Through its general education program, the University of La Verne encourages its students to do the following:
- Become reflective about questions of meaning and values in life, and to incorporate ethical guidelines into their lives.
- Develop an international/intercultural consciousness in which they can appreciate the contributions, the diversity, and the interdependence of the various cultures of the nation and the world.
- Develop an understanding and appreciation of gender issues.
- Develop a sense of community by working together with others toward serving society and environment.
- Learn how to learn, to solve problems, and to develop an appreciation of and a commitment to lifelong learning.
- Learn how to think critically and creatively, to live productively in a world of ambiguity, and to help effect meaningful change.
- Develop the ability to access, analyze, synthesize, and evaluate masses of information.
- Develop effective oral, written, and interpersonal communication skills.
- Develop an understanding of the assumptions, the basic terminology, the fundamental concepts, and the ways of knowing of the Humanities, the Social Sciences, and the Natural Sciences.
- Learn about the rich heritage of the past, be aware of the present, and take responsibility for the future.
- Learn how to integrate and care for the intellectual, emotional, physical, aesthetic, and spiritual aspects of their lives.
- Study, understand, and appreciate the inter-dependence of humans and their environment, and promote the sustainability of the planet.
In keeping with the above philosophy and goals, the faculty established general education requirements for the bachelor’s degree that contain an Interdisciplinary Core relating to ULV’s Mission Statement and a series of Area Requirements introducing the traditional Liberal Arts disciplines.
Core Requirements: Goals
The Core consists of a cluster of common courses, which all students take. It introduces students to the central values of the University as they are articulated in the Mission Statement— values-orientation, community and diversity (internationalism/interculturalism), life-long learning, and service to society:
Values and Critical Thinking. The aim of this course is to teach students how to think critically and to help them reflect on their own values as well as to think critically about the value systems of other persons, groups, and nations.
International/Intercultural Core. The aim of this tripartite requirement is to expose students to cultures and persons different from their own in order to introduce them to the increasingly complex and multicultural world. Knowledge of another language and culture is imperative for true intercultural understanding. The foreign language requirement provides functional communications skills as well as an introduction to the culture. The interdisciplinary world civilizations and cultures course complements the language study by offering a broader world perspective. Finally, the international and intercultural experience personalizes the study by immersing students in an ethnic-religious- national group different from their own.
Interdisciplinary Core. The aim of this two-course requirement is to show students the interrelationships between disciplines, the associations between themes, and the holistic nature of their lives. To achieve this, both upper-division courses are team taught by faculty from two different disciplines. One of the disciplines represented in The Human Condition must be from either the Humanities or the Social Sciences; one of the disciplines in Toward a Sustainable Planet must be in the Natural Sciences.
Service Requirement. The aim of this supervised service placement is to practice ULV’s Mission Statement’s affirmation that “service is a primary goal of the educated person.”
Area Requirements: Goals
To become educated, a student needs to experience a wide range of disciplines within the Liberal Arts and to develop physical, communication, and reasoning skills. Each course in the area requirements contains the following common characteristics: the assumptions of the discipline; how the discipline approaches knowing; the basic concepts, methodology, and terminology of the discipline; the instructor’s approach to the discipline; how to access information in the discipline; how to evaluate information in the discipline; and how to apply the discipline to daily life.
Humanities. Students must demonstrate a breadth of understanding in the Humanities through study in literature, philosophical/religious thought, or mass media. This study develops an appreciation for the philosophical, aesthetic, and cultural systems that have influenced Western thought and, to a lesser degree, the major systems that affected other civilizations. Undergirding this study is an appreciation for the value systems that have infused these various cultures.
Fine Arts. Students must be exposed to the history and aesthetics of art, music, or theater as well as engaging in an artistic process. This study fosters appreciation of aesthetic form and understanding of basic theory in both the historical and the contemporary contexts, and provides the experience of artistic creation.
Social Science. Students must demonstrate a basic understanding of the economic, historical, and political forces that have impacted civilization and the conditions that have influenced human behavior, collectively and individually.
Natural Sciences. Students must demonstrate an understanding of the fundamental physical and biological principles in nature and the methodology used in applying them, as well as develop a philosophical and historical perspective of nature from the viewpoint of science. This study provides information necessary for the critical analysis of issues facing individuals and societies, with emphasis on the relationships between the human species and environment.
Mathematics. Students must show sufficient ability in algebraic formulation, basic computation, and problem-solving to understand the purpose and function of mathematics in a social context. This study enhances the student’s grasp of complex systems and abstract thought processes.
English Language Skills. Students must show satisfactory proficiency in English composition, including standard grammar, usage, and rhetorical approaches. They are required to analyze effective writing and learn the process of preparing investigative, research-based papers with documentation that is intellectually honest and in correct form. Students must also show that they can speak effectively before small groups and larger audiences.
Movement and Sports Science. Students need to learn how to make fitness a part of their lifelong activities by participating in a multifaceted fitness course. This participation provides a basis for appreciating the value of physical exercise and its relationship to lifelong social, physical, and psychological development. Intercollegiate athletic participation does not satisfy this general education requirement.