If you’ve been on the University campus for a semester or more, you’ve heard complaints about the University’s general education requirements and core requirements. The typical complaints are that the general education and core requirements aren’t related to the respective majors.

Biology majors wonder why they have to take public speaking and United States history.

Most students wonder why they have to take movement and sports science. Didn’t everyone take P.E. in high school? But, for the most part, students understand that the general education requirements provide them with a well-rounded education. But the University takes the well-rounded education approach a step further. The University of La Verne holds four core values, which it believes promote a positive and rewarding life for its students through fostering a genuine appreciation and respect for:

1. A Values Orientation (Core 300). The University affirms a philosophy of life that actively supports peace with justice, the health of the planet and its people.

2. Community and Diversity (Core 310 and Core 340). The University promotes the goal of community within a context of diversity.

3. Lifelong Learning (Core 320). The University commits itself to promoting education that facilitates lifelong learning.

4. Community Service (Core 305). The University believes that personal service is a primary goal of the educated person.

Some students might agree with the approach, but we at the Campus Times believe that though these core values are important, they should not be forced upon students in their current form.

The volunteering aspect of community service is lost in Core 305 because the course is required to graduate, whether or not you have the time to volunteer. Students should learn about and understand the value of community service and how it helps foster healthy communities, but students become bitter when they are forced to stay another semester at the University just to complete the core requirements, costing additional time and money. The University should look into a revised curriculum that would better incorporate the general education and core requirements into the majors.

At UC Berkeley, each major has its own set of general education requirements that students must take. Their pool of general education requirements is larger, so students are able to take more classes that they are interested in.

While we understand that our school is not nearly as large as most public schools, we feel that as a prominent private university, we should be able to compete with renowned public schools in terms of satisfying student needs and expectations.

Why can’t communications majors fulfill the “Toward a Sustainable Planet” requirement by studying and doing environmental reporting?

Why can’t business majors work with environmental agencies to learn about the business aspects related with keeping such environmental agencies up and running? The mission statement of the University would be better served if the general education and core requirements were more tailored toward student majors and career goals.

The Campus Times strongly urges the faculty assembly and senate to consider a complete overhaul of not only the core requirements but also of the general education requirements.