Columbia College’s emphases on the liberal arts and leadership development are found within the General Education curriculum coordinated experiences and activities available to all students. Students who complete the General Education curriculum will develop
- An appreciation for the liberal arts
- College level, real world professional competencies in written and oral communication, quantitative reasoning, and technological literacy
- An understanding of gender perspectives and social justice
- An understanding of the nature and application of moral, ethical, and religious values
- An understanding of leadership and opportunities for personal growth
- An awareness and use of strategies for academic and professional excellence
How Will This Happen?
The Columbia College experience begins with a focus on academic preparation through the General Education model. This model is designed to develop students’ capacity for critical thought and expression, lifelong learning, acceptance of personal responsibility, and commitment to service and social justice through a liberal arts curriculum. In addition, students are provided experiential opportunities that assist in the development of practical knowledge through real world experiences.
General Education Program
Foundational Studies (completion of one course for each foundation area)
College Writing I
College Writing II
Culture and Language (at the intermediate level)*
Liberal Arts Knowledge Domains (completion of one course for each domain)
Fine Arts (Aesthetic Literacy)
Humanities (Historical Literacy)
Humanities (Literary Knowledge)
Humanities (Philosophical Inquiry/Religious Studies)
Natural Science (Scientific Literacy)
Social Science (Human Institutions and Behavior)
Service, Social Justice, and Leadership (completion of both courses*)
Gender Perspectives and Social Justice (Liberal Arts 201; see description below)
Ethical Leadership (Liberal Arts 301; see description below)
Other College Requirements – these requirements may be embedded within Knowledge Domain or major/minor courses, or may be taken as additional courses
Writing Intensive – develops effective oral communication across contexts
Communication Intensive – develops effective written communication across contexts
Multicultural Intensive – develops understanding of the practices and values of other cultures and factors related to cultural variation
Technological Literacy – develops technology fluency and the ability to use technology tools appropriately for research, decision-making, and problem solving
Also requred for students with fewer than 24 s.h. college credit: Liberal Arts 100 – develops strategies for academic success, personal growth and responsibility, and professional/career exploration and development
Liberal Arts 201: Diversity, Gender, and Social Justice
This course introduces students to the issues that inform gender, diversity, and social justice and connects academic study and practical experience to provide intentional and relevant teaching and learning and to develop commitment both to socially responsible leadership and to civic engagement as defined by social and political awareness. As a service learning course, LA 201 provides an avenue for students to put their knowledge into practice and introduces students to real issues of social justice outside the classroom. Each section of LA 201 is associated with at least one community partner, and each student completes a total of 36 hours in the field, with most service learning work done in the community surrounding the college.
Liberal Arts 301: Women, Leadership, and Social Change
LA 301 is designed to continue building social consciousness and confidence that begins with LA 201. After spending a semester in 201 intimately involved with social justice and related service-learning, students in LA 301 experiment with principles of ethical leadership as they articulate their desire for social change by developing a social justice project. The scope of the project proposal includes needs assessment, community partnerships, resourcing, timing, budgeting, and tools for assessing outcomes as students contemplate becoming agents of change. Proposals provide students with the tools for execution in a subsequent leadership semester or as part of a major capstone experience. Thus, every Columbia College student can be mentored while developing and executing a personal project as an advocate for social change.
Students pursuing a Bachelor of Science degree will take 8-9 additional semester hours in math/science/technical/professional courses. These hours may be specified within major programs.
* These requirements may vary for Communiversity programs.