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Curriculum and College Mission

According to its mission, The College is committed to academic excellence through interdisciplinary and experiential learning, and international and intercultural understanding.


All-College Learning Goals and Outcomes

The all-college learning goals and outcomes express what all undergraduate Ramapo students should know or be able to do upon graduation. All undergraduate majors have mapped their goals and outcomes to the all-college goals and outcomes to demonstrate the integration of goals and outcomes at the programmatic and institutional levels.


Goal: Interdisciplinary Analysis

Students will be able to:

  • Evaluate, integrate and apply disparate sorts of knowledge.
  • Create and employ innovative, interdisciplinary approaches to identify, comprehend, and address contemporary problems.

Goal: Experiential Learning

Students will be able to:

  • Identify how prior content and concepts have been applied to their experiences and how their experiences will enhance future academic study and personal, professional, and civic development.
  • Reflect on their experiences individually and collectively by challenging assumptions and hypotheses about their beliefs, outcomes of their decisions, and actions they have taken, and by sharing their insights.
  • Understand and articulate the structure, relationships between, and impacts of the multiple communities and organizations with which they interact.

Goal: Intercultural / International Perspective

Students will able to:

  • Understand and negotiate the complexity and diversity of cultures in their various contexts (local, national and global).
  • Recognize the importance of communicating orally and in writing in more than one language.
  • Comprehend the causes and consequences of the disparity in the global distribution of power and resources.


Goal: Critical Inquiry

Students will be able to:

  • Think and engage analytically.
  • Assess theoretical arguments, data and other evidence.
  • Read, analyze and understand written, oral and visual works of art from across the arts and humanities, and from across a range of historical periods and cultures.
  • Evaluate scientific evidence and the scientific arguments generated from it.
  • Develop competence in quantitative reasoning and in the application of arithmetical, algebraic, geometric and statistical methods in solving problems.
  • Recognize that taking risks in academic enquiry fosters creativity and innovation.
  • Develop a historical perspective that includes the ability to place events in the context of time and place and acknowledges that historical interpretation is influenced by social, economic, political, and ideological considerations.

Goal: Communication

Students will be able to:

  • Present coherent written and oral arguments with correct grammar and syntax.
  • Apply computer technology to depict concepts and data visually.
  • Access needed information effectively and efficiently
  • Evaluate information and its sources critically, and incorporate primary and secondary sources into essays, reports and other forms of communication.
  • Recognize the economic, legal, social and ethical issues surrounding the use of information.


Goal: In-Depth Knowledge

Students will be able to:

  • Demonstrate proficiency and depth of knowledge in their major field of study

Goal: Understanding of the World in Which We Live

Students will be able to:

  • Understand the basic fundamentals of scientific methods that are used to comprehend and explain natural phenomena, and be aware of the place of science knowledge in contemporary culture and history.
  • Study and analyze social phenomena.
  • Recognize the properties and importance of a healthy environment, and the benefits of environmentally sustainable practices.


Goal: Awareness

Students will be able to:

  • Become more aware of their own individual values and ideals, and to think and reflect on the moral and civic dimension of issues, problems and matters of individual and public concern.
  • Appreciate the perspectives of others on issues of individual and public concern.

Goal: Engagement

Students will be able to:

  • Act and communicate critically about issues, problems and matters of public consequence.
  • Use both political and non-political processes to promote community well-being.
General Education Curriculum

Current Curriculum

The current General Education curriculum, which is described in the College Catalog, consists of three required courses as well as courses in seven distribution categories. The three required courses-Critical Reading and Writing II, First-Year Seminar, and Readings in Humanities-are also writing-intensive courses. The Writing Across the Curriculum (WAC) website provides more information about writing-intensive courses. In addition, the document entitled General Education Goals, Outcomes, and Curriculum Map (DOC) lists the general-education goals and outcomes and maps them to the curriculum.

General Education 2006-9 provides an overview of the development and assessment of the current General Education program from 2006-2009. In 2009, Faculty Assembly created the General Education Curriculum Committee (GECCo). GECCo reports to the Faculty Assembly Executive Council and makes any recommendations about curriculum to the Academic Review Committee (ARC). GECCo is charged with (1) faculty-driven, holistic oversight of the General Education curriculum and (2) developing and implementing an on-going Gen Ed assessment on a multi-year cycle. Each General Education category has a representative on GECCo, chosen by the convening group, school, or faculty-at-large. There are two or more representatives per school. The Library is also represented. The GECCo Website provides more information about GECCo, in particular its current assessment work.

New Curriculum

Effective Fall 2018 (PDF)

The General Education curriculum has recently undergone a revision. General Education Task Force II worked for two and a half years on that revision. The task force’s Charge outlines the work of that task force. In December 2015, the Ramapo faculty overwhelmingly voted to recommend approval of the revised program . The Provost accepted that recommendation. The revised curriculum will be implemented over the course of the next couple of years with a target launch date of the fall 2017 semester. The General Education Implementation Team (GEIT) will implement the curriculum. (For answers to frequently – asked questions about the work of the General Education Implementation Team, please see the document at this link: FAQ.) The Vice Provost, who chairs the team’s steering committee, issued a call for faculty volunteers for the faculty and staff working groups.
The working groups  set  outcomes for the established objectives, and GECCo created checklists, supplementary checklists, and syllabus templates to guide course design and approval.  In addition, Deans’ Council and FAEC (the governance working group) established Criteria for General Education Courses.  The GEIT Steering Committee has reviewed an implementation schedule.  The committee’s minutes are archived below:

January 14, 2016

February 5, 2016

February 24, 2016

March 9, 2016

April 6, 2016

May 18, 20S16

September 7, 2016

October 5, 2016

November 2, 2016

February 8, 2017

October  23, 2017

November  15  2017

GEIT Agenda December 20,2017

December 20,2017

Proposing New Courses and Programs

New Courses

Faculty members may propose new courses at any time, but in order to be considered for the next academic year, ARC must receive proposals by October 15.
For detailed information about how to propose new courses, consult the ARC Manual.

New Programs

Faculty may propose new programs at any time; the review time varies.

For detailed information about how to propose new programs, consult the ARC Manual.

President Mercer has indicated that all new graduate programs must meet the following criteria:

  • They must demonstrate a clear societal need;
  • They must build on the existing strengths of the undergraduate programs; and
  • They may not drain resources from the undergraduate program.

In addition, new adult and graduate programs must develop detailed enrollment and budget models so that they can serve as independent cost-revenue centers.



Ramapo College values excellence in written communication. To that end, all-college, general-education, and programmatic goals and outcomes reference written communication as an important skill. In addition, the Writing Across the Curriculum program ensures that students have multiple opportunities to develop this skill. Finally, the Center for Reading and Writing supports all students in their quest for excellence in reading and writing.

Assessment of Student Learning Academic Review Committee

General Education