Overview of the Three Major Course Systems in American Universities

American higher education aims to cultivate qualified talents for all sectors of society. Curriculum design not only focuses on teaching professional knowledge but also places high importance on humanities elements and promotes general education extensively. Based on this vision, the curriculum system of American universities has developed into three distinctive types, prevalent on different campuses across the United States.

To understand the undergraduate curriculum system in the United States, one must first grasp the essence of American undergraduate education, which is commonly referred to as Liberal Arts Education.

Liberal Arts Education in American universities focuses on the harmonious development of students' physical, moral, and intellectual aspects, aiming to cultivate well-rounded individuals with comprehensive knowledge, broad perspectives, and complete personalities.

The undergraduate curriculum system in American universities can mainly be categorized into three models:

• Distribution Requirements

• Core Curriculum

• Open Curriculum

These curriculum systems have their own characteristics, yet they all demonstrate common features, primarily emphasizing general education in undergraduate studies. They prioritize the flexibility and diversity of curriculum design, as well as the individualization and internationalization of course offerings.

1. Distribution Requirements

Distribution Requirements is currently the most popular course-setting model in the United States, with approximately 70% of American universities adopting this approach, according to statistics from the Association of American Colleges & Universities (AAC&U).

In the Distribution Requirements model, students are required to study designated subject areas, typically including humanities, natural sciences, and social sciences, with specified minimum course requirements (or credits) for each field.

The Distribution Requirements model consists of three parts: compulsory courses, major courses, and minor courses:

• Compulsory courses are crucial for achieving general education and cover several disciplinary areas, typically accounting for one-quarter or one-third of the total courses.

• Major courses are courses that students must take in a particular disciplinary area, comprising one-third of the total courses.

• Minor courses are courses that students choose based on their interests and preferences, usually accounting for one-fifth of the total courses.

All students must take courses in foreign languages and writing-related subjects.

The course setting in the Distribution Requirements model aims to cultivate talents who combine specialization with versatility. In addition to majoring in their field of study, students are expected to have a basic understanding of other areas, rather than being limited to their own specialized knowledge.

Interdisciplinary compulsory requirements are also designed to foster students' critical thinking and spirit.

Representative institutions include Princeton University, Yale University, Barnard College, Cornell University, and Dartmouth College.

2. Core Curriculum

The Core Curriculum of American universities is designed to provide undergraduate students with a set of common knowledge-based courses. It is not equivalent to major-specific courses, but mostly consists of interdisciplinary courses that emphasize the cultivation of students' comprehensive knowledge and critical thinking abilities, while strengthening their humanistic, moral, artistic, and logical development.

The establishment of these core courses has been the result of years of reform, deliberation, and exploration. Through these liberal arts education courses, students are expected to develop critical thinking skills, a global perspective, ethical principles, and responsible citizenship.

The Core Curriculum integrates fundamental content from traditional independent disciplines, providing all students with a common set of knowledge backgrounds, typically taking students about one academic year to complete.

It includes:

• A set of core courses designed for all students to receive general education.

• A set of major and elective courses.

Instructors come from various departments and are outstanding educators with a strong academic background. In the teaching process, both lectures and seminars are emphasized.

While the Core Curriculum may appear somewhat similar to the Distribution Requirements model, the latter primarily consists of introductory courses in specific disciplines, while the former emphasizes the development of students' ability to learn. Therefore, core courses are often based on a specific social or disciplinary issue, with interdisciplinary integration as the organizational form.

Representative institutions include Harvard University, Columbia University, the University of Chicago, and New York University.

3. Open Curriculum

The concept of Open Curriculum in American universities advocates for liberal education, encouraging students to explore as many fields as possible during their undergraduate studies. This curriculum model is characterized by its lack of rigid requirements, including the absence of a Core Curriculum or basic General Requirements.

In an Open Curriculum system, there are almost no strict rules dictating which courses students must take. They are free to choose any subjects they wish to study or find interesting. This approach is aimed at promoting liberal education, encouraging students to explore diverse fields during their undergraduate studies, while also providing maximum understanding and support to those who pursue specialization.

However, an Open Curriculum does not mean there are no credit requirements. Some universities with open curriculum policies may require students to submit a proposal or thesis about their academic pursuits. Students also need to choose a major and declare it, as failing to meet the minimum requirements for a major will prevent graduation.

Representative institutions include Brown University, Amherst College, Wake Forest University, University of Rochester, Wesleyan University, and Smith College.

Conclusion

Across various types of American universities, students have considerable flexibility in course types, selection methods, and teaching formats. Courses of the same category offer students multiple options, allowing individuals of different levels and requirements to choose courses according to their needs or interests.

The academic freedom and respect for individual uniqueness in American universities attract students from around the world every year. While students may have different definitions of an ideal college experience, the diverse curriculum systems of American universities offer everyone an equally expansive platform for growth.