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Core Curriculum

Core CurriculumThe Core Curriculum is a set of common courses in the liberal arts and sciences required of all LIU Post undergraduate students. Transfer Students should see the Transfer Policy below. Designed by faculty of LIU Post, the Core Curriculum equips students with broad-based knowledge to prepare them to succeed in their academic studies and future careers. Each course emphasizes the development of the student’s critical thinking, oral, visual and written communication skills.

Through this high-quality curriculum students will have the opportunity to reach their intellectual potential, to contribute to society in meaningful ways, and to face the challenges of an increasingly complex world.

The Core Curriculum ranges from 39 to 45 credits, depending on the student’s major. Courses are distributed over 10 core knowledge areas and aim collectively to provide provide proficiency in ten fundamental skill areas.

The Core Curriculum will provide proficiency in the following ten skill areas:

  • Written Communication:  Skilled written communication entails the clear, sophisticated, and well-organized development of ideas in a style appropriate to the purpose of the writing.  It includes competence in a range of conventions appropriate to different disciplines and audiences and the ability to work with different writing technologies developed through iterative experiences across the curriculum.

    Learning Objective: Students will express clear, sophisticated, and well-organized ideas in a style consistent with the purpose of the writing and through conventions appropriate to discipline and audience.

  • Oral Communication: Oral communication entails either the formal or informal presentation of information or ideas in clear, compelling, and systematic ways that engage the audience and promote full understanding.  A skillful presentation offers audiences a clear argument about the presentation's significance that is delivered intelligibly and confidently and selects relevant and vivid material that changes or reinforces listeners' attitudes, values, beliefs, or behaviors.

    Learning Objective: Students will present information or ideas in clear, compelling, and systematic ways that engage an audience and promote full understanding.

  • Quantitative Reasoning: Quantitative Reasoning entails the skilled application of basic numerical fluency to a wide array of authentic contexts and everyday issues and involves competency and comfort in working with numerical data. It includes solving quantitative problems, decoding and evaluating the data presented in charts, graphs, and tables, understanding and creating sophisticated arguments supported by quantitative evidence and clearly communicating those arguments in a variety of formats.

    Learning Objective: Students will demonstrate numerical fluency in a wide array of authentic contexts and everyday issues by analyzing data presented in charts, graphs, and tables, and creating sophisticated arguments supported by quantitative evidence.

  • Critical Thinking: Critical thinking is a habit of mind characterized by the careful and comprehensive exploration and analysis of issues, opinions, ideas, texts, and events before accepting or formulating a position. Critical thinking includes understanding and evaluating various perspectives and their underlying assumptions, analyzing a situation within its social context and appreciating the complexities endemic to human affairs in order to arrive at greater knowledge and understanding.

    Learning Objective: Students will carefully and comprehensively understand and analyze issues, opinions, ideas, texts, and events before accepting or formulating a position.

  • Ethical Reasoning: To engage in ethical reasoning means to think critically about right and wrong human conduct. It requires students to be able to assess their own ethical judgments, the judgments of others and the prevailing values and norms of their time and place. It includes an open-minded but critical assessment of how different ethical problems might be viewed from various perspectives; understanding the extent to which ethical choices and values are embedded in social contexts; and recognizing the ramifications of alternative courses of action before arriving at a judgment.

    Learning Objective: Students will evaluate their own ethical judgments, the judgments of others, and the prevailing values and norms of their time and place by considering various perspectives and formulating reasoned positions about ethical issues.

  • Information Literacy: Information literacy entails the ability to recognize when more information is needed, to locate reliable sources for that information, and to understand and interpret the information found in the sources fully and accurately.

    Learning Objective: Students will recognize when more information is needed, locate reliable sources for that information, and understand and interpret information found in the sources fully and accurately.

  • Technological Competency:  Technological competency entails the skilled use of computers and other technologies appropriate to many business, organizational, and private settings. For instance, computer users understand the fundamentals of how relevant technology works, exhibit competence with common programs like word processing and data management, are conversant with a variety of social media, understand the need to protect data privacy and guard against malware, and adhere to the etiquette of communication in business and professional settings.

    Learning Objective: Students will retrieve, manage and communicate information while adhering to the etiquette of business and professional settings.

  • Creative Capabilities: Creative thinking is demonstrated by combining or synthesizing existing ideas, images, or disciplines in original ways. It includes thinking and working in an imaginative way characterized by innovation, divergent thinking, and risk-taking and developing original ideas or forms of cultural expression.

    Learning Objective: Students will combine or synthesize existing ideas, images, or disciplines in original ways and develop original ideas or forms of cultural expression.

  • Intercultural Knowledge: Intercultural knowledge is a set of cognitive, affective, and behavioral skills connected to viewing oneself as a member of a world community and being aware that we share the future with others. It includes not only exposure to culturally different others and aesthetic appreciation of their artistic achievements, but also the capacity to meaningfully engage with them, to place social justice in historical, social and political contexts, to identify our own cultural patterns, and to adapt empathetically and flexibly to unfamiliar ways of being.

    Learning Objective: Students will place social justice in a historical, political and social context and exhibit empathic and aesthetic understanding of culturally diverse ways of life.

  • Inquiry and Analysis: Inquiry is a systematic process of examining objects and events (including natural and social phenomena), theories, issues, and works through the collection and analysis of evidence that results in informed conclusions or judgments. Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.

    Learning Objective: Students will systematically analyze objects, events, theories, issues, and works through the collection of evidence and draw informed conclusions about them.

Most students complete the Core Curriculum requirements during the first two years as preparation for more advanced study within their major during the junior and senior years. The courses are divided into the following major areas:

  • Competency Requirements
  • Laboratory Sciences
  • History and Philosophy
  • Literature or Foreign Language
  • Arts
  • Economics or Political Science
  • Anthropology, Geography, Psychology or Sociology
  • Mathematics

Students select from a variety of courses in these areas. Each of the courses also treat two or three core skills. The following guidelines should be used in selecting courses:

  1. Unless indicated otherwise, the courses should be in one discipline in each area (e.g., two courses in Anthropology; not one course in Anthropology and one course in Geography).
  2. Courses in the Core Curriculum may not be taken on a Pass/No Pass basis.
  3. Students should see their academic counselors to develop a plan of study.
  4. Transfer Students only: Previous college coursework may substitute for core courses with academic counselor’s approval.
  5. Students in the Honors Program may take the Honors Program equivalent of these courses to satisfy their Core Curriculum requirements.

CORE CURRICULUM POLICY - TRANSFER STUDENTS EFFECTIVE FALL 2010

1. Students transfer to LIU Post as "core complete" if they have received AA or AS degrees from institutions with which we have articulation agreements, or other accredited institutions granting Liberal Arts degrees. Students with degrees from technical institutions would not qualify as core complete

2. No student who transfers to LIU Post without an approved AA or AS degree may graduate without a minimum of:

a. Math - 3 credits
b. Science - 4 credits
c. Fine Arts - 3 credits
d. Humanities*; - 9 credits
e. Social Sciences** - 6 credits
f. English Composition (ENG 1 and 2) - 6 credits

*Humanities courses include:

  • English
  • Foreign Language
  • History
  • Philosophy
  • World Literature

**Social Science courses include:

  • Anthropology
  • Economics
  • Geography
  • Political Science
  • Psychology
  • Sociology

3. Students who transfer to LIU Post with less than 24 completed college credits must satisfy standard (freshman) core curriculum requirements.