Becoming AN EDUCATED PERSON:

TOWARD A CORE CURRICULUM

FOR COLLEGE STUDENTS

American Council of Trustees and Alumni

and
Institute for Effective Governance
The American Council of Trustees and Alumni (ACTA) is a 501(c)(3)
nonprofit educational organization committed to academic freedom,
excellence, and accountability. Founded by Lynne Cheney and former
Colorado Governor Richard Lamm in 1995, ACTA has members from
over 400 colleges and universities. The Institute for Effective
Governance (IEG) is a new membership and service organization for
college and university trustees launched with ACTA’s assistance.
Becoming AN EDUCATED PERSON:
TOWARD A CORE CURRICULUM
FOR COLLEGE STUDENTS

American Council of Trustees and Alumni

and
Institute for Effective Governance

“The integrated core concerns itself with the universal experiences that are
common to all people, with those shared activities without which human
relationships are diminished and the quality of life reduced.”
– ERNEST L. BOYER

By George C. Leef

July 2003
 Foreword

Education is not the same as training. Plato made the distinction between
techne (skill) and episteme (knowledge). Becoming an educated person goes
beyond the acquisition of a technical skill. It requires an understanding of
one’s place in the world—cultural as well as natural—in pursuit of a pro-
ductive and meaningful life. And it requires historical perspective so that
one does not just live, as Edmund Burke said, like “the flies of a summer,”
born one day and gone the next, but as part of that “social contract” that
binds our generation to those who have come before and to those who are
yet to be born.

An education that achieves those goals must include the study of what
Matthew Arnold called “the best that has been known and said.” It must
comprehend the whole—the human world and its history, our own culture
and those very different from ours, the natural world and the methods of its
study, quantitative and verbal skills, and the lively arts.

The best way to provide that kind of education is a strong core curricu-
lum—a required sequence of study that ensures that every student gradu-
ates with a solid understanding of such basic subjects as English and histo-
ry, mathematics and science, foreign language and the arts.

Most colleges today fail to offer such a curriculum. You would not know it
from reading their promotional material, which almost always promises a
solid foundation in the liberal arts. In fact, most colleges offer something
very different: a smorgasbord of courses designed less around the intellectu-
al needs of the students than around the interests—and sometimes the
hobbies or hobby-horses—of the professors.

At many universities, students—guided by little more than their 19-year-old

tastes—are asked to develop a course of study from literally hundreds of
offerings that will prepare them for a lifetime. Even when a college appears
to have a requirement in history, for example, it can be met by courses in
departments ranging from dance to physical education. Thanks to an earlier
study by the American Council of Trustees and Alumni, we know that only
ten percent of the 50 highest-ranked schools actually require a course in the
History Department.

Colleges and universities owe it to their students to give them a coherent,

rigorous set of core requirements sufficient for becoming an educated person.
It is not fair to students—or parents who often foot the bill—to give them a
Lego set of courses and leave them to construct their own contraption.

“Anything goes” is an easy regimen for students, professors, and administra-

tors. At many schools, the task will fall to college and university trustees—
who are responsible for the academic as well as financial health of their
institutions—to make sure that their students receive the kind of education
they will need for thoughtful, productive, and satisfying lives.

The good news is that there are still some colleges and universities that have
maintained a strong core curriculum and they can serve as a model for
trustees and others who want to work for a return to sound educational
practices. Becoming an Educated Person explains what a core curriculum is
and why it is important. But, more, it offers practical guidance for students,
parents, trustees, donors, and even governors about what they can do to
promote a better education for our young people. I hope that many will
read it, and act.

– WILLIAM J. BENNETT
 Preface

Presumably, every college wants each graduate to become an educated

person. Its conception of what an educated person should know and be
able to do is expressed in its core curriculum—that set of required courses
that every student must take. A strong core curriculum is at the heart of a
solid college education.

This report looks specifically at the core curriculum: what it is, what it isn’t,
and why it is important. It defines the features of an excellent core curricu-
lum and provides examples from different types and sizes of colleges and
universities.

It is designed to be a guide for trustees, alumni, parents, students, and

policymakers who wish to know more about core curricula and how
institutions can construct and implement them.

This booklet is one of a series of publications on issues affecting the future

of higher education. The primary author was George C. Leef, a senior
consultant to the American Countil of Trustees and Alumni.

ACTA publications include: Restoring America’s Legacy: The Challenge of

Historical Literacy in the 21st Century (2002); Can College Accreditation Live
Up to Its Promise? (2002); Losing America’s Memory: Historical Illiteracy in the
21st Century (2000); The Intelligent Donor’s Guide to College Giving (1998) and
The Shakespeare File: What English Majors Are Really Studying (1996).

We wish to thank William Chrisman for his assistance in the preparation of

this booklet.

Anne D. Neal
President
For further information, please contact:

American Council of Trustees and Alumni

1726 M Street, NW, Suite 800
Washington, DC 20036
Telephone: 202-467-6787; 1-888-ALUMNI-8
Facsimile: 202-467-6784
Email: info@goacta.org
Website: www.goacta.org

Institute for Effective Governance

Telephone: 202-467-0376
Website: www.iegov.org
Email: info@iegov.org
 Becoming an Educated Person:
Toward a Core Curriculum for College Students

More Americans than ever before are attending institutions of higher educa-
tion. The percentage of the population pursuing college studies has grown
steadily since the end of World War II. Today, almost 70 percent of high
school graduates attend some postsecondary institution. If the quantity of
students enrolled were all that mattered, we would undoubtedly regard our
higher education system as a stunning success.

1
But quantity is certainly not all that matters. Educational quality is at least as
important if not more so, and many observers have documented a serious
decline in the quality of the instruction and programs at many of our colleges
and universities. Part of that decline stems from the abandonment of the idea
that a college education should be built around a sound core curriculum.

At one time, most college students received a broad, general education that
pushed their frontiers of knowledge and thinking ability far past those who
had only a high school education. Today, however, many students graduate
from college with less knowledge about the world and fewer useful skills
than high schoolers of fifty years ago. Whether the subject is history, sci-
ence, mathematics, English, or any other, both surveys and anecdotal evi-
dence demonstrate that many recipients of college diplomas these days have
a thin and patchy education, rather than the strong, general education that
used to be the hallmark of college graduates.
Many colleges and universities have permitted the formerly rigorous,
sequential curriculum that gave students a broad, general education to be
replaced with a curriculum that does not guarantee students any particular
learning experience. At many schools, students now determine the course of
study largely on their own, as they choose among a vast array of classes.
Often, they avoid courses that used to be regarded as the pillars of a college
education. The problem of the vanishing core curriculum was recently
noted by the Wingspread Group on Higher Education, which reported that,

26.2 percent of recent bachelor’s degree recipients earned not a

single undergraduate credit in history; 30.8 percent did not
study mathematics of any kind; 39.6 percent earned no credits
in either English or American literature; and 58.4 percent left
college without any exposure to a foreign language. Much too
frequently, American higher education now offers a smorgas-
bord of fanciful courses in a fragmented curriculum that
accords as much credit for “Introduction to Tennis” and for
courses in pop culture as it does for “Principles of English 2
Composition,” history or physics, thereby trivializing educa-
tion—indeed, misleading students by implying that they are
receiving the education they need for life when they are not.1

Similarly, the authors of Integrity in the College Curriculum, a report done

under the auspices of the Association of American Colleges, wrote,

As for what passes as a college curriculum, almost anything

goes. We have reached the point at which we are more confi-
dent about the length of a college education than its content
and purpose.2

This report will address the problem of curriculum deterioration, propose

remedies, and point to some schools that have resisted the trend and kept a
strong core curriculum.
 The importance of a general education

Evidence that American college students are poorly served by the scattered,
ill-defined curriculum that so many of them find in college is abundant.
One continuing source of criticism is from the business community, which
now has to spend large amounts on remedial programs to teach college
graduates such elementary skills as clear writing. John Chambers, CEO of
Cisco Systems, has written that “If universities don’t reinvent their curricu-
lum and how they deliver them … many students … will ‘go to school’ on-
3
line. Many big firms—Cisco, G.E., I.B.M., AT&T—are starting on-line acad-
emies to train new employees and to constantly upgrade the skills of exist-
ing ones.”3

A federal study of adult literacy done in 1993, the National Adult Literacy
Survey (NALS), put some numbers behind the complaints of business lead-
ers like Chambers. NALS ranked graduates who were tested from low (Level
1) to high (Level 5) in each of three skill areas. The results were depressing.
In their ability to work with documents (e.g., bus schedules, tables, and
charts), only 8 percent of four-year college graduates reached Level 5. In
their ability to read and understand prose (e.g., newspaper articles), only 10
percent could perform at the highest level. In their ability to do mathemati-
cal work, only 12 percent reached the highest level. More disturbingly,
about half of the college graduates fell below the intermediate level of profi-
ciency in each skill area.4
But poor preparation for the world of work is only a part of the damage
done by a weak college curriculum. Equally harmful is the fact that students
miss out on their best opportunity to partake of the life-enriching elements
of our civilization—literature, philosophy, art, music. Of course, it is possi-
ble for people to get that exposure after college, but it is much less likely
that they will do so. The college years are the ideal time for young adults to
expand their intellectual horizons. As Professor David Mulroy of the
University of Wisconsin-Milwaukee has written,

The time is brief that students spend in college under pressure

to read what their teachers assign. Why should we ever assign
anything other than the best books of all time? In four years,
even the best students will read only a small fraction of those,
but they could at least get started. Why require them to watch
sitcoms and movies?5

The college curriculum is the design for what an educated person should
know. It should, to the greatest extent possible, ensure that students finely 4
hone their basic skills and learn about the most important aspects of our
heritage, our culture, and our world.

Unfortunately, students are often tempted to take the path of least resistance
in the quest for their college degree; many will choose to get the number of
course credits they need by taking easy, entertaining courses if they are
given the opportunity. It is the educational equivalent of a steady diet of
junk food. Schools that have abandoned the idea of a core curriculum are
allowing their students to earn degrees without taking the important course-
work that used to be the hallmark of a college education.

Moreover, there is an important but often overlooked benefit in having stu-

dents learn a core curriculum—it gives them common academic ground. A
good set of core courses provides students with an abundance of intellectu-
ally stimulating material for discussion and argument. The depth of inquiry
into, say, The Iliad, will be deeper if it is being read by 300 students instead
 of three. Former University of Rochester president George Dennis O’Brien
puts the point this way:

[A] coherent curriculum energizes the most underutilized

university factor of production: students. Only in a concen-
trated, cohesive, cohorted curriculum (even if only a por-
tion of the overall plan of study) can students educate one
another. Whether it is Treisman’s calculus students or my
fraternity brethren struggling with Heidegger, the concen-
trated back and forth of student conversation is a powerful
instrument for creating discriminating judgment.6

Educational leadership consists of requiring students to take a course of

study that is intellectually challenging, broadening, and that offers them the
opportunity to lead the more fulfilling and responsible lives that a general,
comprehensive education makes possible. Physics majors, for instance,
should have some familiarity with literature. English majors should have
5 some familiarity with the scientific method. Both should have at least a basic
understanding of history. Students will naturally concentrate their studies in
the areas that interest them the most, but they will have more ability to
communicate and cooperate with their fellow human beings if they have
picked up more than a few random fragments of learning from other fields.
Only a strong core curriculum makes that possible.
 Distribution requirements are not sufficient

Many colleges and universities give the appearance that they provide a good
general education because they require students to take a certain number of
credits in several departments other than their major. “Distribution require-
ments” is the term for this approach, and, while it is preferable to giving
students complete carte blanche to direct their college studies, this cafeteria-
style approach is a poor substitute for a true, carefully-designed core
curriculum.
6

Some schools’ distribution requirements are stronger than others. The best
are those that restrict students to choosing among a limited number of
rigorous, broad-based courses that introduce them to basic areas of learning,
e.g., “Principles of Economics,” “American History,” or “Masterworks of
Western Literature.” It is possible for students to receive exposure to the
critical areas of knowledge under the “distribution requirements” approach
if it is structured so that students have no choice but to take a range of key
foundational courses. Allowing students to have some choice is not neces-
sarily objectionable, so long as the choices allowed are all consistent with
the goal of giving the student a sound, general education.

But there are two inherent weaknesses in the “distribution requirements”

approach. The first is a tendency for the administration gradually to allow
more and more courses to be added, often in response to pleading by deans
and influential professors that more of their courses be included on the list
 of those that will satisfy a distribution requirement. As a result, at many
schools, the number of courses that satisfy general education requirements
is mind boggling. At one major state university, for instance, students can
choose from almost 600 different courses in meeting the distribution
requirements. Very few of those courses offer the student knowledge that is
integral to a strong general education. The great majority are narrow and
trendy.

Once the distribution requirements begin to loosen, students can take an

odd list of random, unconnected, and sometimes academically dubious
courses that fail to give them a well-rounded education. The humanities
requirement might be satisfied with a course on “Vampire Fiction.” The his-
tory requirement might be satisfied with a course on “History of College
Football.” The science requirement might be satisfied with a course on
“Personal Fitness.” When such courses can supplant the fundamental cours-
es, students fail to obtain any grounding in the major scholarly disciplines.
They may earn a degree, but haven’t received an education.
7
College students are usually neither well prepared nor motivated to select a
rigorous, coherent program of study. A student who has not read any great
books may have no idea why some books are great and why they merit
study. As a student from a university with a strong core curriculum com-
mented, “They made me read the books I didn’t know I wanted to read.”
That statement shows precisely why a core curriculum is beneficial. It can
make students read books they didn’t know they wanted to read. It broad-
ens their horizons in ways they could never have imagined.

The second reason why the distribution requirements approach is flawed is

that even an assortment of sound introductory courses—English 101,
Philosophy 101, etc.—is not a good substitute for a series of courses
designed to give students a broad educational foundation. Introductory
departmental courses are usually designed to be the first step in specializa-
tion and do not necessarily give the kind of overview that all students
should have. Clarence H. Faust, former Dean of the College at the
University of Chicago, explains:

Each student may be required to take one course in the physical

sciences, one in the social sciences, and one in literature. But
this device is frustrated by another difficulty of departmentaliza-
tion. Since each of the courses in the physical sciences is, in
large part, planned as the first step toward specialization in a
departmental field, it can only incidentally and accidentally
serve as an introduction to the physical sciences as a whole,
though such an introduction is precisely what is needed for the
purposes of general education.7

Rather than compelling students to choose among an assortment of intro-

ductory departmental courses—or, worse, to choose among a vast array of
departmental offerings—educational leaders should, in Dean Faust’s words,
“determine the essentials of a liberal education and … devise an integrated
system of courses to provide them.” 8 8

It is the responsibility of colleges and universities to structure a curriculum

that will serve their students well for a lifetime. The distribution require-
ments approach cannot ensure that.
 The aims of education

Professors and university leaders will debate at great length precisely what
courses should go into a school’s core curriculum, but most would agree
that it must ensure a full and broad educational experience for students. We
believe that all students should derive from their college years the following
experiences and attributes.

First, they should learn crucial habits of mind: inquiry, logical thinking and
9
critical analysis. Those aren’t taught in any one class; rather, they are built
up and refined over time as the student sees how great minds have wrestled
with questions in many different fields of knowledge.

Second, they should become literate—proficient in their reading, writing,

and speaking. Literacy is a vital and increasingly overlooked component of
education that should not be regarded as the exclusive province of the
English department.

Third, students should become familiar with quantitative reasoning. In a

world filled with numbers and statistics, responsible citizenship calls for an
understanding of the correct, and incorrect, uses of numerical data.

Fourth, they should have the perspective on human life that only history can
give. People with a grasp of Western civilization, world history, and
American history are much better able to see the complexity, uncertainty,
and limitations inherent in the human condition. They understand the long
struggle to create free and civilized societies. Knowing how we have gotten
to our present situation is valuable in comprehending where society may,
and can, go in the future.

Fifth, every culture has contributed to the rich repository of human experi-
ence. In an interconnected world, it is important to study cultures that may
be very different from our own.

Sixth, students should have an understanding of the natural world and of

the methods the sciences use to explore that world. They also need to
appreciate what sorts of questions are susceptible of scientific inquiry and
which are not.

Seventh, to prepare themselves to become citizens, they should study the

American political system and principles articulated in the country’s great
founding documents.

Eighth, to prepare themselves to participate successfully in a dynamic econo- 10

my, they should study economics and such basic principles as the law of
supply and demand.

Ninth, they should learn something about art, music and aesthetics. Besides
adding greatly to the enjoyment of life, a study of the arts shows the impor-
tance of disciplined creativity.

Tenth, in an increasingly interdependent world, students should learn a for-

eign language.

Colleges and universities seem to have forgotten that their purpose is to

provide each student with an education—not just to process through as
many paying bodies as they can.
 Constructing a core curriculum

With those points in mind, what specifically might a good core curriculum
consist of?

There is not a single “right” answer. There are many combinations of

courses that will provide a coherent, rigorous education, but the model put
forward in 1989 by the National Endowment for the Humanities (NEH)
provides a starting-point for discussion.
11

The NEH report, 50 Hours: A Core Curriculum for College Students by Lynne
Cheney, recommends allocating 50 credit hours, of the approximately 120
that it typically takes to graduate, to a core. That leaves 40 credit hours for
the major, as well as 30 credit hours for elective courses.

50 Hours suggests that students take 18 credit hours in courses on Cultures

and Civilizations, covering the Origins of Civilization, Western Civilization,
and American Civilization, with electives chosen among courses on other
cultures, including Asian, Islamic, African, and Latin American civilizations.
The courses would include such seminal works as the Bible, Plato’s Republic,
Dante’s Divine Comedy, the Analects of Confucius, the Qu’ran, Shakespeare’s
Hamlet, Mill’s On Liberty, and the Declaration of Independence.

Next, students should take 12 credit hours in foreign language, preferably

continuing with the language they began studying in high school or earlier.
50 Hours further recommends 6 hours in mathematics, with courses that are
neither remedial nor suited only to the math major. The emphasis should be
on the scope and power of mathematics, giving students a sense of doing
mathematics, and also learning what mathematics can do.

Students would also devote 8 credit hours to the natural sciences, taking a
year-long laboratory course that would acquaint them with the methods and
fundamental findings of the major fields of science. Students would study
how scientists have explained matter, energy and motion, the universe and
the forces of nature, and life.

Finally, students would take 6 credit hours in the social sciences—a year-
long course exploring the ways in which the social sciences have explained
political, economic and social experiences, with students reading such
thinkers as Adam Smith, Karl Marx, J.S. Mill, Sigmund Freud and Emile
Durkheim.

The 50 Hours curriculum consists of year-long courses, many of them cover- 12

ing several disciplines. That approach has two advantages. It is comprehen-
sive, since the major natural sciences and social sciences are covered.
Equally important, the different fields of knowledge are presented as a
meaningful whole. One professor quotes a graduating senior as saying, “I
had some good courses. I just wish they had added up to something.” If
that student had taken the 50 Hours curriculum, he would have had courses
that do add up to something—a coherent sequence of learning.

Some schools choose to designate department-based courses to meet their

core curriculum goals. Brooklyn College, part of the City University of New
York, provides a curriculum in which the separate units are offered by indi-
vidual departments. In science, for example, a year-long sequence consists
of a half-term each of physics, biology, chemistry, and geology.

The Brooklyn College Core has ten components, with each course designed
to “introduce material of fundamental and lasting significance,” plus a
 foreign language requirement.

Core Studies 1 – The Classical Origins of Western Culture

Core Studies 2 – Introduction to Art; Introduction to Music
Core Studies 3 – People, Power, and Politics
Core Studies 4 – The Shaping of the Modern World
Core Studies 5 – Introduction to Mathematical Reasoning and
Computer Science
Core Studies 6 – Landmarks of Literature
Core Studies 7 – Science in Modern Life I (Chemistry/Physics)
Core Studies 8 – Science in Modern Life II (Biology/Geology)
Core Studies 9 – Comparative Studies in African, Asian, Latin
American, and Pacific Cultures
Core Studies 10 – Knowledge, Existence, and Values

A different core curriculum model is offered by the “great books” programs

at schools such as St. John’s College and Thomas Aquinas College. Rather
13 than dividing knowledge into disciplines, every subject is studied through
the writings of its greatest thinkers, from Homer to Einstein and beyond.

Some institutions, most notably Columbia University, have hybrid curricula

combining some required core courses with distribution requirements in
other fields. At Columbia, undergraduates must complete all nine elements
of the core curriculum. Most are required courses: Contemporary
Civilization, Literature Humanities, Art Humanities, Music Humanities,
Logic and Rhetoric, and Physical Education. In addition, two elements of
the core—Major Cultures and Science—allow the student to choose among
a set of alternatives. Students must also satisfy a foreign language require-
ment, either by showing proficiency or completing appropriate coursework.

The Appendix includes details about core curricula at a wide assortment of

colleges and universities.
 Determining whether your school really has
a core curriculum

Many colleges and universities say that they adhere to a core curriculum,
but in fact do not. Professor Alexander Astin of U.C.L.A. studied the curric-
ula of a large number of institutions and found that while more than 90
percent say that they have a core curriculum, only two percent have a “true
core.” A college has a true core if there is a set of core courses, required for
all students, designed specifically to provide them a general education
across the main academic disciplines.9
14

How can you tell if your college has a strong core curriculum?

First, do the “core” courses cover all the important fields of knowledge, or is
it possible for students to complete the core without taking any history or
math or science, as the Wingspread Group found to be so common?

Second, does the school readily allow waivers and substitutions so that stu-
dents can avoid taking the courses that make up the alleged core? If so, then
the institution is offering little more than the “distribution requirements”
approach.

Third, do the courses that meet the requirements have appropriate breadth
and substance? A college may, for instance, appear to have a core history
requirement, but if it can be satisfied by “Environmental Political Policy,” as
it can at the Massachusetts Institute of Technology, or other courses that do
 not provide the student with broad exposure to the important aspects of
American or world history, it fails the test.

Fourth, look at the syllabi of the courses comprising the “core” rather than
just their catalogue descriptions. Course catalogue descriptions can vary
substantially from the actual course content. For example, a course bearing
the title, “Introduction to American History,” might actually be taught as a
very narrow course devoted to the professor’s current research topic. The
core courses should be devoted to providing students with a broad knowl-
edge base. Beware of misleading labels and descriptions.

15
 Questions about the core curriculum

Some educators will object to the idea of reintroducing a core curriculum.

Here are several objections that may be raised, with suggested responses.

Question: Does a core curriculum help a student in his or her career?

Answer: Yes, broadly-educated people are better able to make career

16
changes, move up the job ladder, and compete in a changing economic
environment.

Some people contend that you only need a vocational or technical skill to
get a good job. In this view, a well-rounded education is a waste of time.
However, the average person now changes jobs six times during his or her
working career. People who start as technicians often move up to manage-
ment. With the faster pace of technological change, jobs and even whole
industries must quickly change and adapt. That makes it imperative for
workers to have skills of lifelong learning to keep up.

Furthermore, most businesses want young workers who have a broad edu-
cational foundation and are adaptable and trainable for whatever needs
arise, rather than workers who have overly concentrated in specific training
that may soon be obsolete. Bear in mind also that with a core curriculum,
students still can and will major in the specific discipline that most interests
them—they will just be surrounding their major with a broad and beneficial
 general education. A vocational or technological focus and a strong general
education are not mutually exclusive.

Question: Does a core curriculum have to deal only with the “traditional”
subjects?

Answer: Not at all. Since the goal is to ensure that students receive a well-
rounded education, there is no reason to restrict the core curriculum to only
those subjects that were studied in the distant past. For example, economics
has not traditionally been included in core curricula, but it is hard to see
how someone could be considered well-educated who did not understand
such basics as the law of supply and demand. Similarly, it is now important
to study Asian and other civilizations, as well as that of the West. A sound
core curriculum may include the study of the past while adding topics that
are quite new.

17
Question: Won’t a core curriculum be unpopular with students?

Answer: No. Experience shows that, for the most part, students prefer a
high-quality school with a good reputation. The experience of schools and
systems that have moved to a strong core suggests that many students
regard it as an attractive feature.

A case in point is one of the nation’s largest university systems, the State
University of New York (SUNY). In 1999, the university’s board of trustees
adopted a resolution requiring a minimum of 30 credit hours in general
education for each student covering mathematics, natural sciences, social
sciences, American history, Western civilization, the arts, the humanities, a
foreign language, and information management. Instituting the core was a
sharp change from the previous “distribution requirements” approach.

Rather than the stagnant or falling enrollments that some had predicted,
SUNY experienced a significant increase in the year following the imple-
mentation of the core resolution.

Question: Doesn’t a core curriculum exclude women, minorities, and non-

Western cultures?

Answer: No, a core curriculum need not and should not exclude any group.
Keep in mind that a core curriculum is meant to expose students to a wide-
ranging education that touches upon all the main academic disciplines—sci-
ence, mathematics, literature, philosophy, history, the fine arts, and so on.
That part of the core that deals with culture can be inclusive, including the
best of all cultures. The core curriculum proposed in 50 Hours (discussed
above) does exactly that. Great books are great precisely because they tran-
scend the accidents of race, ethnicity, or gender, and speak to timeless ques-
tions about the human condition.

18
Question: Do the trustees have any role to play in overseeing the curriculum?

Answer: The academic program is primarily the responsibility of the faculty.

Ultimately, however, it is up to the board of trustees to ensure the academic
quality of the college or university. The trustees’ responsibility is to the edu-
cational mission of the school, not to make life convenient for the faculty
members and administrators who work there. As stewards, trustees rightful-
ly should determine what they believe every graduate of their institution
should know.

At the same time, a board should exercise its oversight responsibilities with
the cooperation and involvement of the faculty and administration. A deci-
sion to move in the direction of a strong core curriculum should be made
only after full consultation with the faculty. And the faculty should have the
primary responsibility for designing the core curriculum within the outline
established by the board.
 Question: Will the faculty rebel against the introduction of a core
curriculum?

Answer: Not if the core is implemented with full consultation. A core cur-
riculum certainly can put a burden on the faculty. Broad-based courses are
harder to teach than courses related to a professor’s own research. A “great
books” core course may place a strain on narrowly-trained professors who
have not themselves read Plato and Dante. Courses that cover more than
one science may create friction between departments that must cooperate in
offering the course. Most of all, departments worry about enrollments. A
loose distribution requirement allows every department to have at least one
course on the humanities or the social science list. A strict history require-
ment—not one that allows students to take History of Recreation offered by
the Physical Education department—causes a shift in student enrollments
that may threaten other departments.

The question should not be, what is most convenient for the faculty or the
19 administration, but rather what is best for the education of the students. If
the faculty designs the curriculum with that consideration in mind, the
problems noted above can be solved.
 What can be done?

Moving to a core curriculum that provides each student with a well-round-

ed education is an idea that almost everyone applauds in the abstract. The
difficulty is that to do so means making changes on campus, and almost
every change makes someone uncomfortable. The professor who has written
a book on a narrow point within his specialty and enjoys teaching just
about that, for example, is unlikely to welcome a change that makes him
instead teach a broad survey course. To overcome the inevitable resistance
20
to change and to motivate them to action, it will be necessary to convince a
large number of interested parties that the lack of a strong general education
is a serious problem.

Governors

Governors can play a vital role in reforming higher education in their state
university systems.

Besides having a “bully pulpit” from which to argue to the public in favor of
a strong core curriculum, governors can use their appointment powers to
put individuals in positions in the higher education system who are com-
mitted to restoring academic rigor and discipline. The rule of thumb for
appointments at any level, from Education Secretary to regent or trustee,
should be that the individual must be committed to educational excellence,
not just to the status quo.
 The American Council of Trustees and Alumni has worked with governors
on statewide meetings of college and university trustees that address issues
of academic quality and governance. We are ready to provide assistance in
meeting the challenge of creating or restoring a core curriculum.

Governors can also initiate a thorough review of the curricula at the schools
in the state system, a review that should be done by people who do not
have an interest in preserving the status quo. ACTA’s highly-publicized study
of the City University of New York’s core requirements was the essential cat-
alyst for building public support and prompting improvements in that sys-
tem. ACTA is available to evaluate the core curricula of individual colleges,
university systems, or the higher education system of entire states.

Trustees

Trustees have legal and fiduciary responsibility for the educational, as well
as fiscal, health of their institutions. Yet it is not uncommon for trustees to
21 have no knowledge of whether, for example, there is a Western civilization
requirement at their schools.

The first task of trustees is to educate themselves. The general education

curriculum should be reviewed. Ideally, this task should be assigned to the
board’s academic affairs or educational quality committee. If the board does
not have such a committee, it should create one and put one of its most
committed, responsible trustees in charge.

Second, trustees should review the quality of the core requirements. The
guidelines in this booklet can help. Sometimes it is wise for a board to bring
in outside consultants to provide an evaluation. ACTA can recommend dis-
tinguished educators who could do a thorough and authoritative review.

If there are weaknesses in the curriculum, the board should ask the presi-
dent to work with the faculty to address them. A date certain should be set
for the president to recommend solutions to the board.
If the recommendations are satisfactory, the board should approve them and
a time-line for putting them into effect. Progress should be reviewed on a
quarterly basis, and should be one of the factors discussed in that year’s
presidential evaluation.

If the recommendations are not satisfactory, the board may have to initiate
changes itself. The board could, for example, require that students take at
least three hours of American history. It will then have to monitor imple-
mentation on a regular basis.

ACTA works with boards of trustees engaged in academic review and pro-
gram evaluation, helping them to fulfill their responsibilities while respect-
ing academic principles and protocols. A memorandum for trustees pertain-
ing specifically to the core curriculum is available from ACTA, discussing
the principles trustees should follow when moving to implement a core cur-
riculum, along with two case studies.
22
Alumni

Alumni have standing within their college communities and should speak
out for higher standards, especially in the area of general education. More
than half of all alumni give to their alma maters. Instead of giving to the
annual fund or capital campaign, alumni should direct their giving in ways
that support educational excellence. Gifts can be targeted to the support of
some part of the core curriculum. At one school without a core curriculum,
donors provided funds for faculty to design one. Through its Fund for
Academic Renewal, ACTA advises donors and helps them direct their gifts
to academic programs that reflect their educational values.

Students and Parents

Before selecting a college, students and parents should read college cata-
logues carefully and decide which schools prescribe a course of study that
 reflects a thoughtful and convincing educational philosophy. Some of the
most prestigious (and expensive) schools have a very weak or non-existent
core curriculum—on the mistaken assumption that if students are smart
enough, it doesn’t much matter what they study. Conversely, some lesser-
known schools are hidden gems, offering a well-constructed curriculum and
excellent teaching at a far lower cost.

Even if a student enrolls in a school that adheres to the typically wide-open

distribution requirements approach, it is still possible to choose good
courses and get a sound, well-rounded education. An excellent short book
to consult in that case is A Student’s Guide to the Core Curriculum by Mark
Henrie, published by the Intercollegiate Studies Institute.

23
 Conclusion

College students need guidance from scholars in what they should learn in
college. If they already knew what books and ideas were the most impor-
tant, they wouldn’t need to go to college.

The prevalent smorgasbord approach to the curriculum, allowing students

to select almost any combination of courses, results in patchwork education
that reflects youthful interests, but at the expense of life-long educational
24
needs.

It is time for those who care about the future of our young people—and the
future of our nation—to become forceful advocates for a core curriculum
that gives students a general education that will equip them to lead fuller,
richer lives after they have completed their college years.
 Notes

1. Wingspread Group on Higher Education, The Johnson Foundation,

American Imperative: Higher Expectations for Higher Education (1993), p. 5.
2. Association of American Colleges, Integrity in the College Curriculum: A
Report to the Academic Community, 2d. ed. (1990), p. 2.
3. John Chambers quoted by Murray Sperber, Beer and Circus (New York:
Henry Holt & Co., 2000), p. 269.
25 4. Irwin S. Kirsch et al., Adult Literacy in America: a first look at the findings
of the National Adult Literacy Survey, (Washington, DC: National Center
for Education Statistics, 1993).
5. David Mulroy, “Why Colleges Need Great Books,” Wisconsin Interest, vol.
9, no. 3 (fall 2000), p. 3.
6. George Dennis O’Brien, All the Essential Half-Truths About Higher
Education (Chicago: University of Chicago Press, 1998), p. 205.
7. Clarence H. Faust et al., The Idea and Practice of General Education: An
Account of the College of the University of Chicago, ed. F. Champion Ward
(Chicago: University of Chicago Press, 1992), p. 10.
8. Ibid., p. 11.
9. S. Hurtado, A. W. Astin, and E. Dey, “Varieties of General Education
Programs: An Empirically Based Taxonomy,” Journal of General
Education, vol. 40 (1991), pp. 133-162.
 Suggested Readings

Adult Literacy in America: a first look at the findings of the National Adult
Literacy Survey, by Irwin S. Kirsch, Ann Jungeblut, Lynn Jenkins, and
Andrew Kolstad, National Center for Education Statistics, U.S. Department
of Education, 1993, available on-line at
<http://nces.ed.gov/naal/resources/execsumm.asp>.
All the Essential Half-Truths about Higher Education, by George Dennis
O’Brien, University of Chicago Press, 1998. 26

American Imperative: Higher Expectations for Higher Education, Wingspread

Group on Higher Education, The Johnson Foundation, 1993.
“A Battle Plan for Professors to Recapture the Curriculum,” by Frank H. T.
Rhodes, Chronicle of Higher Education, 14 September 2001.
Beer and Circus, by Murray Sperber, Henry Holt & Co., 2000.
Caught Short: General Education at Nine Minnesota Public Universities,
Minnesota Association of Scholars, 2001.
The Dissolution of General Education: A Review of Arizona’s Three State
Universities’ Programs of Study and Degree Requirements, Arizona Association
of Scholars, 2000.
The Dissolution of General Education: 1914-1993, by Stephen H. Balch and
Rita C. Zurcher, National Association of Scholars, 1996.
Dumbing Down: Multiculturalism and the Demise of the Liberal Arts at
Maryland’s Public Universities and Colleges, Except Morgan State, by Robert
 Lerner and Althea Nagai, Calvert Institute for Policy Research, Maryland
Association of Scholars, 1999.
A Failure to Set High Standards: CUNY’s General-Education Requirements,
Empire Foundation for Policy Research and American Council of Trustees
and Alumni, 1998.
50 Hours: A Core Curriculum for College Students, by Lynne V. Cheney,
National Endowment for the Humanities, 1989.
General Education and the Core Curriculum: A Symposium, edited by Charles
Landesman, Nu Chapter of Phi Beta Kappa at Hunter College, 2000.
(Available from ACTA.)
General Education in a Free Society: Report of the Harvard Committee, Harvard
University Press, 1945.
The Idea and Practice of General Education: An Account of the College of the
University of Chicago, by Present and Former Members of the Faculty, edited
by F. Champion Ward, University of Chicago Press, 1992.
27 The Idea of a College, by Robert Maynard Hutchins, Measure 1, fall 1950.
(Available at www.realuofc.org.)
Integrity in the College Curriculum: A Report to the Academic Community,
Association of American Colleges, 2d. ed., 1990.
Losing America’s Memory: Historical Illiteracy in the 21st Century, by Jerry L.
Martin and Anne D. Neal, American Council of Trustees and Alumni, 2000.
“Memorandum for College and University Trustees on Adoption of a Core
Curriculum,” Institute for Effective Governance, 2003. (Available from
ACTA.)
Rebuilding the Liberal Arts Curriculum: A Handbook for Faculty and
Administrators, National Association of Scholars, 2003.
Recalling Education, by Hugh Mercer Curtler, Intercollegiate Studies Institute,
2001.
Restoring America’s Legacy: The Challenge of Historical Literacy in the 21st
Century, by Anne D. Neal and Jerry L. Martin, American Council of Trustees
and Alumni, 2002.
The Shakespeare File: What English Majors are Really Studying, by Jerry L.
Martin, American Council of Trustees and Alumni, 1996.
SUNY’s Core Curricula: The Failure to Set Consistent and High Academic
Standards, New York Association of Scholars and Empire Foundation for
Policy Research, 1996.
A Student’s Guide to the Core Curriculum, by Mark C. Henrie, Intercollegiate
Studies Institute, 2001.
The Troubling State of General Education: A Study of Six Virginia Public Colleges
and Universities, Virginia Association of Scholars, 1998.
“Varieties of General Education Programs: An Empirically Based Taxonomy,”
by S. Hurtado, A. W. Astin, and E. Dey, Journal of General Education, vol. 40,
1991.
“Why Colleges Need Great Books,” by David Mulroy, Wisconsin Interest, vol.
9, no. 3, fall 2000.
28
 Appendix

Colleges and Universities that have a Core Curriculum

This list provides examples of existing core curricula in a variety of school

contexts—public and private institutions, research universities, small liberal
arts colleges, and schools with a religious tradition. We are not recommend-
ing one approach but only offering examples that may prove useful to those
who would like to establish or reestablish a core curriculum. In many cases,
29 descriptions of those curricula are drawn directly or excerpted from the
college websites.

BOSTON UNIVERSITY
121 Bay State Road
Boston, Massachusetts 02215
www.bu.edu

The Core Curriculum in the College of Arts and Sciences at Boston

University is an innovative program of eight historically based, integrated
courses providing an in-depth study of classic works (Western and non-
Western) in the humanities, important ideas in the natural sciences, and the
concerns and theoretical bases of the social sciences. Each Core course con-
sists of small seminar groups combined with a series of lectures. Science
Core courses include both discussions and laboratories.
 Freshman Year:
Core Humanities I – The Ancient World

Core Natural Sciences I – The Evolution of the Physical Universe

and of the Earth (lab)

Core Humanities II – Antiquity and the Medieval World

Core Natural Sciences II – Evolution of Life and Intelligence (lab)

Sophomore Year:
Core Humanities III – The Renaissance

Core Social Sciences I – Social Sciences I sets the historical

framework and emphasizes the distinctive perspectives of the
social sciences in understanding our world.

Core Humanities IV – From the Enlightenment to the Modern

World

Core Social Sciences II – The Individual and the World

30

Boston University also offers a core program in its College of General

Studies. See www.bu.edu/cgs.

BROOKLYN COLLEGE OF
THE CITY UNIVERSITY OF NEW YORK
2900 Bedford Avenue
Brooklyn, New York 11210
www.brooklyn.cuny.edu

Brooklyn College’s core curriculum must be completed by all candidates for

a baccalaureate degree. The core curriculum consists of ten interrelated
courses called “Core Studies” plus a foreign language requirement. It is
designed to give the student an overall view of a subject or branch of learn-
ing, and a substantial amount of information, which together with other
 core courses will provide a broad background in the liberal arts and sciences.

The Core Studies courses are:

Core Studies 1 – The Classical Origins of Western Culture

Core Studies 2 – Introduction to Art; Introduction to Music

Core Studies 3 – People, Power, and Politics

Core Studies 4– The Shaping of the Modern World

Core Studies 5 – Introduction to Mathematical Reasoning and

Computer Science

Core Studies 6 – Landmarks of Literature

Core Studies 7 – Science in Modern Life I (Chemistry/Physics)

Core Studies 8 – Science in Modern Life II (Biology/Geology)

Core Studies 9 – Comparative Studies in African, Asian, Latin

American, and Pacific Cultures
31
Core Studies 10 – Knowledge, Existence, and Values

Foreign Language – Students are required to complete one

course in a foreign language at Level 3 (the third semester of study
at the college level) or to demonstrate an equivalent proficiency.

CALIFORNIA INSTITUTE OF TECHNOLOGY

1200 East California Boulevard
Pasadena, California 91125
www.caltech.edu

Well known for its programs in science and mathematics, CalTech does not
ignore the liberal arts. Although it grants only B.S. degrees, it requires all
CalTech undergrads to take the same core courses during their freshman
and sophomore years—no matter what major they are planning to choose.
Mathematics (5 terms):
Calculus, ordinary differential equations, and infinite series; linear
algebra; vectors and analytic geometry; calculus of several vari-
ables; probability.

Physics (5 terms):
Classical mechanics, electromagnetism, waves, quantum mechanics,
statistical physics.

Chemistry (2 terms):
General and quantitative chemistry, including one term of lab.

Biology (1 term):
A topical course introducing a variety of tools and concepts of
modern biology.

Freshman “Menu” Course:

One term of astronomy or earth/environmental science or num-
ber theory.

Introductory Lab Courses (2 terms):

32
Freshman chemistry lab, plus one other lab chosen from offerings
in applied physics, biology, chemical engineering, chemistry, electrical
engineering, engineering, geology, or physics.

Science Communication (2 terms)

Humanities and Social Sciences (12 terms):

Two terms of freshman humanities courses emphasizing writing;
two terms of introductory social science courses; two terms of
advanced humanities courses; and two terms of advanced social
science courses are required.The remaining four courses may be
chosen from any of the humanities/social science offerings.

Physical Education (3 terms)

 COLGATE UNIVERSITY
13 Oak Drive
Hamilton, New York 13346
www.colgate.edu

Curricular requirements for graduation at Colgate include the completion of

the general education program. Colgate’s general education program is
structured so that students take advantage of the diversity of a liberal arts
college. It has two aspects: the Liberal Arts Core Curriculum and
Distribution Requirement.

Liberal Arts Core Curriculum:

The Liberal Arts Core program consists of three required compo-
nents and a fourth, optional component. Each of the components
of the core program is designed to address questions of identity,
culture, and knowledge.
Scientific Perspectives on the World (CORE 110-149)
33
Continuity and Change in the West – Western Traditions (CORE
151);The Challenge of Modernity (CORE 152)

Cultures of Africa, Asia, and the Americas (CORE 160-199)

A fourth component includes optional courses that are available

to students seeking distinction in the Liberal Arts Core
Curriculum.

Distribution Requirement:
Colgate’s academic departments are organized into categories or
divisions, described below. Colgate requires students to achieve
passing grades in one course within two different departments in
each of the three divisions (a total of six courses).

The Humanities Division

The Natural Sciences and Mathematics Division

 The Social Sciences Division
The Division of University Studies includes inter-divisional pro-
grams and departments which include:Africana and Latin American
Studies,Asian Studies, Environmental Studies, Jewish Studies, et al.
Courses within interdisciplinary programs and departments that
are cross-listed with other departments may be included among
the six required to meet the distribution requirement.

Other Requirements:
First-Year Seminar:
One of four courses that each student selects for the first semes-
ter, designed to introduce students to a variety of liberal arts top-
ics, skills, and ways of learning. First-Year Seminars may count
towards fulfillment of requirements within the Liberal Arts Core
Curriculum or Distribution Requirement.

Students must take required physical education courses and

demonstrate competency in a foreign language to graduate. 34

COLUMBIA COLLEGE
212 Hamilton Hall
Mail Code 2807
1130 Amsterdam Avenue
New York, New York 10027
www.columbia.edu

The Core Curriculum is the cornerstone of a Columbia education. The goal

is to provide all Columbia students, regardless of their major or concentra-
tion, with wide-ranging perspectives on significant ideas and achievements
in literature, philosophy, history, music, art, and science.
 The following required courses constitute Columbia’s Core Curriculum.

Literature Humanities:
Humanities C1001-C1002 – Masterpieces of Western Literature
and Philosophy

Contemporary Civilization:
C1101-C1102 – Introduction to Contemporary Civilization

Art Humanities:
Humanities W1122 – Masterpieces of Western Art

Music Humanities:
Humanities W1123 – Masterpieces of Western Music

Logic and Rhetoric:

English C1007 – Logic and Rhetoric

Major Cultures Requirement:

This component of the Core explores the globally influential and
35 historically rooted cultures and civilizations of Asia, Africa, and
Latin America. Students must complete two courses, one of which
must be a broad introductory course, selected from approved
lists.

Science Requirement:
Three courses must be completed: at least two sequential courses
in a department, or one interdepartmental sequence, and a third
course from a different department.

Foreign Language Requirement:

Four terms or the equivalent.

Physical Education Requirement

GROVE CITY COLLEGE
100 Campus Drive
Grove City, Pennsylvania 16127
www.gcc.edu

Grove City College insists that all of its graduates possess, in addition to
specialized knowledge in major or professional fields, a high level of cultur-
al literacy and communication skills. Students are required to complete 38
to 50 credit hours of general education courses with emphasis in the
humanities, social sciences, quantitative and logical reasoning, laboratory
sciences and foreign language.

Grove City’s General Education Requirements are:

Humanities Core (Civilization Series):

All students are required to take six three-credit courses (18
hours) that discuss the origins, merit and influence of history’s
most decisive ideas, literary works and artistic products. Although 36
the Humanities Core courses examine many different points of
view and consider other nations and cultures, they emphasize
America’s religious, political and economic heritage of individual
freedom and responsibility and its part in the development of
Western civilization.

Social Sciences/International Studies:

All students are required to choose one course from each of the
following groupings (six hours): International Courses (Business,
Economics, Global Studies, History, Political Science, Sociology)
and General Social Science (Economics, Political Science,
Psychology, Sociology).

Quantitative/Logical Reasoning:
All Students are required to take a total of six hours from the fol-
lowing choices: any Mathematics course, Business 201, Philosophy
201 or 211, and Psychology 203.
 Natural Sciences (with laboratories):
All students must take eight hours of lab science courses from an
approved list by the end of their junior year.These courses may
be in the specific science departments or drawn from survey
courses designed to meet general education requirements for
liberal arts students such as “Fundamentals of the Universe” and
“Atoms, Molecules and the Material World.”

Foreign Language Proficiency:

All B.A. graduates and non-science B.S. graduates must demon-
strate skills equivalent to those gained in a two-semester second-
year college language program.

PEPPERDINE UNIVERSITY
24255 Pacific Coast Highway
Malibu, California 90263
37 www.pepperdine.edu

Each candidate for the bachelor’s degree at Seaver College, Pepperdine’s col-
lege of letters, arts, and sciences, must complete a series of broad and inten-
sive learning experiences crossing disciplinary lines. The requirements for
general education are designed so that students have core courses in com-
mon. Students are encouraged to complete as many of the general education
requirements as possible during the freshman and sophomore years.

English Composition (1 course):

English Composition I

Literature (1 course from an approved list)

Speech and Rhetoric (1 course):

Public Speaking and Rhetorical Analysis

Mathematics (1 course):
Nature of Mathematics
Laboratory Science (1 course from a an approved list)

Western Heritage (3-course sequence):

Western Heritage I – prehistoric times through the late Middle Ages
Western Heritage II – Early Modern Period
Western Heritage III – Industrial Revolution to the present

Non-Western Heritage (1 course from an approved list)

The American Experience (2-course sequence):

The American People and Politics; History of the American
Peoples

Christianity and Culture (3-course sequence):

History and Religion of Israel; History and Religion of Early
Christianity; Christianity and Culture

Human Institutions and Behavior (2 courses from 3

offerings):
Economic Principles; Introduction to Psychology; Introduction to
Sociology
38
Fine Arts (2 units from a an approved list)

Foreign Language :
Through the third-semester level of the language, including: Chinese,
French, German, Italian, Japanese, Russian, Greek, Biblical Hebrew.

Physical Education (1 course):

Health and Lifestyles

First-Year Seminar:
Introduces student to college experience and academic inquiry.

Junior Writing Portfolio:

Submitted in student’s junior year, demonstrates student’s writing
competency across the curriculum.

Writing Intensive Course:

Designated course in student’s major discipline.

Research Methods/Presentation Skills:

Designated courses in student’s major discipline.
 ST. JOHN’S COLLEGE
PO Box 2800
Annapolis, Maryland 21404
www.sjca.edu

1160 Camino Cruz Blanca

Santa Fe, New Mexico 87505
www.sjcsf.edu

St. John’s seeks to restore the true meaning of a liberal arts education.
Traditionally, the liberal arts were: grammar, rhetoric, logic—the arts of lan-
guage; and arithmetic, geometry, music and astronomy—the arts of mathe-
matics. In more contemporary terms, the liberal arts bring to light what is
involved in the use of words and numbers in all kinds of discursive
thought, in analyzing, speaking, and writing, and in measuring, deducing,
and demonstrating.

39 The essentially all-required great books curriculum at St. John’s College is a

four-year core, covering the seminal ideas of Western civilization from
Homer to Einstein. All undergraduates read the same books, and take the
same classes, earning identical Bachelor of Arts degrees in Liberal Arts.
There are no departments and no majors.

SEWANEE
THE UNIVERSITY OF THE SOUTH
735 University Avenue
Sewanee, Tennessee 37383
www.sewanee.edu

The University of the South offers a challenging program in the liberal arts.
Emphasizing the mastery of fundamental disciplines, the academic program
of the College of Arts and Sciences develops the intellect and character of its
students to prepare them for lives of service in a rapidly changing world.
The core curriculum for Sewanee students is comprised of the following
elements.

Language and Literature:

One course in English (English 101) and one course in foreign
language at the 300 level.

Mathematics and the Natural Sciences:

One course in mathematics and two courses in the natural
sciences. At least one of the two science courses must have a full
laboratory.

History and the Social Sciences:

One course in history (History 100) and one course in the social
sciences.While it focuses primarily on the Western tradition,
attention is given to others.The course also introduces students
to methods of approaching historical study. 40
Philosophy and Religion:
One course in philosophy or religion.

Art and the Performing Arts:

One course in art, art history, music, or theatre.

Writing-Intensive Courses:
Each student must take at least one course during the freshman
year and one course during the sophomore or junior year which
is designated as writing-intensive.

Physical Education:
Two courses (not counted among the 32 full academic courses
required for graduation).
 THOMAS AQUINAS COLLEGE
10000 North Ojai Road
Santa Paula, California 93060
www.thomasaquinas.edu

All students at Thomas Aquinas College take a four-year curriculum of the

arts and sciences “essential to a life of faith and reason” and receive the same
degree: Bachelor of Arts in Liberal Arts. Textbooks are replaced by the
“Great Books” from Aristotle, St. Augustine, and St. Thomas Aquinas to
Dante, Shakespeare, Isaac Newton and Albert Einstein. Working in small
seminars, tutorials and laboratories, requirements include:

Tutorial:
Language (2 years)
Logic (1 year)
Mathematics (4 years)
Music (1 year)
41 Philosophy (3 years)
Theology (4 years)

Laboratory (4 years)

Seminar (4 years)

Senior Thesis

UNIVERSITY OF CHICAGO
1116 East 59th Street
Chicago, Illinois 60637
www.uchicago.edu

Undergraduate education at Chicago begins with a common core curricu-

lum. The objective of Chicago’s rigorous core of general education for first-
and second-year students is to raise fundamental questions and to encour-
age those habits of mind and those critical, analytical, and writing skills that
are most urgent to a well-informed member of civil society.
The Core or Common Core requirements are:

Humanities, Civilization Studies, and the Arts (6 quarter-

courses):
Students take six quarters in humanities and civilization studies,
with at least two from the humanities sequences on the interpre-
tation of historical, literary, and philosophical texts; at least one in
the dramatic, musical, or visual arts; and at least two from a civi-
lization studies sequence.

Natural and Mathematical Sciences (6 quarter-courses):

Students take six quarter-courses in the natural and mathematical
sciences with at least two quarters of physical sciences, at least
two in the biological sciences, and at least one in the mathemati-
cal sciences.

Social Sciences (3 quarter-courses):

Students take at least one sequence of courses: “Power, Identity,
and Resistance,” “Self, Culture, and Society,” “Democracy and 42
Social Science,” “Mind,” or “Classics of Social and Political Thought.”

Foreign Language:
Students must demonstrate competency in a foreign language to
graduate.

UNIVERSITY OF DALLAS
1845 East Northgate Drive
Irving, Texas 75062
www.udallas.edu

The Core curriculum is a specific set of courses, experiences, and texts

shared by all students working toward the undergraduate degree at the
University of Dallas. Encompassing slightly more than half of the under-
graduate credits required for the degree, The Core is designed to engender
the pursuit of wisdom, to foster a mature understanding of faith, and to
encourage responsible leadership in the twenty-first century. The organiza-
 tion and content of The Core are determined by the premise that these goals
can best be achieved through a curriculum founded on the Western heritage
of liberal education.

Philosophy:
Three required courses and a course that relates to the student’s
major field of study.

English:
Four required courses also known as the Literary Tradition
sequence.

Mathematics and Fine Arts:

Students may choose to present three credits of mathematics and
six credits of fine arts, or six credits of mathematics and three
credits of fine arts.The following courses fulfill the mathematics
requirements:
Euclidean and Non-Euclidean Geometries
43 Elements of Number Theory
Introduction to Computer Science I
Courses in calculus sequence beginning with Calculus I

The six-hour math option may be fulfilled by taking Introductory

Analysis and one of the above courses.

The Fine Arts credits should be drawn from approved Art, Drama,
or Music courses.

Science:
One laboratory science course in the life sciences and one in the
physical sciences.

Classics and Modern Languages:

A sliding requirement of three advanced credits to either 12 cred-
its (in Classics) or 14 credits (in Modern Languages).
 American Civilization:
Two courses taken by students in the freshman year.

Western Civilization:
Two courses taken by students in the sophomore year.

Politics:
A one-semester course, Principles of American Politics, taken by
students in the freshman year.

Economics:
A one-semester course taken during the freshman or sophmore
year.

Theology:
All students must take six credits in religious studies for the
undergraduate degree. Ordinarily, this requirement will be satisfied
by a course in scripture (Theology 1310) and a course in the
Western Theological Tradition (Theology 2311).

44

UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE

One University Heights
Asheville, North Carolina 28804
www.unca.edu

UNC at Asheville bills itself as North Carolina’s public liberal arts program.
The University aims to develop students of broad perspective who think
critically and creatively, communicate effectively, and participate actively in
their communities. All students must complete the general education
requirements.
 Art (4 semester hours):
Students must complete a three-hour interdisciplinary lecture
course in the arts (ARTS 310 – Arts and Ideas), plus a one-hour
laboratory course in one of the arts areas.

English Language (3-7 semester hours):

Students must demonstrate proficiency through the level of
LANG 102 – Writing and Critical Thinking.

Humanities (16 semester hours):

The Humanities Program is a four-course offering that must be
taken sequentially.
HUM 124 – The Ancient World
HUM 214 – The Medieval and Renaissance World
HUM 324 – The Modern World: Mid-17th to Mid-20th Century
HUM 414 – The Individual in the Contemporary World

Library Research (1 semester hour):

Students should complete a library research course in the fresh-
45 man year.

Mathematics (4 semester hours):

One course chosen from an approved list:

Natural Sciences (8 semester hours):

All students are required to take a sequence of courses consisting
of one five-hour course from Astronomy, Atmospheric Sciences,
Biology, Chemistry, Environmental Studies (geology) or Physics;
and one three-hour interdisciplinary course selected from an
approved list.

Social Sciences (6 semester hours):

Courses from an approved list must be chosen from two different
disciplines to include Anthropology, Economics, Mass
Communication, Political Science, Psychology, Sociology, or inter-
disciplinary courses developed from these. A student must select
one course that is not required for his or her major.
 Foreign Language (0-6 semester hours):
Students must demonstrate competence through the 120 level or
above.

Health and Fitness (2-4 semester hours):

Students must complete one course from each of the following
headings – Health and Wellness and Fitness Development (activity).

UNCA plans to phase in a new integrative liberal arts program in 2004-

2005. The new program promotes linkage across the curriculum, and
emphasizes skills development.

UNIVERSITY OF NOTRE DAME

220 Main Building
Notre Dame, Indiana 46556
www.nd.edu

46
The First Year of Studies is the college to which all incoming first-year Notre
Dame students are admitted. Students are not in a major during the first
year; rather, students make a declaration of a tentative intended program.
The First Year of Studies program is designed to provide a foundation in lib-
eral education and an opportunity to explore areas of special interest before
declaring a major.

First Year of Studies Curriculum:

University Seminar (1 semester)
First-Year Composition (1 semester)
Mathematics (2 semesters)
Natural Science (2 semesters)
Physical Education or ROTC (2 semesters)
1 additional university requirement (see below)
3 additional courses (program requirements or electives)
 Incorporated into the First Year curriculum are several of the University
Requirements that all Notre Dame students must take to graduate.

University Requirements:
University Seminar (1 semester)
First-Year Composition (1 course)
Mathematics (2 courses)
Natural Science (2 courses)
History (1 course)
Social Science (1 course)
Philosophy (2 courses)
Theology (2 courses)
Fine Arts or Literature (1 course)
Physical Education or ROTC (2 courses)

The University also offers a Program of Liberal Studies, known as the “Great
Books Program,” to students enrolled in the College of Arts and Letters, the
47 largest of Notre Dame’s undergraduate colleges. It is a three-year, prescribed
sequence of seminars and specialized courses (tutorials) anchored in the
Western and Catholic traditions. Its course of studies leads to the degree of
Bachelor of Arts.

YALE UNIVERSITY
PO Box 208234
New Haven, Connecticut 06520
www.yale.edu

Although Yale does not require a core curriculum of all students, it does
offer what amounts to a core—called Directed Studies—to selected students
in the freshmen year. One hundred twenty-five students are accepted each
year to this program that offers an interdisciplinary study of Western civi-
lization. Students take three year-long courses—literature, philosophy, and
historical and political thought—in which they read the central works of the
Western tradition.
 Other Colleges and Universities with a
Core Curriculum

Besides those discussed previously, there are other colleges and universities
that have a core curriculum or general education requirements that may be
valuable to consult.

Asbury College Claremont McKenna College

Wilmore, KY Claremont, GA
www.asbury.edu www.claremontmckenna.edu 48

Assumption College Gonzaga University

Worcester, MA Spokane, WA
www.assumption.edu www.gonzaga.edu

Auburn University Gustavus Adolphus College

Auburn, Alabama St. Peter, MN
www.auburn.edu www.gustavus.edu

Calvin College Hampden-Sydney College

Grand Rapids, MI Hampden-Sydney, VA
www.calvin.edu www.hsc.edu

Christendom College Mary Washington College

Front Royal, VA Fredricksburg, VA
www.christendom.edu www.mwc.edu
 Millsaps College St. Mary’s College of California
Jackson, MS Moraga, CA
www.millsaps.edu www.stmarys-ca.edu

Morehouse College St. Olaf College

Atlanta, GA Northfield, MN
www.morehouse.edu www.stolaf.edu

Oglethorpe University St. Vincent College

Atlanta, GA Latrobe, PA
www.oglethorpe.edu www.stvincent.edu

Providence College Thomas More College

Providence, RI Crestview Hills, KY
www.providence.edu www.thomasmore.edu

Rhodes College Trinity University

49 Memphis, TN San Antonio, TX
www.rhodes.edu www.trinity.edu

St. Anselm College University of San Francisco

Manchester, NH San Francisco, CA
www.anselm.edu www.usfca.edu
AMERICAN COUNCIL OF TRUSTEES AND ALUMNI

DAVID RIESMAN
Honorary Chairman
(1996-2002)

LYNNE V. CHENEY
Chairman Emeritus

RICHARD D. LAMM
Vice Chairman

JACQUES BARZUN
SAUL BELLOW
WILLIAM J. BENNETT
CHESTER E. FINN, JR.
GEORGIE ANNE GEYER
IRVING KRISTOL
HANS MARK
MARTIN PERETZ
LAURENCE H. SILBERMAN
WILLIAM K. TELL, JR.
CURTIN WINSOR, JR.

HERMAN B. WELLS
(1995-1998)

JERRY L. MARTIN
Chairman

ANNE D. NEAL
President

ROXANA D. BURRIS
Vice President

BARRY LATZER
Director, Higher Education Policy

LAURI KEMPSON
Administrative Director
 American Council of Trustees and Alumni Institute for Effective Governance
1726 M Street, NW, Suite 800 Telephone: 202-467-0376
Washington, DC 20036 Email: info@iegov.org
Telephone: 202-467-6787; 1-888-ALUMNI-8 Website: www.iegov.org
Facsimile: 202-467-6784
Email: info@goacta.org; Website: www.goacta.org $12.95