Students tailor much of their academic programs to their own goals and needs, but there are minimum curricular requirements for receiving a degree from Juniata. Special adjustments in these requirements will be administered by the Registrar according to policies developed by the Curriculum Committee. Questions will be answered by the Registrar or faculty advisers. Also, all courses available for college credit require Curriculum Committee approval.
Students are responsible for ensuring that all graduation requirements are completed. The student must satisfactorily complete or maintain a MINIMUM of the following:
Students must complete at least 120 credits with a minimum cumulative grade point average of 2.00 to graduate.
Information Access is a one credit course required of all entering students, first years and transfers that ensures competency in the use of computing, network and library technologies at Juniata College. There are no exemptions from the course.
College Writing Seminar
In CWS, students will develop their reading, writing, and analytical skills. CWS will introduce students to the diverse modes of thought and communication that characterize the college experience. Individual conferences, peer reading, revision of writing and portfolio assessment are some of the essential elements in this process-oriented approach to college work. Note: This course does not satisfy a distribution requirement.
Liberal Arts: Distribution
The intent of the distribution requirement is to assist students in broadening their education. This breadth helps students to develop and retain the intellectual flexibility necessary to cope with their rapidly changing environment.
Students must complete at least six credit hours of coursework in each of the following five areas. In three of these five areas, at least one course must have a prerequisite or be at the 300-level.
Fine Arts (F):
Fine arts courses examine the interaction of elements within art forms, the ways in which these interactions produce artistic expression, and the conventions of the particular artistic disciplines. In these courses, students expand their expressive abilities and/or sharpen their skills at formal analysis (such as how to experience a work of art).
International Studies (I):
“I” courses may study global issues in one of three ways. 1. The course introduces students to the history, art, literature, philosophy, or civic life of people of different nationalities. 2. The course requires students to think and express themselves in a language other than English. 3. The course examines international social, material, cultural, or intellectual exchange at a systemic level.
Social Science (S):
Social scientists strive to understand a wide range of human behavior, from the formation of the self to the interaction of nations. Knowledge is acquired from systematic study, using a diverse set of scientific methods including laboratory experiments, field observation, survey work, and quantitative and qualitative ethnographic analyses, as well as insight acquired through experience.
Humanities (H) :
The humanities use methods such as textual interpretation, historical analysis, and philosophical investigation to ask fundamental questions of value, purpose, and meaning in a rigorous and systematic way. The humanities teach us to think critically and imaginatively, informed by the knowledge of how those questions are (or have been) understood in different times, places, and cultures.
Natural Sciences (N):
Courses in natural and mathematical sciences enable students to engage with the methods of exploring the processes of the natural world. These methods include observation, generation of models and hypotheses, and analysis of models that pertain to the natural world, and empirical testing.
General Education Curriculum
All Juniata students complete two General Education courses after attaining sophomore standing. One course will be chosen from the Interdisciplianry Colloquia offerings and one will be from the Cultural Analysis offerings.
Interdisciplinary Colloquia (IC)
Juniata has a strong tradition of requiring students to have a team-taught and interdisciplinary experience. These courses emphasize reading, discussion, and writing in an interdisciplinary setting. Topics vary, but all IC courses, regardless of their content, will include serious consideration of the relationships between theory and practice in different disciplines and of how the insights provided by an interdisciplinary approach can have a positive effect on individuals' personal and public lives.
Cultural Analysis (CA)
CA courses deal with human culture in the variety of its philosophic, literary, artistic, economic, social, political, scientific, and other forms. Each course focuses on how relationships between ideas and institutions have shaped societies, and the thoughts and behaviors of individuals and groups. Approaches include: historical approaches that examine the development of a given culture over time; approaches that examine encounters or conflicts between two cultures or societies; or approaches that examine the variety of interactions among individuals and sub-groups within a given culture or society.
Writing Requirement for IC and CA
Cultural Analysis courses will build on the skills of insightful reading, analysis, and writing acquired in the first year of study. Courses will provide a basic familiarity with some concepts and methods of cultural analysis. They may be offered as either 3- or 4- credit courses. In CA courses, students will make use of both primary (textual or other artifacts) and secondary sources. (Secondary works are those which interpret primary sources, or develop a method for the study of primary sources.) These primary and secondary works will provide the raw materials for a synthetic project. Such projects will normally include either a synthetic paper of ten or more pages, or student-generated presentations or productions (for example, original art, music or drama) accompanied by a shorter written commentary. Any project must be designed to demonstrate the student’s capacity for independent research and critical thinking. Students will be expected to show an awareness of their own presuppositions and of the possibilities and limitations of their methods. Faculty members proposing courses must include in their course proposal an explanation of how course assignments will demonstrate the student’s capacity for analysis and synthesis with an appropriate degree of rigor.
In addition to the College Writing Seminar, students will take at least four "C" courses (minimum 12 credits), two of which must be writing-based (CW) and two of which may be speech-based (CS). One CW course must be in the POE.
A CW course devotes considerable time to the development and assessment of writing skills. CW courses require multiple writing assignments that total fifteen to twenty-five pages during the semester, though these totals may vary by discipline. The methods of teaching writing often vary by discipline and by instructor, but all CW courses explicitly address the mechanics of writing and editing. Consequently, the syllabus of a CW course indicates the specific writing goals of the class, the criteria by which writing assignments will be evaluated, and the writing or style manual(s) that serve as the basis of instruction. A significant portion of class time is specifically dedicated to learning writing skills. At least 35% of the final course grade will be determined by writing assignments.
CW courses are intended to help students develop, compose, organize, revise, and edit their own writing. They develop a student's abilities to identify and define a thesis as well as to collect, organize, present, and analyze evidence and documentation to disseminate knowledge. CW courses are not limited to English only.
A speech-based (CS) course requires at least 25% of the grade be determined by two or more oral individual or group presentations, and it fulfills two requirements: (1) The course aims to develop rhetorical skills necessary for effective and creative speech in individual, group or public presentation. This may include one or more of the following: speech design and delivery, listening, negotiation, leadership, persuasion, collaboration, or decision making; (2) The course offers students at least two opportunities to demonstrate these skills. Evaluation of the first opportunity guides improvement of the second.
There are two parts to the Quantitative Skills component: a statistical part, and a mathematical part.
Courses that satisfy the (QS) statistical part should contain elementary statistics topics such as averages, standard deviation and other measures of dispersion, as well as interpretation of data, tables, graphs, and some probability.
Courses that satisfy the (QM) mathematical part must use a combination of algebraic, graphical, and numerical reasoning.
Courses with (Q) quantitative skills components necessarily involve the use of appropriate technology. Such courses should teach students how to translate problems into mathematical language, how to solve the mathematical problems, and how to interpret the solutions.
Program of Emphasis (POE)
More than 40 percent of Juniata graduates elect to develop an individualized POE. Students are encouraged to select the POE format that best serves their needs.
The Program of Emphasis (POE) is Juniata's unique approach to focused education in an academic area of a student's choosing. Somewhat similar to a traditional "major," the POE consists of up to half of the total degree and is an opportunity for students to explore in depth a particular discipline or to craft an interdisciplinary plan to study an area. With advisors' help, students draft a POE goal statement, identify classes, and develop rationale for their program. They are:
Designated - A POE of 45-63 credits. Designated POEs have been proposed by a department or program and approved by the Curriculum committee. No student rationale is required.
Individualized - A POE of 45-63 credits designed by the student in consultation with faculty advisors. Individualized POEs are intended to meet particular student needs with unique combinations of courses. Approval requires students to write a rationale that describes how the courses they have listed help them reach the academic goals of the POE.
Secondary Emphases will not be a part of the POE; they will have a separate status, separate paperwork, and will be recorded separately on the student's transcript. For each department, a secondary emphasis description can be found on the department's website. The general guideline is: 18 credits with at least 6 of them are upper level.