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Paper will be graded on quality of research, effective use of information gained through research, credibility of sources, and relevance of included information. Grade will be based on organization, clarity, use of transitions, appropriate voice, correct citation format, grammar, spelling and punctuation.

Rubric for evaluating student presentations. Can be applied to any presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

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With increased globalization of information, culture, and commerce, students should strive to understand and appreciate cultures present outside the geopolitical boundaries of the United States. Courses in World Cultures open students to different ways of looking at the world; intermediate foreign language courses go beyond language skills training to offer students deeper insight into the cultures where these languages are primary. World Cultures courses will prepare the student with non-English language skills at the intermediate level OR introduce cultural and social aspects of human behavior in multiple or particular communities outside of the United States.

Understanding and appreciating the arts enhances the quality of life for all of our students and ensures the preservation of our cultural heritage in the future. It is important for every student at UNH to experience the intellectual and emotional impact of the arts. Experiencing the Fine and Performing Arts within the artistic life of the University is an important aspect of the experience of being part of a university community. The subject will be art, architecture, theater, film, dance, or music and the course will endeavor, with some element of learning through experience, to enrich a student’s understanding of and appreciation for the fine or performing arts.

The social sciences encompass major traditions of thought that provide frameworks for analyzing the challenges facing contemporary society. As the world becomes more interconnected and complex, the tools provided by the social sciences become increasingly important for understanding values, behaviors, and institutions. The social sciences requirement ensures that students learn to apply relevant theoretical perspectives, data-gathering techniques, and methodological approaches to diverse phenomena. These courses will also utilize appropriate methods of inquiry by introducing the systematic use of data, documentation, and experimentation relevant to particular fields or disciplines. Students will weigh the trade-offs of various approaches and will develop a framework that can be applied to one or more social issues.

Broadly defined as the study of important works of ideas and of the imagination, the humanities are a longstanding and central component of a liberal education. More specifically, the humanities focus on questions related to meaning, ethics, aesthetics, and identity, and the foundations of knowledge; and they involve the study of major works that focus on ideas, traditions, and concepts that have fundamentally shaped our understanding of the world and our sense of self at different moments in time and in diverse places. Courses in the humanities should introduce students to central works of literature and/or ideas, or other historically important primary texts. Additionally, all humanities courses should explore the nature of humanistic inquiry, and the central methods by which scholars in the humanities pursue their work.

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Quantitative reasoning refers to the ability to think critically and analytically using abstract formal methods with broad application. In 1982, the Undergraduate Curriculum Review Committee wrote that a quantitative reasoning course "... must acquaint the student with how to analyze, manipulate, and understand quantitative data." We support the broader view that a quantitative reasoning course should foster critical thinking skills and develop formal reasoning abilities. That is, " quantitative reasoning" can be understood to include reasoning with formal symbols, as well as with numbers. We recognize that certain courses in symbolic logic and computer science, in addition to mathematics and statistics, can promote the goals of the quantitative reasoning requirement.

An educated person must have some perspective on historical change, acquaintance with major historical developments, and understanding of the historical conditions and forces which have shaped the present. Students ought to have the opportunity to acquire knowledge of major historical developments and, where appropriate, understanding of how these developments have shaped contemporary life in all its complexity. Students should have the opportunity to acquire experience in methods of historical inquiry and modes of historical thought. Courses meeting this requirement should allow students to acquire a historical understanding of past worlds. One of the assumptions behind the notion of a “historical perspective” is that the perspective to be gained arises in part from a study of particulars. In all cases, however, students should learn how to identify aspects of the past that were crucial to historical persons on their own terms or that shape the present.

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