Core Curriculum
The Mission of the Canisius Core Curriculum
The purpose of the Canisius University Core Curriculum is to equip Canisius students with intellectual tools to be intelligent and effective men and women for and with others, who are also better able to seek God in all things, in our contemporary world.
Such tools are acquired and developed through a broad education in the liberal arts - humanities, social sciences, and natural & quantitative sciences - with a focus on exposing students to the diversity of human experience and a theoretical and practical understanding of individual and social responsibility.
The content and structure of our Core Curriculum is rooted in the humanistic ideals of the Catholic intellectual tradition and in Jesuit pedagogy and mission. This is demonstrated in our Core's emphases on academic excellence, the dialogue of faith and reason, and service and responsibility to humanity, most especially the poor and marginalized. The Core also seeks to engage Canisius students with the spiritual dimension of life - in others and in themselves - to enable them to seek God in all things and thus develop a deeper and richer solidarity with all of God's people and creation.
Through the Core Curriculum, a student will develop their skills in writing, oral communication, information literacy, and critical thinking - all of which are essential for success in life regardless of one's profession or calling in life.
More information about the core is available on the Academic Affairs Website.
- Dr. Stephen Chanderbhan
Chair, Core Curriculum Committee
(Edited June 30, 2022)
Mission Statement (2007 Core Curriculum Document)
"In the spirit of our mission as an American, Catholic, Jesuit University, our core curriculum is:
- Founded in the liberal arts tradition, within the ideal of academic excellence ever working toward the discovery and communication of truth, and
- Expressive of teaching toward a sense of responsibility to use one's gifts for the service of others and the benefit of society as part of the Jesuit mission of the service of faith and the promotion of justice.
So that we might attend to cura personalis for all of our students and thus prepare them to be men and women for others who strive continually for something more (magis), the core curriculum stipulates both distribution in the liberal arts tradition and cross-disciplinary attributes representing the knowledge, attitudes, and skills we hope to foster in them.
In general, the goals for the core curriculum are to provide:
- A breadth of knowledge in the liberal arts toward development of reflection and judgment.
- A focused awareness of the human condition as marked by both cooperation and conflict to which educated people of good will and good spirit bring both thoughtfulness and understanding.
- A foundation of skills that enables students to turn their knowledge and understanding into academic productivity and a sense of social responsibility."
DESCRIPTIONS OF CORE CURRICULUM COMPONENTS
The Core Curriculum contains the following components: (1) First Year Experience (FYE), (2) Foundations courses, (3) Breadth of Knowledge (Field) courses, (4) Cross-Disciplinary Knowledge Attribute courses, (5) Cross-Disciplinary Skill courses, and (6) a Core Capstone.
Foundation Courses
The Core Curriculum provides a foundation of four courses: ENG 111 (Academic Writing), ENG 112 (Writing About Literature), PHI 101 (Introduction to Philosophy), and RST 101 (Introduction to Religious Studies).
These courses, usually completed during the first year, comprise the basic starting point for a humanistic education in the Catholic, Jesuit tradition. Here, students will be introduced to the practices of academic reading and writing, information literacy, critical thinking, and communication. Further, students will have their first academic experience at Canisius of the concerns that are definitive of our Catholic, Jesuit Core: Diversity, Ethics, Global Awareness, and Justice. Please click on the Learning Goals tab above for a list of the learning goals and objectives for each Foundation course.
- ENG 111: Academic Writing
This course emphasizes the production of academic writing through critical analysis of texts from different topics. These courses are intended to be seminar style with reading and discussion appropriately challenging for first-year students. The motivating goal is that students learn to write to enhance learning, find and evaluate information, practice academic integrity, negotiate the process of revision, and use correct grammar and syntax. - ENG 112: Writing about Literature
This course develops strategies for reading and writing about literature — e.g., poetry, drama, fiction, literary essays — from a variety of cultural traditions. The motivating goal is that students come to understand and interpret primary literary texts, develop writing skills, and develop and organize interpretive essays through the use and evaluation of sources. ENG 112 courses have a significant component devoted to writing instruction and developing information literacy. Students undertake appropriate research activities, write at least 15 pages of polished prose, and revise their writing exercises. - PHI 101: Introduction to Philosophy
This course acknowledges the special place of philosophy - the study of ultimate questions of existence, value, and meaning - in Catholic, Jesuit education. PHI 101 provides a thoughtful examination of philosophical issues, including those of ethics and/or justice, with a concern that students learn to use logical and critical analysis to understand the claims and arguments proposed by classical and contemporary philosophers, including some in the Catholic philosophical tradition. - RST 101: Introduction to Religious Studies
This course acknowledges the special place of studying religion - systems of thought and practice concerning humans' relationship with the transcendent - in Catholic, Jesuit education. RST 101 provides an academic introduction to religion in general, with a concern that students understand the nature and role of religion, religious experience, and religious practice in human life and society, including Catholic (and Jesuit) traditions as well as other world religions.
Breadth of Knowledge (Field) Courses
The Core Curriculum includes a distribution of courses, one in each of seven Breadth of Knowledge Fields encompassing the traditional liberal arts: Religious Studies and Theology (Field 1), Philosophy (Field 2), Literature and the Arts (Field 3), History (Field 4), Social Sciences (Field 5), Natural Sciences (Field 6), and Quantitative Sciences (Field 7).
Taken together, these courses provide students with a better understanding of the variety of disciplinary norms, specific to each Field, according to which knowledge claims are judged. Ideally, students will become better able to analyze both their inner lives and the world outside themselves from a variety of angles, equipping them to understand better the depth and nuance of the human experience. Please click on the Curriculum tab above for a list of courses that count for each Field. Please click on the Learning Goals tab above for a list of the learning goals and objectives for each Field.
NOTE: A course can have only one Breadth of Knowledge (Field) designation. However, some courses also will count for one Cross-Disciplinary Knowledge Attribute and/or one Cross-Disciplinary Skill. (For example, one course cannot count for both Field 1 and Field 2 credit; but one course may count for Field 1, Ethics, and Advanced Writing-Intensive credit.) Also, these Core courses can count for major / minor / program credit.
- Field 1: Religious Studies and Theology
Ideally building on RST 101, Field 1 courses enable students to gain a clearer understanding of the role that religion plays in human life through a careful and systematic examination of religious ideas, institutions, values, or patterns of belief and practice. - Field 2: Philosophy
Ideally building on PHI 101, Field 2 courses enable students to understand, articulate, and evaluate the values, principles, and assumptions on which individual and social decisions rest. - Field 3: Literature and the Arts
Ideally building on ENG 111 and/or ENG 112, Field 3 courses enable students to understand the aesthetic dimension of creative work in the fine arts and/or literature and to articulate how that creative work mirrors and shapes human experience. - Field 4: History
Field 4 courses enable students to understand how historians use evidence to study the recorded past, to situate events, artifacts, and experiences in their historical context, and to analyze the process of change over time. - Field 5: Social Sciences
Field 5 courses enable students to explain, interpret, and critically analyze human behavior and social structures from the perspective of the social sciences and their methods. - Field 6: Natural Sciences
Field 6 courses enable students to explain, interpret, and critically analyze the natural world using the scientific method from the perspectives of the various natural sciences. - Field 7: Quantitative Sciences
Field 7 courses enable students to reason quantitatively, abstractly, or computationally about the world using the symbol systems rooted in quantitative measures, logical analysis, and/or algorithms to solve practical problems.
Cross-Disciplinary Knowledge Attribute Courses
The Core Curriculum includes courses focused on each of four areas central to a Catholic, Jesuit education, particularly in contemporary times: Diversity, Ethics, Global Awareness, and Justice.
Taken together, these courses build upon concepts and content from students' Foundations courses to help them develop a well-educated solidarity, as our mission and identity compels us. Further, they help students to understand the principles that justify various conceptions of individual and social responsibility. Ideally, this education for justice will help students become more aware of where and how they should act to bring about a more truly just world. Please click on the Curriculum tab above for a list of courses that count for each Knowledge Attribute. Please click on the Learning Goals tab above for a list of the learning goals and objectives for each Knowledge Attribute.
NOTE: A course can have only one Cross-Disciplinary Knowledge Attribute designation. However, some courses also will count for one Breadth of Knowledge (Field) and/or one Cross-Disciplinary Skill. (For example, one course cannot count for both Ethics and Global Awareness credit; but one course may count for Field 3, Global Awareness, and Oral Communication credit.) Also, these Core courses can count for major / minor / program credit.
- Diversity
Courses with a Diversity attribute investigate real examples of how social realities are shaped by actions, policies, and practices regarding multiple intersecting identities in human lives (e.g., race/ethnicity, gender, religion, sexuality, (dis)ability, class, etc.). Some course content must address issues of race/ethnicity in North America. Having a well-educated solidarity implies having the intellectual tools to understand various claims about human identities, as well as the lived experiences and values of various social groups. Ideally, students will become better able to understand how others view their own identities, communities, and associated values, and consequently become more adept at creating an authentic culture of encounter in their communities. - Ethics
Courses with an Ethics attribute enable students to develop a thorough understanding of ultimate value in terms of human agency, happiness, and living well. Special attention will be given to the various theoretical frameworks that make living well intelligible, personally and professionally. An understanding of ethics is an integral part of self-understanding, self-reflective action, and the principled development of one's conscience and character. Ideally, students will become better able to examine their values critically, discern more accurately what morality demands of them in their actions, and facilitate constructive dialogue with those whose conceptions of fundamental right and wrong differ in principled ways. - Global Awareness
Courses with a Global Awareness attribute enable students to develop an awareness of nations, countries, regions, communities, cultures, peoples, and histories outside of the United States. We live in an essentially interconnected world, and that well-educated students ought to have the intellectual tools to comprehend global events and their implications on more localized concerns. Ideally, students will become better able to contextualize their own attitudes and choices within their appropriate global context and keep the interconnectedness of our world before their minds as they make decisions in their personal and professional lives. - Justice
Courses with a Justice attribute enable students to develop an understanding of various conceptions of rights, the right ordering of societies, the tensions between justice and power, and the direct and structural causes of various injustices. Since each of us has a responsibility to help to create a more just world, developing one's understanding of justice at theoretical and practical levels will help one to envision how best to fulfill this responsibility. Ideally, students will become better able to understand the grounds for their societal responsibilities and facilitate constructive dialogue with those whose conceptions of justice and injustice differ in principled ways.
Cross-Disciplinary Skills Courses
Drawing upon the tradition of eloquentia perfecta in the Jesuit Ratio studiorum, our Core Curriculum includes two courses focused on developing students' abilities at communication - one in Writing (Advanced Writing-Intensive) and one in Oral Communication. Development in both of these is undeniably critical for personal and professional success and well-being, especially nowadays as life in the contemporary world requires sensitive and skillful communication with those of widely different backgrounds, experiences, and values.
Taken together, these courses build upon concepts and content from students' Foundations courses to help them develop habits of speech, writing, and thought that will complement the growth in knowledge and maturity students experience across their Core experience and within their major(s). Ideally, students' development as effective communicators will help them maintain a sense of community with their interlocutors, as well as help them craft consensus in an increasingly complex world. Please click on the Curriculum tab above for a list of courses that count for each Skill. Please click on the Learning Goals tab above for a list of the learning goals and objectives for each Skill.
NOTE: A course can have only one Cross-Disciplinary Skill designation. However, some courses also will count for one Breadth of Knowledge (Field) and/or one Cross-Disciplinary Knowledge Attribute. (For example, one course cannot count for both Advanced Writing-Intensive and Oral Communication credit; but one course may count for Field 5, Diversity, and Oral Communication credit.) Also, these Core courses can count for major / minor / program credit.
- Advanced Writing-Intensive
Courses with an Advanced Writing-Intensive designation provide significant emphasis on using writing as a way to learn. The focal concern is that students participate in the process of drafting, re-writing, and editing at an advanced level, with extensive commentary and assistance from instructors. - Oral Communication
Courses with an Oral Communication designation enable students to develop abilities to communicate effectively and appropriately in a range of contexts, including face-to-face engagements and group presentations.
Core Capstone
The Core Curriculum concludes with a Core Capstone, which students should take upon completion of all the other core components, usually in senior year or the second semester of junior year. In this course, students will have an opportunity to recall, reflect upon, and synthesize what they have learned from their Core classes, especially those bearing Knowledge Attributes (Diversity, Ethics, Global Awareness, Justice).
This completes an arc of development in their education at Canisius that started in their Foundation courses, but also sets them up to be lifelong learners beyond their time at Canisius with a special concern for the themes emphasized in the Core. To illustrate the integral unity of the definitive themes of the Core, Capstones will focus on how the themes of the Knowledge Attributes are interconnected and addressed within a particular subject - which may be a subject close to a student's major field of study. Further, students will be able to engage in enriching dialogue with fellow classmates who have had different experiences of the Core up to that point. Ideally, a student will be able to trace how their understanding of the elements of their Core experience has developed and will be inspired to continue to keep such matters in the forefront of their minds in whatever they do after graduation.
Please click on the Curriculum tab above for a list of courses that count for the Capstone. Please click on the Learning Goals tab above for a list of the learning goals and objectives for the Capstone.
NOTE: There are rare instances in which Capstone courses can count for major / minor / program credit. Please consult with your major / minor / program advisor.
Courses in the Core Curriculum
Please note that the list of courses provided below is current as of fall 2024, but is subject to change. Courses are sometimes added to the list of courses in each of the Core Fields and/or Attributes and/or Skills. Additionally, courses are sometimes removed from the Core Fields and/or Attributes and/or Skills if they no longer fulfill the expectations of the core. That said, any course used by a student to fulfill a Core requirement must be designated as a Core Field and/or Attribute and/or Skill course in the semester in which the student takes that class. The most recent information for a given course in a given semester is available in "Look Up Classes," which is accessible via my.canisius.edu during the registration process.
For students and advisors: this is a list of all courses with the given Core designations. Not all of these courses are offered in a given semester. To check which courses are offered in a given semester, please consult "Look Up Classes" on the my.canisius.edu portal.
If you have any questions about whether a particular course counts for Core Credit, please consult with the instructor of the course and/or the Director of the Core Curriculum.
First Year Experience (FYE)
FYE is a one credit course that teaches college-level academic skills and strategies;
introduces college priorities; reinforces our many campus resources; and foster community.
The course connects academics with student services, creating a solid foundation that leads
to increased student success.
| Code | Title | Credits |
|---|---|---|
| FYE 101 | First Year Experience | 1 |
Foundations
| Code | Title | Credits |
|---|---|---|
| Students must take each of the following classes: | ||
| ENG 111 | Academic Writing | 3 |
| ENG 112 | Writing about Literature | 3 |
| PHI 101 | Introduction to Philosophy | 3 |
| RST 101 | Introduction to Religious Studies and Theology | 3 |
Field 1 (Religious Studies and Theology)
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills Field 1, which currently includes the following: | ||
| CLS 309 | Greek and Roman Religion | 3 |
| HIS 302 | Life and Theology in Colonial Atlantic | 3 |
| IGSR 300 | Immersion East Side Seminar | 3 |
| RST 200 | Introduction to the Hebrew Bible | 3 |
| RST 201 | Introduction to the New Testament | 3 |
| RST 219 | History of Eastern Orthodox Christianity | 3 |
| RST 220 | Religions of Asia | 3 |
| RST 221 | Native American Religions | 3 |
| RST 224 | Islam: Tradition and Revival | 3 |
| RST 229 | Religious Perspectives on Animals | 3 |
| RST 230 | Catholic Belief Today | 3 |
| RST 231 | Introduction to Catholic Studies | 3 |
| RST 237 | Images of Jesus in Film and Art | 3 |
| RST 304 | Women, Gender, and Religion: Judaism, Christianity, Islam | 3 |
| RST 312 | Race, Ethnicity, and the New Testament | 3 |
| RST 314 | New Testament in Literature and Art | 3 |
| RST 325 | Early Christianity | 3 |
| RST 340 | Moral Issues Today | 3 |
| RST 341 | Catholic Social Ethics: Theological Perspectives | 3 |
| RST 345 | Bio-Moral Problems | 3 |
| RST 347 | Ecotheology | 3 |
| RST 355 | The Problem of Suffering | 3 |
| RST 360 | Magic, Science and Religion | 3 |
Field 2 (Philosophy)
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills Field 2, which currently includes the following: | ||
| PHI 211 | Philosophy of Religion | 3 |
| PHI 225 | Logic | 3 |
| PHI 240 | Justice | 3 |
| PHI 241 | Ethics: Traditions in Moral Reasoning | 3 |
| PHI 242 | Ethical Issues in Business | 3 |
| PHI 243 | Bio-Medical Ethics | 3 |
| PHI 244 | Environmental Ethics | 3 |
| PHI 245 | Animal Ethics | 3 |
| PHI 246 | Ethics of Technology | 3 |
| PHI 247 | Food and Agricultural Ethics | 3 |
| PHI 252 | Happiness, Virtue and the Good Life | 3 |
| PHI 261 | Philosophy of Law | 3 |
| PHI 267 | Faith, Reason, and Justice Catholic Social Thought | 3 |
| PHI 271 | Philosophy of Human Rights | 3 |
| PHI 272 | Gender and Philosophy | 3 |
| PHI 273 | Race and Philosophy | 3 |
| PHI 274 | Social and Political Philosophy | 3 |
| PHI 275 | Global Feminisms | 3 |
| PHI 280 | Philosophy of Mind | 3 |
| PHI 285 | Black Philosophy | 3 |
| PHI 291 | Philosophy of Art | 3 |
| PHI 292 | Philosophy of Beauty | 3 |
| PHI 293 | Philosophy of Film | 3 |
Field 3 (Literature and the Arts)
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills Field 3, which currently includes the following: | ||
| CLS 205 | Ancient Greece: Culture and Society | 3 |
| CLS 206 | Ancient Rome: Culture and Society | 3 |
| CLS 207 | Mythology and Literature | 3 |
| CLS 214 | Greek and Roman Tragedy | 3 |
| DMA 201 | Introduction to Digital Media | 3 |
| DMA 213 | 3D Graphics | 3 |
| DMA 214 | Digital Design Concepts | 3 |
| DMA 310 | Digital Audio/Music Production | 3 |
| ENG 202 | Drama | 3 |
| ENG 216 | Literature and Business | 3 |
| ENG 217 | Law and Literature | 3 |
| ENG 218 | Literature and Medicine | 3 |
| ENG 219 | Literature and Psychology | 3 |
| ENG 223 | Images of Women in Literature and Film | 3 |
| ENG 224 | The Journey in World Literature | 3 |
| ENG 225 | The Journey in American Literature | 3 |
| ENG 233 | The Quest in Medieval Literature | 3 |
| ENG 285 | Animals in Film and Literature | 3 |
| ENG 294 | Introduction to Creative Writing | 3 |
| ENG 316 | Revising the American Renaissance | 3 |
| ENG 319G | Race, Ethnicity, and Realism in American Literature 1880 through 1930 | 3 |
| ENG 319L | Rise of the American Novel | 3 |
| ENG 368 | Native American Literature | 3 |
| ENG 369 | Contemporary American Fiction | 3 |
| ENG 375 | US Cold War Culture and Counterculture | 3 |
| ENG 382 | African American Literature | 3 |
| FAH 101 | Cave Paintings, the Colosseum & Cathedrals | 3 |
| FAH 102 | Altarpieces, Academies & the Avant-Garde | 3 |
| FAH 103 | Survey of Pre-Columbian and Native American Art | 3 |
| FAH 109 | History of Architecture | 3 |
| FAH 110 | History of Photography | 3 |
| FAH 159 | Gender, Identity, and Art | 3 |
| FAH 210 | Ancient Egyptian and Near Eastern Art | 3 |
| FAH 213 | Greek and Roman Art | 3 |
| FAH 224 | Medieval Art | 3 |
| FAH 245 | Renaissance Art | 3 |
| FAH 248 | Baroque Art | 3 |
| FAH 265 | Contemporary Art | 3 |
| FAH 267 | Frank Lloyd Wright | 3 |
| FAH 271 | Art in Buffalo | 3 |
| FAH 272 | Animals in Art | 3 |
| FAM 115 | Fundamentals of Music | 3 |
| FAM 119 | Masterpieces of Music | 3 |
| FAM 122 | History of Rock and Roll | 3 |
| FAM 123 | World Musics | 3 |
| FAM 124 | America's Music | 3 |
| FAM 212 | Canisius and the BPO Experience | 3 |
| FAM 213 | Women in Music | 3 |
| FAM 217 | Music of the Baroque Period | 3 |
| FAM 219 | 19th Century Music | 3 |
| FAM 220 | Art Music from 1900 to the Present | 3 |
| FAM 223 | The World of Music Theater | 3 |
| FAS 110 | Two-Dimensional Design | 3 |
| FAS 120 | Drawing I | 3 |
| FAS 130 | Three-Dimensional Design | 3 |
| FAS 131 | Sculpture I | 3 |
| FAS 141 | Digital Photography | 3 |
| FAS 142 | Travel Photography | 3 |
| FAS 150 | Color | 3 |
| FAS 160 | Printmaking I | 3 |
| FAS 170 | Studio Painting I | 3 |
| SPA 436 | Detective Fiction: Murderous Seduction | 3 |
| SPA 444 | Magic Realism in Fiction & Film from Latin American Origins to a Global Phenomenon | 3 |
Field 4 (History)
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills Field 4, which currently includes the following: | ||
| CLS 103 | Greek History | 3 |
| CLS 104 | Roman History | 3 |
| EVST 259 | Environmental History of the United States | 3 |
| HIS 106 | The Medieval World | 3 |
| HIS 107 | History of Modern Europe to 1815 | 3 |
| HIS 108 | History of Modern Europe since 1815 | 3 |
| HIS 123 | History of the United States: The Colonial Period to Reconstruction | 3 |
| HIS 124 | History of the United States: 1877 to the Present | 3 |
| HIS 126 | America's Story II: The Later Years | 3 |
| HIS 201 | United States Military History | 3 |
| HIS 205 | Race and Ethnicity in the Ancient World | 3 |
| HIS 206 | History of the Crusades | 3 |
| HIS 208 | America's Story II: The Later Years | 3 |
| HIS 209 | History of Asia to 1800 | 3 |
| HIS 210 | History of Asia Since 1800 | 3 |
| HIS 211 | Women In The Western World | 3 |
| HIS 213 | Europe and the World in a Century of Conflict | 3 |
| HIS 220 | The History of Food | 3 |
| HIS 226 | History of Ireland | 3 |
| HIS 229 | The Violent Century in Films | 3 |
| HIS 233 | America and the Holocaust | 3 |
| HIS 235 | From Jamestown to Yorktown: Making the United States | 3 |
| HIS 236 | From Washington to Lincoln: The Making of American Democracy | 3 |
| HIS 241 | Women in American History 1880 to Present | 3 |
| HIS 255 | African American History | 3 |
| HIS 260 | Canada and the World | 3 |
| HIS 263 | Wars of Latin America | 3 |
| HIS 264 | Latin American History to 1830 | 3 |
| HIS 265 | Latin American History Since 1830 | 3 |
| HIS 280 | The Making of Modern Africa | 3 |
| PSC 111 | Western Political Tradition | 3 |
Field 5 (Social Sciences)
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills Field 5, which currently includes the following: | ||
| ANZ 219 | Animals in the Ancient World | 3 |
| CLS 209 | Greek and Roman Archaeology | 3 |
| COM 204 | Relational Communication | 3 |
| COM 205 | Media Literacy | 3 |
| COM 304 | Family Communication | 3 |
| CRJ 222 | Introduction to Criminology | 3 |
| DMA 215 | Digital Media Culture | 3 |
| ECO 101 | Principles of Macroeconomics | 3 |
| EDE 100 | Human Growth and Development - Birth through Childhood | 3 |
| EDS 101 | Human Growth and Social Development: Adolescence | 3 |
| EDU 100 | Exploring the Teaching Profession | 3 |
| EVST 250 | Narratives of Nature and Culture | 3 |
| KIN 361 | Psychology of Sport and Mental Health | 3 |
| PSC 103 | The American Constitution | 3 |
| PSC 104 | American Political Process | 3 |
| PSC 140 | International Relations | 3 |
| PSC 150 | Comparative Government and Politics | 3 |
| PSC 201 | Race, Law, and Politics | 3 |
| PSC 224 | Congress and the Legislative Process | 3 |
| PSC 241 | Human Rights and Globalization | 3 |
| PSC 242 | International Organizations | 3 |
| PSC 250 | Politics in Latin America | 3 |
| PSC 336 | Urban Government and Politics | 3 |
| PSC 338 | Refugee Resettlement in the United States | 3 |
| PSC 360 | Political Economy of the Developing World | 3 |
| PSY 102 | Introduction to Psychology II | 3 |
| SOC 110 | Introduction to Sociology | 3 |
| SOC 111 | Contemporary Social Problems | 3 |
| SOC 234 | Environment and Society | 3 |
| SOC 273 | Social Movements and Social Change | 3 |
| SOC 291 | Gender and Society | 3 |
| SOC 341 | Race and Ethnicity | 3 |
| SPMT 320 | Psychology of Sport | 3 |
| WST 201 | Introduction to Women and Gender Studies | 3 |
Field 6 (Natural Sciences)
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills Field 6, which currently includes the following | ||
| BIO 109 | Nutrition | 3 |
| BIO 111 | Introductory Biology I | 3 |
| BIO 114 | Human Anatomy and Physiology I | 3 |
| BIO 121 | Human Reproduction | 3 |
| BIO 132 | Genes and People | 3 |
| BIO 166 | Biology of Birds | 3 |
| CHM 104 | Energy, Environment, and Society | 3 |
| CHM 111 | General Chemistry I | 3 |
| CHM 112 | General Chemistry II | 3 |
| EVST 110 | Science of Environmental Problems I | 3 |
| EVST 111 | Science of Environmental Problems II | 3 |
| EVST 300 | Special Topics The Ecology of Nature and Identity | 3 |
| GEO 325 | Introduction to Physical Geography | 3 |
| GEOL 120 | Introductory Geology | 3 |
| PHY 131 | Earthquakes: Seismology and Society | 3 |
| PHY 223 | General Physics for Physical Science Majors I | 3 |
Field 7 (Quantitative Sciences)
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills Field 7, which currently includes the following: | ||
| CSC 108 | Introduction to Web Computing | 3 |
| CSC 111 | Introduction to Programming | 3 |
| CSC 200 | Computational Thinking on the Internet | 3 |
| DAT 111 | Introduction to Reporting and Analysis | 3 |
| KIN 398 | Statistics and Research Design | 3 |
| MAT 105 | Finite Mathematics | 3 |
| MAT 106 | Calculus for the Non-Sciences | 3 |
| MAT 108 | College Precalculus | 4 |
| MAT 109 | Calculus with Review I | 4 |
| MAT 111 | Calculus I | 4 |
| MAT 115 | Calculus for Business | 4 |
| MAT 121 | Mathematics through History | 3 |
| MAT 131 | Statistics for Social Sciences | 3 |
| MAT 141 | Inferential Statistics and Computers for Science | 4 |
| MAT 150 | Mathematics and Politics | 3 |
| MAT 161 | Mathematics for Elementary Teachers | 3 |
| MAT 162 | Mathematics for Middle and High School Teachers | 3 |
| MAT 171 | Business Mathematics | 3 |
Advanced Writing-Intensive
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills the Advanced Writing-Intensive attribute, which currently includes the courses below. (Note that many of these courses also fulfill one of the Breadth of Knowledge Fields; some may also fulfill one of the Cross-Disciplinary Attributes). | ||
| ABEC 340 | Research Methods in Animal Behavior | 3 |
| ABEC 360 | Observational Research Methods | 4 |
| BCH 403L | Molecular Biology Laboratory | 1 |
| BIO 312 | Primatology | 3 |
| BIO 404L | Genetics Laboratory | 1 |
| BIO 432 | Developmental Biology | 3 |
| CHM 301L | Fundamental Physical Chemistry Laboratory | 1 |
| COM 203 | Writing for Contemporary Media | 3 |
| CRJ 285 | Legal Writing and Advocacy II | 3 |
| CRJ 455 | Senior Seminar in Criminal Justice | 3 |
| CSC 320 | The Social Impact of Computing | 3 |
| EDS 223 | Foundations of Adolescent Literacy | 3 |
| ENG 202 | Drama | 3 |
| ENG 218 | Literature and Medicine | 3 |
| ENG 219 | Literature and Psychology | 3 |
| ENG 223 | Images of Women in Literature and Film | 3 |
| ENG 224 | The Journey in World Literature | 3 |
| ENG 225 | The Journey in American Literature | 3 |
| ENG 233 | The Quest in Medieval Literature | 3 |
| ENG 285 | Animals in Film and Literature | 3 |
| ENG 294 | Introduction to Creative Writing | 3 |
| ENG 383 | Advanced Academic Writing | 3 |
| ENG 385 | Rhetoric and Composition | 3 |
| ENG 389 | Business Communication | 3 |
| ENG 390 | Tutoring Writing | 3 |
| FAH 272 | Animals in Art | 3 |
| HIS 299 | Historian's Craft | 3 |
| HIS 411 | History Thesis and Defense | 3 |
| LEG 201 | Legal Reasoning, Writing and Advocacy | 3 |
| PHY 350 | Modern Physics Laboratory | 1 |
| PSC 242 | International Organizations | 3 |
| RST 230 | Catholic Belief Today | 3 |
| RST 231 | Introduction to Catholic Studies | 3 |
| RST 325 | Early Christianity | 3 |
| RST 341 | Catholic Social Ethics: Theological Perspectives | 3 |
| SPMT 480 | Research Methods in Sport | 3 |
Oral Communication
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills the Oral Communication attribute, which currently includes the courses below. (Note that many of these courses also fulfill one of the Breadth of Knowledge Fields; some may also fulfill one of the Cross-Disciplinary Knowledge Attributes). | ||
| BIO 353 | Biology Seminar II | 1 |
| CHM 481 | Communicating Concepts in Chemistry and Biochemistry | 3 |
| CLS 214 | Greek and Roman Tragedy | 3 |
| CLS 309 | Greek and Roman Religion | 3 |
| COM 201 | Dynamic Presentations | 3 |
| COM 319 | Training and Development | 3 |
| CRJ 280 | Legal Writing and Advocacy I | 3 |
| EDS 432 | Applied Methods of Teaching English: Adolescence | 3 |
| EDS 433 | Applied Methods of Teaching Mathematics: Adolescence | 3 |
| EDS 434 | Applied Methods of Teaching Modern Languages: Adolescence | 3 |
| EDS 435 | Applied Methods of Teaching Science: Adolescence | 3 |
| EDS 436 | Applied Methods of Teaching Social Studies | 3 |
| ENG 147 | Acting I | 3 |
| ENG 148 | Acting II | 3 |
| ENG 350 | The Theater Experience | 3 |
| ENT 101 | Experiential Entrepreneurship: Creativity, Innovation, Opportunity, and Idea Generation | 3 |
| FAH 210 | Ancient Egyptian and Near Eastern Art | 3 |
| FAH 213 | Greek and Roman Art | 3 |
| HIS 126 | America's Story II: The Later Years | 3 |
| HIS 208 | America's Story II: The Later Years | 3 |
| HIS 309 | World War I | 3 |
| HIS 331 | British Monarchy | 3 |
| MAT 480 | Mathematics Seminar | 1 |
| MLS 201 | Foundations of Leadership | 3 |
| MLS 401 | Mission Command and the Army Profession | 3 |
| MLS 402 | Mission Command and the Company Grade Officer | 3 |
| PED 441 | Teaching Methods in Physical Education | 3 |
| PHY 351 | Advanced Laboratory | 1 |
| PSC 224 | Congress and the Legislative Process | 3 |
| RST 347 | Ecotheology | 3 |
| SPA 323 | Topics in Conversation I Peninsular Culture and Civilization | 3 |
| SPA 324 | Topics in Conversation II Latin American Culture and Civilization | 3 |
| SPE 432 | Seminar in Teaching and Assessment | 3 |
| SPMT 430 | Sport Communications | 3 |
Global Awareness
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills the Global Awareness attribute, which currently includes the courses below. (Note that many of these courses also fulfill one of the Breadth of Knowledge Fields; some may also fulfill one of the Cross-Disciplinary Skills). | ||
| ANZ 219 | Animals in the Ancient World | 3 |
| CHM 104 | Energy, Environment, and Society | 3 |
| CLS 103 | Greek History | 3 |
| CLS 104 | Roman History | 3 |
| CLS 205 | Ancient Greece: Culture and Society | 3 |
| CLS 206 | Ancient Rome: Culture and Society | 3 |
| CLS 209 | Greek and Roman Archaeology | 3 |
| CLS 309 | Greek and Roman Religion | 3 |
| ENG 224 | The Journey in World Literature | 3 |
| ENG 381 | Postcolonial Literature | 3 |
| FAH 101 | Cave Paintings, the Colosseum & Cathedrals | 3 |
| FAH 102 | Altarpieces, Academies & the Avant-Garde | 3 |
| FAH 109 | History of Architecture | 3 |
| FAH 110 | History of Photography | 3 |
| FAH 159 | Gender, Identity, and Art | 3 |
| FAH 210 | Ancient Egyptian and Near Eastern Art | 3 |
| FAH 224 | Medieval Art | 3 |
| FAH 245 | Renaissance Art | 3 |
| FAH 248 | Baroque Art | 3 |
| FAH 265 | Contemporary Art | 3 |
| FAM 119 | Masterpieces of Music | 3 |
| FAM 123 | World Musics | 3 |
| FAM 212 | Canisius and the BPO Experience | 3 |
| FAM 217 | Music of the Baroque Period | 3 |
| FAM 219 | 19th Century Music | 3 |
| FRC 103 | Introductory French I | 3 |
| FRC 104 | Introductory French II | 3 |
| HIS 106 | The Medieval World | 3 |
| HIS 107 | History of Modern Europe to 1815 | 3 |
| HIS 108 | History of Modern Europe since 1815 | 3 |
| HIS 206 | History of the Crusades | 3 |
| HIS 209 | History of Asia to 1800 | 3 |
| HIS 210 | History of Asia Since 1800 | 3 |
| HIS 211 | Women In The Western World | 3 |
| HIS 213 | Europe and the World in a Century of Conflict | 3 |
| HIS 220 | The History of Food | 3 |
| HIS 226 | History of Ireland | 3 |
| HIS 260 | Canada and the World | 3 |
| HIS 263 | Wars of Latin America | 3 |
| HIS 264 | Latin American History to 1830 | 3 |
| HIS 265 | Latin American History Since 1830 | 3 |
| HIS 280 | The Making of Modern Africa | 3 |
| MAT 121 | Mathematics through History | 3 |
| PED 203 | Lifetime and Fitness Activities | 3 |
| PED 204 | Games and Sports | 3 |
| PHI 211 | Philosophy of Religion | 3 |
| PHY 131 | Earthquakes: Seismology and Society | 3 |
| PSC 140 | International Relations | 3 |
| PSC 150 | Comparative Government and Politics | 3 |
| PSC 241 | Human Rights and Globalization | 3 |
| PSC 242 | International Organizations | 3 |
| PSC 250 | Politics in Latin America | 3 |
| PSC 360 | Political Economy of the Developing World | 3 |
| RST 200 | Introduction to the Hebrew Bible | 3 |
| RST 219 | History of Eastern Orthodox Christianity | 3 |
| RST 220 | Religions of Asia | 3 |
| RST 224 | Islam: Tradition and Revival | 3 |
| RST 325 | Early Christianity | 3 |
| RST 360 | Magic, Science and Religion | 3 |
| SPA 103 | Introductory Spanish I | 3 |
| SPA 104 | Introductory Spanish II | 3 |
| SPA 215 | Communicating in Spanish | 3 |
| SPA 217 | Intro Comp Panorama SocioCultural Latinoamericano | 3 |
| SPA 444 | Magic Realism in Fiction & Film from Latin American Origins to a Global Phenomenon | 3 |
| SPMT 440 | Global Perspective in Sport | 3 |
Justice
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills the Justice attribute, which currently includes the courses below. (Note that many of these courses also fulfill one of the Breadth of Knowledge Fields; some may also fulfill one of the Cross-Disciplinary Skills). | ||
| CRJ 280 | Legal Writing and Advocacy I | 3 |
| CRJ 455 | Senior Seminar in Criminal Justice | 3 |
| ECO 401 | Public Economics | 3 |
| EDU 250 | Foundations of Education | 3 |
| ENG 217 | Law and Literature | 3 |
| HIS 201 | United States Military History | 3 |
| IGSR 300 | Immersion East Side Seminar | 3 |
| IGSR 306 | Faith/Justice/Globalism in Phi | 3 |
| JRN 100 | Introduction to Journalism | 3 |
| MAT 150 | Mathematics and Politics | 3 |
| PHI 240 | Justice | 3 |
| PHI 261 | Philosophy of Law | 3 |
| PHI 267 | Faith, Reason, and Justice Catholic Social Thought | 3 |
| PHI 271 | Philosophy of Human Rights | 3 |
| PHI 272 | Gender and Philosophy | 3 |
| PHI 273 | Race and Philosophy | 3 |
| PHI 274 | Social and Political Philosophy | 3 |
| PHI 275 | Global Feminisms | 3 |
| PHI 285 | Black Philosophy | 3 |
| PSC 111 | Western Political Tradition | 3 |
| PSC 320 | American Constitutional Law I | 3 |
| PSC 321 | American Constitutional Law II | 3 |
| PSY 392 | Prosocial Behavior | 3 |
| RST 341 | Catholic Social Ethics: Theological Perspectives | 3 |
| SOC 273 | Social Movements and Social Change | 3 |
| SPA 324 | Topics in Conversation II Latin American Culture and Civilization | 3 |
| SPA 436 | Detective Fiction: Murderous Seduction | 3 |
Ethics
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills the Ethics attribute, which currently includes the courses below. (Note that many of these courses also fulfill one of the Breadth of Knowledge Fields; some may also fulfill one of the Cross-Disciplinary Skills). | ||
| CLS 207 | Mythology and Literature | 3 |
| CLS 214 | Greek and Roman Tragedy | 3 |
| COM 351 | Media Ethics | 3 |
| CRJ 382 | Criminal Justice Ethics | 3 |
| CSC 108 | Introduction to Web Computing | 3 |
| CSC 200 | Computational Thinking on the Internet | 3 |
| CSC 320 | The Social Impact of Computing | 3 |
| MGT 370 | Managerial Environment | 3 |
| PHI 241 | Ethics: Traditions in Moral Reasoning | 3 |
| PHI 242 | Ethical Issues in Business | 3 |
| PHI 243 | Bio-Medical Ethics | 3 |
| PHI 244 | Environmental Ethics | 3 |
| PHI 245 | Animal Ethics | 3 |
| PHI 246 | Ethics of Technology | 3 |
| PHI 247 | Food and Agricultural Ethics | 3 |
| PHI 252 | Happiness, Virtue and the Good Life | 3 |
| RST 340 | Moral Issues Today | 3 |
| RST 345 | Bio-Moral Problems | 3 |
| SPMT 302 | Sport and Ethics | 3 |
Diversity
| Code | Title | Credits |
|---|---|---|
| Students must choose one class that fulfills the Diversity attribute, which currently includes the courses below. (Note that many of these courses also fulfill one of the Breadth of Knowledge Fields; some may also fulfill one of the Cross-Disciplinary Skills). | ||
| ENG 216 | Literature and Business | 3 |
| ENG 223 | Images of Women in Literature and Film | 3 |
| ENG 225 | The Journey in American Literature | 3 |
| ENG 226 | Social Justice in Childrens and Young Adult Literature | 3 |
| ENG 309 | Transatlantic Modernism | 3 |
| ENG 315 | American Literature I | 3 |
| ENG 316 | Revising the American Renaissance | 3 |
| ENG 319G | Race, Ethnicity, and Realism in American Literature 1880 through 1930 | 3 |
| ENG 319L | Rise of the American Novel | 3 |
| ENG 368 | Native American Literature | 3 |
| ENG 375 | US Cold War Culture and Counterculture | 3 |
| ENG 382 | African American Literature | 3 |
| FAH 103 | Survey of Pre-Columbian and Native American Art | 3 |
| FAM 213 | Women in Music | 3 |
| HIS 123 | History of the United States: The Colonial Period to Reconstruction | 3 |
| HIS 124 | History of the United States: 1877 to the Present | 3 |
| HIS 205 | Race and Ethnicity in the Ancient World | 3 |
| HIS 235 | From Jamestown to Yorktown: Making the United States | 3 |
| HIS 236 | From Washington to Lincoln: The Making of American Democracy | 3 |
| HIS 255 | African American History | 3 |
| HIS 372 | The American Revolution | 3 |
| PHI 292 | Philosophy of Beauty | 3 |
| PSC 201 | Race, Law, and Politics | 3 |
| PSC 338 | Refugee Resettlement in the United States | 3 |
| PSY 340 | Stereotyping and Prejudice | 3 |
| RST 221 | Native American Religions | 3 |
| SOC 111 | Contemporary Social Problems | 3 |
| SPE 341 | Inclusive Strategies | 3 |
Core Capstone
| Code | Title | Credits |
|---|---|---|
| Students must take one course designated as a Core Capstone, which currently includes the courses listed below: | ||
| ABEC 404 | Wildlife Ecology and Conservation in Africa | 3 |
| ANZ 401 | Integral Ecology Caring for our Common Home | 3 |
| BIO 477 | Plants and Society | 3 |
| CLL 400 | Humanitas | 3 |
| COM 414 | Issues in Integrated Marketing Communications | 3 |
| DMA 399 | Social Documentary | 3 |
| EDU 494 | Capstone Seminar for Teacher Candidates | 3 |
| ENG 365 | English Core Capstone | 3 |
| ENG 365E | Nazi Germany in Contemporary World Fiction | 3 |
| FAH 481 | The Art of the Selfie | 3 |
| FAH 483 | The World of Color | 3 |
| KIN 480 | Wellness Be All That You Can Be | 3 |
| KIN 494 | Capstone in Kinesiology | 3 |
| MAT 345 | Climate and Sustainability | 3 |
| MGT 446 | Managerial Policy and Strategy | 3 |
| PSC 442 | Seminar in International Relations | 3 |
| PSY 320 | Cultural Psychology | 3 |
| PSY 365 | Psychology of Aging | 3 |
Core Pathways
A Core Pathway is a group of courses across Core Fields and/or Attributes and/or Skills that addresses a common theme that is relevant to our mission, but does not duplicate another element of our Core. Core Pathways are meant to illustrate several ways in which a student’s Core experience can have a common thread of meaning running through classes in several disciplines.
Students are not required to start a Pathway, nor are they required to complete one; rather, students may choose their Core courses from a Pathway to see a topic of their interest from multiple perspectives.
The lists below indicate Pathways that have been approved by the Core Curriculum Committee and the courses that have been designated within each Core Pathway. To see the what each course counts for in the Core, please click on the course number.
For more information about any of the Pathways below, please contact the Director of the Core Curriculum.
For Faculty: if you are interested in submitting an application for a new Core Pathway to be listed below, please contact the Director of the Core Curriculum.
Canisius Camino (Ancient and Medieval Studies)
The following courses fulfill core curriculum requirements and are part of the Canisius Camino Pathway
| Code | Title | Credits |
|---|---|---|
| CLL 400 | Humanitas | 3 |
| CLS 103 | Greek History | 3 |
| CLS 104 | Roman History | 3 |
| CLS 205 | Ancient Greece: Culture and Society | 3 |
| CLS 206 | Ancient Rome: Culture and Society | 3 |
| CLS 207 | Mythology and Literature | 3 |
| CLS 209 | Greek and Roman Archaeology | 3 |
| CLS 209 | Greek and Roman Archaeology | 3 |
| CLS 214 | Greek and Roman Tragedy | 3 |
| CLS 309 | Greek and Roman Religion | 3 |
| ENG 233 | The Quest in Medieval Literature | 3 |
| FAH 101 | Cave Paintings, the Colosseum & Cathedrals | 3 |
| FAH 109 | History of Architecture | 3 |
| FAH 210 | Ancient Egyptian and Near Eastern Art | 3 |
| FAH 213 | Greek and Roman Art | 3 |
| FAH 224 | Medieval Art | 3 |
| HIS 106 | The Medieval World | 3 |
| PHI 211 | Philosophy of Religion | 3 |
| PHI 261 | Philosophy of Law | 3 |
| RST 200 | Introduction to the Hebrew Bible | 3 |
| RST 201 | Introduction to the New Testament | 3 |
| RST 219 | History of Eastern Orthodox Christianity | 3 |
| RST 314 | New Testament in Literature and Art | 3 |
| RST 325 | Early Christianity | 3 |
Global Citizenship
The following courses fulfill core curriculum requirements and relate to being citizens of the world, and thus are part of the Global Citizenship Pathway
| Code | Title | Credits |
|---|---|---|
| ABEC 404 | Wildlife Ecology and Conservation in Africa | 3 |
| CLS 104 | Roman History | 3 |
| CLS 206 | Ancient Rome: Culture and Society | 3 |
| CLS 209 | Greek and Roman Archaeology | 3 |
| CLS 214 | Greek and Roman Tragedy | 3 |
| CRJ 382 | Criminal Justice Ethics | 3 |
| ENG 224 | The Journey in World Literature | 3 |
| ENG 233 | The Quest in Medieval Literature | 3 |
| ENG 368 | Native American Literature | 3 |
| ENG 382 | African American Literature | 3 |
| FAH 101 | Cave Paintings, the Colosseum & Cathedrals | 3 |
| FAH 103 | Survey of Pre-Columbian and Native American Art | 3 |
| FAH 109 | History of Architecture | 3 |
| FAH 210 | Ancient Egyptian and Near Eastern Art | 3 |
| FAM 119 | Masterpieces of Music | 3 |
| FAS 142 | Travel Photography | 3 |
| GEO 325 | Introduction to Physical Geography | 3 |
| HIS 106 | The Medieval World | 3 |
| IGSR 306 | Faith/Justice/Globalism in Phi | 3 |
| PHI 244 | Environmental Ethics | 3 |
| PHI 267 | Faith, Reason, and Justice Catholic Social Thought | 3 |
| PHI 271 | Philosophy of Human Rights | 3 |
| PHI 273 | Race and Philosophy | 3 |
| PHI 274 | Social and Political Philosophy | 3 |
| PSC 111 | Western Political Tradition | 3 |
| PSC 140 | International Relations | 3 |
| PSC 150 | Comparative Government and Politics | 3 |
| PSC 242 | International Organizations | 3 |
| PSC 442 | Seminar in International Relations | 3 |
| PSY 320 | Cultural Psychology | 3 |
| RST 200 | Introduction to the Hebrew Bible | 3 |
| RST 219 | History of Eastern Orthodox Christianity | 3 |
| RST 220 | Religions of Asia | 3 |
| RST 224 | Islam: Tradition and Revival | 3 |
| SOC 273 | Social Movements and Social Change | 3 |
| SOC 341 | Race and Ethnicity | 3 |
The following courses are designated as Global Awareness, and thus fulfill the Global Awareness Knowledge attribute in the Core Curriculum and are included in the Global Citizenship Pathway.
| Code | Title | Credits |
|---|---|---|
| ANZ 219 | Animals in the Ancient World | 3 |
| CHM 104 | Energy, Environment, and Society | 3 |
| CLS 103 | Greek History | 3 |
| CLS 104 | Roman History | 3 |
| CLS 205 | Ancient Greece: Culture and Society | 3 |
| CLS 206 | Ancient Rome: Culture and Society | 3 |
| CLS 209 | Greek and Roman Archaeology | 3 |
| CLS 309 | Greek and Roman Religion | 3 |
| ENG 224 | The Journey in World Literature | 3 |
| ENG 381 | Postcolonial Literature | 3 |
| FAH 101 | Cave Paintings, the Colosseum & Cathedrals | 3 |
| FAH 102 | Altarpieces, Academies & the Avant-Garde | 3 |
| FAH 109 | History of Architecture | 3 |
| FAH 110 | History of Photography | 3 |
| FAH 159 | Gender, Identity, and Art | 3 |
| FAH 210 | Ancient Egyptian and Near Eastern Art | 3 |
| FAH 224 | Medieval Art | 3 |
| FAH 248 | Baroque Art | 3 |
| FAH 265 | Contemporary Art | 3 |
| FAM 119 | Masterpieces of Music | 3 |
| FAM 123 | World Musics | 3 |
| FAM 212 | Canisius and the BPO Experience | 3 |
| FAM 217 | Music of the Baroque Period | 3 |
| FAM 219 | 19th Century Music | 3 |
| HIS 106 | The Medieval World | 3 |
| HIS 107 | History of Modern Europe to 1815 | 3 |
| HIS 108 | History of Modern Europe since 1815 | 3 |
| HIS 206 | History of the Crusades | 3 |
| HIS 209 | History of Asia to 1800 | 3 |
| HIS 210 | History of Asia Since 1800 | 3 |
| HIS 211 | Women In The Western World | 3 |
| HIS 213 | Europe and the World in a Century of Conflict | 3 |
| HIS 220 | The History of Food | 3 |
| HIS 260 | Canada and the World | 3 |
| HIS 263 | Wars of Latin America | 3 |
| HIS 264 | Latin American History to 1830 | 3 |
| HIS 280 | The Making of Modern Africa | 3 |
| PED 203 | Lifetime and Fitness Activities | 3 |
| PED 204 | Games and Sports | 3 |
| PHI 211 | Philosophy of Religion | 3 |
| PHY 131 | Earthquakes: Seismology and Society | 3 |
| PSC 140 | International Relations | 3 |
| PSC 150 | Comparative Government and Politics | 3 |
| PSC 241 | Human Rights and Globalization | 3 |
| PSC 242 | International Organizations | 3 |
| PSC 250 | Politics in Latin America | 3 |
| PSC 360 | Political Economy of the Developing World | 3 |
| RST 200 | Introduction to the Hebrew Bible | 3 |
| RST 224 | Islam: Tradition and Revival | 3 |
| RST 360 | Magic, Science and Religion | 3 |
| SPA 444 | Magic Realism in Fiction & Film from Latin American Origins to a Global Phenomenon | 3 |
| SPMT 440 | Global Perspective in Sport | 3 |
Sustainability
The following courses fulfill core curriculum requirements and relate to sustainability, and thus are part of the Sustainability Pathway
| Code | Title | Credits |
|---|---|---|
| ABEC 404 | Wildlife Ecology and Conservation in Africa | 3 |
| BIO 477 | Plants and Society | 3 |
| CHM 104 | Energy, Environment, and Society | 3 |
| EVST 110 | Science of Environmental Problems I | 3 |
| EVST 111 | Science of Environmental Problems II | 3 |
| EVST 250 | Narratives of Nature and Culture | 3 |
| EVST 259 | Environmental History of the United States | 3 |
| MAT 345 | Climate and Sustainability | 3 |
| PHI 244 | Environmental Ethics | 3 |
| PHI 245 | Animal Ethics | 3 |
| SOC 111 | Contemporary Social Problems | 3 |
| SOC 234 | Environment and Society | 3 |
| SOC 273 | Social Movements and Social Change | 3 |
CORE CURRICULUM LEARNING GOALS AND OBJECTIVES
Courses in the Core Curriculum must meet the following learning goals. Courses may have more learning goals and objectives in addition to those associated with the Core.
First Year Experience
First Year Experience (FYE)
Goal 1: Foster Academic Success
Students will be able to:
- Identify the Canisius programs, resources, and services that support academic success.
- Recognize appropriate skills needed for academic success, such as study skills, collaboration, critical thinking, time management, information and technological literacy, and goal and priority setting
- Demonstrate and value academic integrity throughout the completion of their assignments.
- Use written and oral communications to discover, develop, and articulate ideas.
Goal 2: Build Community and a Sense of Belonging
Students will be able to:
- Explain the importance of building collaborative relationships with peers, staff, and faculty.
- Understand the value of a liberal arts education including the purpose of the core curriculum.
- Identify the Jesuit values that shape the Canisius experience.
- Understand ways to get engaged in the campus community and describe the importance of co-curricular involvement to feel a sense of belonging.
Goal 3: Support Student Development and Wellness
Students will be able to:
- Understand personal identity and appreciation for a diverse and inclusive campus community.
- Develop wellbeing strategies focusing on mind, body, spirit.
- Establish personal and academic goals.
Foundations
Foundation ENG 111: Explore Academic Writing
Goal 1: Read college-level texts pertaining to an academic discipline or topic
Objectives: Students will:
- (1A): recognize the audience and purpose of selected texts within an academic discipline or topic
- (1B): articulate the meaning of text passages within an academic discipline or topic
Goal 2: Construct a coherent, thesis-driven paper on an academic topic
Objectives: Students will:
- (2A): develop the ability to write a clear introduction that frames the academic topic
- (2B): demonstrate appropriate conventions of grammar and style for formal writing
- (2C): articulate a central thesis around which the paper is to be organized
- (2D): organize the paper effectively with coherent paragraphs
- (2E): support the thesis with evidence
- (2F): conclude the paper appropriately for the topic
Goal 3: Develop basic Information Literacy skills
Objectives: Students will:
- (3A): locate and evaluate print and/or electronic sources appropriate for answering a particular research question
- (3B): cite sources according to a conventional documentation style (for example, MLA, APA, Chicago) and with academic integrity
Foundation ENG 112: Writing about Literature
Goal 1: Students will demonstrate the ability to understand and critically analyze college-level literary texts.
Objectives: Students will:
- (1A) Understand the use of specific literary terms, traditions, or styles
- (1B) Interpret the meanings or significance of a literary text
Goal 2: Students will demonstrate the ability to construct a coherent, thesis-driven essay on a literary topic.
Objectives: Students will
- (2A) Identify and articulate a central thesis around which the essay is to be organized
- (2B) Develop a coherent argument that supports a central thesis
- (2C) Support an argument with evidence from literary texts and/or secondary sources
- (2D) Find and evaluate print and electronic sources appropriate for answering a specific research question about a literary text.
- (2E) Cite sources according to MLA documentation style and with academic integrity
- (2F) Demonstrate appropriate conventions of grammar and style
Foundation RST 101: Introduction to Religious Studies
Goal 1: Students will demonstrate a basic understanding of the nature and role of religion, including the Catholic and Jesuit traditions and other world religions.
Objectives: Students will:
-
(1A) Demonstrate basic knowledge of Christianity, Judaism, & another world religion, as determined by the instructor
-
(1B) Identify and explain the basic meaning of Catholic beliefs
-
(1C) Identify the key religious terms in the Jesuit tradition
Goal 2: Students will demonstrate their knowledge of religious studies or theology in comparative and reflective exercises.
Objectives: Students will:
-
(2A) Identify & analyze connections between different religious beliefs
-
(2B) Find, use, and evaluate information relevant to presenting and defending a thesis
-
(2C) Identify and apply the ethical use of academic standards for using sources
Foundation PHI 101: Introduction to Philosophy
Goal 1: Students will demonstrate knowledge of major figures and major themes within the history of philosophy.
Objectives: Students will:
-
(1A) Demonstrate knowledge of at least one major figure from three of the four eras in the history of philosophy: Ancient, Medieval, Modern, and Contemporary
-
(1B) Demonstrate a basic understanding of some of the major themes in the history of philosophy, from four of the following six areas: Aesthetics, Epistemology, Theories of Ethics, Logic, Metaphysics, and Theories of Justice
-
(1C) Demonstrate knowledge of a primary philosophical text from the Catholic tradition or a significant aspect of the Jesuit tradition
Goal 2: Students will demonstrate the ability to construct and analyze philosophical arguments.
Objectives: Students will:
-
(2A) Construct and explain cogent philosophical arguments
-
(2B) Clarify and analyze claims made in philosophical texts
Breadth of Knowledge Fields
Field 1 (Religious Studies and Theology)
Goal 1: Students will demonstrate knowledge in the disciplines fundamentally concerned with religious studies or theology.
Objectives: Students will:
- (1A) Understand the role of religion in the experiences and actions of human life.
- (1B) Understand religious ideas and religious values in their relationship to religious institutions.
- (1C) Understand the diversity of patterns of religious belief in the human experience.
Goal 2: Students will demonstrate the skills that will enable them to become critical thinkers on questions of religious substance.
Objectives: Students will:
- (2A) Demonstrate competence in the use and analysis of primary sources.
- (2B) Demonstrate the ability to understand and explain religious concepts.
- (2C) Demonstrate the ability to relate course subject matter to the human experience.
Field 2 (Philosophy)
Goal 1: Students will demonstrate a deepened knowledge of a principal theme and a major era or core figure in the history of philosophy.
Objectives: Students will:
- (1A) Demonstrate knowledge of a major topic or branch in the history of philosophy such as Aesthetics, Epistemology, Ethics, Logic, Metaphysics, and Theories of Justice.
- (1B) Demonstrate knowledge of a major era in the history of philosophy (Ancient, Modern, Medieval, or Contemporary) or a core figure in the history of philosophy.
Goal 2: Students will demonstrate the ability to communicate and assess philosophical ideas and arguments.
Objectives: Students will:
- (2A) Use philosophical terms and language appropriately in their prose.
- (2B) Identify and analyze assumptions and premises in philosophical arguments.
- (2C) Construct philosophical arguments and write cogently about philosophy.
- (2D) Demonstrate the ability to relate abstract theory to concrete practice.
Field 3 (Literature and the Arts)
Goal 1: Students will demonstrate an understanding of the aesthetic dimension of human life through the study of literature, art, or music and the ways in which they mirror and shape the human experience.
Objectives: Students will:
- (1A) Identify specific techniques, styles, or formalistic properties of particular examples of literature, art, or music.
- (1B) Identify the relationship of particular examples of literature, art, or music to the traditions from which they have emerged.
- (1C) Demonstrate an understanding of how creative work in literature, art, or music mirrors and shapes human experience.
Goal 2: Students will demonstrate knowledge of the methods of literary and artistic criticism and interpretation.
Objectives: Students will:
- (2A) Critically evaluate the methods of literary and/or artistic criticism and interpretation employed in the study of literature, art, or music.
- (2B) Employ the methods of literary and/or artistic criticism and interpretation in the study of literature, art, or music.
Field 4 (History)
Goal 1: Students will demonstrate familiarity with the way in which historians analyze change and continuity over time with reference to specific historical events, themes, ideas, and/or individuals.
Objectives: Students will:
- (1A) Situate events, people, and/or artifacts in their appropriate historical context.
- (1B) Recognize the relationship between cause and effect in the process of historical change.
- (1C) Read and interpret evidence from primary sources and texts.
- (1D) Read and understand scholarly historical arguments and the way in which they are constructed.
Field 5 (Social Sciences)
Goal 1: Students will demonstrate knowledge of human behavior from the perspective of a social science discipline.
Objectives: Students will:
- (1A) Demonstrate knowledge of the basic concepts and theories of a social science discipline.
- (1B) Demonstrate knowledge of research methodologies used in a social science discipline.
Goal 2: Students will utilize a social science discipline to critically evaluate social, cultural, and/or political claims.
Objectives: Students will:
- (2A) Apply social science concepts and theories to concrete problems of human society.
- (2B) Apply qualitative or quantitative analysis to situations in the world.
Field 6 (Natural Sciences)
Goal 1: Students will demonstrate through explanations, interpretations, and critical analyses their understanding of natural phenomena.
Objectives: Students will:
- (1A) Demonstrate valid application of cause and effect reasoning.
- (1B) Describe patterns of scale, proportion, and quantity in the natural world.
- (1C) Define natural systems in terms of energy, material components, and processes of change.
Goal 2: Students will demonstrate the ability to reason and communicate so that their actions can have positive impacts on society.
Objectives: Students will:
- (2A) Communicate scientific information effectively.
- (2B) Use qualitative or quantitative data to make rational predictions of natural phenomena.
- (2C) Apply scientific knowledge to issues impacting society.
Field 7 (Quantitative Sciences)
Goal 1: Students will be conversant with the essential terminology and concepts of a mathematical, statistical, or algorithmic system.
Objectives: Students will:
- (1A) Demonstrate knowledge of the vocabulary and notation of a mathematical, statistical, or algorithmic system.
- (1B) Demonstrate understanding of the theory behind the concepts and techniques of a mathematical, statistical, or algorithmic system.
Goal 2: Students will have the appropriate skills and techniques used in problem analysis and solution.
Objectives: Students will:
- (2A) Analyze and apply appropriate quantitative, theoretical, and/or computational techniques to solve problems.
- (2B) Interpret the results of their analysis clearly.
Attributes
Diversity
Goal 1: Students will develop their recognition of diversity – including issues of race/ethnicity in North America – at both a theoretical and a practical level.
.Objectives: Students will:
- (1A) Interpret the concept of diversity through its application to concrete examples (including at least one example regarding race/ethnicity in North America).
- (1B) Articulate how the social realities of groups with diverse identities (including at least one example regarding race/ethnicity in North America) have both shaped and been shaped by some power structure(s).
Ethics
Goal 1: Students will demonstrate the ability to employ ethical reasoning in matters of human concern.
Objectives: Students will:
- (1A) Articulate the fundamental elements of at least two major ethical theories (e.g. deontological, consequentialist, feminist, social contract, virtue theories, etc.).
- (1B) Articulate the meaning of at least two ethical concepts (e.g. happiness, equality, obligation, virtue, a worthwhile life, responsibility, dignity, rights, etc.).
- (1C) Apply ethical theories or concepts in analyzing ethical dilemmas and questions.
- (1D) Defend an ethical position with reference to at least one alternative ethical position.
Global Awareness
Goal 1: Students will demonstrate knowledge of the history, culture, and/or political systems of societies, states, and peoples other than the United States.
Objectives: Students will:
- (1A) Identify and describe the history, social structures, political institutions, and/or patterns of cultural expression that characterize specific societies, states, and peoples outside the United States.
- (1B) Identify the various factors that have contributed to the history and development of social structures, political institutions, and patterns of cultural expression that characterize specific societies, states, peoples, and cultures outside the United States.
Goal 2: Students will demonstrate how their knowledge of geographical regions other than the United States fosters greater awareness of the world in which the students live.
Objectives: Students will:
- (2A) Critically analyze how the history, culture, and/or political systems of geographical regions other than the United States inform the way people outside the United States view themselves.
- (2B) Critically analyze and reflect on how their knowledge of the history, culture, and/or political systems of geographical regions other than the United States inform the way in which the students understand their relationship to the world.
Justice
Goal 1: Students will demonstrate an understanding of justice, its relationship to power, and the ways in which causes of injustice may be mitigated and justice promoted.
Objectives: Students will:
- (1A) Compare and contrast differing theories of justice, including the ways in which justice has been defined and conceived.
- (1B) Describe the factors that are responsible for injustice with particular emphasis upon the relationship of injustice to inequities in the distribution of power.
- (1C) Describe the ways in which the factors responsible for injustice might be mitigated in the cause of justice.
Goal 2: Students will think critically about the factors that create, permit, and/or mitigate the conditions of justice or injustice.
Objectives: Students will:
- (2A) Identify how the distribution of power is embedded in institutions, social structures, and/or codes of conduct.
- (2B) Critically analyze theories, policies, and practices in so far as they promote either justice or injustice.
- (2C) Demonstrate how the conditions of injustice might be mitigated by specific forms of action.
Skills
Advanced Writing-Intensive
Goal 1: Students will demonstrate the ability to write an effectively developed logical argument.
Objectives: Students will:
- (1A) Integrate appropriate ideas and evidence, in accordance with course content.
- (1B) Organize those ideas and that evidence strategically for a given audience and purpose.
Goal 2: Students will demonstrate an understanding of appropriate or discipline-specific writing styles, standards, and conventions through a process that includes revision.
Objectives: Students will:
- (2A) Write grammatically correct sentences that are fluid and include smooth transitions.
- (2B) Use vocabulary that is appropriate for the purpose and audience/field.
- (2C) Employ correct punctuation, spelling, capitalization, and documentation conventions.
- (2D) Use appropriate citation and attribution of ideas, information, and evidence.
Oral Communication
Goal 1: Students will compose a message and provide ideas and information appropriate to its topic, audience, setting, and purpose.
Objectives: Students will:
- (1A) Identify the components of effective oral communication of an idea with an argument or thesis supported by evidence.
- (1B) Demonstrate the knowledge of how to select appropriate material that will be understood by the audience.
- (1C) Apply organizational and explanatory strategies suitable to the topic, audience, setting, and purpose of the message that is being delivered.
Goal 2: Students will demonstrate the ability to deliver effective oral presentations.
Objectives: Students will:
- (2A) Speak clearly and employ a rich and imaginative vocabulary with diction and pronunciation appropriate to the context.
- (2B) Present fluently, maintain eye contact with the audience, and use gestures appropriate to the context.
- (2C) Define the thesis and/or purpose of the message, use smooth transitions from one section to the next, and end with a clear and direct conclusion.
- (2D) Demonstrate the effective and judicious use of detail and evidence in substantiating and/or illuminating the presentation’s central thesis.
Core Capstone
Core Capstone
Goal 1: Students will demonstrate understanding of the four core knowledge attributes and integrate them with course themes and content in light of the Jesuit principle of seeking to live a socially responsible life, which underlies the Canisius University mission.
Objectives: Students will:
- (1A) Integrate one or more theories of ethics with the theme of this course and apply theory to course content.
- (1B) Integrate one or more theories of justice with the theme of this course and apply theory to course content.
- (1C) Demonstrate how global awareness informs strategies for responsible citizenship as that awareness applies to the theme and content of this course.
- (1D) Demonstrate how knowledge of diversity informs strategies for responsible citizenship as that knowledge applies to the theme and content of this course.
