Breadth Proposal

Breadth courses, broadly, are introductions to disciplinary modes of inquiry.

For that reason, it is presumed that the primary focus of any Breadth course is to introduce students in a discipline and its approaches and applying it to the study of a particular time period, socio-cultural context, natural context, group of artifacts or artworks, set of theoretical questions, technology or technologies or other relevant subset related to the discipline. 

This means that the majority, if not the entirety, of the course should be devoted to meeting the content criteria and learning outcomes associated with the Breadth.

Breadth courses must be at the 3000 level or below. Courses at the 3000 level may not have pre-requisites. Breadth courses may also count toward major requirements, but, ideally, they are open to all students. They must also be regularly and predictably offered (at least once every other year).

Each course may carry only one Breadth component. 

Each course may carry one Breadth component and up to four Proficiency components, although the Council of General Education recommends no more than three Proficiency components, in order to ensure there is sufficient attention to all components taught in the course.