·         Write a straightforward essay, using and citing sources when appropriate.

·         Find and evaluate information sources critically.

·         Appreciation of art, music, and literature consistent with a college education.

·         Basics of philosophy, such as logical thinking, critical reasoning, and the ability to synthesize opposing and seemingly contradictory arguments.

·         Appreciation of cultural values through language, art, music, literature or philosophy.

·         Understanding of humans and a sympathy for their conditions.

·         English: composition and literature – exhibit good writing, promote careful thought and explore human existence.

·         To speak and write standard English well.

·         To speak and write well in a foreign language.

·         Language other than English - minimum of two years study.

·         Knowledge about history of intellectual thought in both western and non-western culture. Specifically, the key themes of philosophy, political economy and science.

·         Exposure to literature, art, and music of western and non-western culture.

·         Familiarity with widely known art, music, literature and philosophy in Western and non-Western cultures, and their historic contexts.

·         Sense of how philosophical, religious, social or political paradigms affect or are affected by artistic expressions.

·         Must be able to read, write and speak coherent English.

·         Role of social values in judgement of merit of art., art in re: support for or opposition to social values

·         General knowledge of intellectual contributions of diverse ethnic groups to world culture in order to function properly in a pluralistic community.

·         Foreign language skills to cope with growing global communication, and to enhance the ability of competition. – at least 9 hours instruction, in all disciplines.

·         Ability to appreciate, if not understand, diverse art forms, music and performance art.

·         Working command of standard American English in reading, writing and speaking.

·         Foreign language and understanding of how language shapes and is shaped by thought and culture.

·         Role of philosophy in shaping human thought, major western and non-western philosophical perspectives on human condition. Current and historical arguments about ethics and morality.

·         Exposure to music from different cultures and time periods, appreciation for the diverse cultural influences in American music.

·         The ability to write fluently in English.

·         Gender, as a cultural construction and of changing constructions of gender and gender roles within context of changes in society, economics and politics.

·         Exposure to art in its human, cultural, historical and socio-political contexts.

·         Appreciation of literature as a lens for understanding the human experience. Should have an extended exposure to at least one author and should have an understanding of the literature of at least one major cultural or historical movement. Experience writing and reading must accompany this exposure.

·         Opportunity to create and appreciate the insights and perspectives on being human which are available from participation in the arts. Experience in at least one medium is the very least that must be required.

·         Understand the history of ideas and its relation to current issues and problems in diverse disciplines.

·         Know major events and movements in world history with a particular emphasis on modern history, which many high schools never really cover.

·         Should have a basic reading and speaking knowledge of a foreign language. Formally learning the structure and vocabulary of another language is important in learning to use English correctly, as well as in developing critical thinking abilities.

·         Should have some knowledge of philosophy, logic, and ethics.

·         A history course or two should be part of every graduate’s background – world or U.S. history.

·         Understanding of how knowledge in history is created, including chronological thinking, historical comprehension, historical analysis and interpretation, and historical analysis of issues.

·         Use of history in any enquiry into the political, social or moral issues in a society.

·         Examination of different cultures and ways of life, and a consideration of the common problems and shared humanity among different people of the world.

·         Ways in which philosophy and literature have contributed to human knowledge and civilization, how knowledge in these fields is created. Reading of primary courses as a major portion of course content.

·         Consideration of the relationship between works discussed, the cultures in which they were created, and the human concerns they illuminate.

·         Critical analysis and interpretation of one or more primary texts.

·         To read literatures from the world and be able to explain their meanings to others.

·         To play an instrument or to sing.

·         To value the history, culture, and study of other peoples.

·         To study the challenges and opportunities of race and ethnicity and to conceive of strategies for deconstructing and transcending racism and prejudice.

·         To work with the hands in soil, clay, on canvas – in a natural medium.

·         Understand the influence of culture and the variation in values and beliefs among different groups.

·         Students should have been exposed to art, music, a language, literature and some basic philosophy.

·         Classes for speech, theatre, and English where the student’s ability is assessed in [speech]. Have students evaluate oral diction for assignments which require a presentation of material.

·         Students should have been exposed to art, music, a language, literature and some basic philosophy.

·         Need a sensitivity to cultures, ethnicity, religions, beliefs, orientations, philosophies, ideologies, histories, gender and environmental issues that are dissimilar to their own.

·         Need to have knowledge of intellectual contributions of diverse ethnic groups to world culture in order to be able to function positively in a pluralistic community.

·         Language skills beyond English are definitely a must for college graduates.

·         Understand basic sociological and psychological concepts.

·         Sampling and research should be introduced.

·         World cultural patterns and ideas that different groups of people have valid ways of viewing the world.

·         Enumerate the societal and personal rules of behavior which are investigated both specifically and broadly in disciplines such as political science, history, sociology, psychology, economics anthropology, geography.

·         Knowledge of political and economic conditions of the world as it is, and as it has been historically.

·         Should know about the physical and cultural world, especially the relationships between human behavior and its impacts on the "natural" world.

·         Knowledge of when major events happened.

·         Role of geographical location in cultural or economic development.

·         Use of history, anthropology, economics, etc. as tools to interpret politics, art, philosophy or science.

·         How social scientists formulate and answer questions, kinds of data, use and misuse of the answers in social or political policy making.

·         Know the world political, economics, social, and intellectual developments that shape the world history in general.

·         Understand physical, cultural, and economic geography and environment of all major regions and their problems.

·         Fundamental principals of physical, mental, psychosocial development and health.

·         Understand culture, society, language and their influences on personality, behaviour and social structures.

·         Understand contemporary cultural conflicts, urbanization, and acculturation.

·         Scientific account of human origins and evolution, part of humanity in nature, biological unity of human species.

·         Concepts of culture and society, culture, language and ethnicity and they shape human identity and personality, conceptions of individual as part of an as opposed to society.

·         Appreciation for richness of human culture and cultural diversity - flaws of ethnocentrism.

·         Economic system in which we live and of other economic systems in historical and contemporary context, how economic systems change and how the resist change, students’ place in the contemporary economic system, and the obstacles and opportunities that they confront.

·         Knowledge of the ways in which we think about and make sense of the psychology of individuals and groups, the cultural and medical bases of definitions of mental health and illness.

·         Ability to locate continents, nations, cities and cultures in geographic context (i.e. read a map), understanding of human biological and cultural adaptations to diverse environments.

·         Understand impact of human activity on the natural environment and the consequences – real and potential – of that impact.

·         Understand and evaluate current debate on environmental issues.

·         Understanding gained from exposure in depth to the various ways of studying human beings in culture, relationships, social organization, and individual development. Students should have a good understanding of the basic paradigms of anthropology, sociology, geography and history. Enough exposure to enable an understanding of both our current culture, but also some other culture.

·         To be able to articulate differences between and within cultures other than one’s own.

·         Women make up half of humanity – all students should have some formal knowledge of women’s history and struggle.

·         Knowledgeable bout global interdependence and appreciate the conflicts and unexpected outcomes which often occur as diverse regional cultures and mores come into contact within world-wide economic interactions, travel, and communication.

·         Should be aware of and sensitized to the status of global human population numbers and the impact of humans on the environment. Should be knowledgeable about the difference between people overpopulation and consumption overpopulation, and have learned the ethics to make choices about these issues.

·         Understand the dynamics of health interpersonal relations and the problems of family and interpersonal systems.

·         Study the problems of the old and the young, and to develop ideas about how to address them.

·         To study the problems and possibilities of international relations.

·         To have considered the issues of ethics as they bear on our existence as social agents, as political agents, as beings in nature, and as members of families.

·         Understand the influence of historical and current trends on behavior (i.e. political, social, economics, etc.)

·         World history, geography, political science, American history and government and some study of human behavior in anthropology, sociology or psychology.

·         Understand and appreciate the nature of the relationship of humans across social, cultural, racial, geographical, national and international context

·         Understand the importance of scientific method, broadly applied .

·         Cope with science at least to the extent of reading newspapers and more ideally to be able to read popular science publications.

·         Knowledge of important information – ecological issues, health, genetic engineering issues, basic biology to understand.

·         Understand impact of science on society and the environment.

·         Be able to read with comprehension scientific articles in the popular press, including the interpretation of graphs and tables.

·         Critically evaluate the possible ramifications of new discoveries in science.

·         Overcome the fear of science and math so that it isn’t passed on to children.

·         Factual knowledge and vocabulary necessary to basic scientific understandings of the natural world – Linnaean taxonomy, evolutionary theory, periodic table, Einstein’s theory, etc.

·         Understanding of scientific research – formulation of questions, and experiments.

·         Understand difference between fact and opinion, pseudo-science and genuine science.

·         Basic biological concepts relating to organ systems.

·         Understand how human actions affect other organisms and the environment in which we live.

·         Understanding of biological basis of life and the inter-relatedness of living things, nature of biotic communities and their interrelationships, working definitions of "environment" and "ecosystem"

·         Understanding of genetics and how genes work (sufficient to understand contemporary debates surrounding cloning, gene therapies, the use of DNA analyses in forensics, etc.)

·         Familiarity with the stages of Earth history, including the evolutionary succession of living things, short- and long-term climate changes.

·         Basic understanding of how atoms and molecules are put together, how they interact, and how that knowledge is being used in the contemporary world.

·         Practical understanding, from actual participation within a laboratory context, of the experimental paradigm for solving problems and forming new knowledge in the scientific arena.

·         Understanding of genetics at least at the level of alleles, and an appreciation of the molecular language of genetics at the molecular level.

·         Understanding of the laws of motion, concepts of energy, concept of quantum mechanics, chemical bonding, stoichtometry, and the concept of chemical compounds.

·         Significant level of detail in the way in which the brain functions including its development and the means by which it learns, stores memories, the nature of cognitive and emotional memories and the difference between their means of storage and alteration of memories.

·         Understanding of the nature of evolution and the status of the incredible collection of data that supports this as the best explanation of how we have gotten to be who and what we are.

·         Understanding of the basic mechanisms of diseases and health as well as the modes by which personal and public health is maintained.

·         At least one lab course in science should be passed with grade of C or better. Biol. Chem. Physics, and physical science are available.

·         Should have knowledge of basic biology and chemistry and the ability to understand scientific reasoning.

·         Should have enough knowledge of biology and genetics to be able to contribute to debate about genetic engineering, seed banks, gene patents, and related issues.

·         How scientists use information to explain the phenomena observed in the physical universe.

·         Unifying concepts of the physical sciences including the forces of nature, the structure of materials, and the role of energy in the physical universe.

·         Concepts history, contexts, and methodologies of the life sciences assists student in becoming scientifically literate. Help students apply an understanding of scientific ways of thinking to their own lives and careers.

·         Understand how a particular field analyzes a large question into answerable components.

·         Broad introduction to the contemporary status of a social science field of study.

·         Scope of a field’s approaches, methods, and theories.

·         Key concepts and vocabulary necessary for an educated layperson to follow developments in their field over the next decade.

·         Know about the wonder of human reproduction and to consider its responsibilities.

·         Understand how the environment and system of nature impact human existence and to consider humanity’s impact on them.

·         Know how to apply the laws of biology, chemistry, and physics to a research problem, hypothesis, or problem of living.

·         Understand the basic scientific concepts that influence how people and the environment interact

·         Basic biology of plants and animals.

·         Appreciate the connection between self and nature.

·         Some basic information concerning matter, energy and the chemical make-up of the world.

·         Capable of applying mathematical reasoning to appropriate problems.

·         Understand concepts such as proofs and the manipulation of unknown quantities.

·         Aware of basic computation tools ranging from pencils to calculators to powerful computer programs.

·         Develop reasoning and computational skills.

·         Mathematics – without it a student is incapable of reading most scientific writings(even fairly elementary science)

·         Necessary computational skills for professional and personal survival.

·         Understand mathematics as a language used to precisely describe things in the physical world.

·         Ability to read and understand graphs.

·         Understand the logic inherent in mathematical thinking.

·         Basic concepts of data processing.

·         Familiarity with modern digital computer and its peripheral devices.

·         Basic mathematical concepts: number operation, lines, equations, fractions, etc. and applications in daily life, business and industry.

·         Ability to do arithmetic adequately to balance a checkbook , calculate percentages, make a budget and other expressions of basic numeracy.

·         Ability to use a calculator to accomplish the above as well as to solve more complex mathematical problems.

·         Basic computer literacy, including word processing and spreadsheets and their associated tools, how to use the computer to get and exchange information, how to evaluate the reliability of information obtained via the Internet.

·         Understanding of the ways in which mathematics is used to model events in the natural and cultural worlds,

·         Competent understanding of basic ideas of calculus, should be able to process data in graphical formats understanding rates of change and processes.

·         Understanding of probability and some statistical measures by which to judge relationships thereof in data.

·         Should have knowledge of mathematics at least through the level of second year algebra or trigonometry and knowledge of how to use computers.

·         Should be competent in math through college algebra.

·         Be able to read maps, graphs, and charts, to evaluate the use of scale transformation and class intervals to determine if information is shown appropriately, and whether differences or similarities are enhanced or minimized in order to support a statement or point of view.

·         Develop the ability to express scientific, economic, or social issues in quantitative terms.

·         Understanding of how computer scientists, logicians, mathematicians, or statisticians think and how knowledge in these fields is created.

·         Problem solving, including recognition of key problem elements, the choice of suitable methods for solving a problem, and the appropriate application of these methods.

·         Understand the theory of probability and to be able to test a hypothesis, by computer, and by hand/manually.

·         To be computer-literate and to negotiate the Internet.

·         Use basic technology needed to interact within society.

·         Understand the math concepts used in daily living and be able to apply them.

·         Know that the fundamental ideas and concepts of math have their foundation in the "real" world and further understand that the development of mathematical ideas and concepts has contributed greatly to the advancement of civilization.

·         Understand how mathematics is used as a problem-solving tool in the natural sciences, social sciences and in the humanities.

·         Appreciate the logical structure and system of reasoning in mathematics and be able to apply this system to ordinary problems and to other areas of study.

·         Basic arithmetic operations, some algebra, the basic logical tenets of geometry, and some sense of probability.