Core Curriculum

Purpose Statement

Consistent with the mission of the University, the Bay Path Core Curriculum provides a coherent and substantive educational basis for students to “become confident and resourceful contributors to an increasingly interdependent world.” The Core provides a unique signature curriculum to foster development of the whole person, grounded in the arts and sciences with a focus on academic skills and experiences that are translatable to success in the 21st Century workplace. Through their active participation in this curriculum, Bay Path University students will come to understand their own potential as forces for positive change, be able to inquire critically, solve problems creatively and collaboratively, make decisions ethically, and communicate effectively.

The comprehensive Bay Path educational experience, which consists of the Core and major field(s) of study, has been crafted to ensure that each student will be prepared to live a fulfilling, ethical life, to attain a personally satisfying and productive career and to become a confident and resourceful contributor to the global community in which they reside.

General Education Core Curriculum Student Learning Outcomes

Bay Path University’s Core Curriculum consists of a wide variety of courses through which students may satisfy the Bay Path University Core requirements. The following comprise the “Intellectual and Practical Skills” and related Student Learning Outcomes which are embedded in the Bay Path University Core and throughout the rest of the entire undergraduate educational experience:

  1. Inquiry and Analysis: Students will demonstrate a systematic process of exploring issues. Students will break down complex issues to create recommendations/solutions.
  2. Critical Thinking: Students will apply the critical thinking process to reach a solution.
  3. Written Communication: Students will demonstrate the ability to clearly express and support their ideas in written format appropriate to the issue of problem under consideration. Students will be able to mix data, text, images to support their intent, when appropriate.
  4. Oral Communication: Students will demonstrate their ability to organize, prepare and present a purposeful presentation to increase knowledge or foster understanding or promote change.
  5. Quantitative Literacy: Students will demonstrate the ability to solve quantitative problems from an array of context and everyday life situations.
  6. Reading: Students will demonstrate the ability to extract and construct meaning through interaction and involvement with written language.
  7. Collaboration/Teamwork: Students will demonstrate the ability to contribute quantitatively to the objective(s) of the team task.
  8. Problem Solving: Students will demonstrate the ability to design, evaluate and implement a strategy to answer an open-ended question or achieve a desired goal.
  9. Information Literacy: Students will identify, locate, evaluate and effectively and responsibly use and share information to address the problem at hand.
  10. Civic Knowledge and Engagement – Local and Global: Students will apply the knowledge and skills necessary to participate in activities that are life enriching and beneficial to the community.
  11. Intercultural and Aesthetic Knowledge and Competence: Students will demonstrate skills and recognize the importance of aesthetics to interact effectively in a variety of cultural contexts and understand its implications on everyday life.
  12. Ethical Reasoning and Action: Students will practice ethical decision-making skills. Students can describe and analyze positions in ethical issues in a variety of contexts.
  13. Foundations and Skills for Lifelong Learning: Graduates will continue to engage in purposeful learning activities, undertaken on an ongoing basis to improve knowledge, skills, and competencies.
  14. Integrative Learning: Students will make connections with knowledge learned from across the curriculum. Students will apply that knowledge to new situations within and beyond the campus.

Ethics & Values

A Bay Path education provides opportunities to foster ethical and values-driven approaches to personal and professional endeavors. Students learn about and apply knowledge and skills related to ethics and values throughout their time at Bay Path, including through:

  • In some disciplines, specific courses dedicated to the study of ethics
  • Components embedded throughout the WELL curriculum
  • In the traditional undergraduate program, first-year honors pledge

Bay Path University General Education Core

The core consists of a total of 40-43 credits from the following themes and is required for all undergraduate students regardless of program format. Not all courses are offered every semester and some courses have prerequisites. The General Education Core includes both specific courses as well as general categories of courses, enabling students whose educational journeys start with Bay Path University, as well as those who transfer into Bay Path University, to use appropriate courses to meet the Intellectual and Practical Skills requirements. Students who entered their degree program during the 2020-2021 academic year must follow the academic requirements as outlined below. Students who entered their degree program prior to the 2020-2021 academic year must follow the academic requirements as outlined in the academic catalog corresponding to their academic year of entry.

Citizenship: Contributing to Contemporary Society

To enable Bay Path students to understand the world and their responsibilities and roles in their communities, two courses pertaining to contemporary society which may include historical, political, legal or societal perspectives while exploring the complexities of human and social behavior, are required.

To fulfill this theme, students must take 6 credits of coursework within the topics of Government, Politics, Society, U.S. History; or complete two of the following courses:

BUS 120Business in Society3
CRJ 120Introduction to Criminal Justice3
CSC 101Applied Computing3
ECO 211Macroeconomics3
ECO 212Microeconomics3
EDU 130Education, Schools, and Culture3
GEO 102Introduction to Geography3
GOV 100American Government3
HIS 114The United States to 18773
HIS 115The United States Since 18773
LAW 103Introduction to the American Legal System3
PSY 101Introduction to Psychology I3
SOC 100Principles of Sociology3

Communication and Information Literacy

To develop student writers who can read, think, and write critically, and who are able to present their ideas in multiple modalities, three courses that introduce and build academic reading, writing and research skills are required. Students continue to build their skills in discipline specific courses required by their majors.

To fulfill this theme, students must take ENG 114 Critical Reading and Response, ENG 124 Research and Writing in the Disciplines, and ENG 134 Literary Genres. In addition, most individual majors also require an advanced research and writing course that is determined by the respective department. The courses required to complete this requirement are listed on each individual major’s course requirement list in this academic catalog.

Note: LAW 240 Legal Research and Writing is required in place of the ENG 124 Research and Writing in the Disciplines requirement in the AS in Paralegal Studies and BA in Legal Studies degree programs.

Cultivating Perception & Self Expression: Arts & Aesthetics

As part of the university’s value on fostering holistic student development, one required course in Arts & Aesthetics will enable students to develop perception and understand and appreciate and respond to beauty in its many forms.

To fulfill this theme, students must take 3 credits of coursework within the topics of Interior Design, Art, Communications, Dance, English, Humanities, Music, Theatre; or complete one of the following courses: 

ART 100Art History3
ART 230Art in America3
ART 240Modern European Painting and Sculpture3
ART 250Women in Art3
ENG 203Creative Writing: Non-Fiction3
ENG 204Creative Writing3
HUM 101Fine and Performing Arts3
HUM 120The Art of Film3
WEL 200Present Yourself3

Fostering Inquiry: Natural Science and Quantitative Analysis

Twenty-first century skills require expertise in applying empirical methods of inquiry that include honing abilities in observation and experimenting to verify results as well as quantitative analysis proficiency. One course in the natural sciences is required in addition to demonstration of quantitative analysis as determined by each academic major.

To fulfill the natural science requirement of this theme, students must complete 4 credits of coursework within the topics of Biology, Chemistry, Forensic Science, Food Science & Safety, Physical Science, Physics; or complete one of the following 4-credit courses: 

BIO 110Biology I for Science Majors3
BIO 111Biology I for Non-Science Majors3
BIO 240Plants Rock3
CHE 120Chemistry I3
FSC 105Criminalistics3
NEU 100Introduction to Neuroscience I3
PHS 201College Physics I for Science Majors3

At least one of the four required credits for this theme must be fulfilled by a laboratory science course.

To fulfill the quantitative analysis requirement of this theme, students must complete 3 credits of mathematics. MAT 104 Fundamentals of Mathematics and MAT 170 will not satisfy this requirement.

Global, Cultural, Community Engagement

Bay Path students are encouraged to be culturally competent and engaged contributors to society. To cultivate respect for diversity and understanding of social and cultural issues, two courses in the humanities are required to foster the study of the human condition and development of analytical, speculative, and critical inquiry skills.

To fulfill this theme, students must take 6 credits of coursework within the topics of Global English, Comparative English, Global History, Comparative History, Languages (Foreign, ASL, or Technical), Philosophy, Religion; or complete one of the following courses: 

CIT 210Intercultural Communication3
CMS 100Introduction to Mass Communication and Pop Culture3
EDU 110Introduction to Early Childhood Education3
EDU 250Introduction to Special Education3
FRN 113French Language and Culture I3
FRN 114French Language and Culture II3
HIS 202Global History to 15003
HIS 203Global History since 15003
HUM 210Ethics3
HUM 220Puerto Rican Migration: Connecticut River Valley Region3
LAW 281Understanding Law through Literature3
PSY 216Psychology of Cultural Diversity3
SOC 200Social Problems3
SPA 113Spanish Language and Culture I3
SPA 114Spanish Language and Culture II3

Healthy Living and Perspectives

Holistic development includes understanding one’s self and others as well as gaining important life skills such as physical and financial fitness. To increase awareness about the importance of each component, one course is required in each of these life skill areas.

To fulfill the physical fitness requirement of this theme, students must take 1-2 credits of coursework within the topics of Dance, Holistic Medicine, Health & Wellness, Nutrition, Nursing, Physical Education, Self-Defense, Community Health; or complete one of the following courses: 

DAN 110Dance Technique1
DAN 121Jazz I1
DAN 131Tap I1
DAN 190Bay Path Dance Company1
IDS 201Mindful Eating2
PHY 101Fitness1
PHY 102Yoga I1
PHY 103Ab-Core Fusion1
PHY 104Hatha Yoga I1
PHY 120Meditation1
PHY 130Boxing1

Traditional undergraduate students must also complete 1 credit to meet the financial fitness portion of this theme. This can be fulfilled by taking BUS 204 Financial Wellness or another course related to financial literacy.

Women Empowered as Learners and Leaders

The purpose of the Women Empowered as Learners and Leaders (WELL) program is to enable undergraduate students to connect with the University’s mission in challenging women to become leaders and to “become confident and resourceful contributors to our increasingly interdependent world.” The WELL program prepares students to be reflective and capable people, students and professionals who can influence and advocate for others. Expanding upon and incorporating existing leadership development program components, the WELL program is designed to provide a foundation for the educational experience at Bay Path University.

Incorporating curricular and co-curricular elements, WELL provides a common curricular experience and connects undergraduate students in a very tangible way to the mission and vision of the University. Through WELL program components, undergraduate women build community through active, student-centered learning and examine their education with great intention, both as they embark upon it and as it comes to a close. Completion of the WELL portfolio enables students to be more purposeful in shaping their Bay Path undergraduate experience to realize educational and life aspirations. Specific program components include:

  • The WELL Curriculum. For traditional undergraduate students, four courses (WEL 100 Women as Empowered Learners and Leaders, WEL 310 Strategies for Career and Personal Growth, and WEL 400 Women as Empowered Learners and Leaders: In Practice) frame the academic component of the WELL program. For students in The American Women’s College, there are three required courses within the WELL program: WEL 220 Women as Empowered Learners and Leaders, WEL 330 Strategies for Personal and Career Growth, and WEL 440 Leadership in Practice. Through this curricular component, students are introduced to academics and resources, and will strengthen their skills in research, writing, public presentation, speaking, analysis, synthesis, and technology as needed to become empowered learners. Students discover their strengths and set personal, academic and professional goals using self-assessment and career planning tools. Students explore the leadership traits needed to be women of influence who have the knowledge and tools to lead value-driven lives. They will conduct research on local and global issues that affect women, and present their findings at the end of each semester.
  • E-Portfolio. Throughout the entire WELL course sequence, the e-portfolio will enable each student to gather information about their academic and co-curricular experiences, reflect upon learning and goals during their education, and demonstrate growth in knowledge, skill, and experience over their undergraduate experience.
  • Leadership Experiences. Components of the WELL curriculum support students’ leadership development, especially in first year WELL experiences, in which students examine their own leadership style and strengths, and in the final year WELL experience, in which students apply their skills to experiential projects in the community.
  • Career Development and Support. The development of career goals is embedded in WELL to provide opportunities for faculty to discuss career planning with students throughout their four years. Career development milestones have been set as part of the e-portfolio to help students stay on track. Through WELL course assignments, internships, field placement experiences, job shadowing, career seminars, mock interviews and other career development experiences, students are helped to identify and fully leverage their unique strengths, needs, intentions, passions and potential.

WELL Program Student Learning Outcomes

Upon completion of the WELL program, students will:

  • Demonstrate academic and intellectual development during their progression through the WELL series.
  • Demonstrate personal effectiveness and personal development during their progression through the WELL series.
  • Demonstrate engagement in the campus community and with the University mission.
  • Demonstrate community awareness and engagement.
  • Demonstrate professional preparation.

To fulfill this theme, traditional undergraduate students must complete WEL 100 Women as Empowered Learners and Leaders, WEL 310 Strategies for Career and Personal Growth and WEL 400 Women as Empowered Learners and Leaders: In Practice. Students in The American Women’s College must complete WEL 220 Women as Empowered Learners and Leaders, WEL 330 Strategies for Personal and Career Growth, and WEL 440 Leadership in Practice.