General Education
THE PHILOSOPHY OF GENERAL EDUCATION
Undergraduate education offers not only specialized knowledge and professional skills, but also the multiple views and general intellectual abilities developed by the study of liberal arts and sciences. General Education is the component of the undergraduate curriculum devoted to exposing students to multiple areas of knowledge, methods of inquiry, and ideas that the University and scholarly community believe are common to well-educated persons. Ideally, General Education empowers individuals, liberates the mind from ignorance, and cultivates social responsibility. General Education forms the basis for developing important intellectual capacities and skills. It also provides a strong foundation for future learning, both within a college major and for the rest of one’s life.
Some people believe that General Education simply means courses to “get out of the way”. We could not disagree more. Instead, general education forms the foundation for a life-time of learning and is a critical component of liberal education. According to the American Association of Colleges and Universities (2002) liberal education is “a philosophy of education that empowers individuals, liberates the mind from ignorance, and cultivates social responsibility,” and General Education is “the part of a liberal education shared by all students. It provides broad exposure to multiple disciplines and forms the basis for developing important intellectual and civic capacities.”
GENERAL EDUCATION MISSION
The General Education program at Utah Tech University develops citizen-scholars as it:
- Fosters the development of knowledge across a broad range of liberal arts and sciences disciplines.
- Provides students with the intellectual tools required to think critically and communicate effectively.
- Equips students with the information literacy and quantitative reasoning skills that facilitate success in college and in life.
- Challenges students to explore and appreciate diversity in a globalized world.
- Encourages students to evaluate the responsibilities of citizenship.
- Prepares students for life-long learning.
General Education Essential Learning Outcomes
Core General Education Areas
- Written Communication- Upon successful completion of the General Education Written Communication requirement, students will be able to:
- Sources and Evidence: Locate, evaluate, and integrate credible and relevant sources to achieve various writing purposes.
- Genre Awareness: Demonstrate critical and conceptual awareness of genre in reading and writing, including organization, content, presentation, formatting, and stylistic choices.
- Context and Purpose: Analyze rhetorical situations and adapt to the audience, purpose, modalities, and the circumstances surrounding a range of reading and writing tasks.
- Language Awareness and Usage: Recognize and make intentional, critical, and contextually-informed language choices across a range of rhetorical contexts/situations.
- Recursive Writing Processes: Develop flexible, iterative, and reflective processes for invention, drafting, workshopping, and revision.
- Quantitative Literacy- Upon successful completion of the General Education Quantitative Literacy requirement, students will be able to:
- Communicate: Use correct terminology and proper notation to explain quantitative or mathematical relationships (equations, graphs, diagrams, tables, data) and to support an
argument, assertion, or purpose using quantitative or mathematical evidence. - Mathematization: Convert quantitative or mathematical information into appropriate mathematical representations and/or models such as equations, graphs, diagrams, or
tables, including making and evaluating important assumptions as needed. - Calculation: Use algebraic skills and techniques to solve problems, including the ability to identify and correct errors in calculations and understanding the role and proper use of
technology in assisting with calculations. - Analysis: Draw appropriate conclusions through quantitative or mathematical analysis of data or models, including understanding and evaluating important assumptions in order to
recognize the limits of the analysis. - Application / Creation: Solve concrete and abstract problems across multiple disciplines.
- Communicate: Use correct terminology and proper notation to explain quantitative or mathematical relationships (equations, graphs, diagrams, tables, data) and to support an
- American Institution- Upon successful completion of the General Education American Institutions requirement, students will be able to:
- Synthesize: Analyze, contextualize, and interpret primary and secondary source documents to understand the history, principles, form of government, and economic
system of the United States. - Sources and Evidence: Locate, evaluate, and use historically, politically, and economically relevant information and data to develop and enhance information literacy
and research skills. - Communicate: Communicate effectively about the history, principles, form of government, multicultural populations, and economic system of the United States.
- Examine: Engage diverse viewpoints that contribute to a constructive dialogue about the history, principles, form of government, and economic system of the United States.
- Apply: Apply historical, political, and economic perspectives and methods as appropriate to address big questions or threshold concepts pertaining to the history, political system,
and economic system of the United States.
- Synthesize: Analyze, contextualize, and interpret primary and secondary source documents to understand the history, principles, form of government, and economic
General Education Breadth Areas
- Arts- Upon successful completion of the General Education Arts requirement, students will be able to:
- Understand: Explain the creative artistic process as an iterative and recursive practice culminating in an expression of human experience and emotion through a medium.
- Appreciate: Apply artistic concepts and ideas drawn from traditions of artistic creation and theory to better engage with, analyze and understand a creative work.
- Connect: Examine connections between art and society and articulate how the arts are a historical and cultural phenomenon.
- Humanities- Upon successful completion of the General Education Humanities requirement, students will be able to:
- Examine: Examine how humanities artifacts (such as oral narratives, literature, philosophy, media, and artworks) express the human condition.
- Explain: Explain how humanities artifacts take on meaning within networks or systems (such as languages, cultures, values, and worldviews) that account for the complexities
and uncertainties of the human condition. - Analyze: Analyze humanities artifacts according to humanities methodologies, such as a close analysis, questioning, reasoning, interpretation, and critical thinking.
- Compare and Contrast: Compare and contrast diverse humanistic perspectives across cultures, communities, and/or time periods to explain how people make meaning of their
lives. - Apply: Using humanities perspectives, reflect on big questions related to aesthetics, values, meaning, and ethics, and how those apply to their own lives
- Life Sciences- Upon successful completion of the General Education Life Sciences requirement, students will be able to:
- Apply Scientific Methods: Describe and apply approaches to scientific discovery and interpretation of experimental data.
- Understand: Demonstrate understanding of matter, energy, and their influence on biological systems.
- Apply Knowledge: Describe and apply evolutionary concepts in terms of inheritance, adaptation, and diversity of life.
- Explain: Explain the mechanisms of information storage, expression, and exchange in living organisms or ecosystems.
- Reflect: Reflect on the relevance of life sciences in a broader context.
- Physical Sciences- Upon successful completion of the General Education Physical Sciences requirement, students will be able to:
- Explain scientific methods: Explain science as a process and as a way of understanding the physical world.
- Understand: Demonstrate understanding of matter, energy, and their influence on physical systems.
- Evaluate: Evaluate the credibility of various sources of information about science-related issues.
- Apply: Describe how the Physical Sciences utilize their foundational principles to confront and solve pressing local and global challenges, shaping historical, ethical, or
social landscapes in the process.
- Social and Behavioral Sciences- Upon successful completion of the General Education Social and Behavioral Sciences requirement, students will be able to:
- Examine: Examine institutions and human behavior through social and behavioral concepts, methods, or theories.
- Analyze: Identify diverse perspectives to explore and examine social and behavioral phenomena.
- Apply: Apply discipline-relevant and scientific theories and methods to make inferences about or applications to social and behavioral phenomena at personal, institutional, or
cultural levels.
Program-Level Essential Learning Outcomes
Program-Level Essential Learning Outcomes: Program-level design shall ensure student demonstration of specific understanding and application of the following General
Education Competencies:
- Intellectual and Practical Skills: These skills include inquiry and analysis, critical and creative thinking, written and oral communication, information literacy,
teamwork and problem-solving, and practical skills such as visual, kinesthetic, design, and aural forms of artistic communication. - Knowledge of Human Cultures and the Physical and Natural Worlds: Engagement with “big questions”—both contemporary and enduring--in the sciences, mathematics, social sciences, humanities, histories, languages, and the arts.
- Personal and Social Responsibility: Development of personal and social responsibilities, including ethical reasoning and actions, foundations and skills for lifelong learning, community and civic knowledge and engagement, involvement with diverse communities and real-world challenges, and local and global intercultural knowledge and competence.
- Integrative Learning: Demonstration of synthesis of learning and advanced accomplishment across coherent general and specialized studies, and the application of
knowledge, skills, and responsibilities to new settings and complex problems.
ONE-PAGE GENERAL EDUCATION CHECKLIST (PDF)
GENERAL EDUCATION CORE REQUIREMENTS
ENGLISH (EN)
| Code | Title | Hours |
|---|---|---|
| Complete one 1010 (3-4 credits) or ACT score ≥ 28; complete one 2010 (3 credits): | 3-7 | |
| Introduction to Writing (EN) | ||
or ENGL 1010D | Introduction to Writing (EN) | |
| Interm Writing Selected Topics: (EN) | ||
or ENGL 2100 | Technical Writing (ALCS) | |
| Total Hours | 3-7 | |
MATHEMATICS (MA)
| Code | Title | Hours |
|---|---|---|
| Complete one of the following or ACT score ≥ 26: (Prerequisite: Math placement score or MATH prerequisite course (Grade C or higher) earned within 2 years previous to enrolling): | 3-5 | |
| Quantitative Reasoning (MA) | ||
| Introduction to Statistics (MA) | ||
| College Algebra / Pre-Calculus (MA) | ||
| Trigonometry (MA) | ||
| Pre-Calculus with Trigonometry (MA) | ||
| Business Calculus (MA) | ||
| Calculus I (MA) | ||
| Calculus II (MA) | ||
| Multivariable Calculus (MA) | ||
| Total Hours | 3-5 | |
AMERICAN INSTITUTIONS (AI)
| Code | Title | Hours |
|---|---|---|
| Complete one of the following (Prerequisite: Reading placement score): | 3-6 | |
| Economic History of the U.S (AI) | ||
| American History (AI) | ||
| U.S. History to 1877 and U.S. History Since 1877 | ||
| American Government (AI) | ||
| Total Hours | 3-6 | |
GENERAL EDUCATION BREADTH & DEPTH REQUIREMENTS
LIFE SCIENCES (LS)
| Code | Title | Hours |
|---|---|---|
| Complete one of the following: | 3-10 | |
| General Biology (LS) | ||
| General Biology (LS) and General Biology Lab | ||
| Human Biology (LS) | ||
| Principles of Biology I (LS) and Principles of Biology I Lab | ||
| Plant Kingdom (LS, ALPP) and Plant Kingdom Lab (ALPP) | ||
| Evolution & Ecology and Human Anatomy and Human Anatomy Lab and Human Physiology and Human Physiology Lab | ||
| Sci Foundations of Nutrition (LS) | ||
| Total Hours | 3-10 | |
PHYSICAL SCIENCES (PS)
| Code | Title | Hours |
|---|---|---|
| Complete one of the following: | 3-5 | |
| Introduction to Chemistry (PS) | ||
| Introduction to Chemistry (PS) and Introduction to Chemistry Lab | ||
| Culinary Chemistry (PS) | ||
| Elementary General/Organic Chemistry (PS) and Elem General/Organic Chemistry Lab | ||
| Integrated Chemistry for Health Sciences (PS) and Integrated Chemistry for Health Sciences Lab | ||
| Preparation for Gen Chemistry (PS) (3 credits) | ||
| Principles of Chemistry I (PS) and Principles of Chemistry I Lab | ||
| Intro to Environmental Science (PS) | ||
| Introduction to Geology (PS) | ||
| Introduction to Geology (PS) and Introduction to Geology Lab | ||
| Life of the Past (PS) | ||
| Introduction to Dinosaurs (PS) | ||
| Introduction to Dinosaurs (PS) and Introduction to Dinosaurs Laboratory (LAB) | ||
| Geology of the National Parks (PS) and Geology National Parks Lab | ||
| Deserts: Natural Hazards and Resources | ||
| Introduction to Oceanography (PS) | ||
| Introduction to Oceanography (PS) and Intro to Oceanography Lab (LAB) | ||
| Physical Geology (PS) and Physical Geology Lab | ||
| Physical Geography (PS) | ||
| Physical Geography (PS) and Physical Geography Lab | ||
| Elementary Physics (PS) | ||
| Elementary Physics (PS) and Elementary Physics Lab | ||
| Elementary Astronomy (PS) and Elementary Astronomy Lab | ||
| College Physics I (PS) and College Physics I Lab | ||
| Physics/Scientists Engineers I (PS) and Physics/Scientists Engineers I Lab | ||
| Total Hours | 3-5 | |
FINE ARTS (FA)
| Code | Title | Hours |
|---|---|---|
| Complete one of the following: | 3 | |
| Introduction to Art (FA) | ||
| Drawing and Composition (FA) | ||
| 2-Dimensional Design (FA) | ||
| Digital Photography (FA) | ||
| Intro to Ceramics | ||
| Prehistoric to Gothic Art History (FA) | ||
| Renaissance to Contemporary Art History (FA) | ||
| Dance in Culture (FA) | ||
| Integrated Arts (FA) | ||
| Introduction to Music (FA) | ||
| Popular Music in America (FA) | ||
| Introduction to World Music (FA) | ||
| Survey of Jazz History (FA) | ||
| Topics in Popular Music: Taylor Swift | ||
| Introduction to Theatre (FA) | ||
| Total Hours | 3 | |
LITERATURE/HUMANITIES (HU, GC)
| Code | Title | Hours |
|---|---|---|
| Complete one of the following: | 3 | |
| Public Speaking (HU, GC) | ||
| Introduction to Literature (HU, GC) | ||
| Literature and the Land (HU, GC) | ||
| Creative Writing | ||
| Introduction to Early World Literature (HU, GC) | ||
| Introduction to Modern World Literature (HU, GC) | ||
| Children's Literature (HU, GC) | ||
| Multi-Cultural Child/Young Adult Literature (HU, GC) | ||
| American Lit Before 1865 (HU, GC) | ||
| American Lit After 1865 (HU, GC) | ||
| British Literature Before 1800 (HU, GC) | ||
| British Literature After 1800 (HU, GC) | ||
| Critical Introduction to Literature (HU, GC) | ||
| Humanities Through the Arts (HU, GC) | ||
| East Asian Art & Culture (HU,GC) | ||
| Intro to Philosophy (HU, GC) | ||
| Reasoning and Rational Decision-Making (HU, GC) | ||
| Social Ethics (HU, GC) | ||
| World Religions (HU, GC) | ||
| Understanding Film (HU, GC) | ||
| Total Hours | 3 | |
SOCIAL & BEHAVIORAL SCIENCES (SS, GC)
| Code | Title | Hours |
|---|---|---|
| Complete one of the following: | 3 | |
| Critical Thinking and Communicating (SS) | ||
| Interpersonal Communication (SS, GC) | ||
| Intercultural Communication (SS, GC) | ||
| Economics of Social Issues (SS, GC) | ||
| Micro Economics (SS, GC) | ||
| Macro Economics (SS, GC) | ||
| Foundations Multicultural/ESL (SS, GC, ALCI) | ||
| Personal Finance: Financial Citizenship in Social and Economic Systems (SS, GC) | ||
| Human Development Lifespan (SS, GC) | ||
| Family Relationships (SS, GC) | ||
| Western Civilization: From Pre-History to 1715 (SS, GC) | ||
| Western Civilization: From 1715 to Present (SS, GC) | ||
| World History to 1500 (SS, GC) | ||
| World History Since 1500 (SS, GC) | ||
| U.S. History to 1877 | ||
| U.S. History Since 1877 | ||
| Media and Pop Culture (SS, GC) | ||
| Introduction to International Relations (SS, GC) | ||
| Intro to Comparative Politics (SS, GC) | ||
| General Psychology (SS, GC) | ||
| Human Development Through Lifespan (SS, GC) | ||
| Human Sexuality in a Diverse Society (SS, GC) | ||
| Leisure in Society (SS, GC) | ||
| Introduction to Sociology (SS, GC) | ||
| Social Problems (SS, GC) | ||
| Gender in Contemporary Society (SS) | ||
| Sociology of the Family (SS, GC) | ||
| Sociology of Racial and Ethnic Relations (SS) | ||
| Introduction to Social Work and Social Welfare | ||
| Total Hours | 3 | |
ADDITIONAL FOREIGN LANGUAGE REQUIREMENT FOR ASSOCIATE OF ARTS OR BACHELOR OF ARTS
Check program requirements for program restrictions on foreign languages
| Code | Title | Hours |
|---|---|---|
| Bachelor of Arts: Foreign Language Requirement | 3-16 | |
| Complete one of the following: | ||
- Complete 16 credits in a single foreign language, through earned credit (grade C or higher), credit by examination, or vertical credit from the courses listed on the GE Foreign Language Requirement page 1 | ||
- Complete a 2020 or higher foreign language course (grade C or higher) | ||
- Complete a 3060 foreign language course listed below (grade C or higher) | ||
- Receive 16 transfer credits for GEFL 1000 (8) and GEFL 2000 (8) in a single foreign language (grade C or higher) | ||
| OR | ||
| Complete a 1010 course listed below in a second foreign language (grade C or higher) AND one of the following: | ||
| 1. In a language not taught at Utah Tech, receive 12 FLATS exam credits for FLAT 1000 (8) and FLAT 2000 (4) | ||
or | ||
| 2. In a language not taught at Utah Tech, receive 12 transfer credits articulated as GEFL 1000 (8) and GEFL 2000 (4) (all grade C or higher) | ||
| OR | ||
| Available only to students who are nonnative English speakers, complete one of the following: | ||
- Complete 16 credits of ESL courses listed below (grade B or higher) | ||
- Submit one of the following test scores required for unconditional Utah Tech admission: TOEFL (61 iBT, 173 CBT, or 500 PBT); or Michigan (70); or USU-IELE equivalent score. Other tests may be accepted for admission to Utah Tech but will not fulfill this requirement. Official scores must be submitted to the Registrar’s Office. | ||
| Total Hours | 3-16 | |
GENERAL EDUCATION FOREIGN LANGUAGE REQUIREMENT
(for Associate of Arts and Bachelor of Arts only)
Foreign Language Placement
- Students may not enroll in a language course if that language was the primary language of instruction for the student at the high school level (as determined by the chair of the Humanities Department).
- Placement in all foreign language classes is at the discretion of the Department Chair. Students whose abilities and experience in a language are above the course level may be placed in a higher level class and may earn “vertical credit” for lower level courses.
DEFINITIONS
Vertical Credit: Once a student completes a 1020, 2010, 2020, or 3060 foreign language class with a grade of C or higher, s/he may request credit for language classes in the same language below that level. Posting fee required.
FLATS: Based on score of BYU Foreign Language Assessment Test (available at Utah Tech). Maximum 12 credits, cannot duplicate already earned credit, posting fee required,
Nonnative Speaker: For the purposes of earning credit in Utah Tech foreign language classes and/or fulfilling any Utah Tech foreign language requirement, a native speaker’s primary language of instruction at the high school level (as determined by the chair of the Humanities Department) is his/her native language.
ESL Test Scores: Test scores required for unconditional Utah Tech admission in 2013-2014: TOEFL 61 iBT, 173 CBT, or 500 PBT; or 70 Michigan; or equivalent USU-IELI test score.
VERTICAL CREDIT
Once a student completes a Utah Tech 1020, 2010, 2020, or 3060 foreign language class with a grade of C or higher, s/he may request credit for language classes in the same language below that level. Posting fee required.
- Receiving a grade of C or higher in a foreign language 1020 course enables a student to request “vertical credit” for the 1010 course in the same language (4 additional credits graded “P”).
- Receiving a grade of C or higher in a foreign language 2010 course enables a student to request “vertical credit” for the 1010 and 1020 courses in the same language (8 additional credits graded “P”)
- Receiving a grade of C or higher in a foreign language 2020 course enables a student to request “vertical credit” for the 1010, 1020, and 2010 courses in the same language (12 additional credits graded “P”).
- Receiving a grade of B or higher in ESL 2750 enables a student to request “vertical credit” for ESL 1550 (4 additional credits graded “P”).
- Receiving a grade of B or higher in ESL 2760 enables a student to request “vertical credit” for ESL 1560 (4 additional credits graded “P”).
- Receiving a grade of C or higher in a foreign language 3010, 3040 and 3060 course enables a student to request “vertical credit” for the 1010, 1020, 2010, and 2020 courses in the same language (16 additional credits graded “P”) unless the 3060 course is the same language as the primary language of secondary instruction
PROCEDURE FOR VERTICAL CREDIT
- Vertical Credit Request form is completed and signed by the instructor who taught the advanced class and the department chair.
- Form is submitted to the Registrar’s Office and the posting fee is assessed on the student’s account.
- The posting fee must be paid at the cashier’s office and the receipt submitted to the Registrar’s Office.
- After the above steps are completed foreign language credit \ graded “P” will be awarded for the preparatory foreign language course(s).
PROGRAM RESTRICTIONS
Some programs have restrictions on which languages can be used to fulfill the Bachelor of Arts foreign language requirement. Check the Degree Worksheet for specific programs to verify which languages are accepted. In 2013-2014, progams in the Fine Arts Division (Art, Music, and Theatre) do not accept ASL.
FOREIGN LANGUAGE REQUIREMENT FOR BACHELOR OF ARTS DEGREE
| Code | Title | Hours |
|---|---|---|
| Bachelor of Arts: Foreign Language Requirement | 3-16 | |
| Complete one of the following: | ||
- Complete 16 credits in a single foreign language, through earned credit (grade C or higher), credit by examination, or vertical credit from the courses listed on the GE Foreign Language Requirement page 1 | ||
- Complete a 2020 or higher foreign language course (grade C or higher) | ||
- Complete a 3060 foreign language course listed below (grade C or higher) | ||
- Receive 16 transfer credits for GEFL 1000 (8) and GEFL 2000 (8) in a single foreign language (grade C or higher) | ||
| OR | ||
| Complete a 1010 course listed below in a second foreign language (grade C or higher) AND one of the following: | ||
| 1. In a language not taught at Utah Tech, receive 12 FLATS exam credits for FLAT 1000 (8) and FLAT 2000 (4) | ||
or | ||
| 2. In a language not taught at Utah Tech, receive 12 transfer credits articulated as GEFL 1000 (8) and GEFL 2000 (4) (all grade C or higher) | ||
| OR | ||
| Available only to students who are nonnative English speakers, complete one of the following: | ||
- Complete 16 credits of ESL courses listed below (grade B or higher) | ||
- Submit one of the following test scores required for unconditional Utah Tech admission: TOEFL (61 iBT, 173 CBT, or 500 PBT); or Michigan (70); or USU-IELE equivalent score. Other tests may be accepted for admission to Utah Tech but will not fulfill this requirement. Official scores must be submitted to the Registrar’s Office. | ||
| Total Hours | 3-16 | |
FOREIGN LANGUAGE REQUIREMENT FOR ASSOCIATE OF ARTS DEGREE
| Code | Title | Hours |
|---|---|---|
| Associate of Arts: Foreign Language Requirement | 3-8 | |
| Complete one of the following: | ||
- Complete 8 credits numbered 1000 or above in a single foreign language, through earned credit (grade C or higher), credit by examination, or vertical credit from the courses listed on the GE Foreign Language Requirement page 1 | ||
- Complete a 1020 or higher foreign language course listed below (grade C or higher) | ||
- Receive 8 FLATS exam credits for FLAT 1000 | ||
- Receive 8 transfer credits GEFL 1000 (grade C or higher) in a language not currently taught at Utah Tech | ||
| Available only to students who are nonnative English speakers, complete one of the following: | ||
- Complete 8 credits of ESL courses listed below (grade B or higher) | ||
- Submit one of the following test scores required for unconditional Utah Tech admission: TOEFL (61 iBT, 173 CBT, or 500 PBT); or Michigan (70); or USU-IELE equivalent score. Other tests may be accepted for admission to Utah Tech but will not fulfill this requirement. Official scores must be submitted to the Registrar’s Office. | ||
| Code | Title | Hours |
|---|---|---|
| General Education Foreign Language Classes | ||
| ASL 1010 | Beginning American Sign Language I (FL, ALCI) | 4 |
| ASL 1020 | Beginning American Sign Language II (FL, ALCI) | 4 |
| ASL 2010 | Intermediate American Sign Language I (FL,ALCI) | 4 |
| ASL 2020 | Intermediate American Sign Language II (ALCI) | 4 |
| ASL 3060 | Advanced American Sign Language I | 3 |
| CHIN 1010 | Beginning Mandarin Chinese I (FL) | 4 |
| CHIN 1020 | Beginning Mandarin Chinese II | 4 |
| CHIN 2010 | Intermediate Mandarin Chinese I | 4 |
| CHIN 2020 | Intermediate Mandarin Chinese II | 4 |
| ESL 1550 | Interm Academic Writing (FL) | 4 |
| ESL 1560 | Intermediate English Grammar (FL) | 4 |
| ESL 2750 | Advanced Academic Writing (FL) | 4 |
| ESL 2760 | Adv English Grammar (FL) | 4 |
| FLAT 1000 (Language (FLATS) (1010, 1020)) 1 | 4-8 | |
| FLAT 2000 (Language (FLATS) (2010)) 1 | 4 | |
| FREN 1010 | Beginning French I (FL) | 4 |
| FREN 1020 | Beginning French II (FL) | 4 |
| FREN 2010 | Intermediate French I | 4 |
| FREN 2020 | Intermediate French II | 4 |
| GEFL 1000 (Language (1010, 1020)) 2 | 4-8 | |
| GEFL 2000 (Language (2010, 2020)) 2 | 4-8 | |
| JAPN 1010 | Beginning Japanese I (FL) | 4 |
| JAPN 1020 | Beginning Japanese II (FL) | 4 |
| JAPN 2010 | Intermediate Japanese I | 4 |
| JAPN 2020 | Intermediate Japanese II | 4 |
| SPAN 1010 | Beginning Spanish I (FL) | 4 |
| SPAN 1020 | Beginning Spanish II (FL) | 4 |
| SPAN 2010 | Intermediate Spanish I (FL) | 4 |
| SPAN 2020 | Intermediate Spanish II (FL) | 4 |
| SPAN 3060 | Advanced Spanish: Human Writing in the Tech Era | 3 |
| 1 FLAT prefix is used for FLATS credit in languages not taught at Utah Tech | ||
| 2 GEFL prefix is used for transfer credit in languages not taught at Utah Tech | ||