Liberal Arts & Sciences
As defined by the New York State Education Department (22 October 2009)
Courses of a general or theoretical nature that are designed to develop judgment and understanding about human beings’ relationship to the social, cultural, and natural facets of their total environment.
Working corollaries for counting liberal arts courses:
- Independent of specific application
- Theoretical understanding as opposed to practical application
- Breadth and scope in principle covered
- Not definitely directed toward particular career or specific professional objectives
- Not chiefly “how to” in manipulative skills or techniques
- Not “applied” aspects of a field
The liberal arts and sciences comprise the disciplines of the humanities, natural sciences and mathematics, and social sciences.
A. Examples of course types generally considered within the liberal arts and sciences
1. Humanities
- English — composition, creative writing, history of language, journalism, linguistics, literature, literature in translation, playwriting
- Fine arts — art appreciation, history or theory
- Foreign languages — composition, conversation, grammar, history of the language, literature of the language, reading, translation studies
- Music — music appreciation, history or theory
- Philosophy — comparative philosophy, history of philosophy, logic, schools of philosophy
- Religion — comparative religion, history of religion
- Theater — dramatic interpretation, dramatic literature, dramaturgy, history of drama, playwriting
2. Natural sciences and mathematics
- Natural sciences — anatomy and physiology, biology, chemistry, earth science, geology, physics, zoology
- Mathematics — calculus, mathematical theory, statistics
- Computer science — broad survey/theory courses
3. Social sciences
- Anthropology, cultural studies, economics, geography, government, history, political science, psychology, sociology
- Criminal justice — introductory and broad survey courses
- Communications — interpersonal communication, mass communication, public speaking, speech and rhetoric
B. Examples of course types generally not considered within the liberal arts and sciences
- Agriculture
- Business — administration, finance, human resources, management, marketing, production
- Computer applications (e.g., word processing, database, spreadsheet), programming (e.g., specific languages)
- Health and physical education
- Home economics
- Education and teaching methods
- Library science
- Music — studio, performance, practice courses — voice, instrument, direction, conducting
- Office technologies and practice
- Performing and related arts — acting, costume design, dance, direction, lighting, production, scene construction, sound production
- Specialized professional courses in fields such as accounting, architecture, dental hygiene, dentistry, engineering, law, medicine, nursing, nutrition, pharmacy, podiatry, veterinary medicine
- Studio art — drawing, painting, ceramics, sculpture
- Technology/technician fields — construction, data processing, electrical, electronics, graphic arts, mechanical, medical, refrigeration repair
- Television and radio production
- Theology — pastoral counseling, ministry
SUNY Fredonia
Guidelines for Numbering Courses at the Undergraduate Level
These guidelines are intended to help the university community achieve consensus as to how the level of an undergraduate course relates to course structure, organization, and degree of difficulty or sophistication.
Lower-Level vs. Upper-Level
Lower-level courses are those at the 100-level and 200-level.
Upper-level courses are those at the 300-level and 400-level. In addition, a 200-level course may be proposed to count as an upper-level course, particularly if it has a university-level prerequisite.
Upper-Level Requirement for a Bachelor’s Degree
Of the 120 credit hours required for the degree, at least 45 must be at the upper level.
100-Level Courses
These are typically introductory courses having no university-level prerequisites, often presenting basic concepts and terminology. Students in such courses are expected to operate largely at the “knowledge” and “comprehension” levels but should be provided opportunities to develop at the “application” and “analysis” levels (refer to the revised Bloom’s taxonomy below).
200-Level Courses
Such courses are at an intermediate level of difficulty and sometimes survey a subfield within a discipline. They often have a prerequisite at the 100-level. Students taking such courses should solidify their abilities at the knowledge and comprehension levels, and be provided ample opportunity to develop their application and analysis skills.
300-Level and 400-Level Courses
Such courses are at an advanced-undergraduate level of difficulty, and are generally taken by majors, minors, and other students with a well-defined interest and demonstrated ability in a particular subject area.
While continuing to develop proficiency at the lower cognitive levels, 300-level courses are expected to provide students with the opportunity to operate at the “synthesis” and “evaluation” levels.
Courses at the 400-level operate mostly at the “synthesis” and “evaluation” levels. They are often of a “seminar” nature, with the students taking significant responsibility for the course agenda. In particular, courses which provide students with the opportunity to perform directed research are usually at the 400-level.
Revised Bloom’s Taxonomy for the Cognitive Domain
Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking
on a particular topic. Traditional education tends to emphasize the skills in this domain,
particularly the lower-order objectives.
There are six levels in the taxonomy, moving through the lowest order processes to the highest:
Knowledge Level
Exhibit memory of learned materials by recalling facts, terms, basic concepts and answers
- Knowledge of specifics - terminology, specific facts
- Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology
- Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures
Comprehension Level
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas
- Translation
- Interpretation
- Extrapolation
Application Level
Using new knowledge. Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different way.
Analysis Level Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
- Analysis of elements
- Analysis of relationships
- Analysis of organizational principles
Synthesis Level
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
- Production of a unique communication
- Production of a plan, or proposed set of operations
- Derivation of a set of abstract relations
Evaluation Level
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
- Judgments in terms of internal evidence
- Judgments in terms of external criteria
Upper-Level Courses and Courses with Upper-Level Designation
Suggestions for a Successful Proposal
As you decide whether a course is upper-level or prepare a proposal, please consider the following:
- When reading proposals to create a new upper-level course, the committee pays special attention to question six on the proposal form. When reading proposals to renumber an existing course or to give upper-level designation to an existing course, the committee pays special attention to question eight on the proposal form. Please provide thoughtful, detailed answers to these questions.
- In particular, note that 300- and 400-level courses and 200-level courses designated upper-level are expected to operate at an “advanced undergraduate level of difficulty” and to engage students with skills at the “synthesis” and “evaluation” levels. Describe, in detail, how your course will do this.
- If you feel that “synthesis” and “evaluation” do not adequately describe what students do at the upper-level in your program, explain what skills and knowledge are considered appropriately advanced for upper-level work for your major. How will your students acquire, practice, and demonstrate those skills in this class?
- NOTE: The committee puts the greatest emphasis on this aspect of the proposal. Though it can be helpful to demonstrate that the course is often offered at the upper-level on other campuses or that it has a prerequisite, neither will guarantee a successful proposal. The key question is what this class does on this campus to ensure that our students have an advanced undergraduate experience.
- In particular, note that 300- and 400-level courses and 200-level courses designated upper-level are expected to operate at an “advanced undergraduate level of difficulty” and to engage students with skills at the “synthesis” and “evaluation” levels. Describe, in detail, how your course will do this.
- The sample syllabus is also very important in this process. All new courses require a sample syllabus. The committee considers renumbering/upper-level designation to be a significant change and we require a sample syllabus for those proposals as well. The syllabus should provide enough detail to allow the committee to see opportunities for students to engage at the advanced undergraduate level. If the assignments are not described in detail on the syllabus, please include a description of or instructions for those projects. (For example, if your syllabus simply refers to a research paper or a final project but you give detailed instructions to the students via OnCourse, submit those instructions as well.)
- Please do not tell us that Course X should be upper-level because it is just like Course Y, which is also upper-level. We consider each proposal that we receive independently, so each proposal should contain a clear and detailed description of what this particular course requires of students that accords with the demands of an advanced undergraduate experience.
- The committee recognizes that some programs might desire to renumber or apply for upper-level designation because of pressures created by the requirement that students complete 45 credits at the upper-level. However, those pressures do not factor into the committee’s decision, which is based solely upon evidence that the course provides an upper-level experience for our students.
- With the permission of the authors, we are sharing a couple of model proposals.
- Proposal form to renumber MUTY 216 to 314.
- ARTS 285: Upper-level designation (includes proposal form, syllabus, and several sample assignments
Minimum Credit Requirements for Undergraduate Degree Programs
September 16, 1976 Office of the Provost
The minimum credit requirements set forth in these guidelines apply to existing and proposed undergraduate degree programs offered by the State University or under its academic supervision. These requirements are consistent with State Education Department regulations.
1. Types of Degree Programs
Associate Degree Programs: The State University of New York and institutions operating under its academic program supervision offer two types of associate degree programs: (1) degree programs designed primarily for students pursuing academic studies in fields which lead to the Bachelor of Arts or the Bachelor of Science and (2) degree programs which are designed primarily to prepare a student for immediate employability without further formal study. Associate in Arts and the Associate in Science degree programs are of the first type and articulate with the Bachelor of Arts or the Bachelor of Science degree for transferring students. Associate in Applied Science and the Associate in Occupational Studies degree programs are of the second type. When a graduate of such a program elects to pursue baccalaureate study, specialized baccalaureate degree program (e.g. Bachelor of Technology or Bachelor of Professional Studies) may be best suited for the continuation of studies. Additional study may be required of A.A.S. or A.O.S. degree holders if they transfer into a program leading to the B.A. or B.S.
Baccalaureate Degree Programs: The State University of New York offers programs leading to three categories of baccalaureate degrees: (1) Bachelor of Arts, (2) Bachelor of Science, and (3) specialized baccalaureate degrees.
2. General Degree Requirements
a. The minimum total requirements for an associate degree is 60 semester hours or the equivalent. Ordinarily, no associate degree program should require more than 64 semester hours. Certain programs, particularly some in technical areas involving external accreditation, may require study beyond 64 semester hours. With special justification the upper limit for an associate degree may be 72 semester hours. Students who change curricula may legitimately be obliged to meet formal requirements of the curriculum in which a degree is sought even though normal maxima in credit hours are exceeded.
b. The minimum total requirement for a bachelor’s degree is 120 semester hours or the equivalent. Major exceptions, such as those for Time-Variable degrees, must be submitted for review to the Provost of the University. Except in fields where externally imposed standards are established, as in the case of architecture and some areas of engineering, no baccalaureate degree program should require more than 128 semester hours without strong educational justification
3. Liberal Arts
It is the responsibility of the faculty of each campus to designate courses as “liberal arts” courses. Each campus should define the nature of such courses, publish and periodically review a list of them.
4. Liberal Arts Requirements in Associate Degree Programs
a. Associate in Arts: All programs leading to this degree require at least 45 semester hours in liberal arts.
b. Associate in Science: All programs leading to this degree require at least 30 semester hours in liberal arts.
c. Associate in Applied Science: All programs leading to this degree require at least 20 semester hours in liberal arts.
d. Associate in Occupational Studies: Programs leading to this degree need not observe a minimum requirement in liberal arts.
5. Liberal Arts Requirements in Baccalaureate Degree Programs
a. Programs leading to the Bachelor of Arts degree must include at least 90 semester hours in liberal arts. Such programs should require no more than 36 semester hours of specialization in a single discipline. Students should not offer toward graduation more than 50 credit hours in a single discipline.
b. Programs leading to the Bachelor of Science must include at least 60 semester hours in liberal arts. Such programs should require no more than 44 semester hours of specialization in a single discipline. Students should not offer toward graduation more than 60 semester hours in a single discipline. The degrees, Bachelor of Science in Education, in Medical Technology, in Nursing and in Pharmacy should adhere to the same limitations as the Bachelor of Science degree.
c. Specialized baccalaureate degrees. All specialized baccalaureate degrees that are recognized in New York State and not names in paragraph b. above, require at least 30 semester hours in liberal arts.
6. Upper Division Work in Baccalaureate Programs
To be awarded a baccalaureate degree, a student must successfully complete at least 45 semester hours in upper division courses. At least 24 semester hours of the courses taken within the student’s major field should be at the upper division level.
7. Balance and Breadth in Degree Programs
Although these guidelines do not specify exact distributive requirements or specific content, it is expected that the liberal arts components of the Associate in Arts, Associate n Science, Associate in Applied Science, and the elective elements of Bachelor of Arts and Bachelor of Science degree programs will provide a balanced curriculum in general education.
8. Exceptions
Some programs, because of innovative and nontraditional approaches, cannot appropriately be measured by these guidelines. Degree programs which vary from these minimum requirements may be submitted to the Provost of the University for separate approval.
Best Practices
This document provides guidance for requests to waive requirements at the university level. Requests should be submitted using the Waiver of University Level Requirements form.
In consultation with their advisors, students may use this form to apply to waive the following
requirements:
- 45 credits at the upper level
- 66 credits outside the major discipline
- No more than 24 internship credits towards graduation
- No more than 60 lower-level (Fredonia equivalent courses at the 100/200 levels) transfer credits towards graduation (beginning Fall 2021)
- No more than four (4) credits of PHED activity towards graduation
- Unique but well-documented situations can be addressed using the “other” option on the form.
SUNY does NOT allow campuses to waive the following:
- An exception to the requirement that students obtain a minimum of 120 credits to graduate
- An exception to the requirement that students have a minimum 2.0 overall GPA to graduate
A university-level waiver CANNOT be granted for the following:
- A requirement for the major (that is done at the department/program level)
- Waive requirements specific to teacher certification programs. There is another waiver form related to those requirements that must be signed by the Chief Certification Officer/Dean of the College of Education.
Guiding Principle
Waivers at the university level should be rare. As a campus, we strive to accommodate students to enable them to complete the required work. This can be accomplished via current resources and practices such as repeat coursework, valid substitutions, re-evaluation of transfer credit and cross-registration. Students facing unique challenges can reach out to their advisors or department chairs to discuss the possibility of extending deadlines or identifying alternate assignments. (It is up to the faculty member and/or department or program to determine if they are willing to make these accommodations, and they should only agree if the alternate arrangement still meets all required Student Learning Objectives.) Applying for a waiver should be a last resort.
Best Practices
- Because waivers should be rare and are evaluated at multiple levels, advisors, chairs, and deans should never convey to a student that they should expect to receive a waiver. The process calls for approval at multiple levels, which means that multiple perspectives and concerns are being addressed. There is no such thing as a guaranteed waiver.
- Because waivers are available as a last resort to address unique situations, students, advisors, chairs, and deans should provide specific, detailed explanations about the obstacles that made it impossible to complete the requirement. They should explain the steps that were and will be taken to come as close as possible to meeting the requirement.
Examples
Here are some situations in which applications for waivers are and are not appropriate (these are examples only):
Appropriate Reason to Apply for a Waiver:
- A student is a graduating senior and an upper-level course in which they were enrolled was canceled at the last minute.
- A student was improperly advised.
- The student changed majors fairly late, necessitating a new round of lower-level coursework, AND can nonetheless be seen, through their transcript, to have been making a good-faith effort to build up their upper-level credits. In such cases, the number of credits to be waived should still be small.
A Waiver is Not Appropriate If:
- The student has enrolled in, and failed, multiple upper-level courses or courses outside of the major discipline. A student’s inability to meet the requirements does not justify a waiver.
- A student’s transcript shows that they have not been making a significant effort towards meeting the requirements. Advisors play a role in keeping students on track, but DegreeWorks also gives students multiple opportunities to track their own progress.
Waivers & Mental Health
Students who are requesting the waiver due to stress or mental health-related concerns should have proactively utilized the accommodations available to them to be considered for a waiver. This does not mean that we do not care about or support our students! The proper path is to find meaningful ways to support them so that they can meet the requirement, not to simply eliminate the requirement.
When Signing Off...
As a general goal, advisors and chairs should approach the waiver application from the perspective that they are there to help their students advocate for themselves as long as the request is reasonable as outlined in this document. If an advisor or chair has a question about the appropriateness of the waiver, they should express their concerns to the student, but they should not serve as a gatekeeper; allow the request to go forward.
Once the request reaches the Dean and the Provost level, the focus of the approval process should shift towards an emphasis on the rules and guiding principles for a waiver while still considering the unique situation of each student. At both of these levels, the student’s transcript and progress through their coursework should be carefully evaluated and reviewed. Deans are encouraged to reach out to the Director of Curriculum with any questions or concerns.