The curriculum is the major statement a university makes about itself, about what it can contribute to the intellectual and moral development of its students, and about what it thinks is important in its service to society.

Since its foundation, Niagara University has presented a balanced curriculum. In the 1860s the university provided a curriculum in “the learned languages and in the liberal and useful arts.” Today, Niagara offers to every undergraduate student a liberal arts education coupled with career and professional education.

Niagara University is committed to academic excellence and service in both the liberal arts and professional education and prepares students to think and act in the world as engaged citizens and responsible leaders. Emphasizing active, integrative learning, the general education curriculum develops in students the intellectual and ethical foundation that will enable them to search for, create, and assess solutions to real-life problems in the local and global community.

The General Education Curriculum and the Four Pillars of the Undergraduate Degree:

All courses in the General Education Curriculum contribute to its overarching goal, as expressed in its Statement of Purpose:

We strive to produce globally and socially aware graduates who engage in critical, ethical, and innovative thinking to solve problems and better their communities and the world.

Niagara University’s mission drives the undergraduate general education curriculum, which is committed to preparing students for a successful and fulfilling academic, professional, and personal life. The curriculum prepares students to think and act in the world as engaged citizens and responsible leaders. Courses within the four pillars of the undergraduate degree ensure that students achieve academic excellence in both the liberal arts and professional educations.

The General Education curriculum is built upon four pillars: Foundations, Inquiry, Exploration, and Mastery.

• Through three Foundations courses, students develop essential skills, such as oral and written communication and critical analysis and reasoning, that prepare them to succeed at Niagara and in their life beyond. The first-year seminar, Vincentian Social Justice, also engages students in the university’s Catholic and Vincentian tradition and fosters opportunities for students to develop diverse perspectives as well as their own values and ethics.
• Seven Inquiry courses develop different ways of analyzing, preparing students to make well-reasoned judgments both outside and within their academic field. Through these courses students also strengthen scientific and quantitative reasoning, and information literacy.
• Six Exploration courses expand students’ cultural and global awareness and cultural sensitivity. Exploration includes an Experiential Learning elective (EXP) that enables students to engage in hands-on discovery and application of knowledge through direct participation in real-world settings (e.g., internships, study abroad, research).
• The Foundations, Inquiry, and Exploration courses develop the skills, perspectives, and values that support the fourth pillar: Mastery of students’ major area of study.

The Niagara University General Education Curriculum prepares students to grapple with the complex issues that define our age. With its emphasis on Humanities courses, including history, English, philosophy, religious studies, writing, speech, and the arts, the curriculum exposes students to various ways of thinking, analyzing, and questioning, while drawing them into new areas of intellectual experience and strengthening the skills, perspectives, and values that support and deepen comprehension of their major areas of study. The curriculum also offers students choice and flexibility, generally including a minimum of four free electives. Students are encouraged to use this flexibility to complete a minor or second major.

Foundations

 1. VSJ 100 Vincentian Social Justice: These seminars introduce students to college-level learning in the context of Niagara University's Catholic and Vincentian tradition, which advocates for truth and the life and dignity of the human person. Each seminar examines a different issue relating to diversity and social justice, led by a faculty expert in that area. 

2. WRT 100 Writing and Rhetoric: This course introduces students to the reading and writing practices that characterize intellectual work in the university. Students are challenged to explore issues of interest and consequence, considering the perspectives of readers as well as their own. The course adopts a process approach to writing in a variety of academic genres, emphasizing pre-writing, researching, composing, revising, and editing as it prepares students for success at Niagara and beyond.

3. SPK 100 Effective Speech: This course provides instruction and experience in preparation and delivery of speeches within public and interpersonal settings. Emphasis is on research, preparation, delivery, and evaluation of informative, persuasive, and special occasion speaking. Upon completion, students should be able to prepare and deliver effective and appropriate forms of oral communication.

Inquiry

4. English 110 Literary Perspectives: These special topics courses allow students to concentrate on a significant author, topic, genre, medium, period, or movement set against contextualizing backdrops of literary, cultural, political, and/or historical change. Students write extensively in this course, arguing for their own interpretations, and applying critical theoretical approaches used by literary scholars. Assigned literary works are diverse and multi-cultural.

5. Religious Studies 101 The Search for God or Religious Studies 103 Introduction to Christianity

Religious Studies 101 The Search for God: This course explores some of the common themes and patterns of religion, such as myth, ritual, symbolism, sacred space, and the quest for salvation. Examples are taken from different religions, especially those of the Western/American tradition. The course highlights Catholicism in general and the Vincentian heritage in particular.

Religious Studies 103 Introduction to Christianity: A survey of the historical and theological development of the Christian religion from its Jewish origins to contemporary American Christianity. There will be an emphasis on the key historical moments and personages that have had a far-reaching impact on the Christian tradition, especially its Roman Catholic dimension. Aspects of the Vincentian heritage will be considered as part of the latter.

6. Philosophy 105 Reason and Responsibility: This course provides an introduction to the philosophical methodology for good reasoning and applies these reasoning skills to examine general principles about what it is we should do and believe. Students will learn classic problems in philosophy, their roots in intellectual history, and their importance for modern life.

7. History 110: Modern U.S. History: Thematic courses in contemporary U.S. history allow students to scrutinize documents and diverse historical viewpoints in order to build compelling arguments based on evidence in context as we seek to understand the forces that affect U.S. lives today. Themes may include social, cultural, environmental, political, urban, local, and presidential histories.

8. (SSI) Social Science Inquiry: Students will take one course designated as SSI. These courses introduce students to an academic discipline concerned with human beings as individuals and as groups in society. Courses include a focus on how social scientists collect and evaluate evidence to explain how individuals and groups function within different social contexts and relate to one another. Courses within the Social Sciences provide students with historical, empirical, theoretical, and methodological foundations about the social world, leading to a deeper comprehension of their own area of study. Social science disciplines are differentiated by their disciplinary foci: behavioral, economic, political, and societal. Social Science Inquiry courses are primarily drawn from the following departments: Communication Studies, Criminology and Criminal Justice, Political Science, Psychology, Sociology, and Social Work.

9. (NSI) Natural Science Inquiry: Students will take one course designated as NSI. These courses introduce students to the study of the natural world through the use of empirical methods and systematic study. Students learn how scientific reasoning and experimental activity are used to collect, evaluate, and update evidence within one natural science discipline. Courses include those within the life sciences (e.g., biology, biochemistry, ecology, genetics, and neuroscience) and physical sciences (e.g., astronomy, chemistry, physics, and Earth science). Upon completion of Natural Science Inquiry courses, students will better understand the impact of natural sciences on their lives and will strengthen their personal connection to the natural world. Natural Science Inquiry courses are primarily drawn from the following departments: Biochemistry, Biology, Chemistry, Physics, and Psychology.

10. (QR) Quantitative Reasoning: Students will take one course designated as QR. The quantitative reasoning requirement is designed to ensure that all students graduate with a level of proficiency in statistics, data analysis, and/or mathematics beyond algebra. Quantitative reasoning is both a cornerstone of a liberal arts education and an essential skill in an increasingly quantitative society. A quantitative reasoning course provides a rigorous basis in analytical thought and enables students to engage in mathematical or statistical ways of thinking that will enhance their ability to make informed decisions within an interdisciplinary context. Such a course will have a substantial focus on the synthesis and application of mathematical or statistical ideas. The majority of class time will be spent on mathematical or statistical concepts or techniques. Use of discipline-specific methodology will be required to advance problem solving.  The majority of the assessments are designed to develop and strengthen mathematical or statistical skills by requiring students to think critically and apply mathematics or statistics to interpret data, solve problems, and draw conclusions. Quantitative reasoning courses have many forms and may contain the use of technology. Such use of technology may include, but need not be limited to, producing visualizations to increase understanding of data, developing computer algorithms, developing statistical, logical, and financial formulas via spreadsheets, constructing and utilizing database queries, and using computer software to analyze data.

Exploration

11. (AE) Artistic Engagement: Students will take one course designated as AE. Innovation and creativity are core goals of the twenty-first century economy. Artistic Engagement courses will offer students the opportunity to develop their imagination and apply new concepts of originality. This will be achieved through a focus on the process and understanding of art across disciplines, including but not limited to visual arts, performing arts, film, and literature. This will involve students studying the cultural context, impact, relevance, and development of historical, global, regional, and/or contemporary arts. Many of these courses will provide opportunities for creative expression or engagement.

12. (GE) Global Engagement: Students will take one course designated as GE. The objective of courses bearing the Global Engagement designation is to develop in students an awareness of the world beyond their own communities in order to foster empathy for people in other contexts. These courses examine how societal and individual identities develop at different points in time and space, within their respective cultural spheres and with the wider world. Specific focuses might include how multiple narratives in temporal context compete with and complement one another; how fortunes of specific cultural spheres and groups or individuals within them rise and fall over time and why; how societies and individuals have grappled with challenges (e.g., climate change, war and peace, wealth and poverty); and the spiritual, intellectual, and ethical foundations of societies.

13. (SJ) Social Justice: Students will take one course designated as SJ. Social Justice courses actively promote multicultural understanding and exploration of diversity. These courses focus on multiple dimensions of diversity: ability, age, culture, ethnicity, gender, gender identity, immigration status, race, religion, sex, sexual orientation, and socioeconomic class. Social Justice courses promote critical understanding of issues around diversity and difference through the lens of discrimination, structural inequalities, oppression, marginalization, anti-racism, power, and privilege. These courses focus on preparing students to participate in a culturally diverse world and to advocate for social justice. 

14. Religious Studies Elective: Students will take one upper-level Religious Studies course. The Religious Studies program at Niagara University helps students understand the religious dimension of human life as it influences persons, cultures, and the world. This is accomplished through the study of sacred texts, theology, history, and communities. The program also explores how religion seeks an ethical response to the personal, social, cultural and political problems of our time. The department further explores the Judeo-Christian tradition in the spirit of the Catholic and Vincentian heritage of the university. As part of the general education curriculum, students take two Religious Studies courses: REL 101 The Search for God or 103 Introduction to Christianity and an upper-level Religious Studies elective.

15. Philosophy Elective: Students will take one upper-level Philosophy course. Philosophy pursues wisdom by examining our most basic presuppositions and evaluating the inferences drawn from them. The goal is to come to a coherent picture of the world, how we can know about it, and what we should do in it. Niagara University considers developing such a reflective worldview to be fundamental for a university education. As part of the general education curriculum, students take two Philosophy courses: PHI 105 Reason and Responsibility and an upper-level Philosophy elective.

16. (EXP) Experiential Learning: Students will take one course designated as EXP. The experiential learning requirement engages students in the hands-on discovery and application of knowledge through direct participation in real-world settings. Students enrich knowledge and skills gained in the classroom through active and integrative learning to deepen understanding of fields of study. This allows students to broaden their own points of view through various opportunities usually (but not exclusively) occurring off-campus. Structured placements occur in a community, an international setting, or a workforce environment. Placements on campus require students to take on a role that models the behavior of professionals, researchers, or teachers. Through experiential learning, students reflect on what they have learned about themselves and others in a larger social context. The following types of courses will fulfill the experiential learning requirement: internships, study abroad, project-based service learning, field placements, and academic practicums involving extensive field or laboratory work.

17-20. 4 Free Electives: A Free Elective is defined as any course outside of a student’s primary major department. As Niagara University is a liberal arts university and strives to comply with New York State Educational guidelines, students should use Free Electives to explore the liberal arts and sciences curriculum, minors and double majors.

General Education Policies:

Language Track: Language study is a key component of a liberal arts education. Students taking language courses strengthen skills in communication, cross cultural awareness, and global engagement. Sustained study of another language over the course of two semesters exposes students to new perspectives and encourages them to reflect on their own and others’ culture and traditions. To encourage students to study another language, the General Education curriculum features a Language Track: When a student takes two courses of the same language, SPK 100 Effective Speech can be replaced with the second language course. When a student takes two courses of the same language and majors in that language, SPK 100 Effective Speech/the second language course will be replaced with a Free Elective.

Two courses from the major that have been approved for General Education designations (SSI, NSI, QR, AE, GE, or SJ) can be used to satisfy designation requirements. In addition, students can complete the Experiential Learning component within the major. If a major program includes courses from different disciplines, a department may expand the number of major-required courses that satisfy General Education designations, provided that these courses carry approved General Education designations and are taken from departments other than the primary major department. A course from the major that satisfies a designation remains part of the major program, but it opens up an additional General Education Free Elective and adds to the Four Free Electives that are built into the curriculum.

Writing Intensive Requirements:

Students need strong writing skills to succeed at Niagara University and in their careers. In order to develop these skills, students are required to take three Writing Intensive courses. Two are taken as part of the General Education curriculum, Writing 100: Writing and Rhetoric and English 110: Literary Perspectives. The third course is taken in the major, usually as the capstone course.

A Writing Intensive (WI) course meets the following criteria:

• The syllabus will demonstrate how the improvement of writing skills is tied to the course objectives and student learning outcomes.
• The syllabus will demonstrate that writing represents a significant component of the final course grade.
• The syllabus will articulate the process through which writing skills will be developed. This development can be accomplished in a variety of ways, including but not limited to five-minute writing workshops, one-on-one paper conferences, peer review, classroom discussion of samples of student writing, posts to online discussion boards, written comments on papers, the use of rubrics, etc.
• The course will engage students in the writing process with the aim of producing a minimum of 2,500 words (10 pages) of finished writing.

Transfer Students and Transfer Credits:

Transcripts of transfer students are evaluated by the dean of the division that the student wishes to enter and also by the major department. The total number of semester hours, or their equivalent, accepted for transfer credit is decided by the dean. A transfer student must successfully complete all the Niagara University degree requirements either through course units completed at the university or those accepted for transfer. Ordinarily, at least one-half of the requirements in the major must be taken at Niagara University.

Students matriculating at NU with 24-27 incoming transfer credits (not first-year students) may replace VSJ 100 and the Artistic Engagement requirements with two free electives. Students matriculating at NU with 48 or more incoming transfer credits (not first-year students) may also replace the upper-level PHI and REL electives with two additional free electives.

First-year students matriculating with 24 or more incoming credits may replace the Artistic Engagement requirement and the upper-level PHI elective with two free electives.

If a department and/or program (including, but not limited to, Theater Studies and Art History with Museum Studies) is adversely affected by the opening of the Artistic Engagement (AE) designation, then that department and/or program can open the Social Science Inquiry (SSI) designation instead. This applies to any transfer student with at least 24 credits who is intending to join the impacted department and/or program.

Students enrolled at Niagara University who want to take a course at another educational institution must complete a permission form and have the approval of both their academic adviser and their dean. An official transcript of the course grade must be sent to the dean of the student’s college.

Niagara University has transfer agreements with several two-year and four-year colleges and universities. Please contact the admissions office at Niagara or the transfer counselor at your present institution for more information.