Central Curriculum

 Susquehanna’s Central Curriculum—the courses students are required to take in addition to their majors and electives—accounts for about 40 percent of the graduation requirements. Courses satisfying the Central Curriculum may also be counted toward majors and minors.

The curriculum was redesigned following several years of work by faculty beginning in 2005. Ultimately faculty, administrators and staff contributed to the outcome. It was introduced in the 2009-10 academic year.

What's Unique about the Central Curriculum? 

The groundbreaking curriculum comprises three major elements: 

• It retains the qualities of a traditional liberal arts education.
• It emphasizes essential skills.
• It stresses the acquisition of cross-cultural competence.

 

It retains the qualities of a traditional liberal arts education.

Students are exposed to a wide range of courses that will equip them to understand and think critically not only about their major areas of study, but also across other disciplines.

It emphasizes essential skills.

Students must become agile in writing, speaking and working in teams. They also must demonstrate an understanding of ethics and diversity. These skills are developed in what are called “skills intensive courses.” Students must earn four-credit hours in each.

It stresses the acquisition of cross-cultural competence.

The Central Curriculum requires students to experience diverse cultures and demonstrate an understanding of multiple theories and principles of diversity. Students begin with a foundational diversity course to acquire an understanding of the implications of power and privilege on social justice. This is followed by a diversity intensive course that applies these theories within the discipline of the students’ majors.

They also engage in a unique Global Opportunities (GO) program—an off-campus, cross cultural experience of two weeks or longer to step out of their own cultural comfort zone. In association with their travel experience, they must complete coursework that causes them to reflect on their study-away experiences, thereby deepening connections between theory and practice.