As you prepare to register for your next semester of college, it’s tempting to look at your general education courses as a list of unrelated things you just have to “check off” before you get to the things you really want to study. But your general education experience is a program in its own right, with its own role in your St. Olaf education. The St. Olaf General Education curriculum provides the breadth of knowledge and understanding that is essential for both personal development and professional success.  With some reflection on your part — and good advice from your faculty and peer advisers — you can create a coherent and customized program that is just as important as your major in preparing you for your future.

We have put together some advice and perspectives from recent St. Olaf seniors, alumni, and prospective employers about the value of general education courses, gathered from surveys administered annually by St. Olaf, and from a national study of employer opinions about higher education and college graduates.

In recent research sponsored by the Association of American Colleges and Universities, the vast majority of employers (nearly 88%) say their organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past. 

"Almost all of my professors encouraged students to become engaged with their academics with an open and inclusive outlook. The way I think about anything I read, see, hear, or feel has completely changed during my time in college: now I am more driven to consider a range of possibilities and opinions before accepting a strong inclination or opinion of my own. I believe that critical and analytical thinking requires a broad perspective, and my experience at St. Olaf is that this approach is an important part of learning and demonstration of knowledge within the classroom as well as in social settings."

"Every class has different subject matter, and every class has different students. After four years of being influenced by different people with different perspectives, I’ve learned how to look for a deeper meaning in things, to look at things from a different angle, and to be more open to new ideas, which bombard all of us on a daily basis."

89% of employers say students should place more emphasis on developing effective written communication skills in a liberal arts setting.

 "My first-year writing class emphasized writing clearly and effectively in a way that has stuck with me throughout my four years.”

Foreign Language [FOL] – Up to four courses that develop language skills, extend understanding of language as a human phenomenon, and generate insights into a culture other than one's own.

“Living abroad has made it all too clear to me that knowing another modern language is pivotal for success in today's world.”

89% of employers say students should place more emphasis on developing effective oral communication skills in a liberal arts setting.

 “I’m glad I have taken [ORC] courses as they have offered me more confidence in presenting my ideas to others and persuasion that will be very valuable in my career.”

Abstract and Quantitative Reasoning [AQR] – A course that develops analytic thinking skills through systematic focus on abstract and quantitative reasoning.

81% of employers say students should place more emphasis on developing critical thinking and analytical reasoning skills; 63% say they should place more emphasis on developing quantitative reasoning skills.

“My mathematical and scientific background has undoubtedly provided me with the ability to think critically and analytically.”

Studies in Physical Movement [SPM] – Two courses that expand students’ experiences in and understanding of movement and promote lifelong health and wellness of the whole person.  

“Learning anatomy in a textbook is different than considering one’s own anatomy during motion or action.  [I]n the dance studio, one can gather a sense of how muscles interact and really explore the concepts learned in textbooks.”

 “[SPM] classes have taught me to enjoy life and being healthy.  Not everyone is so lucky.”

Historical Studies in Western Culture [HWC] – Two courses dealing with the Western cultural heritage, intended to develop historical perspective on, and critical appreciation of, its major traditions, institutions, and achievements.

Multicultural Studies
Domestic [MCD] – A course focused on the beliefs, history, social experiences, artistic or literary expressions, and/or traditions of one or more groups in the United States, considered to have experiences and/or a culture substantially different from those of its dominant groups.
Global  [MCG] - A course focused on the beliefs, history, social experiences, artistic or literary expressions, and/or traditions of one or more cultures located primarily outside the United States, considered to have experiences and/or a culture substantially different from those of the dominant groups in the United States, Canada, and Western Europe.

57% of employers believe students should place more emphasis on understanding cultural diversity in America; 71% say students need intercultural competence to work effectively in diverse teams.  67% say students should place more emphasis on understanding the global context of situations and decisions

“[MCG] classes have allowed me to encounter cultures and their value systems, and I've garnered a great respect for diversity as a result. I have gained a generally greater perspective on global culture and different aspects of several world cultures.”

Artistic and Literary Studies [ALS-A, ALS-L] – Two courses that develop appreciation and understanding of artistic and literary forms – their essential elements as well as their various functions in human life and culture.

70% of employers say students should place more emphasis on innovation and creativity

“[The] fine arts are a way to send messages and change society that has endless potential.”

Biblical and Theological Studies
Bible [BTS-B] - A course that introduces first-year students to dialogue between biblical traditions and the cultures and communities related to them. Students study major biblical texts and their interaction with theology, religious practice, ethics and social values, while considering methods and fields in the study of religion in a liberal arts setting.
Theology [BTS-T] - A course on Christian theology that acquaints students with ongoing efforts to understand the essential content of Christian belief in a critical and coherent manner, and that engages students in theological reflection.

90% say their undergraduate experience enhanced their understanding of the Bible and Christian theology, and provided an opportunity to explore questions of meaning and religious experience. In addition, “studying other religions and their convictions can give a person a much deeper and intellectually stronger idea of [his or her] own beliefs.”

Studies in the Natural Sciences
Scientific Exploration and Discovery [SED] – A course that develops an understanding of scientific content, scientific principles, and the methods of contemporary natural science.
Integrated Scientific Topics [IST] – A course that incorporates a variety of disciplinary perspectives, within or in addition to the natural sciences, on one or more scientific topics.

65% of employers believe students would be prepared for success if they acquired hands-on or direct experience with the methods of science so they will understand how scientific judgments are reached

“In [SED] courses, I learned the way living organisms and ecosystems are so complex and beautiful, and their vulnerability to disturbance. This is [important] for appreciating the miracle of creation and life, and our obligation to protect it. In [IST courses], I've learned that the way we treat the natural world really will reflect in the way we can live in it, often with more immediacy than we think.”

Studies in Human Behavior and Society [HBS] – Two courses introducing concepts, theories, and methods for the empirical understanding of human behavior, social relations, social institutions and social issues.

“I wish I had taken some practical classes in economics and personal finance because out in the real world I realize I don’t know a thing about money.”
“I've learned that these [concepts, theories, and methods of understanding human behavior] are important for everyone to learn, not just ‘majors’ or people who think it's their specialty.”

Ethical Issues and Normative Perspectives [EIN] - An upper level course that analyzes ethical issues from a variety of perspectives that provide norms of justice and well-being and guide moral reasoning.

75% of employers say students should place more emphasis on developing the ability to connect choices and actions to ethical decisions.
“Ethics applies to our everyday lives and just about any other subject matter you can imagine. My EIN course gave me experience in solving complex real-world problems.”