Administration Building, Room 108
The AUCC Experience
- Note Regarding the All-University Core Curriculum
Categories 1A, 1B and 2: Fundamental Competencies
- Category 3A-3E: Foundations and Perspectives
Note Regarding Guaranteed Transfer (GT) Pathways courses
For more in-depth descriptions of each AUCC category (including Content Criteria and Core Student Learning Outcomes), please visit the Curriculum & Catalog website.
The All-University Core Curriculum (AUCC) at CSU helps students refine their academic skills and introduces them to areas of knowledge, methodologies, and ways of knowing in various fields of study. The AUCC is integral to the entire undergraduate educational experience.
The AUCC promotes the acquisition and effective practice of essential competencies within areas of learning stipulated by the state of Colorado. These include math, writing, arts and humanities, social sciences, and history. Courses approved for inclusion in the AUCC at CSU collectively satisfy all of the requirements of the state with regard to subject area and general transfer agreement (GT Pathways) content, competencies, and student learning outcomes. Essential competencies include the ability to write clearly, speak effectively, recognize diverse perspectives, understand and apply quantitative reasoning, make sense of abstract ideas, reason analytically, and read critically.
Each course approved to satisfy requirements of the AUCC calls upon the instructor to introduce and reinforce academic success skills, provide students with ample and prompt feedback to encourage their academic progress and development, encourage reflection and development of metacognition, and foster an academic mindset.
AUCC courses should provide high impact practices such as writing, collaborative learning, community/civic engagement, or research as relevant to the field. Students learn and retain knowledge when they write, reflect upon what they are learning, and engage in revision processes that utilize feedback. Courses in categories 3B, 3C, 3D, and 3E must base at least 25% of the final grade on writing, a portion of which must be written outside of class. Writing activities may range from brief in-class reflective writing to multi-draft revised papers.
Teaching that encourages this mindset involves setting high and realistic goals for students; making clear the course objectives and academic competencies they help to develop; and demonstrating connections among content, competencies, and life applications. It encourages ongoing effort and offers frequent constructive feedback. Such teaching makes explicit that productive studying, active engagement in learning experiences, practicing, questioning, participating, reflecting, and learning from mistakes contribute to student success.
Students in AUCC Courses may anticipate:
- Graded feedback early in a course.
- Early and consistent access to information about their progress in a course.
- Prompt evaluation of their work, as well as frequent and ongoing feedback that assesses strengths and weaknesses and encourages continuing effort.
- When relevant, referral to campus resources to support their success.
- When appropriate, collaboration, peer interaction, and peer feedback.
- Consultation outside of class.
Research at CSU has shown that there is a relationship between student engagement and academic success. Engagement includes, but is not limited to, the following:
- Regularly attending class and coming prepared to learn.
- Practicing effective study habits.
- Completing required assignments.
- Asking questions and seeking help when needed.
- Learning about campus resources that support students.
- Embracing intellectual challenges, opportunities for growth, and breadth of perspectives and opinions.
Credits earned in the College Board Advanced Placement Program (AP), the College-Level Examination Program (CLEP), and International Baccalaureate (IB) can be used to satisfy particular All-University Core Curriculum requirements.
All CSU undergraduate students share a common learning experience. Faculty members from across the University contribute to that experience.
The Intermediate Writing and Quantitative Reasoning requirements must be completed within the first 60 credits (CSU and transfer) taken.
Each baccalaureate Program of Study must incorporate the following elements:
|1A. Intermediate Writing||3|
|1B. Quantitative Reasoning||3|
|2. Advanced Writing||3|
|3A. Biological and Physical Sciences (At least one course will include an associated lab)||7|
|3B. Arts and Humanities||6|
|3C. Social and Behavioral Sciences||3|
|3D. Historical Perspectives||3|
|3E. Diversity and Global Awareness||3|
|Minimum 5 credits, 2 courses||5|
|4A. Applying Fundamental Competencies: designated courses must apply and integrate knowledge from courses in the Fundamental Competencies of AUCC Categories 1A, 1B, and 2. At least 50% of the course grade must be based on activities that involve writing, speaking, and/or problem solving. Early guidance and feedback will support students’ growth as writers, speakers, and problem solvers.|
|4B. Integrating Foundations and Perspectives: designated courses must build upon the Foundations and Perspectives of AUCC Categories 3A, 3B, 3C, 3D, and 3E in an integrative and complementary way. Each course designated to fulfill this requirement shall emphasize the connections between its course content and the concepts and intellectual approaches that exemplify Foundations and Perspectives categories.|
|4C. Capstone Experience: every major must require a capstone experience that offers the opportunity for integration and reflection on students’ nearly completed undergraduate education.|
Students are advised to see if their program of study has particular recommendations for satisfying All-University Core Curriculum requirements.
A student must earn a cumulative grade point average of 2.000 or better in the courses used to satisfy categories 1 through 3 of the All-University Core Curriculum requirements.
What follows is a brief description of each category in the All-University Core Curriculum and a list of the courses currently approved to meet that category. Note: No courses are listed in more than one category; courses listed in one category cannot be used to fulfill any other category in the AUCC.
Fundamental Competencies are central to success in all courses. These include written and oral communication and quantitative reasoning. Therefore, the learning outcomes and instructional aims of these courses seek to develop and reinforce such competencies.
The ability to communicate in written form is an essential component of success in any academic program and enhances the possibility of one’s success in personal and professional life. Courses in this category provide instruction in the skills essential to effective written communication, extensive practice in the use of those skills, and evaluation of students’ writing to guide them in improving their skills.
|CO 150||College Composition (GT-CO2)||3|
|HONR 193||Honors Seminar||3|
Quantitative reasoning and problem solving are essential skills for success in academics and in life. Quantitative reasoning, which includes Mathematics and Statistics, develops ways of knowing that involve abstraction, generalization, and analysis. Such thinking involves problem solving, interpretation, representation, application, and communication.
|MATH 101||Math in the Social Sciences (GT-MA1)||3|
|MATH 105||Patterns of Phenomena||3|
|MATH 117||College Algebra in Context I (GT-MA1)||1|
|MATH 118||College Algebra in Context II (GT-MA1)||1|
|MATH 124||Logarithmic and Exponential Functions (GT-MA1)||1|
|MATH 125||Numerical Trigonometry (GT-MA1)||1|
|MATH 126||Analytic Trigonometry (GT-MA1)||1|
|MATH 141||Calculus in Management Sciences (GT-MA1)||3|
|MATH 155||Calculus for Biological Scientists I (GT-MA1)||4|
|MATH 157||One Year Calculus IA (GT-MA1)||3|
|MATH 159||One Year Calculus IB (GT-MA1)||3|
|MATH 160||Calculus for Physical Scientists I (GT-MA1)||4|
|MATH 161||Calculus for Physical Scientists II (GT-MA1)||4|
|MATH 255||Calculus for Biological Scientists II||4|
|STAT 100||Statistical Literacy (GT-MA1)||3|
Building on and adapting skills and strategies developed in courses in Intermediate Writing, the objective of Advanced Writing is the further development of competence in written communication.
|BUS 300||Business Writing and Communication (GT-CO3)||3|
|CHEM 301||Advanced Scientific Writing--Chemistry (GT-CO3)||3|
|CO 300||Writing Arguments (GT-CO3)||3|
|CO 301A||Writing in the Disciplines: Arts and Humanities (GT-CO3)||3|
|CO 301B||Writing in the Disciplines: Sciences (GT-CO3)||3|
|CO 301C||Writing in the Disciplines: Social Sciences (GT-CO3)||3|
|CO 301D||Writing in the Disciplines: Education (GT-CO3)||3|
|CO 302||Writing in Digital Environments (GT-CO3)||3|
|JTC 300||Professional and Technical Communication (GT-CO3)||3|
|JTC 301||Corporate and Professional Communication (GT-CO3)||3|
|LB 300||Specialized Professional Writing||3|
Foundations and Perspectives courses emphasize subject area methodologies, perspectives, modes of expression and creativity, concepts, and knowledge. Courses in this category help students effectively use fundamental competencies to bring diverse viewpoints, knowledge, application, creativity, and skills to life. Courses explore distinctive characteristics as well as critical linkages among fields of study, promoting synthesis of learning.
Biological and Physical Science courses examine scientific perspectives, build familiarity with scientific knowledge and the scientific method, develop competencies in reasoning, inquiry, and analysis and evaluate the impacts of science and technology on society to facilitate communication in an increasingly complex and technological world. At least one course used to satisfy this requirement must have a laboratory component.
|AA 100||Introduction to Astronomy (GT-SC2)||3|
|AA 101||Astronomy Laboratory (GT-SC1)||1|
|ANTH 120||Human Origins and Variation (GT-SC2)||3|
|ANTH 121||Human Origins and Variation Laboratory (GT-SC1)||1|
|BSPM 102||Insects, Science, and Society (GT-SC2)||3|
|BZ 101||Humans and Other Animals (GT-SC2)||3|
|BZ 104||Basic Concepts of Plant Life (GT-SC2)||3|
|BZ 105||Basic Concepts of Plant Life Laboratory (GT-SC1)||1|
|BZ 110||Principles of Animal Biology (GT-SC2)||3|
|BZ 111||Animal Biology Laboratory (GT-SC1)||1|
|BZ 120||Principles of Plant Biology (GT-SC1)||4|
|CHEM 103||Chemistry in Context (GT-SC2)||3|
|CHEM 104||Chemistry in Context Laboratory (GT-SC1)||1|
|CHEM 107||Fundamentals of Chemistry (GT-SC2)||4|
|CHEM 108||Fundamentals of Chemistry Laboratory (GT-SC1)||1|
|CHEM 111||General Chemistry I (GT-SC2)||4|
|CHEM 112||General Chemistry Lab I (GT-SC1)||1|
|FW 104||Wildlife Ecology and Conservation (GT-SC2)||3|
|GEOL 110||Introduction to Geology-Parks and Monuments (GT-SC2)||3|
|GEOL 120||Exploring Earth - Physical Geology (GT-SC2)||3|
|GEOL 121||Introductory Geology Laboratory (GT-SC1)||1|
|GEOL 122||The Blue Planet - Geology of Our Environment (GT-SC2)||3|
|GEOL 124||Geology of Natural Resources (GT-SC2)||3|
|GEOL 150||Physical Geology for Scientists and Engineers||4|
|GR 304||Sustainable Watersheds||3|
|HONR 292A||Honors Seminar: Knowing in the Sciences||3|
|HORT 100||Horticultural Science||4|
|LAND 220||Fundamentals of Ecology (GT-SC2)||3|
|LIFE 102||Attributes of Living Systems (GT-SC1)||4|
|LIFE 201A||Introductory Genetics: Applied/Population/Conservation/Ecological (GT-SC2)||3|
|LIFE 201B||Introductory Genetics: Molecular/Immunological/Developmental (GT-SC2)||3|
|LIFE 220||Fundamentals of Ecology (GT-SC2)||3|
|MIP 101||Introduction to Human Disease (GT-SC2)||3|
|NR 120A||Environmental Conservation (GT-SC2)||3|
|NR 130||Global Environmental Systems (GT-SC2)||3|
|NR 150||Oceanography (GT-SC2)||3|
|PH 110||Physics of Everyday Phenomena (GT-SC2)||3|
|PH 111||Physics of Everyday Phenomena Laboratory (GT-SC1)||1|
|PH 121||General Physics I (GT-SC1)||5|
|PH 122||General Physics II (GT-SC1)||5|
|PH 141||Physics for Scientists and Engineers I (GT-SC1)||5|
|PH 142||Physics for Scientists and Engineers II (GT-SC1)||5|
|WR 304||Sustainable Watersheds||3|
The Arts and Humanities explore uniquely human expressions. The Arts and Humanities investigate the cultural character and literatures of human experiences, fundamental questions of values and meaning, and, both in word and beyond words, the symbols and creative expressions of human life. Courses in Arts and Humanities may be in Arts and Expression; Literature and Humanities; Ways of Thinking; or World Languages. No more than three credits of intermediate world language (L*** 200, L*** 201) may be used toward this category.
|AM 130||Awareness and Appreciation of Design||3|
|ART 100||Introduction to the Visual Arts (GT-AH1)||3|
|ART 200||Media Arts in Context||3|
|BUS 220||Ethics in Contemporary Organizations (GT-AH3)||3|
|CS 150||Culture and Coding (GT-AH3)||3|
|D 110||Understanding Dance (GT-AH1)||3|
|E 140||The Study of Literature (GT-AH2)||3|
|E 232||Introduction to Humanities (GT-AH2)||3|
|E 236||Short Fiction||3|
|E 242||Reading Shakespeare (GT-AH2)||3|
|E 270||Introduction to American Literature (GT-AH2)||3|
|E 276||Survey of British Literature I (GT-AH2)||3|
|E 277||Survey of British Literature II (GT-AH2)||3|
|ETST 240||Native American Cultural Experience (GT-AH2)||3|
|HONR 292B||Honors Seminar: Knowing in Arts and Humanities (GT-AH2)||3|
|HONR 392||Honors Seminar||3|
|IDEA 210||Introduction to Design Thinking (GT-AH1)||3|
|INTD 110||Visual Expression of Interior Environments (GT-AH1)||3|
|LAND 110||Introduction to Landscape Architecture||3|
|LARA 200||Second-Year Arabic I (GT-AH4)||4|
|LARA 201||Second-Year Arabic II (GT-AH4)||4|
|LARA 250||Arabic Language, Literature, Culture in Translation (GT-AH2)||3|
|LCHI 200||Second-Year Chinese I (GT-AH4)||5|
|LCHI 201||Second-Year Chinese II (GT-AH4)||5|
|LCHI 250||Chinese Language, Literature, Culture in Translation (GT-AH2)||3|
|LFRE 200||Second-Year French I (GT-AH4)||3|
|LFRE 201||Second-Year French II (GT-AH4)||3|
|LFRE 250||French Language, Literature, Culture in Translation (GT-AH2)||3|
|LGER 200||Second-Year German I (GT-AH4)||3|
|LGER 201||Second-Year German II (GT-AH4)||3|
|LGER 250||German Language, Literature, Culture in Translation (GT-AH2)||3|
|LGER 251||The Holocaust in Literature and Film||3|
|LITA 200||Second-Year Italian I (GT-AH4)||3|
|LITA 201||Second-Year Italian II (GT-AH4)||3|
|LJPN 200||Second-Year Japanese I (GT-AH4)||5|
|LJPN 201||Second-Year Japanese II (GT-AH4)||5|
|LJPN 250||Japanese Language, Literature, Culture in Translation (GT-AH2)||3|
|LRUS 200||Second-Year Russian I (GT-AH4)||4|
|LRUS 201||Second-Year Russian II (GT-AH4)||4|
|LRUS 250||Russian Language, Literature, Culture in Translation (GT-AH2)||3|
|LSGN 200||Second-Year American Sign Language I||3|
|LSGN 201||Second-Year American Sign Language II||3|
|LSPA 200||Second-Year Spanish I (GT-AH4)||3|
|LSPA 201||Second-Year Spanish II (GT-AH4)||3|
|LSPA 230||Spanish for Heritage Speakers||3|
|LSPA 250||Spanish Language, Literature, Culture in Translation (GT-AH2)||3|
|MU 100||Music Appreciation (GT-AH1)||3|
|MU 110||Music and Technology||3|
|MU 111||Music Theory Fundamentals (GT-AH1)||3|
|MU 131||Introduction to Music History and Literature (GT-AH1)||3|
|PHIL 100||Appreciation of Philosophy (GT-AH3)||3|
|PHIL 103||Moral and Social Problems (GT-AH3)||3|
|PHIL 110||Logic and Critical Thinking (GT-AH3)||3|
|PHIL 120||History and Philosophy of Scientific Thought (GT-AH3)||3|
|SPCM 100||Communication and Popular Culture (GT-AH1)||3|
|SPCM 201||Rhetoric in Western Thought (GT-AH3)||3|
|TH 141||Introduction to Theatre (GT-AH1)||3|
The Social and Behavioral Sciences are designed to help students acquire broad foundations of social science knowledge and the ability to apply this understanding to contemporary problems and issues. The Social and Behavioral Sciences use methods of the field to study the complex behaviors of individuals and their relationships with others in families, public institutions, and cultures. The Social and Behavioral Sciences requirements help students explore the forms and implications of individual and collective behaviors, and their ties to formal institutions.
|ANTH 100||Introductory Cultural Anthropology (GT-SS3)||3|
|ANTH 232||Soundscapes-Music as Human Practice||3|
|AREC 202||Agricultural and Resource Economics (GT-SS1)||3|
|AREC 240||Issues in Environmental Economics (GT-SS1)||3|
|ECON 101||Economics of Social Issues (GT-SS1)||3|
|ECON 202||Principles of Microeconomics (GT-SS1)||3|
|ECON 204||Principles of Macroeconomics (GT-SS1)||3|
|ECON 212||Racial Inequality and Discrimination (GT-SS1)||3|
|ECON 240||Issues in Environmental Economics (GT-SS1)||3|
|EDUC 275||Schooling in the United States (GT-SS3)||3|
|ETST 260||Contemporary Indigenous Issues||3|
|ETST 277||Racial Representations of Black Athletes||3|
|GR 100||Introduction to Geography (GT-SS2)||3|
|HDFS 101||Individual and Family Development (GT-SS3)||3|
|HONR 492||Honors Senior Seminar||3|
|JTC 100||Media in Society (GT-SS3)||3|
|LEAP 200||Advocacy in the Visual and Performing Arts||3|
|MU 232||Soundscapes-Music as Human Practice||3|
|POLS 101||American Government and Politics (GT-SS1)||3|
|POLS 103||State and Local Government and Politics (GT-SS1)||3|
|PSY 100||General Psychology (GT-SS3)||3|
|PSY 152||Science of Learning||3|
|SOC 100||General Sociology (GT-SS3)||3|
|SOC 105||Social Problems (GT-SS3)||3|
|SOWK 110||Contemporary Social Welfare (GT-SS1)||3|
|SPCM 130||Relational and Organizational Communication (GT-SS3)||3|
|WS 200||Introduction to Women's Studies||3|
The goal of the Historical Perspectives requirement is to engage students in an analytical, chronological or thematic study of significant events, to investigate different perspectives and interpretations of them, and to understand historical methods, sources, and concepts as they relate to multi-dimensional human experiences. It should provide students with a foundation for relating perspectives of the past to aspirations for the future.
|AGED 210||History of Agriculture in the United States||3|
|AMST 100||Self/Community in American Culture, 1600-1877 (GT-AH2)||3|
|AMST 101||Self/Community in American Culture Since 1877 (GT-AH2)||3|
|ANTH 140||Introduction to Prehistory (GT-HI1)||3|
|ETST 250||African American History (GT-HI1)||3|
|ETST 252||Asian American History (GT-HI1)||3|
|ETST 255||Native American History (GT-HI1)||3|
|HIST 100||Western Civilization, Pre-Modern (GT-HI1)||3|
|HIST 101||Western Civilization, Modern (GT-HI1)||3|
|HIST 115||The Islamic World: Late Antiquity to 1500||3|
|HIST 116||The Islamic World Since 1500||3|
|HIST 120||Asian Civilizations I (GT-HI1)||3|
|HIST 121||Asian Civilizations II (GT-HI1)||3|
|HIST 150||U.S. History to 1876 (GT-HI1)||3|
|HIST 151||U.S. History Since 1876 (GT-HI1)||3|
|HIST 170||World History, Ancient-1500 (GT-HI1)||3|
|HIST 171||World History, 1500-Present (GT-HI1)||3|
|HIST 201||Seminar – Approaches to History||3|
|HIST 250||African American History (GT-HI1)||3|
|HIST 252||Asian American History (GT-HI1)||3|
|HIST 255||Native American History (GT-HI1)||3|
Courses that address Diversity and Global Awareness engage students in the study of cultural identities, explore the interactions among these identities, and reflect upon patterns of interaction related to the larger contexts in which they take place. These courses provide opportunities to expand self-awareness, examine perspectives, and engage in dialogue in order to analyze personal and social responsibility, domestic or global systems, and contemporary contexts.
|AGRI 116||Plants and Civilizations (GT-SS3)||3|
|AGRI 270||World Interdependence-Population and Food (GT-SS3)||3|
|AM 250||Clothing, Adornment and Human Behavior (GT-SS3)||3|
|ANTH 200||Cultures and the Global System (GT-SS3)||3|
|E 142||Reading Without Borders (GT-AH2)||3|
|E 238||20th-Century Fiction (GT-AH2)||3|
|E 245||World Drama (GT-AH2)||3|
|ECON 211||Gender in the Economy (GT-SS1)||3|
|ETST 100||Introduction to Ethnic Studies (GT-SS3)||3|
|ETST 205||Ethnicity and the Media (GT-SS3)||3|
|ETST 253||Chicanx History and Culture (GT-HI1)||3|
|ETST 256||Border Crossings: People/Politics/Culture (GT-SS3)||3|
|GR 102||Geography of Europe and the Americas (GT-SS2)||3|
|HONR 292C||Honors Seminar: Knowing Across Cultures (GT-SS3)||3|
|HORT 171||Environmental Issues in Agriculture (GT-SS3)||3|
|IE 116||Plants and Civilizations (GT-SS3)||3|
|IE 179||Globalization: Exploring Our Global Village (GT-SS3)||3|
|IE 270||World Interdependence-Population and Food (GT-SS3)||3|
|INST 200||Interdisciplinary Approaches to Globalization||3|
|LB 170||World Literatures to 1500 (GT-AH2)||3|
|LB 171||World Literatures-The Modern Period (GT-AH2)||3|
|MU 132||Exploring World Music||3|
|PHIL 170||World Philosophies (GT-AH3)||3|
|POLS 131||Current World Problems (GT-SS1)||3|
|POLS 232||International Relations (GT-SS1)||3|
|POLS 241||Comparative Government and Politics (GT-SS1)||3|
|SA 482||Study Abroad||1-18|
|SOC 205||Contemporary Race-Ethnic Relations (GT-SS3)||3|
|SOC 220||Global Environmental Issues (GT-SS3)||3|
|SOCR 171||Environmental Issues in Agriculture (GT-SS3)||3|
Courses that the Colorado Commission on Higher Education (CCHE) has approved for inclusion in the Guaranteed Transfer (GT) Pathways program are guaranteed to transfer among all public higher education institutions in Colorado. For transferring students, successful completion with a minimum C- grade guarantees transfer and application of credit in this GT Pathways category.
Courses that the CCHE has approved for inclusion in the Guaranteed Transfer (GT) Pathways program are designated with a GT code after the course title (e.g., "MATH 101: Math in the Social Sciences (GT-MA1).") The subcode listed after "GT-" refers to the specific statewide general education category the course fulfills. For more information on the GT Pathways program, please visit the Colorado Department of Higher Education website.