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THE SANTA CLARA CORE CURRICULUMA university expresses its most basic values in its core curriculum, that part of an undergraduate education required of all students. The Santa Clara Core Curriculum combines traditional core strengths with a new emphasis on curricular integration, world cultures, and technology. It stems from the University Mission, which states “Santa Clara University is a Catholic and Jesuit institution that makes student learning its central focus.” Within this framework, the Santa Clara Strategic Vision declares the University’s intention “to excel in educating men and women of competence, conscience, and compassion.” In pursuit of this aim, the University emphasizes the Catholic and Jesuit traditions of spirituality, intellectual excellence, study of Western and world cultures, internationalism, the promotion of faith and justice, and leadership as service to others. The University Core Curriculum seeks to further these values by fostering the strengths of a liberal education, including religious studies and ethics. Accordingly, the Core seeks to create a university learning environment that enables students to achieve intellectual excellence, live as responsible citizens, and seek to be of constant service in creating a more just, humane, and sustainable society. The Core encompasses three thematic clusters: Laying Foundations, Reaching Out, and Integrating for Leadership. The progression of these clusters is not strictly chronological, nor will all students study Core courses in exactly the same sequence. They will, however, study the same courses based upon the same sets of criteria for inclusion in the Core. It is hoped students will not just experience Core requirements as individual courses but as related educational experiences that help structure the students’ whole university study. The Santa Clara Core Curriculum expresses the psychological dynamics of building on the foundation of one’s developing identity (Who am I?), then moving out to encounter new realities (What is the world like?), and then returning to oneself to integrate these new realities into one’s world view as a basis for serving others (What is my relationship to the world? How should I act?). All of these stages, of course, take place every day for all learners. Thus, while each cluster has a primary theme, all three themes ought ultimately to find expression in each cluster. Senior capstones, departmental majors and minors, and University interdepartmental programs are other important ways of assisting students to integrate their complete university experience. Laying Foundations Reaching Out Integrating for Leadership University Core Curriculum Requirements Each particular school also requires other distinctive courses that reflect additional educational objectives beyond those described in the themes of the University Core Curriculum. For example, the School of Business requires all of its students to take a two-course sequence in accounting to prepare them for the business environment, and the College of Arts and Sciences requires its students to take courses in ethnic studies and in fine arts. Some students—for example international students, students in the University Honors Program, and students majoring in certain disciplines—satisfy the University Core Curriculum or school requirements by taking special sections of the Core courses, special equivalent courses, or special courses in their major. The requirements of the University Core Curriculum, including their specification and supplementation within each college or school, are outlined below. Theme 1: Laying Foundations
Theme 2: Reaching Out
Theme 3: Integrating for Leadership
Leavey School of Business Supplemental Degree Requirements
School of Engineering Supplemental Degree Requirements
Transfer students who enter the University with less than 44 units must take all three Religious Studies courses in the required sequence. Those who enter with 44 or more units may take any two Religious Studies courses. New Undergraduate Core Curriculum |
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