120. Critical Reasoning (3) or
PSY 110. Critical Thinking and Problem Solving (3)
3. Oral Communication (3 units)
THE 120. Fundamentals of Speech (3)
4. General Education Skills Courses – Optional
CSC 101. Introduction to Computer Education (3)
LIB 150. Library Skills and Strategies (2)
NOTE: The "Library Skills" category is optional.
Select one course from each category below.
1. Physical Sciences (3 units)
CHE 102. Chemistry for the Citizen (3)
EAR 100. Physical Geology (3)
GEO 200. Physical Geography (3)
PHY 100. Patterns in Nature (3)
2. Life Science (3 units)
ANT 101. Introduction to Biological Anthropology (3)
BIO 102. General Biology (3)
3. Science Laboratory (1 unit)
BIO 103. General Biology Laboratory (1)
(concurrent enrollment in BIO 102 or prior life science course recommended)
EAR 101. Physical Geology Laboratory (1)
(concurrent enrollment in EAR 100 or prior earth science course recommended)
CHE 103. Chemistry Laboratory for the Citizen (1)
Students majoring or minoring in one of the natural sciences may substitute more advanced science courses. These students should see a faculty advisor.
4. Quantitative Reasoning and Problem Solving
Course must be passed with a "C" grade or higher.
MAT 105. Finite Mathematics (3) or
MAT 131. Elementary Statistics and Probability (3) or
MAT 153. Precalculus (4) or
MAT 171. Survey Calculus for Management and Life Sciences (4) or
MAT 191. Calculus I (5) or
MAT 193. Calculus II (5)
Select one course from each category below. In categories 2 and 3, select courses from different departments.
1. Required Course (3 units)
HUM 200. Introduction to the Humanities (3)
2. Arts Courses: Select one course (3 units)
ART 100. Looking at Art (3)
ART 101. Experiencing Creative Art (3)
CHS 125. Chicana and Latino Musical Cultures (3)
COM 130. Film Classics (3)
DAN 130. Dance Perceptions (3)
MUS 101. Introducing Music (3)
MUS 110. Music Fundamentals (3)
THE 100. Television, Films, and Theatre (3)
THE 160. Introduction to Acting (3)
3. Letters Courses: Select one course (3 units)
AFS 200. Introduction to Africana Studies (3)
AFS 231. Africana Literary Traditions (3)
APP 101. Introduction to Asian Studies (3)
CHS 100. The Americas : European Cultural and Historical Synthesis (3)
CHS 205. Introduction to Chicana/o Literature (3)
ENG 230. Appreciation of Literature (3)
FRE 220. Second-Year French (3)
HUM 212. Introduction to African American Culture (3) [I]
PHI 101. Values and Society (3)
PHI 102. Humanity, Nature and God (3)
SPA 151. Introduction to Hispanic Culture (3)
SPA 221. Intermediate Spanish (3)
Select one course from each category below. In categories 1 and 2, select courses from different departments.
1. Perspectives on Individuals, Groups and Society
AFS 212. Introduction to Comparative Ethnic and Global Societies (3)
AFS 220. African World Peoples and Culture (3)
ANT 100. Introduction to Cultures (3)
APP 212. Introduction to Comparative Ethnic and Global Societies (3)
CHS 212. Introduction to Comparative Ethnic and Global Societies (3)
PSY 101. General Studies Psychology: Understanding Human Behavior (3)
SOC 101. The Individual in Society (3)
SOC 102. Understanding Social Relationships (3)
WMS 250. Introduction to Women's Studies (3)
2. Global and Historical Perspectives
AFS 201. African World Civilization (3)
ANT 102. Ancient Civilizations (3)
CHS 200. Key Themes in Chicano/a and Latino/a History (3)
GEO 100. Human Geography (3)
HIS 120. World Civilizations I (3)
HIS 121. World Civilizations II (3)
POL 100. General Studies Political Science: World Perspectives (3)
3. Perspective on U.S. History
HIS 101. History of the United States (3)
4. Perspectives on U.S. and California Government
POL 101. American Institutions (3)
NOTE: Students who satisfy the category 3 and 4 requirements by non-credit exams will need to complete 9 units in area D. Select three courses in categories 1 and 2 from 3 different departments.
Select one course from the following.
HEA 100. Health and Lifestyles (3)
HSC 201. Health Care Systems and Perspectives (3)
KIN 235. Lifetime Fitness (3)
REC 100. Dimensions of Leisure (3)
UNV 101. Personal, Social, Intellectual Development (3)
Select one course from each category. Courses in this category are to be taken after 60 semester units and ALL lower division General Education courses have been completed.
1. Integrative Studies in the Humanities
HUM 310. Key Concepts (3)
HUM 312. Key Movements (3)
HUM 314. Key Issues (3)
2. Integrative Studies in the Natural Sciences
SMT 310. Science and Technology (3)
SMT 312. Natural Disasters (3)
SMT 314. Introduction to Cosmology (3)
SMT 416. Earth Sciences for Teachers (3)
3. Integrative Studies in Social Sciences
SBS 318. Cultural Pluralism (3)
4. Integrative Studies
Students may select a course from this category to satisfy one of the upper division General Education requirements (Humanities, Social Sciences or Natural Sciences and Technology) which it meets, enrolling in the section listed for that requirement in a given term. An Integrative Studies course may be used to satisfy either of the area requirements for which it is listed, but only one area requirement may be satisfied by each Integrative Studies F4 course.
Within their General Education selections or within other requirements, all students must take one course which addresses cultural pluralism (i.e. the impact of the integration of cultures).
ANT 312. Language and Culture (3)
ANT 336. Comparative Cultures: Comparative Sociopolitical Systems (3)
ANT 337. Comparative Cultures: Ethnography and Film (3)
ANT 338. Comparative Cultures: Mainland Southeast Asia (3)
ANT 339. Comparative Cultures: Mexico and Central America (3)
ANT 340. Comparative Cultures: Peoples of Ancient Egypt (3)
ANT 342. Comparative Cultures: South America (3)
ANT 389. Transmission of Culture (3)
CHS 300. Introduction to Chicano/Chicana Studies (3)
HIS 305. World History for Teachers (3)
MUS 401. Afro-American Music (3)
PHI 383. Comparative Religions (3)
SBS 318. Cultural Pluralism (3)
SOC 322. Social Environment of Education (3)
SOC 331. Minority Racial and Ethnic Relations (3)
SOC 383. Black Communities: Class, Status and Power (3)
NOTE: SBS 318 will satisfy both the Integrative Studies in Social Science and the Cultural Pluralism Requirement. Students will receive only three units, but will have met both requirements.