THE BASIC TASKS: A Rice University education should help students

• acquire substantial specialized knowledge in one or more fields,
• experience broad intellectual growth, and
• develop proficiency in a range of skills that will facilitate the accomplishment of these tasks while at the university and prepare them for effective lifelong learning.
  

PART I: UNIVERSITY-WIDE REQUIREMENTS

Writing: (at least one intensive writing course each year)

Oral Communication (one course, forensic competition, or alternative arrangement)

Quantitative Reasoning (Competency test or two courses)

Languages (Competency test or grade of at least C in second-year Rice course)

Ethics and Moral Reasoning (one course)

The Arts (a topic for further consideration)

Teamwork and Collaboration (a topic for further consideration)

Physical Education (The current requirement of two non-credit courses, with a possible reduction for varsity and club-sport athletes.)

(Note: A number of these requirements could be met in the normal course of most majors.)

Historical Thinking (2 courses)

Textual Analysis (2 courses)

Social and Cultural Interpretation (2 courses)

Scientific and Technological Reasoning (2 courses)

Scientific Knowledge (2 courses)

Courses included in these categories would: 1) be explicitly self-reflexive, giving attention to the processes and, if appropriate, multiple theoretical perspectives within the discipline(s); 2) give attention to the creation, development, and modification of models, perspectives, and interpretations within the disciplines, currently and over time; 3) explicitly introduce students to problems within the discipline and to various approaches and pathways to understanding these problems; and 4) be appropriate for both majors and non-majors. They would not, however, simply be introductions to various disciplinary methods, but would involve extensive attention to substantive material. We expect most such courses to be accessible without prerequisites.

PART II: THE SUSTAINING STRUCTURE

A full-time director and a standing committee (with staggered terms) would set and maintain appropriate guidelines for courses and requirements, respond to problems, adapt to new challenges and opportunities, and, most importantly, stimulate continuing conversation regarding the curriculum. They would also administer a substantial budget that could be used to provide incentives and assistance to persons involved in the program. Careful attention is being given to an effective interface with the Undergraduate Curriculum Committee.