Colonnade Requirements
The WKU Colonnade Program (General Education) seeks to embody the following goals and learning outcomes:
- Intellectual and Practical Skills, including
- The capacity for critical and logical thinking;
- Proficiency in reading, writing, and speaking;
- The ability to understand and apply mathematical skills and concepts.
- Knowledge of Human Cultures and the Physical and Natural World, including
- An informed acquaintance with major achievements in the arts and the humanities;
- An appreciation of the complexity and variety of the world’s cultures;
- An understanding of the scientific method and a knowledge of natural science and its relevance in our lives;
- A historical perspective and an understanding of connections between past and present.
- Personal and Social Responsibility, including
- An understanding of society and human behavior;
- An understanding of factors that enhance health, well-being, and quality of life.
- Integrative Learning, including
- Synthesis and advanced accomplishments across general and specialized studies.
All coursework is categorized as General Education coursework and consists of courses in 3 categories.
Note: Courses with a “C” suffix will fulfill the appropriate requirement.
Associate Degree Seeking Students must complete a minimum of 15 hours of Colonnade coursework chosen from: 3 hours of College Composition (WC); 3 hours of Arts and Humanities (AH); 3 hours of Social and Behavioral Sciences (SB); 3 hours of either Quantitative Reasoning (QR) or Natural and Physical Sciences (NS); and another 3 hours from the Foundations or Explorations categories.
| Code | Title | Hours |
|---|---|---|
| Colonnade for Associate Degree Seeking Students: | ||
| See approved Colonnade course listings below | ||
| College Composition (F-WC) | 3 | |
| Arts & Humanities (E-AH) | 3 | |
| Social & Behavioral Sciences (E-SB) | 3 | |
| Quantitative Reasoning (F-QR) or Natural and Physical Sciences (E-NS) | 3 | |
| Additional Foundations or Explorations Category | 3 | |
| Total Hours | 15 | |
Baccalaureate Degree Seeking Students must complete 39 hours of Colonnade coursework as outlined on the following pages, and on the Colonnade website (which includes newly approved courses): http://www.wku.edu/colonnade/.
I. Foundations: Intellectual and Practical Skills (18 hours)
| Code | Title | Hours |
|---|---|---|
| College Composition | 3 | |
| Students with an English ACT score ≥ 29, or an SAT score 650 ≥ on Critical Reading (prior to March 2016), or SAT score ≥ 35 on Writing and Language (March 2016 and after) will receive credit for this requirement. | ||
| Introduction to College Writing | ||
| Writing in the Disciplines | 3 | |
| ENG 300, or 200-level or higher writing in the discipline course | ||
| Communication Foundations | ||
| Writing in the Disciplines | ||
| Writing in the Geosciences | ||
| Writing in the Psychological Sciences | ||
| Human Communication | 3 | |
| Fundamentals of Public Speaking and Communication | ||
| Quantitative Reasoning | 3 | |
| Students with a Math ACT score ≥ 26 or an SAT Math score ≥ 590 (prior to March 2016) or SAT score ≥ 630 (March 2016 and after) will receive credit for Math 116 | ||
| Introduction to Programming | ||
| General Mathematics | ||
| Problem Solving and Mathematical Skills for Teachers | ||
| Applied College Algebra | ||
| College Algebra | ||
| Trigonometry | ||
| Mathematical Applications for Business | ||
| Calculus I | ||
| Calculus with Applications for Life Sciences | ||
| Introductory Statistics | ||
| Symbolic Logic | ||
| Literary Studies | 3 | |
| Introduction to Literature | ||
| Introduction to Global Literature | ||
| World Religious Literature | ||
| World History | 3 | |
| World History I | ||
| World History II | ||
| Total Hours | 18 | |
II. Explorations: Knowledge of Human Cultures and the Physical and Natural World (12 hours)
| Code | Title | Hours |
|---|---|---|
| Arts & Humanities | 3 | |
| Introduction to Arab Studies (AH) | ||
| Introduction to Asian Studies (AH) | ||
| Art Appreciation (AH) | ||
| Introduction to Making Art & Making Meaning | ||
| History of Art to 1300 (AH) | ||
| History of Art Since 1300 (AH) | ||
| Introduction to Architecture (AH) | ||
| Dance Appreciation (AH) | ||
| Film Appreciation | ||
| Introduction to the Cinema (AH) | ||
| Supernatural Folklore (AH) | ||
| Introduction to Folklore (AH) | ||
| Music Appreciation (AH) | ||
| Enduring Questions: Truth and Relativism (AH) | ||
| Enduring Questions: The Good and the Beautiful (AH) | ||
| Enduring Questions: The Committed Life (AH) | ||
| Influence of the Photograph | ||
| Fundamentals of Photography | ||
| Mobile Media Storytelling | ||
| Introduction to Popular Culture Studies (AH) | ||
| The New Testament (AH) | ||
| The Old Testament/ Hebrew Scriptures (AH) | ||
| World Religions (AH) | ||
| Theatre Appreciation (AH) | ||
| Social & Behavioral Sciences | 3 | |
| African American Experience (SB) | ||
| Rural Sociology (SB) | ||
| Introduction to Cultural Anthropology (SB) | ||
| Introduction to Archaeology (SB) | ||
| Introduction to Child Welfare (SB) | ||
| Analytics and Technology (SB) | ||
| Human Relations (SB) | ||
| New Media Literacy (SB) | ||
| Introduction to Criminal Justice (SB) | ||
| Introduction to Social Justice (SB) | ||
| Introduction to Economics (SB) | ||
| Principles of Economics (Micro) (SB) | ||
| Principles of Economics (Macro) (SB) | ||
| Introduction to Occupational Safety and Health (SB) | ||
| Personal Finance (SB) | ||
| World Regional Geography (SB) | ||
| Introduction to the Aging Experience (SB) | ||
| Introduction to Gender And Women's Studies (SB) | ||
| Health Literacy for Consumers | ||
| Introduction to Leadership Studies (SB) | ||
| Introduction to Professional Nursing (SB) | ||
| Personal & Public Health (SB) | ||
| Fundamentals of Public Relations (SB) | ||
| American National Government (SB) | ||
| International Politics (SB) | ||
| Introduction to Comparative Politics (SB) | ||
| Introduction to Psychology (SB) | ||
| Introduction to Lifespan Developmental Psychology (SB) | ||
| Introduction to Psychology (SB) | ||
| Introduction to Lifespan Developmental Psychology (SB) | ||
| Recreation in Society (SB) | ||
| Step 1: Introduction to Inquiry-Based Approaches to Teaching (SB) | ||
| Step 2: Introduction to Inquiry-Based Lesson Design (SB) | ||
| Introductory Sociology (SB) | ||
| Introduction to Sport Management (SB) | ||
| Introduction to Commerce and Organizational Structures (SB) | ||
| Foundations of Human Services (SB) | ||
| Natural & Physical Sciences | 6 | |
| Minimum of 6 hours, including one course with an essential applied/lab component (SL). Courses must be taken from 2 different disciplines. | ||
| Introduction to Environmental Science (NS) | ||
| Astronomy of the Solar System (NS/SL) | ||
| Astronomy of Stellar Systems (NS/SL) | ||
| Descriptive Astronomy (NS) | ||
| General Biology (NS) | ||
| General Biology Laboratory (SL) | ||
| Biological Concepts: Cells Metabolism and Genetics (NS) | ||
| Biological Concepts: Cells, Metabolism, and Genetics Lab (SL) | ||
| Biological Concepts: Evolution, Diversity, and Ecology (NS) | ||
| Biological Concepts: Evolution, Diversity, and Ecology Lab (SL) | ||
| Human Anatomy and Physiology (NS/SL) | ||
| General Microbiology (NS) | ||
| General Microbiology Laboratory (SL) | ||
| Introduction to Chemistry (NS/SL) | ||
| Fundamentals of General Chemistry (NS) | ||
| Fundamentals of General Chemistry Laboratory | ||
| Chemistry for the Health Sciences (NS) | ||
| Introduction to Forensic Chemistry (NS/SL) | ||
| Introduction to College Chemistry (NS) | ||
| College Chemistry I (NS) | ||
| College Chemistry I Laboratory (SL) | ||
| Introduction to Environmental Science (NS) | ||
| Introduction to Exercise Science (NS) | ||
| Our Dynamic Planet (NS) | ||
| Environmental Science and Sustainability (NS/SL) | ||
| Our Dynamic Planet | ||
| The Earth (NS) | ||
| The Earth Laboratory | ||
| Earth's Past and Future (NS) | ||
| Earth's Past and Future Lab (SL) | ||
| Environmental Geology (NS/SL) | ||
| Meteorology (NS/SL) | ||
| Energy (NS) | ||
| Concepts of Motion (NS/SL) | ||
| Light, Color and Vision (NS/SL) | ||
| Acoustics of Music and Speech (NS/SL) | ||
| Introductory Modern Physics (NS) | ||
| Introductory Modern Physics Laboratory (SL) | ||
| College Physics I (NS/SL) | ||
| Introduction to Physics and Biophysics I (NS) | ||
| Laboratory for Physics and Biophysics I (SL) | ||
| University Physics I (NS) | ||
| University Physics I Lab (SL) | ||
| Introduction to Biopsychology (NS) | ||
| Introduction to Biopsychology Laboratory (SL) | ||
| Total Hours | 12 | |
III. Connections: Understanding Individual and Social Responsibility (9 hours)
Students should complete 21 hours or have junior status before enrolling, since content builds on Explorations and Foundations courses. Courses must be from 3 separate disciplines.
| Code | Title | Hours |
|---|---|---|
| Social & Cultural | 3 | |
| Black Intellectual History (SC) | ||
| Applied Anthropology – Understanding and Addressing Contemporary Human Problems (SC) | ||
| A Cultural History of Alcohol (SC) | ||
| Islamic Art and Architecture (SC) | ||
| Deaf Culture in America (SC) | ||
| Intercultural Communication (SC) | ||
| Race, Class, and Crime (SC) | ||
| Reimagining Citenship (SC) | ||
| Dance in Culture: Moving History (SC) | ||
| Place, Community, and Resilience (SC) | ||
| Moral Issues of Capitalism (SC) | ||
| Climate, Resources, & Society (SC) | ||
| Popular Culture and Gender: Signs & Narratives (SC) | ||
| American Studies I (SC) | ||
| Cultural Diversity in the U S (SC) | ||
| Cultural Connections and Diversity (SC) | ||
| Latin American Society: Past and Present (SC) | ||
| Introduction to Cultural Geography (SC) | ||
| Climate, Resources, & Society (SC) | ||
| Identity in German Cinema (SC) | ||
| Latin American Society: Past and Present (SC) | ||
| The American Civil War in Film (SC) | ||
| Renaissance Europe (SC) | ||
| American Studies I (SC) | ||
| Modern Britain Since 1688 (SC) | ||
| Blacks in the Civil War and Reconstruction (SC) | ||
| Black Intellectual History (SC) | ||
| History of Popular Culture Since 1500 (SC) | ||
| Colonial Latin America, 1400-1825 (SC) | ||
| Blacks in the American South (SC) | ||
| A Cultural History of Alcohol (SC) | ||
| History of Sexuality (SC) | ||
| Coffee & Chocolate: Food in World History (SC) | ||
| History of American Popular Culture (SC) | ||
| Clothing and Human Behavior (SC) | ||
| Applications of Interdisciplinary Studies (SC) | ||
| Rock and Roll: Music for a New Generation (SC) | ||
| The Blues-Music from the Delta to Chicago (SC) | ||
| Music and Drama: From Opera to Musical Theatre and Film (SC) | ||
| The History of Music II (SC) | ||
| Complementary Health Care (SC) | ||
| Human Sexuality (SC) | ||
| Human Values and the Health Sciences (SC) | ||
| Why Are Bad People Bad? (SC) | ||
| Philosophy and Gender Theory (SC) | ||
| Social Ethics (SC) | ||
| Science Controversies: Historical and Contemporary (SC) | ||
| Women and the Law (SC) | ||
| Latin American Society: Past and Present (SC) | ||
| American Studies I (SC) | ||
| Minority Politics (SC) | ||
| Women and Politics (SC) | ||
| Politics of the American South (SC) | ||
| Theories of War and Peace in International Relations (SC) | ||
| Social Psychology (SC) | ||
| Social Psychology (SC) | ||
| Jesus in Film (SC) | ||
| Christians, Jews, and Pagans in the Greco-Roman World (SC) | ||
| Christianity (SC) | ||
| Daoism (SC) | ||
| Islam in America: Hope & Hip Hop (SC) | ||
| Women and Religion (SC) | ||
| Interaction: Self in Society (SC) | ||
| Marriage and Family (SC) | ||
| Diversity in American Society (SC) | ||
| Stigma and Society (SC) | ||
| Media Diversity (SC) | ||
| Latin American Society: Past and Present (SC) | ||
| Understanding Intergenerational Trauma (SC) | ||
| Period Styles in Design (SC) | ||
| Culture and Performance (SC) | ||
| Local to Global | 3 | |
| Advertising in a Digital World (LG) | ||
| Communities of Struggle (LG) | ||
| The Archaeology of Environmental Change (LG) | ||
| Foodways (LG) | ||
| Art and Landscape (LG) | ||
| International Deaf Studies (LG) | ||
| Causes and Consequences of Human-Wildlife Conflict (LG) | ||
| Challenges of a Changing Biosphere (LG) | ||
| Local to Global Healthcare Issues (LG) | ||
| Technology in Society and Business (LG) | ||
| Organized Crime (LG) | ||
| Our Future: Local and Global (LG) | ||
| Economic Development (LG) | ||
| Environmental and Resource Economics (LG) | ||
| Global Issues in Education Policy and Practice (LG) | ||
| Displaced Persons & Civic Engagement (LG) | ||
| Postcolonial Studies (LG) | ||
| Folklore and the Media (LG) | ||
| Foodways (LG) | ||
| Food, Culture, and Environment (LG) | ||
| Global Sustainability (LG) | ||
| Geography of Potent Potables:Brewing, Distilling, and Wine Making (LG) | ||
| Applied Geoscience Field Experiences (LG) | ||
| Geotech in a Global Community (LG) | ||
| International Comparisons of Health Care Systems (LG) | ||
| Contemporary Chinese Society and Culture (LG) | ||
| History of HIV/AIDS (LG) | ||
| Ancient Identities (LG) | ||
| Riots, Rebellions, and Revolutions: A Global History of Protest (LG) | ||
| Modern Latin America, 1800-Present (LG) | ||
| Gandhi: The Creation of a Global Legacy (LG) | ||
| Human Rights in History (LG) | ||
| The Crusades: West Meets East (LG) | ||
| History of the Civil Rights Movement in America (LG) | ||
| History of the Middle East (LG) | ||
| The Atlantic World (LG) | ||
| The Arab-Israeli Conflict: Local and Global Influences (LG) | ||
| Tourism Planning and Devlopment (LG) | ||
| Leadership in Global Contexts (LG) | ||
| Technology Applications in Education (LG) | ||
| The Mathematics of Social Justice (LG) | ||
| World Music (LG) | ||
| Global Perspectives on Population Health (LG) | ||
| Cultural History of Photography | ||
| U S Foreign Policy (LG) | ||
| Government and Politics of Western Europe (LG) | ||
| Government and Politics of the Middle East (LG) | ||
| Government and Politics of Russia and Eastern Europe (LG) | ||
| Central European Politics (LG) | ||
| Parks, Recreation, and Quality of Life (LG) | ||
| The Meaning of Life; Atheism to Zen (LG) | ||
| Buddhism (LG) | ||
| Islam (LG) | ||
| Global Christianity (LG) | ||
| Pilgrimage, Islam and Modernity (LG) | ||
| Islam, Sexuality, and Gender (LG) | ||
| Popular Culture and the Religious Marketplace (LG) | ||
| Religion and the Environment (LG) | ||
| Saints, Monsters and Superheroes (LG) | ||
| Global Social Problems (LG) | ||
| Causes and Consequences of Human-Wildlife Conflict (LG) | ||
| Sociology of Globalization (LG) | ||
| Global Perspectives in Sport (LG) | ||
| Foundations of Global Citizenship (LG) | ||
| Displaced Persons & Civic Engagement (LG) | ||
| Diversity and Social Welfare (LG) | ||
| Systems | 3 | |
| Agribusiness Entrepreneurial System (SY) | ||
| Paleoanthropology: Human Origins and Evolution (SY) | ||
| Peoples and Cultures of the Caribbean (SY) | ||
| Art and Power (SY) | ||
| Introduction to Astrobiology (SY) | ||
| Ethnobiology-Peoples, Plants & Animals (SY) | ||
| Chinese Calligraphy (SY) | ||
| Small Group Communication (SY) | ||
| Comparative Systems of Juvenile Justice (SY) | ||
| Big Data with its Applications (SY) | ||
| Narrative, Discourse, and Prison Systems (SY) | ||
| Queer Music (SY) | ||
| History of the English Language (SY) | ||
| Entrepreneurship (SY) | ||
| Peoples and Cultures of the Caribbean (SY) | ||
| Visualizing Geography (SY) | ||
| Our Dangerous Planet (SY) | ||
| Our Vulnerable Planet (SY) | ||
| Earth's Climate in Time (SY) | ||
| Energy, Climate and Carbon (SY) | ||
| American Masculinities (SY) | ||
| Health Care Organization and Management (SY) | ||
| Disability in the United States (SY) | ||
| Monsters, Maggots, and Morphine: Disease and Medicine in the United States (SY) | ||
| Ancient Greece (SY) | ||
| Ancient Rome (SY) | ||
| The Middle Ages (SY) | ||
| Conflict, Culture and Commerce in the Medieval Mediterranean (SY) | ||
| Comparative Slavery (SY) | ||
| History of Sport (SY) | ||
| Human Nutrition (SY) | ||
| Geometry in Art and Architecture (SY) | ||
| Multimedia for Training (SY) | ||
| Geometry in Art and Architecture (SY) | ||
| Food Laws and Regulations (SY) | ||
| Country Music (SY) | ||
| Queer Music (SY) | ||
| Health Disparities and Health Equity | ||
| Philosophy of Science (SY) | ||
| Philosophy of Mind: Minds and Machines (SY) | ||
| Comparative Legal Systems (SY) | ||
| Judicial Process (SY) | ||
| State Government (SY) | ||
| Public Policy (SY) | ||
| Principals of Public Administration (SY) | ||
| International Relations of the Middle East (SY) | ||
| American Political Parties and Interest Groups (SY) | ||
| Adjustment and Personal Growth (SY) | ||
| Psychology of Prejudice and Stereotyping (SY) | ||
| Psychology of Adult Life and Aging (SY) | ||
| Psychology of Sexuality (SY) | ||
| Interpreting America's National Parks (SY) | ||
| Confucianism (SY) | ||
| Problem Solving (SY) | ||
| Public Problem Solving (SY) | ||
| Religion in Society (SY) | ||
| Aging in Society (SY) | ||
| Social Institutions: Race, Class, and Gender (SY) | ||
| Population, Society, and Development (SY) | ||
| Systems Thinking and Problem-Solving in Complex Organizations (SY) | ||
| Environmental Justice: Theory, Policy, and Practice (SY) | ||
| Human Behavior in the Social Environment (SY) | ||
| International Experience | ||
| Indian Himalayas - Biogeography, Ganges & Culture (IE) | ||
| Global Hospitality and Cuisine (IE) | ||
| Design Market Trends (IE) | ||
| Total Hours | 9 | |
World Language Proficiency
All entering students must demonstrate proficiency in a world language at the Novice High level before completing 60 credit hours. Novice High is the ability to communicate in writing and speaking on familiar topics in simple sentences. To meet this requirement, students can do one of the following:
- All degree-seeking students with two credits (or equivalent) of high school world language are considered to have fulfilled the world language proficiency requirement at WKU. A high school transcript is required to verify coursework.
- Enroll in a new language not previously studied and complete the language course at the 101 and 102-level (or higher, excluding SPAN 200 and SPAN 105 courses of any language prefix) with a grade of C or better. Language options include Arabic (ARBC), Chinese (CHIN), French (FREN), German (GERM), Italian (ITAL), Japanese (JAPN), Korean (KORE), Russian (RUSS), Spanish (SPAN), or Swahili (SWAH). The following languages offered outside the Modern Languages Department also fulfill this requirement: American Sign Language (ASL 102 or higher), Chinese Flagship (CHNF 101 or higher), Greek (RELS 155/BLNG 155), Hebrew (RELS 153/BLNG 153), Latin (RELS 151), and Pali II (RELS 157).
- Continue a language taken previously and complete the 102-level of the language with a grade of C or better. See the list of courses mentioned above, the course descriptions in the back of this catalog, or the website for a comprehensive listing (which includes newly approved courses): http://www.wku.edu/colonnade/.
- Successfully complete a proficiency test; such as the AP, CLEP, IB, AAPPL, Avandt STAMP, BYU FLATS, or departmental exam. Information on the AP, CLEP, IB, and departmental exams are available in the “Credit by Exam” section of the undergraduate catalog. The AAPPL, Avant STAMP, and BYU FLATS information is found on the http://www.wku.edu/colonnade site.
For more information about the World Language Proficiency Requirement, visit http://www.wku.edu/modernlanguages/placement/.
The general education world language requirements will be waived for students whose first language is not English. To demonstrate non-English proficiency students can do one of the following:
- International students from non-English speaking countries can receive the waiver from the International Student Office (request at https://www.wku.edu/international/istart_help.php).
- Domestic students, and international students from English speaking countries, have several options to demonstrate proficiency in a language other than English:
- Successfully complete one of the proficiency exams mentioned above (#3).
- Provide evidence of the completion of the 8th grade, or equivalent, or higher in which the primary language of instruction was not English.
- Other documentation (tests, diplomas, other official documents) that demonstrate language abilities.
NOTE: The waiver form at http://www.wku.edu/colonnade should be utilized to document school attendance or other documentation.
World Language for Returning Students
Students who begin their college career as degree-seeking students during the 2004 summer term and thereafter will be required to take the second semester level or higher foreign language course.
Students who begin their college career as degree-seeking students before the 2004 summer term are required to take one level of a foreign language.
Kentucky General Education Transfer Policy
The revised Kentucky General Education Transfer Policy (2012) outlines the purpose and guidelines for the transfer of general education across Kentucky’s public postsecondary institutions. WKU supports the policy. For more details see: http://cpe.ky.gov/policies/. In accordance with KRS 164.2951 an appeal process regarding statewide general education transfer credit is available. The transfer credit petition can be found here: https://www.wku.edu/transfer/transferpetition.php and more details on the transfer appeal process can be found here: cpe.ky.gov/policies/academicaffairs/transferappealsprocess.pdf.