Academic Organization and Undergraduate Requirements:

General Education Requirements

(See also the Office of Undergraduate Curricula Web site)
Academic Flowchart

Office of Undergraduate Curricula
The General Education Curriculum
Foundations
Approaches
Connections
Supplemental Education

Office of Undergraduate Curricula

ERIKA LINDEMANN, Associate Dean

NICK SIEDENTOP, Curriculum Coordinator

According to the policy that has been in effect since 1980, the Office of Undergraduate Curricula has primary responsibility for monitoring all curricular changes in the General College and the College of Arts and Sciences. This office receives and reviews all requests for new courses, course revisions, changes to degree programs, and proposals for new minors, majors, and curricula. The office also reviews all student petitions concerning the satisfaction of General Education requirements. Students can find the most current information regarding General Education requirements at the Office of Undergraduate Curricula Web site at www.unc.edu/depts/uc.

“Making Connections”: The General Education Curriculum

The requirements of the “Making Connections” curriculum apply to students beginning undergraduate study in or after the fall semester of 2006. Because students are subject to the requirements in place when they were admitted to the University of North Carolina at Chapel Hill, the General Education requirements described in this section of the Undergraduate Bulletin particularly apply to first-time, first-year undergraduate students entering the University during the 2011–2012 academic year. Students who entered the University or completed substantial college course work elsewhere prior to the 2011–2012 academic year should consult the Undergraduate Bulletin published during their first year of college or University course work in order to find the General Education requirements that apply to them.

Undergraduates at the University fulfill General Education requirements in addition to the more specialized requirements of their own major or minor fields. The General Education curriculum implemented in the fall of 2006 was the product of a long process of curriculum review that brought about a major revision of the existing General Education requirements. A review of the “Making Connections” curriculum in 2010 substantially affirmed its principles and structure; revisions stemming from this review have been incorporated into this edition of the Undergraduate Bulletin. The structure of the General Education requirements reflects not only the cyclical updating of curricular expectations—a process that takes place with each new generation—but also the faculty’s intent to make the entire General Education experience more integrated and meaningful for the University’s undergraduates. The University of North Carolina at Chapel Hill strives to cultivate the range of skills, knowledge, values, and habits that will allow graduates to lead personally enriching and socially responsible lives as effective citizens of rapidly changing, richly diverse, and increasingly interconnected local, national, and worldwide communities.

To this end the curriculum seeks to provide for all students 1) the fundamental skills that will facilitate future learning, 2) broad experience with the methods and results of the most widely employed approaches to knowledge, 3) a sense of how one might integrate these approaches to knowledge in ways that cross traditional disciplinary and spatial boundaries, and 4) a thorough grounding in one particular subject. The undergraduate major is dedicated to the last of these curricular objectives; the others fall under the purview of the General Education curriculum.

The “Making Connections” curriculum is divided into four broad categories that can be described as follows:

Foundations

The faculty believes that General Education rests on certain foundational skills and knowledge, including the ability to communicate effectively both in English and another language and to apply quantitative reasoning skills in context. Consequently, the Foundations component of the curriculum includes courses in English composition and rhetoric, at least one foreign language, and quantitative reasoning. It also includes a physical education course in lifetime fitness that encourages the lifelong health of graduates. In most cases, students should be able to fulfill the Foundations requirements by taking no more than 17 credit hours. They must maintain continuous enrollment, beginning in the first semester, in Foundations foreign language and composition and rhetoric courses until the requirement is satisfied.

Approaches

Students also become acquainted with six distinctive Approaches to knowledge, as represented by courses in the physical and life sciences, the social and behavioral sciences, historical analysis, philosophical and/or moral reasoning, literary arts, and the visual and performing arts. Students meet these requirements by taking courses worth a total of 25 credit hours.

Connections

The General Education curriculum builds on previously acquired knowledge and establishes links between discrete forms of knowledge, both by encouraging interdisciplinary contact and conversation and by inviting students to develop and apply their academic expertise in environments beyond the University classroom. In addition to building directly on the Foundations, through communication intensive and quantitative intensive course, the Connections requirement promotes an understanding of global issues, U.S. diversity, the world before 1750, the North Atlantic world, and people living beyond the North Atlantic world. The Connections category also incorporates a requirement in experiential education, one that can be satisfied either within the framework of a conventional academic course or in the form of some other credit-earning learning experience. Because Connections courses may meet multiple requirements at once (including Approaches requirements), most students should be able to fulfill the eight Connections requirements without taking credit hours in addition to those needed to fulfill Foundations, Approaches, and major/minor requirements.

Supplemental Education

Students who pursue a bachelor of arts degree (or a bachelor of science with a major in psychology) also must satisfy a Supplemental Education requirement. The intent of this requirement is to broaden a student’s perspective on the major by examining its relationship to work in at least one other field. Students may fulfill the Supplemental Education requirement in three ways:

• By completing a second major or a minor; or

• By completing three courses (nine hours) above 199 that are offered outside the home department or curriculum of the first major. These three courses can neither be used to fulfill the requirements of the first major nor be cross-listed with courses that a student has used to satisfy major requirements; or

• By completing a concentration outside a professional school as part of the degree requirements for graduating from the school.

Course Numbering System

In general, the system of course numbering works as follows:

• 50–99 First-year seminars and other courses reserved for special purposes

• 100–199 Introductory undergraduate courses

• 200–399 Undergraduate courses considered to be above the introductory level

• 400–699 Courses open to undergraduate and graduate students

• 700–999 Graduate courses

With the exception of the important groupings above, students generally should not assume that courses have been arranged in ascending order of difficulty or specialization (i.e., ENGL 420 is not “more difficult” than ENGL 340). The logic behind any department’s or curriculum’s numbering scheme will be specific to that unit. Students should check the prerequisites and corequisites for any course prior to enrolling. Prerequisites represent courses that must be completed before enrolling in a particular course; corequisites are courses that must be taken in the same semester. Pre- and corequisites are indicated in the course descriptions under each academic department, curriculum, or school.

Honors courses fulfill the same General Education requirements as the nonhonors version of that course as listed below. For example, PHIL 155H satisfies the same General Education requirement as PHIL 155.

Be advised that the list of courses included under each of the following General Education categories in this section of the Undergraduate Bulletin is not necessarily exhaustive. Courses may have been added to or removed from the lists after the present edition of the Undergraduate Bulletin went to press. For updated, authoritative course information, students should consult the Course Catalog in ConnectCarolina.

Foundations

Note on the Importance of Communication Skills

The faculty of the General College and the College of Arts and Sciences expects students to write and speak effectively. Instructors should help students realize that there is a direct relationship between thinking clearly, writing clearly, and speaking clearly. Faculty members in all disciplines and professions should therefore develop the writing and speaking skills of their students. Students should expect to be graded on spelling, grammar, and style, as well as on the content and organization of their written work; in addition, students should expect to be graded on presentation, style, poise, and diction, as well as on the content and organization of their oral presentations.

Students who wish to improve their writing can make appointments with a tutor in the Writing Center. This free, noncredit service is available to any member of the University community.

English Composition and Rhetoric (CR)

All students at the University must pass or gain exemption from ENGL 101 and 102. These courses develop the skills of writing, reasoning, and argumentation, which are necessary to the entire educational endeavor. Students may prepare for these courses while in high school by taking courses in English composition and speech communication beyond the four years of English required for admission to the University. Students who have had such preparation usually perform better in their classes than those who have not.

Placement in English composition is determined by the student’s highest score on the Writing section of the SAT, the English section of the ACT, or the Advanced Placement Test in English Language and Composition. Those who believe that their test scores do not accurately reflect their writing and speaking abilities may submit a portfolio of written work that will be evaluated by instructors in the Department of English and Comparative Literature; for additional information see englishcomplit.unc.edu/writing/portfolio. If placement scores or the portfolio indicates a need for instruction and practice in preparation for ENGL 101, students will be required to pass ENGL 100 before taking 101.

Regardless of placement, continuous enrollment beginning in the first semester is required until the series of English composition and rhetoric courses is completed. Any student whose native language is not English will be required, as all students are, to pass ENGL 101 and 102. However, that student may be permitted to waive, without credit, the foreign language requirement up to or through level 4. An authorized representative of the appropriate University department must confirm the student’s proficiency in the language up to that level for the waiver to be granted.

The courses listed below satisfy the English composition and rhetoric requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

ENGL 101

ENGL 102

ENGL 102I

Foreign Languages (FL)

The study of a foreign language enables students to see more clearly the nature and structure of their native language while gaining an understanding of a foreign culture. Students are required to complete courses or demonstrate proficiency in the study of a foreign language through level 3. Certain majors may require additional levels of foreign language study.

Students should improve their language preparation by continuing their foreign language study through the senior year of high school. It is preferable that they complete four years of one high school language rather than, for example, taking two years each of two different languages.

Placement in a foreign language is determined by the student’s score on a College Board SAT Subject Test, the Advanced Placement Test in a foreign language (taken at the completion of language study in high school), or the appropriate placement test as determined by the UNC–Chapel Hill academic department offering foreign language instruction. Regardless of placement, continuous enrollment, beginning in the first semester, is required until the Foundations foreign language requirement is completed.

In the following paragraphs, “high school foreign language” refers to the foreign language in which students received the equivalent of at least two years of instruction in grades nine through 12.

Students whose placement in their high school foreign language is below level 4 and who wish to continue in this language are required to take the number of courses that are needed to reach level 3 of that language. That number varies depending on the level into which a student places. Credit hours toward the 120-academic-hour graduation requirement are not awarded for level 1 of a student’s high school foreign language (with the exceptions of Japanese and Modern Hebrew), even if students place by exam into level 1. Grades earned in level 1 courses, however, are computed in the students’ grade point average and are used in all academic eligibility and academic load considerations.

Students who enroll in a foreign language that they have not formally studied before are required to complete through level 3. In this case, credit hours toward the 120-academic-credit-hour graduation requirement are awarded for successful completion of level 1.

Students who place into level 4 of their high school foreign language have satisfied the Foundations foreign language requirement and will receive placement (PL) but no credit for level 3. Students who place beyond level 4 of their high school language have fulfilled the Foundations foreign language requirement and are awarded placement (PL) but no credit for levels 3 and 4.

Some undergraduate degree programs require the completion of foreign language courses beyond those needed to fulfill General Education requirements. Students should study the program requirements for their chosen course of study, and they are encouraged to meet with their academic advisors regularly to discuss the specific requirements of their programs.

Native speakers of languages other than English may use English 101 and 102, or their transfer equivalents, to satisfy the General Education foreign language requirement. For academic purposes, a native speaker is a student raised in a country outside the United States and formally educated through all or most of high school in a language other than English. Native speakers may not be awarded credit for levels 1 through 4 of their native language(s). They may, upon recommendation of the appropriate language department, receive credit for courses taken at UNC–Chapel Hill beyond level 4 if those courses are heavily content based.

Students who have learned a language offered at UNC–Chapel Hill by experience (i.e., by having grown up speaking another language or by having lived several years in another country) and who are proven to be conversant and literate in that language and in English, may take a placement test in that language for placement (PL) only and not for credit. If, in this case, the student places beyond level 4, the student can use that language to fulfill the Foundations foreign language requirement, but again, no credit hours will be awarded.

The courses listed below may be used to satisfy the foreign language (FL) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

ARAB 101, 102, 203, 204

BULG 401, 402, 403, 404

CHER 101, 102, 203, 204

CHIN 101, 102, 111, 203, 204, 212

CHWA 401, 402, 403

CZCH 401, 402, 403, 404

DTCH 402, 403, 404

FREN 101, 102, 105, 111, 203, 204, 212

GERM 101, 102, 105, 203, 204, 206

GREK 101, 102, 121, 122, 203, 204

HEBR 101, 102, 203, 204

HNUR 101, 102, 203, 204

HUNG 401, 402, 403, 404

ITAL 101, 102, 203, 204

JAPN 101, 102, 203, 204

JWST 101, 102, 203, 204

KOR 101, 102, 203, 204

LATN 101, 102, 111, 203, 204, 212

LGLA 401, 402, 403, 404

MACD 401, 402, 403, 404

PLSH 401, 402, 403, 404

PORT 101, 102, 111, 203, 204, 212

PRSN 101, 102, 203, 204

RELI 401, 402, 403, 404

RUSS 101, 102, 203, 204

SECR 401, 402, 403, 404

SPAN 100, 101, 102, 105, 111, 203, 204, 212

SWAH 112, 234, 401, 402, 403, 404

TAML 101, 102, 203, 204

TURK 101, 102, 203, 204

WOLO 401, 402, 403, 404

Quantitative Reasoning (QR)

Through the study of quantitative reasoning and methods, students acquire and reinforce the ability to use analytic and quantitative ideas in both theoretical and applied contexts. In today’s world of fast-paced scientific and technological advances, the importance of such skills cannot be overstated.

Students should prepare by taking precalculus and/or calculus in high school and by continuing their mathematical studies up through their senior year of high school. Not doing so may put them at a disadvantage when they arrive at the University.

Students may satisfy the quantitative reasoning requirement either by taking or receiving advanced placement for one of the courses listed below. Several of these courses—STOR 112, 113, 151, 155, and 215—have a prerequisite of MATH 110 (algebra) or a placement score beyond MATH 110 on the College Board SAT Subject Test in Mathematics, Level 1 or Level 2. Unless a particular major requires those specific courses, however, a student may fulfill the quantitative reasoning requirement with courses that do not require MATH 110 as a prerequisite. MATH 110 placement carries no credit hours, although students who place into MATH 110 and complete it successfully will earn credit hours towards graduation.

Students should be aware that some undergraduate degree programs require completion of specific mathematical sciences courses beyond those needed to fulfill General Education requirements. Students should study the program requirements for their chosen course of study, and they are encouraged to meet with their academic advisors regularly to discuss their progress toward graduation.

The courses listed below may be used to satisfy the quantitative reasoning (QR) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

COMP 50

COMP 66

COMP 70

COMP 110

COMP 116 (prerequisite, MATH 231)

COMP 121

COMP 401

COMP 416 (prerequisites, COMP 401 and 410)

LING 455

MATH 116

MATH 117

MATH 118

MATH 119

MATH 130 (prerequisite, MATH 110)

MATH 152 (prerequisite, MATH 110)

MATH 231 (prerequisite, MATH 130 or placement by department)

MATH 241 (prerequisite, MATH 130 or placement by department)

PHIL 155

PHIL 356 (prerequisite, PHIL 155)

PHIL 455

STOR 112 (prerequisite, MATH 110)

STOR 113 (prerequisite, MATH 110)

STOR 151 (prerequisite, MATH 110)

STOR 155 (prerequisite, MATH 110)

STOR 215 (prerequisite, MATH 110)

Lifetime Fitness (LFIT)

Lifetime fitness (LFIT) courses combine the practice of a sport or physical activity that can be sustained in later life with broader instruction in lifelong health. These courses carry one hour of academic credit. Students can enroll in only one, one-credit lifetime fitness course during their career at the University, and only one lifetime fitness course can be counted toward the 120 hours needed for graduation.

The courses listed below may be used to satisfy the lifetime fitness requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Approaches

Physical and Life Sciences (PL, PX)

Students must take two courses, at least one of which has a required laboratory component. Science courses combining lecture and laboratory components normally constitute four hours of credit. Some lecture courses may be taken singly for three credit hours or combined with an optional matching laboratory for one additional credit hour. All courses in this category emphasize a physical science, a life science, the scientific basis of technology, or a combination of these topics. Students who have exceeded minimum high school science requirements typically have an advantage in the University’s science courses.

The courses listed below may be used to satisfy the physical and life sciences (PL) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

The courses listed below include a required laboratory that is part of the course registration and may be used to satisfy the physical and life sciences with laboratory (PX) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

The courses listed below have an optional laboratory and may be used to satisfy the physical and life sciences with laboratory (PX) requirement during the 2011–2012 academic year.

Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Note: The lecture is either a pre- or corequisite to the laboratory; see course description. The student must take both the lecture and the associated laboratory in order to receive credit for the physical and life sciences with laboratory (PX) requirement. Without the associated optional laboratory, the lecture course counts as a physical and life sciences (PL) class.

ANTH 414 + ANTH 414L

ASTR 101 + ASTR 101L

BIOL 101 + BIOL 101L

BIOL 277 + BIOL 277L

CHEM 101 + CHEM 101L

GEOL 101 + GEOL 101L

GEOL 105 + GEOL 101L

GEOL 109 + GEOL 101L

GEOL 110 + GEOL 101L

PHYS 131 + PHYS 131L

Social and Behavioral Sciences (SS, HS)

Students must take three courses from at least two different departments; at least one of the three courses must be classified as a historical analysis (HS) course. Courses in social and behavioral sciences focus on the scientific study of individual or collective behavior, considering the various dimensions of individual behavior, the family, society, culture, politics, and the economy.

The courses listed below may be used to satisfy the social and behavioral sciences requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Social Sciences (SS)

Historical Analysis (HS)

Humanities and Fine Arts

The humanities and fine arts explore enduring issues of the human condition and develop and encourage the means of communicating, representing, and expressing the varieties of human experience. Students must take three courses, including one in philosophical and/or moral reasoning, one in the literary arts, and one in the visual and performing arts.

The courses listed below may be used to satisfy the humanities and fine arts requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Philosophical and/or Moral Reasoning (PH)

Literary Arts (LA)

Visual and Performing Arts (VP)

Connections

Courses that satisfy a Connections requirement also may satisfy one of the Approaches requirements, other Connections requirements, a requirement in the student’s major and/or minor fields, or the Supplemental Education requirement.

Communication Intensive (CI)

One course is required. Communication intensive courses integrate written work, oral presentation, and processes of revision into the course subject matter in substantive and important ways. They build on and enhance skills acquired in English composition and rhetoric classes by preparing students to write and speak effectively in disciplinary areas.

The courses listed below may be used to satisfy the communication intensive (CI) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Quantitative Intensive (QI)

One course is required. Quantitative intensive courses focus especially on the ways that quantitative reasoning can be applied within particular fields. They involve modeling and problem solving, numerical reasoning, the collection and interpretation of quantitative data, mathematical analysis, the application of formal logic and proofs, or some combination of these. The requirement can be satisfied by taking one course from the list below or by taking a second quantitative reasoning (QR) course from the list of approved courses in that category.

The courses listed below may be used to satisfy the quantitative intensive (QI) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Experiential Education (EE)

One course or credit-bearing activity is required. Experiential education courses connect academic inquiry with a structured, active learning experience in which students exercise initiative and apply academic knowledge in various real-world contexts (geographic, social, cultural, etc.). Students may satisfy the experiential education requirement in a number of ways. They may participate in specifically approved undergraduate research programs or approved service-learning courses, take an approved course with a substantial field work component, participate in a University-approved study abroad program, complete an approved internship or honors thesis administered through an academic unit, or participate in an approved community- or audience-oriented creative activity. Please see the Study Abroad Program Office for additional experiential education opportunities.

The courses listed below may be used to satisfy the experiential education (EE) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

U.S. Diversity (US)

One course is required. Courses in U.S. diversity help students develop a greater understanding of diverse peoples and cultures within the United States and thereby enhance their ability to fulfill the obligations of Unites States citizenship. These courses address in systematic fashion one or more aspects of diversity in the United States, whether arising from ethnic, generational, class, gender, sexual, regional, or religious differences.

The courses listed below may be used to satisfy the U.S. diversity (US) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

North Atlantic World (NA)

One course is required. Courses that treat the North Atlantic world provide a grounding in the history, culture, geography, and social institutions of the region that is the place of origin and eventual home of most UNC–Chapel Hill students.

The courses listed below may be used to satisfy the North Atlantic world (NA) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Beyond the North Atlantic World (BN)

One course is required. Courses in this category introduce students to the history, culture, geography, and social institutions of one or more regions that lie beyond the North Atlantic—specifically, Asia, Africa, Eastern Europe, Latin America, the Middle East, and the Pacific.

The courses listed below may be used to satisfy the beyond the North Atlantic world (BN) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

World before 1750 (WB)

One course is required. Courses in this category introduce students to periods and places that differ significantly from the modern world, but whose histories influenced the shape of contemporary civilizations in ways both subtle and profound.

The courses listed below may be used to satisfy the world before 1750 (WB) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Global Issues (GL)

One course is required. Courses in global issues provide knowledge and understanding of transnational connections and global forces. Those forces involve interrelationships among cultures, societies, nations, and other social units, and they include processes such as migration, urbanization, trade, diplomacy, cultural adaptation, and information flow.

The courses listed below may be used to satisfy the global issues (GL) requirement during the 2011–2012 academic year. Because the content and structure of a course may change, the requirements it fulfills also may change. To determine which courses will satisfy this requirement in future years, students should consult the Course Catalog in ConnectCarolina or subsequent issues of the Undergraduate Bulletin:*

Supplemental Education

Students seeking a bachelor of arts (B.A.) degree with a major in any discipline in the College of Arts and Sciences or the bachelor of science (B.S.) degree with a major in psychology must complete the Supplemental Education requirement. This requirement can be satisfied in one of three ways.

First, students who are pursuing a B.A. degree with one major in the College of Arts and Sciences (or the B.S. degree with a major in psychology) may satisfy the requirement by completing a second major or a minor.

Second, students who are pursuing a B.A. degree with one major in the College of Arts and Sciences (or the B.S. degree with a major in psychology) may satisfy the requirement by completing three courses (nine hours) numbered above 199 that are offered outside the home department or curriculum of the major. The three courses cannot be used to fulfill the requirements of the major or be cross-listed with courses that a student has used to satisfy major requirements. The three courses also must be in addition to, and cannot overlap with, courses that satisfy Foundations or Approaches requirements, though they may fulfill Connections requirements.

Third, students who are pursuing a B.A. degree in the Schools of Education or Journalism and Mass Communication will satisfy the requirement by completing a concentration outside the school as part of the school’s degree requirements. Students with a first major in any other professional school and a second major or minor in a B.A. program in the College of Arts and Sciences (or B.S. with a major in psychology) fulfill the Supplemental Education requirement by virtue of completing the second major or the minor.

The Cluster Program

The Cluster Program offers students an opportunity to make connections among courses offered across several disciplines in the College of Arts and Sciences. Through this program students take three courses, including a core course, from a formally approved cluster. A cluster is a group of courses organized around a common theme and representative of different disciplinary approaches to defining and addressing an intellectual problem. Students may take any three courses in a cluster, but it is recommended that the first course be the core course. Particular cluster courses can be used to satisfy Approaches and Connections requirements, but their principal advantage is the opportunity they afford students for examining a topic from the perspective of several disciplines.

Approved cluster programs are described on the Web site for the Office of Undergraduate Curricula at www.unc.edu/depts/uc. The current roster of cluster programs includes the following groups of courses:

Border Crossings

HIST 202 Borders and Crossings (core course) (HS)

AMST 258 Captivity and American Cultural Definition (LA, NA, US)

ANTH 380 Anthropological Perspectives on Cultural Diversity (GL, SS)

ASIA/FREN/INTS 451 Orientalist Fantasies and Discourses on the Other (GL, NA, LA)

GEOG/INTS 464 Europe Today: Transnationalism, Globalisms, and the Geographies of Pan-Europe (NA)

HIST 278 The Trans-Atlantic Slave Trade (BN, GL, HS)

HIST/WMST 375 History of Gender in America (HS, NA, US)

INTS/MUSC 258 Musical Movements: Migration, Exile, and Diaspora (SS)

Defining Difference

HIST 202 Borders and Crossings (core course) (HS)

AFAM 269 Black Nationalism in the United States

ASIA/HIST 538 The Middle East and the West

BIOL 427 Human Diversity and Population Genetics

FREN 377 The Evolution of Frenchness since WWII (NA)

LING/SLAV 306 Language and Nationalism (CI, GL)

POLI/PWAD 469 Conflict and Intervention in the Former Yugoslavia (GL, SS)

PWAD/RELI 481 Religion, Fundamentalism, and Nationalism (BN, GL, SS)

Evolution

BIOL 201 Ecology and Evolution (core course for biology majors) (PL, QI)

BIOL 213 Evolution and Life or GEOL 159 and 159L Prehistoric Life (core course for nonbiology majors) (GEOL 159=PL)

BIOL 276 Evolution of Vertebrate Life (PL)

BIOL 277 Vertebrate Field Zoology (PL)

HIST 516 Historical Time (HS, NA)

LING 333 Human Language and Animal Communication Systems (QI, SS)

PHIL 352 Philosophy of Biology (PL)

PSYC 602 Evolutionary Psychology

RELI 421 Religion and Science (PH)

Food Cultures

AMST 375 Cooking Up a Storm: Food in American Culture (core course) (NA, SS, US)

GEOG 232 Agriculture, Food, and Society (core course) (SS)

AMST 390 American Studies Seminar: No Place like Home: Material Culture of the American South (HS, NA)

ANTH 252 Prehistoric Foodways (HS, WB)

CMPL 255 The Feast in Philosophy, Film, and Fiction (VP)

ENST 330 Principles of Sustainability

GEOG 434 Cultural Ecology of Agriculture, Urbanization, and Disease (GL)

HNRS 352 Is There Dinner? Toward Understanding an Endangered Species (SS)

Global Environmental Change

MASC 310 Our Changing Planet: Science, Social Impacts, Solutions (core course) (PL)

ANTH 312 From the Equator to the Poles: Case Studies in Global Environmental Change (GL, SS)

ANTH 460 Historical Ecology (GL, HS)

GEOG 414 Climate Change

MASC 314 Earth Systems in a Changing World

MASC 432 Major World Rivers and Global Change: From Mountains to the Sea

PHIL 368 Environmental Ethics (GL, PH)

PLCY 480 Environmental Decision Making (NA, SS)

Human Rights

INTS 560 Human Rights, Ethics, and Global Issues (core course) (GL)

AFAM 422 Human Rights and Democracy in African Diaspora Communities (GL, SS)

AFRI 416 Human Rights and Social Justice Movements in Africa (SS)

ENST 225 Water Resource Management and Human Rights

PHIL 282 Human Rights: Philosophical Interrogations (PH)

SOCI 490 Human Rights (EE)

WMST 610 Feminism, Sexuality, and Human Rights (BN, SS)

Knowledge at the Crossroads: Religious and Scientific Cultures of the Middle Ages and Renaissance

ENGL 227 Literature of the Earlier Renaissance (core course) (LA, NA, WB)

ASTR 205 The Medieval Foundations of Modern Cosmology (PL, WB)

ENGL 229 Renaissance Women Writers (LA, NA, WB)

ENGL 325 Shakespeare and his Contemporaries (LA, NA, WB)

HIST/RELI 454 The Reformation

MUSC 251 Studies in Music History to 1650 (VP, WB)

PHIL 220 History of Philosophy: Descartes to Hume (NA, PH, WB)

Medicine and Culture

ENGL 268 Medicine, Literature, and Culture (core course) (LA)

ANTH 444 Medicine, Politics, and Justice

ANTH 470 Medicine and Anthropology (SS)

ANTH 473 Anthropology of the Body and the Subject (SS)

CMPL 383 Literature and Medicine (LA, NA)

ENGL 266 Science and Literature (LA)

ENGL 390 Studies in Literary Topics: Representing Medicine (LA)

JOMC 560 Medical Journalism

Memory Studies

ANTH 331 The Anthropology of Memory (core course) (CI, SS)

AMST 384 Myth and History in American Memory (core course) (HS, NA, US)

ANTH 375 Memory, Massacres, and Monuments in South East Asia (BN, GL)

ART/INTS 514 Monuments and Memory (HS, NA)

COMM 435 Memory Acts

COMM 471 Rhetorics of Public Memory

ENGL 447 Memory and Literature (LA)

FOLK/HIST 670 Introduction to Oral History (CI, HS)

HIST 514 Monuments and Memory (HS, NA)

PSYC 430 Human Memory (PL)

Renaissance Literature, Art, and Music

CMPL 454 Literature of the Continental Renaissance (core course) (NA, WB)

ART 270 Early Renaissance Art in Italy (NA, VP, WB)

ART 271 Italian High Renaissance Art (NA, VP, WB)

CMPL 365 Cervantes’ Don Quixote and the Birth of the Imagination (LA, NA, WB)

ENGL 225 Shakespeare (LA, NA, WB)

ENGL 227 Literature of the Earlier Renaissance (LA, NA, WB)

MUSC 251 Studies in Music History to 1650 (VP, WB)

MUSC 390H Ovid and [Renaissance] Music (CI, VP)

War, Revolution, and Culture: Trans-Atlantic Perspectives, 1750–1850

HIST 268 War, Revolution, and Culture: Trans-Atlantic Perspectives (core course) (GL, HS, NA)

ART 370 Visual Art in the Age of Revolution (NA, VP)

ENGL 637 Chief British Romantic Writers (LA, NA)

GERM 330 The Age of Goethe (LA, NA)

HIST 457 The French Revolution (HS, NA)

HIST 466 Modern European Intellectual History (HS, NA)

HIST/PWAD 564 Revolution and Nation Making in America, 1763–1815 (HS, NA)

MUSC/PWAD 289 Sounds of War and Revolution since 1750 (NA, VP)

The World Wars: Experience, Memory, Legacy

PWAD 350 National and International Security (core course)

ASIA/HIST/PWAD 281 The Pacific War, 1937–1945: Its Causes and Legacy (BN, HS, GL)

ENGL/PWAD 659 War in 20th-Century Literature (GL, LA)

HIST/JWST/PWAD 262 History of the Holocaust: The Destruction of the European Jews (HS, NA)

HIST/PWAD 373 The United States in World War II (GL, HS, NA)

JWST/PWAD/SLAV 465 Literature of Atrocity: The Gulag and the Holocaust in Russia and Eastern Europe (BN, GL, LA)

POLI/PWAD/SOCI 260 Crisis and Change in Russia and East Europe (BN, SS)