Course proposals should be prepared and submitted by the faculty member primarily responsible for teaching the course unless there are special circumstances (e.g., instructor primarily responsible for the course is retiring or on sabbatical, the course is taught by multiple instructors, or there is not a consistent instructor for the course). Course proposals can only be submitted by UA faculty (career-track, tenured, tenure track, instructor). 

A "new course add" is either 1) a course that is brand new and not currently in the course catalog, or 2) a course that is in the course catalog (GE or otherwise), but is significantly changing the course content (e.g., significantly different student learning outcomes, title, description from its previous iteration). 

A "course modification" is a modification to a course that is currently in the course catalog (GE or otherwise). To qualify for a modification, the course content cannot be changing more than 25%. Typically, courses submitted for the GE as "modifications" include changes to the course framing and assignments to bring the course into alignment with the perspective-taking approach of the new program. The previous content and learning outcomes, however, do not significantly change. 

If you have any questions or concerns about whether your course qualifies as a "new course add" or a "course modification", please contact Curricular Affairs EARLY in the process to clarify (courseapprovals@arizona.edu). There are slightly different review processes for course modifications vs. new course adds. 

No. GE courses should not require or recommend prerequisites, except for GE Foundations courses as specified below, nor should they have enrollment requirements that would prevent enrollment by students who are not in a particular major, minor, or college, except in the Honors College. 

• Exception: Requiring the completion of a Foundations requirement. Courses with the Writing attribute may require completion of the Foundations Writing requirement as a prerequisite. Courses with the Quantitative Reasoning attribute may require completion of the Foundations Mathematics requirement as a prerequisite. Departments and instructors should be aware that there are different ways (strands, tracks, courses, exams) by which students satisfy these requirements. While students with the requirement satisfied will have demonstrated proficiency by one method or another, different students will nevertheless have different backgrounds and experiences and instructors should anticipate a diversity of skills.
• Exception: Specific requirements when an alternative is provided. A department may sometimes wish to offer a General Education course with specific placement or tracking required (for example, a course might require a particular level of math proficiency or course work no higher than first-semester calculus, or a course targeted for honors students offered outside of the Honors College). In such cases, the department, whenever possible, offer parallel tracks or versions of those General Education courses as options for students without those backgrounds or statuses.

Generally speaking, no. It is important that General Education courses be open to all University students and designed to be accessible to those with no prior background in a field of study. Courses offered at the 400 level are typically designed for advanced majors or minors in a given area of study and are often least likely to be accessible to all students from across the University. In rare instances, special approval may be sought when there is a compelling reason why it must be numbered at the 400 level, but this should be avoided whenever possible. 

General Education courses cannot be co-convened with graduate courses. 

The course is designed to prepare students to make the most of their Gen Ed experience, to develop the habits and skills of reflection, and to understand and value their role as lifelong learners. Specifically, UNIV 101 will help students understand the purpose of and appreciate the value of the Gen Ed program and to start the process of developing their Gen Ed ePortfolio that will help them demonstrate and articulate their learning across the program. Because of the Gen Ed focus on interdisciplinary thinking and perspective-taking, UNIV 101 is designed intentionally to be broad in relation to the university so that it can be specific to the general education program.

However, we do want students to feel very connected to the course and to the institution through the course. To accomplish this, we have developed a reader that is authored completely at the university. Utilizing voices of faculty, staff, students, and administrators from across the university, the reader will help students make practical connections to general education.

First-year seminar courses are a high-impact practice identified by AAC&U. The impact of common first-year seminars is greatest when the course focuses on the types of meta-cognitive skills (such as regular, intentional reflection) that will be a focus for the course.

Creating a bookended structure around the general education program that includes two different high impact practices, according to current research, should have a positive impact on retention. The Office of General Education will be conducting intentional program evaluation, assessment and research to understand the potential impact this program design, including the entry/exit courses, may have on the student experience beyond correlational retention metrics.

All students classified as first-year students will be required to take these courses, including those with DE/AP/IB credit. While these students may have completed a significant amount of General Education coursework, we still want them to engage in reflective meaning-making for their General Education experience that remains as well as for how their transferable credit relates to their UA coursework. The entry course will also include many opportunities for students to reflect on their academic behaviors, personal management, and well-being to help them get connected to resources on campus that can support their development.

Transfer students are not required to take UNIV 101 or UNIV 301; however, these courses are available to transfer students who believe that the courses will be a good fit for them. Transfer students, while not required to take these courses, are still required to meet a minimum of 32 units of Gen Ed credit as outlined in ABOR policy.

UNIV 101 and UNIV 301 are taught by a combination of our full-time UNIV faculty, part-time instructors from across campus, as well as adjunct instructors. Meet the team here!

UNIV 101 (the intro course) will be pre-scheduled into the student's first semester but does not preclude them taking other GE courses.

Students can enroll for UNIV 301 once they have completed UNIV 101, their Foundations Writing, Foundations Math, and at least 5 of their 7 core GE courses (EP and BC). 

While students may not have all of their signature assignments completed before enrolling in UNIV 301, they will have the majority of the signature assignments completed. Students are also encouraged to add any learning moments to their ePortfolios that are meaningful to them in addition to Signature Assignments.

One important distinction for the General Education Portfolio course (UNIV 301), and for the GE ePortfolio in general, is that this portfolio is designed to be a learning portfolio that is a hub of a students’ reflection over the course of the general education program. This is quite different from a showcase portfolio that many students develop for their professional trajectory (although elements of their GE portfolio could certainly make their way into a showcase portfolio). Because the focus of this is specifically on making relevant meaning of their general education experiences, UNIV 301 cannot be double dipped with a major capstone course.

In general, UNIV 101 and UNIV 301 are not used as a vehicle for mass communication. Any communication that is sent to all students enrolled in UNIV 101 or UNIV 301 must be approved by the Course Directors. This is to ensure that course communication remains relevant to the content of the courses and to avoid communication fatigue among students. If you have any questions about this, please contact UNIV 101/301 Course Director Amanda Parkman (aparkman@arizona.edu). 

The curriculum for both UNIV 101 and UNIV 301 have been developed to support student reflection and meaning-making across the general education curriculum. The courses are revised annually by the Course Directors in consultation with the full-time UNIV faculty to continually improve the student experience and student learning. 

The courses are not intended to provide an extended orientation to the University of Arizona. When it is in the service of the course learning outcomes and objectives, students will be introduced to certain campus resources (e.g. Undergraduate Research as it pertains to their own scholarly interests). However, the courses are not used as a way to advertise or recruit for campus programs or services.

A Perspective refers to an academic standpoint that instructors, scholars, and artists employ to address a question, topic, or challenge. 

Perspective-taking is asking questions, solving problems, interpreting information, creating knowledge, and thinking using discipline-specific approaches, tools, methods, and processes.

Engaging in perspective-taking and multi-perspective-taking invites learners to approach real-world problems, relevant questions, or explore phenomena from disciplinary, professional, and/or social perspectives. This perspective-taking and multi-perspective-taking is both intentional and explicit for learners in the UA General Education Program.

In Exploring Perspectives courses, students will encounter and practice the varied approaches (ways of questioning / thinking / reasoning / doing) of the Artist, Humanist, Natural Scientist, and Social Scientist. The goal for each Exploring Perspectives course is that students will develop disciplinary perspective-taking.

The Artist addresses creative expressions and aesthetic values of people and communities, past and present. Artists observe, interpret, create, and practice in many media to create meaning, expression, and communication. Understanding an Artist's perspective requires examining what led to the expression, why a creation was made, how the art was formed, and whether it created meaning for others beyond the artist or their community. Artists often passionately believe they can shape the world around them, but the results can be ineffable. Uncovering the artist's perspective can help students value their own and others' tastes. Artist perspective courses may include exploring the current and historical creative work of individuals and communities; analyzing artistic techniques, styles, and/or materials in relation to creative expression; understanding ethical, social, and political impacts of artistic practices and works; and creating artistic works of one's own in order to meaningfully contribute to a shared creative future.

The Humanist critically and often historically examines the full spectrum of human cultures and products, including material objects and structures, languages, literatures, philosophies, religions, thought, and consciousness. The Humanist perspective may also include approaches more properly called post-, anti-, or trans-humanist. Courses that explore the perspective of the Humanist may include close-reading and evaluation of current and historical materials; analyzing concepts and strategies of meaning making of individuals and communities; and addressing ethical problems of being and doing, from multiple points of view, to meaningfully contribute to a shared human experience.

The Natural Scientist analyzes and critically questions natural phenomena through the scientific method, and collects empirical evidence through observation and experimentation to explore, interpret, and create understanding of the physical world and its complex interrelations. Courses that explore the perspective of the natural scientist may include exploring physical, chemical and biological processes; analyzing how these processes have been shaping the natural world; applying the scientific method to solve problems with the help of empirical and data-driven approaches; and the ethical and broader impacts of these approaches from multiple points of view, to meaningfully contribute to a shared future.

The Social Scientist analyzes how people behave and interact at the level of the individual, the family, social and ethnic groups, regions, and formal institutions. Social Scientists seek to explain and predict, as both cause and effect: language, social attitudes and norms, religion, culture, informal social structures, political and economic organization, the distribution of wealth and power, demographics, understanding and valuing difference, cooperation, conflict, and changes in the natural environment. Courses that explore the perspective of the Social Scientist may include exploring current and historical societies and their interactions; analyzing motivations, behaviors, and developments of institutions, communities, and individuals; addressing problems in the relationship to self and others; and ethical impacts of these studies from multiple points of view, to meaningfully contribute to a shared global community.

In Building Connections courses, students will explore the unique contributions of knowledge, skills, methodologies, values and perspectives from varied disciplines and social positions. In addition, they will practice higher-order learning activities such as conceptual thinking, problem solving, innovative design, critical analysis, evaluation of ideas, and creation of knowledge/products.

Building Connections courses are meant to expose students to interdisciplinary and multi-perspective approaches to thinking about big ideas, addressing challenges and/or solving problems. They may be taught by a single instructor who is being intentional about bringing in readings from multiple perspectives, complemented with guest lectures, media, etc. OR a team of faculty from different corners of campus may collaborate around a shared question or issue.

The perspectives highlighted in a Building Connections course are not restricted to the disciplinary categories of Exploring Perspectives (Artist, Humanist, Natural Scientist, Social Scientist). Other or more specific/specialized disciplines may be incorporated. In addition, there is space to think outside the disciplinary box as well, to include perspectives from pertinent social positions. For example, a course offered at the University of Arizona might highlight the perspective of a "Borderlands Resident."

Civic Institutions courses must substantively incorporate each of the seven areas described in the Arizona Board of Regents' American Institutions requirement from one or more perspectives. These may be disciplinary perspectives, professional perspectives, or social positions. 

(I) History of the United States: how the history of the United States continues to shape the present

(II) Principles of American Constitutional Democracy: the basic principles of American constitutional democracy and how they are applied under a republican form of government

(III) United States Constitution and Developments: the United States Constitution and major American constitutional debates and developments

(IV) United States Foundational Documents: the essential founding documents and how they have shaped the nature and functions of American Institutions of self-governance

(V) Landmark U.S. Supreme Court Cases: landmark Supreme Court cases that have shaped law and society

(VI) Civic Actions and Behaviors: the civic actions necessary for effective citizenship and civic participation in a self-governing society – for example civil dialog and civil disagreement 

(VII) Development of Basic Economic Knowledge: basic economic knowledge to critically assess public policy options and to inform professional and personal decisions

Civics is experienced differently by different groups and people. In keeping with the perspective-taking foundations of the General Education program, courses selecting the CI category are expected to engage in perspective-taking or multi-perspective-taking. Perspective-taking in Civic Institutions courses are not restricted to academic disciplines. Courses may (and are encouraged to) consider social perspectives such as borderland residents or humans with disabilities. Courses can also include professional perspectives such as the perspectives of lawyers, teachers, or scientists.

The civics "breadth" course: The Civic Institutions curricular category is a required course category that meets ABOR policy 2-210 and is a graduation requirement for students (beginning Fall 2026). Students are required to complete one 3-unit course to fulfill this requirement. 

The civics "depth" attribute: The Civic Exploration Attribute is one of the five available attributes for Gen Ed courses. Each Gen Ed course carries one, but no more than two, Gen Ed Attributes. The Civic Exploration Attribute can be incorporated into an Exploring Perspectives or Building Connections course* and will explore one or more of the seven ABOR areas. Attributes are curricular design requirements that ensure students are learning key skills, methodologies, and contextualizing approaches that prepare students for participation in a global community. 

*Civic Institutions courses cannot carry the Civic Exploration Attribute.

Yes, every course in the Gen Ed Refresh must have at least one Signature Assignment.

Once a course is approved, as long as any instructor of that course follows the learning outcomes and meets the same expectations for the established core (BC/EP) and Attributes, the course materials, activities, and Signature Assignments may differ. Each instructor will be asked to submit their syllabus in the term they teach the course.

Instructors are free to shape this assignment and should note that it will become part of students’ GenEd ePortfolios to represent their engagement in the curriculum. Additionally, signature assignments should uphold the GE Refresh’s mission to emphasize understand and value differences in every course. For example thinking through accessibility, universal design, and representation of diverse voices in shaping these assignments. Instructors will have guidance throughout the Quick Start on implementing these changes.

Signature assignments allow students to demonstrate perspective taking and interdisciplinary thinking using the tools and framework of attributes. 

Examples of signature assignments include, but are not limited to, reflections (written, oral, artistic, multimedia), presentations (oral, visual, musical, artistic), compositions, research projects, service learning projects, social, economic, or environmental justice projects, and creative endeavors (artistic, design, technological, problem solving).

The use of a learning portfolio (differentiated from a showcase portfolio that one might use professionally) has been identified as a High Impact Practice by the American Association of Colleges and Universities, and its impact is even greater when combined with other high impact practices (such as a first-year seminar). The value added by the GE ePortfolio is to help students develop an understanding of the relevancy of their GE experience. The Refresh GE, through the development of habitual reflection in UNIV 101, the use of Signature Assignments in each core course, and the refinement of the ePortfolio in UNIV 301 provides an opportunity to help students move from a “requirement” mentality of GE to an understanding of the ways in which an interdisciplinary GE experience can increase their abilities to think critically and approach problems creatively. Students will have an opportunity to practice describing their academic journey to date in both written and verbal contexts, as well as practice giving and receiving feedback on their work. The ePortfolio provides a vehicle in which students can practice these essential skills for any career.

Attributes are curricular design elements that help to develop habits of mind and skills. Attributes emphasize one or more skills, methodologies, and/or contexts that frame the course content. Attributes are woven into the structure and course content of the course. 

The Gen Ed Attributes (updated Nov 2025):

• Civic Exploration
• Quantitative Reasoning
• Understand and Value Difference
• World Cultures and Societies
• Writing

Attributes and curricular categories are not the same thing! Gen Ed courses (belonging to one of the three core curricular categories) always carry one or two Attributes. 

Attributes are curricular design elements within Building Connections, Civic Institutions, and Exploring Perspectives courses. The elements help to develop and enhance habits of mind and skills that are transferable between disciplines and beyond the classroom. Attribute completion is not tracked for student graduation as part of their Gen Ed requirements. 

Curricular categories are the core course types within the Gen Ed program and are graduation requirements for students. These curricular categories engage students in perspective-taking and multi-perspective-taking and carry one or two Gen Ed Attributes. 

• Building Connections (6 units total): students will practice interdisciplinarity and multi-perspective taking to examine questions, issues, ideas, and potential solutions from disciplinary, professional, and/or social positions.
• Civic Institutions (3 units total): students explore key civic concepts from one or more disciplinary perspectives, professional perspectives, and/or social positions.
• Exploring Connections (12 units total, 4 perspectives): students explore and practice the varied approaches (ways of questioning/thinking/reasoning/doing) of the artist, humanist, natural scientist, and social scientist. 

While Gen Ed Attributes are not tracked as for graduation requirements and are not visible to students in the course catalog, they are integral curricular design elements that help students: 

• Develop effective communication skills
• Become critical thinkers
• Understand and value differences
• Use information ethically and effectively
• Recognize the importance of civic engagement, historically and personally
• Situate themselves in a global context

These curricular design elements are critical to the structure of the Gen Ed program and are essential features in meeting our ABOR assessment requirements. 

All Gen Ed courses must carry one, but no more than two, Attributes. Attributes serve as critical threads in the tapestry of a Gen Ed course; so much so that if these threads are removed, the tapestry image unravels.