CATALOG • 2009-2010
The Cedar Crest College Liberal Arts Curriculum
The Liberal Arts Curriculum serves as the
intellectual foundation for the completion of academic majors and the
pursuit of lifelong learning by ensuring that students receive a
comprehensive liberal arts education rooted in the Arts, Humanities, and
Sciences. A fundamental purpose of the curriculum is to hone the critical
thinking skills of students as reflected in their ability to
reason—scientifically, qualitatively, quantitatively, and morally.
Another goal of the curriculum is to develop the communications skills of
students as reflected in their ability to express ideas via the written and
spoken word and through the use of technology. Ultimately, the
Liberal Arts Curriculum intends to help students to acquire knowledge and
skills that will foster their thoughtful participation in the various
communities to which they belong, personal and professional, local and
global.
The Liberal Arts Curriculum requires students to
complete a minimum of 40 general education credits distributed across eight
areas of knowledge and application.. These requirements apply to all
students, regardless of academic major or transfer status. To complete the
program, a student must earn a grade of “C” or better in all
required coursework. In doing so, students will have demonstrated an
acceptable level of academic performance (i.e. proficiency or better)
relative to the following general educational outcomes:
1. An understanding of the Arts, Humanities, and
Social and Natural Sciences as distinctive areas of scholarly inquiry and
human achievement.
2. An understanding of how scientific reasoning can
be utilized to investigate the natural and physical world.
3. An understanding of how qualitative and
quantitative approaches can be utilized to understand social systems, human
culture, and human behavior.
4. An understanding of how qualitative reasoning can
be utilized to interpret the aesthetic qualities and social significance of
historical and cultural artifacts, including works of art, literature, and
film.
5. An understanding of how quantitative and logical
reasoning skills can be utilized to formulate, interpret, and solve
problems.
6. An understanding of how the Western tradition of
ethics can serve as a guide to personal conduct, engaged citizenship, and
community service.
7. An understanding of the complexities and
challenges of cross-cultural perspectives within a global context that is
shaped by technological interconnectivity and the rapid movement of people,
goods, and ideas across national borders.
8. An understanding of
how writing techniques can be utilized to develop and communicate ideas and
information to an audience.
9. An understanding of how public speaking techniques
can be utilized to develop and communicate ideas and information to an
audience.
10. An understanding of how technology can be
utilized for purposes of data acquisition, analysis, evaluation and
presentation.
11. An understanding of how information can be
acquired, analyzed, evaluated and effectively used.
A Cedar Crest College student must complete
the following course work to earn a degree.
Requirements for the Liberal Arts Program
Arts: 2 courses, one of which must be a 3-credit
course; 6 credits
Humanities: 2 courses; 6 credits
Natural Sciences: 2 courses, one of which must be a
lab-based course; 7 credits
Social Sciences: 2 courses; 6 credits
Ethics: 1 course; 3 credits
Global Studies: 1 course; 3 credits
Mathematics & Logic: 2 courses, one of which must
be a mathematics course; 6 credits
Writing: 2 courses: WRI 100 or HON 122 and one WRI-2
course; 6 credits
40-43 credits
Transferred courses may be used to satisfy Liberal
Arts Curriculum requirements, consistent with the College's transfer
policy.
Areas of Knowledge and Application
A. Courses that address areas of scholarly inquiry
and human achievement:
Arts: The courses that
comprise this category are designed to help students develop an
understanding and appreciation for the fine arts, including the visual and
performing arts and creative writing. Creating, performing and appreciating
works of art define the basis for an aesthetic education. Studio and/or
performance experiences help students to develop creative and critical
thinking skills whereas appreciation experiences help students to
understand the value systems that have developed over the centuries,
underpinning the rationale for determining the great works and their
creators. While tools and process may differ, the concepts that define the
arts are common to all disciplines in this category. The key
disciplines in this category are the Fine Arts: Dance, Theater, Music,
Creative Writing, and the Visual Arts. Students may select two courses from
the same discipline to satisfy the Arts requirement. Disciplines selected
in fulfillment of the Arts requirement may not also satisfy requirements in
Humanities and Social Sciences.
Humanities: The
courses that comprise this category examine the texts produced by human
culture in order to understand how these texts have, in the past, reflected
and shaped – and continue to reflect and shape – human thought,
including human aspirations and fears. The texts studied by humanistic
disciplines include literature and film, philosophical and religious
treatises, and historical documents. The method of inquiry employed by
humanities disciplines requires a textual analysis that arrives at its
understanding by considering the text from multiple perspectives, ranging
from the study of the text’s language and its implications, to a
consideration of historical and cultural contexts, to the situation of a
text within a tradition of thought. The key disciplines in this category
are Communication, English, History, International Languages, and
Philosophy. Students must choose two different disciplines within this
requirement. Disciplines selected in fulfillment of the Humanities
requirement may not also satisfy requirements in Arts and Social Sciences.
Mathematics and Logic: The
courses that comprise this category are designed to engage students in
activities that develop analytical skills relating to the formulation,
interpretation and solution of quantitatively-based problems or activities
which develop logical reasoning skills, including the ability to analyze
and critically evaluate arguments from a logical point of view. The key
discipline in this category is Mathematics.
Natural Sciences: The courses that comprise this category share a common
methodology, in that they explore and study the natural world through the
application of the scientific method. This method of inquiry involves
critical and objective observation, the formulation and testing of
hypotheses, and the critical analysis and interpretation of empirical data.
The key disciplines in this category are Biology, Chemistry, Physics, and
General Science.
Social Sciences: The
courses that comprise this category study human culture and behavior and
the institutions within which individuals and groups live, work, learn and
act. The mode of inquiry associated with the investigation of the
cognitive, political, religious, social, expressive, and economic
dimensions of human life is informed by the scientific method, signifying
an appreciation of the value and significance of using empirical evidence,
hypothesis testing, quantitative analysis and qualitative studies to think
critically about the nature of human behavior, institutions and individual
development. The key disciplines in this category are Anthropology,
Economics, Political Science, Psychology, Religion, and Sociology. Students
must choose two different disciplines within this requirement. Disciplines
selected in fulfillment of the Social Sciences requirement may not also
satisfy requirements in Arts and Humanities.
B. Courses that promote reflection on and
engagement with the demands of citizenship within a complex and changing
society:
Ethics: The courses
that comprise this category are designed to help students develop a working
knowledge of the theories and principles underlying the Western tradition
of ethics while also engaging students in activities that encourage
individuals to reflect systematically on their personal moral beliefs and
values. Courses should be interdisciplinary in nature and should focus upon
the application of ethical theory to practice, both in the classroom and in
experiences beyond the classroom.
Global Studies: The
courses that comprise this category introduce students to art, literature,
religion, or historical perspectives beyond the American mainstream;
diverse cultural practices and beliefs, including health practices and new
cultures arising from new technologies and the development of a
quasi-borderless world; or the study of economic, political, legal and/or
scientific systems or interactions within the context of varied social
backgrounds or cultural frameworks.
C. Courses that promote the ability to use
writing as a tool for expression and understanding:
Writing: The
courses that comprise this category are designed to help students develop
the ability to approach a topic for writing in light of the demands of
purpose, audience, and the specific requirements of an assignment. Such
requirements include skills in these categories: insightful and
developed ideas, a supported thesis, awareness of audience and discourse
conventions, coherence and logical organization, a sophisticated and
professional style, and an attention to the revision process and manuscript
preparation.
Students should consult the Registrar’s Page on
MyCedarCrest for a full list of courses approved for each Liberal Arts
designation.
College-wide Requirements Satisfied Within the
Departmental Major
The following requirements will be satisfied by
students within the context of individual academic majors. For all
requirements, the necessary coursework may be offered directly within the
academic major or, alternatively, the academic major may require that
students complete an appropriate course or courses offered in a different
department.
Technology Requirement: The technology requirement is satisfied through the completion of
coursework required within the context of individual academic majors. This
approach recognizes that the definition of “technological
competence” differs across academic disciplines and fields of
specialization; thus each department is responsible for documenting that
students enrolled in their programs as majors have demonstrated an
acceptable level of academic performance in regard to their ability to: (1)
engage in data searches and data organization, (2) engage in data analysis,
and (3) engage in data presentation and communication.
Oral Presentation: The
oral presentation requirement is satisfied through coursework required
within the context of individual academic majors or through the completion
of a course designated by the department as satisfying this requirement.
Each department is responsible for documenting that students enrolled
in their programs as majors have demonstrated an acceptable level of
academic performance in regard to their ability to: (1) employ basic skills
of good public speaking, (2) conduct an audience analysis, (3) use logic,
and (4) demonstrate credibility through the presentation of evidence and
the use of proper delivery techniques, including the use of audio-visual
materials and appropriate technologies.
Information Literacy Requirement: The information literacy requirement is satisfied through the
completion of coursework required within the context of individual academic
majors. Each department is responsible for documenting that students
enrolled in their programs as majors have demonstrated an acceptable level
of academic performance in regard to their ability to: (1) frame a
research question, (2) access and evaluate sources, (3) evaluate content,
(4) use information effectively to accomplish a specific purpose, and (5)
understand the economic, legal and social issues of information use.
