The New Curriculum

By centering student learning goals and outcomes (inspired by what Pitt curricular committees across schools and campuses have spent years developing), we can show students how completing required general education coursework leads to the acquisition of foundational competencies necessary to succeed in upper-division courses. 

In some cases, course offerings required in Tier 2 and Tier 3 may also fulfill learning goals of the General Education curriculum. 

We can also offer students:

1. flexibility in course selection; 
2. a succinct rationale for learning that they can understand and articulate to others; and 
3. tools for self-reflection and metacognition to showcase how foundational learning inspired their pursuit of majors, minors, and other credentials. 

Key Competencies and Learning Goals

All undergraduates will gain competencies (interrelated knowledge, skills, and dispositions) in four key areas (shown in bold). 

They will meet learning goals through the completion of courses that are primarily focused on the learning goals shown below.

Inquiring, Analyzing, Problem Solving

• Data Fluency
• Historical Thinking and Analysis
• Quantitative Reasoning
• Scientific Literacy
• Social Systems and Human Behaviors

Communicating, Creating, Expressing  

• Communication
• Interpretive Arts and Humanities
• Writing

Engaging Responsibly    

• Ethical Reasoning
• Health and Wellbeing
• Innovation and Entrepreneurship
• Sustainability

Understanding Local-Global Contexts and Challenges   

• Civil Discourse and Dialogue
• Global Understanding
• Intercultural Competence
• Language Learning

This unified general education curriculum not only encourages students’ essential skills development  but will also allow Pitt to measure and assess students’ foundational learning across schools and campuses. 

Recent revisions to university Academic Regulations, already permit individual courses to satisfy requirements in multiple curricular pathways to ensure that student learning plays a meaningful role in a student's gen ed experience without contributing to requirement overload.

Curricular Structure: 40-Credit Minimum

This model requires a 40-credit minimum to comply with Pennsylvania Code and Middle States accreditation standards while honoring our commitment to student agency, flexibility, affordability, and improved transfer experience. 

Students will make course selections in consultation with an academic advisor to ensure they are meeting foundational learning goals alongside expectations for completion of their major(s) and minor(s). More information on the curriculum appears in the table below. 

Available courses may be assigned 1-4 credits. To meet the 40-credit minimum requirement, students should complete remaining course credits in their preferred learning goal area associated with the general education competencies listed above.

Two Pathways for Gen Ed Completion

In consultation with academic advisors, students may choose to complete the general education program via one of two pathways that ensure learning is collective and cross-disciplinary: 

1. General: Complete minimum number of courses to meet learning goals and gain proficiency across four competencies; if less than 40 credits, students may complete additional courses in their preferred learning goal(s). 
2. Distinct: Complete minimum number of courses to meet “Inquiring, Analyzing, Problem Solving” and “Communicating, Creating, Expressing” competencies; complete “Engaging Responsibly” and “Understanding Local to Global Contexts” by selecting one thematic learning goal (i.e., civil discourse and dialogue; health and wellbeing; etc.); matriculate in the corresponding Interdisciplinary Distinction; complete four courses (including a experiential learning course); complete co-curricular and high-impact practices; earn an Interdisciplinary Distinction. This option may best serve students seeking to complement curricular with co-curricular experiences that build professional skills.