Shared Vision for a UAB Graduate
The Shared Vision for a UAB Graduate reflects high expectations in the areas of Communication, Knowledge, Problem-Solving, and Citizenship.
Communication - A UAB graduate
- Participates effectively in the world of ideas and information.
- Reads with comprehension, attention to detail, and an awareness of context, tone, and interconnections with other texts, life experiences, and public events.
- Writes correctly and effectively in response to specific needs and for diverse audiences and contexts.
- Speaks effectively as determined by audience, setting, and circumstances.
- Uses information technology effectively for professional communication.
Knowledge - A UAB graduate
- Possesses a depth and breadth of knowledge sufficient for informed decision-making.
- Demonstrates substantial knowledge in a disciplinary major.
- Differentiates among methodologies, major ideas and figures, and specific information or issues relevant to the sciences and humanities.
- Uses effectively the technology appropriate for one’s discipline.
Problem-Solving - A UAB graduate
- Collects and evaluates data and analyzes complex issues, using appropriate methods.
- Demonstrates critical thinking skills by synthesizing information, making reasonable arguments, and arriving at logical conclusions.
- Demonstrates quantitative reasoning by interpreting data in multiple formats and applying quantitative methods to solve complex problems.
- Demonstrates the ability to achieve goals through collaboration.
Citizenship - A UAB graduate
- Is aware of contemporary issues and prepared to engage responsibly in the community.
- Understands civic responsibility and engages in informed decision-making with respect to social and political issues.
- Recognizes that values and ethics are integral to one’s academic, personal, and professional life.
- Respects the significant role of diversity in the contemporary world.
The Shared Vision for a UAB Graduate is achieved through the UAB Undergraduate Academic Experience, which begins with the first year experience and the core curriculum; continues with major courses, elective courses, and perhaps courses required for a minor or certificate; and culminates in a capstone experience.
First Year Experience
Every UAB first year student will share a common foundation for learning, whatever their majors or professional goals. This common foundation is found in the Discussion Book and the First Year Experience (FYE) course.
Discussion Book
Since 2005, UAB has selected an annual UAB Discussion Book as one focal point for uniting the students, faculty, and staff of this research extensive campus. The Discussion Book always has literary merit, raises complex ethical questions, is relevant to contemporary social issues, and broadens the reader's understanding of diversity in a meaningful way. It also serves as a means to introduce entering freshmen to the concept of difficult dialogues and learning outcomes central to our goals for undergraduate education.
Students are able to purchase the book at the Barnes & Noble UAB Bookstore during New Student Orientation. The day before fall classes begin, President Garrison welcomes all new students into the UAB family. After a presentation usually by the discussion book author, students participate in small group discussions facilitated by the President, Provost, deans, chairs, faculty, and staff of UAB.
The UAB Discussion Book is the focus of a monthly Discussion Book Dialogue series, off-campus events, and various campus activities scheduled during the following academic year. Developed as part of UAB's Quality Enhancement Plan, the UAB Discussion Book project promotes civic engagement, respectful dialogue about often controversial issues, and more knowledgeable participation in a diverse global society.
First Year Experience Course Requirement
Students entering UAB with less than 24 hours of college credit must take and pass a first year experience (FYE) course in their first 24 credit hours at UAB.
FYE courses are the gateway to undergraduate education at UAB. FYE courses improve student success by helping to bridge the gap between high school experiences and university expectations and enhance successful progress towards graduation by establishing the foundations for academic achievement and holistic development. FYE courses include:
- Freshman Learning Communities
- UNIV 101 The University Experience
- School or Department focused FYE courses, which are the required option for certain majors (check catalog requirements).
Core Curriculum Requirements
Sometimes called general education courses, the core curriculum is a selection of required and elective courses that together promote six competencies which build the foundation for attainment of the Shared Vision for a UAB Graduate.
A graduating student should be able to demonstrate the following core competencies:
- Reading and writing skills sufficient to ensure access to information and ideas in the institution’s curriculum as well as in society at large.
- An ability to make aesthetic judgments in the arts, literature, and humanities based on relevant historical, social, or philosophical contexts.
- The ability to collect and evaluate information within the context of the scientific method and to use this ability to further one’s understanding of the natural world.
- The ability to apply mathematical skills and quantitative reasoning to solve problems and interpret information.
- The ability to reason and evaluate information within the context of the social and behavioral sciences and to use this ability to further one’s understanding of the social, economic, and political environment.
- Knowledge of contemporary and/or historical issues.
Who is required to fulfill the Core Curriculum Requirements?
- First time college freshmen who have no credit for college work (excepting credit earned while still enrolled in high school).
- Those returning UAB students or transfer students who are enrolling as a degree student after an absence from college of more than 12 months.
- Students who enrolled for the first time in any institution of higher education in Fall 1998 or later and who subsequently transferred to the University of Alabama at Birmingham.
Any student with a valid articulation contract from an Alabama two-year school will be able to enroll under the terms of the contract. Contracts prior to Fall 1998 must have been submitted to UAB’s Office of Admission according to the procedures in place at the time.
Since Fall Term 2000, all undergraduate students entering UAB have been subject to the 1998 Core Curriculum requirements.
Can One Satisfy Core Curriculum Requirements with Alternative Credit?
Students may satisfy certain Core Curriculum requirements by presenting credit earned through the following: Advanced Placement (AP), International Baccalaureate (IB), College Level Examination Program (CLEP), and Credit by Examination (CBE). Students with AP, IB, or CLEP credit must have official documents sent to the Office of Enrollment Management, ATTN: Alternative Credit, 470 Hill University Center, 1400 University Boulevard, (205) 934-5503, for evaluation and acceptance before credit can be posted on the UAB transcript.
What Courses Satisfy Core Curriculum Requirements?
Core curriculum requirements are divided into four areas, and all students must fulfill requirements in each area. Specific school restrictions for each area are listed below the description of the Core Curriculum Requirements. See the appropriate section in this catalog for specific major requirements in each area.
| Core Curriculum | Hours | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Area I. Written Composition | 6 hours | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Effective written communication skills are essential in a literate society. Requirements include six semester hours in written composition. UAB students must complete EH 101 English Composition I and EH 102 English Composition II with the grade of C or better within their first 30 hours or as soon as possible thereafter.
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| Area II. Humanities and Fine Arts | 12 hours | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Study in the humanities addresses the ability to deal with questions of values, ethics, or aesthetics as they are represented in literature, philosophy, religion, and the arts, and is fundamental to general education. Requirements include at least 12 semester hours in humanities with a minimum of three semester hours in literature, three semester hours in the fine arts, and the remaining hours from the humanities and/or fine arts. In addition to literature, disciplines in the humanities include, but are not limited to, philosophy, religious studies, speech, foreign languages, art, music, theatre, and dance. As part of the common Core Curriculum, students must complete a six-semester hour sequence either in literature (Area II) or in history (Area IV). The following courses satisfy Area II of the Core Curriculum:
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| Area III. Natural Sciences and Mathematics | 11 hours | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Study in the natural sciences and mathematics emphasizes the scientific method and applies quantitative or inductive reasoning. Requirements include at least 11 semester hours with at least three semester hours in mathematics at the pre-calculus algebra level or higher and at least eight semester hours in the natural sciences. All courses in the natural sciences must include laboratory experiences. Disciplines in the natural sciences include, but are not limited to, astronomy, biology, chemistry, geology, and physics. UAB students must take the required three semester hours in mathematics within their first 60 hours or as soon as possible thereafter. The following courses satisfy Area III of the Core Curriculum:
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| Area IV. History, Social, and Behavioral Sciences | 12 hours | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Study in history and the social and behavioral sciences deals primarily with the study of human behavior, social and political structures, and economics. Requirements include 12 semester hours with at least a three-semester hour course in history and at least six semester hours from among other disciplines in the social and behavioral sciences. Disciplines include, but are not limited to, anthropology, economics, geography, political science, psychology, and sociology. As part of the common Core Curriculum, students must complete a six-semester hour sequence either in literature (Area II) or in history (Area IV). The following courses satisfy Area IV of the Core Curriculum:
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| Area V. Pre-Professional, Pre-Major, and Elective Courses | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Certain degrees/major may require students to take additional required courses and/or elective courses appropriate to the individual degree or program. Students should consult the appropriate college or school section of this catalog to see whether Area V requirements apply to them.
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| Total Semester Hours: | 41 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is the relationship between the core competencies and the core curriculum courses?
The matrix below identifies how specific core curriculum courses introduce or reinforce the desired core competencies which build the foundation for attainment of the Shared Vision for a UAB Graduate. Faculty who teach courses in the disciplines have identified these core competencies as essential for success in upper-division major courses.
UAB has chosen to place special emphasis on three essential competencies embedded in the six core competencies identified below. These targeted competencies are writing, quantitative literacy, and ethics & civic responsibility. Core courses which intentionally provide specific instruction in, practice of, and assessment of writing, quantitative literacy, and ethics & civic responsibility are identified below with a W, QL, and/or ECR.
The UAB Core Curriculum Matrix
Core Competency
Demonstrate reading and writing skills sufficient to ensure access to information and ideas in the institution's curriculum, as well as in society at large.
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Courses in Which Introduced | ||
| CM 101 | Public Speaking | 3 |
| BY 123 | Introductory Biology I | 4 |
| BY 124 | Introductory Biology II | 4 |
| EH 101 | English Composition I | 3 |
| EH 102 | English Composition II | 3 |
| EH 216 | Introduction to Literature | 3 |
| ENV 109 | Laboratory in Environmental Science | 1 |
| FR 101 | Introductory French I | 4 |
| GN 101 | Introductory German I | 4 |
| MA 126 | Calculus II | 4 |
| MA 252 | Introduction to Differential Equations | 3 |
| PHS 101 | Physical Science | 4 |
| SPA 101 | Introductory Spanish I /QL | 4 |
| Core Curriculum Courses In Which Practiced and Reinforced | ||
| AAS 200 | Introduction to African-American Studies | 3 |
| ARH 204 | Renaissance through Modern Art | 3 |
| EH 102 | English Composition II | 3 |
| EH 217 | World Literature I: Before 1660 | 3 |
| EH 218 | World Literature II: 1660-Present | 3 |
| EH 221 | British and Irish Literature I: Before 1800 | 3 |
| EH 222 | British and Irish Literature II: 1800-Present | 3 |
| EH 223 | American Literature I: Before 1865 | 3 |
| EH 224 | American Literature II: 1865-Present | 3 |
| FR 102 | Introductory French II | 4 |
| FR 201 | Intermediate French I | 3 |
| FR 202 | Intermediate French II | 3 |
| GN 102 | Introductory German II | 4 |
| GN 201 | Intermediate German I | 3 |
| GN 202 | Intermediate German II | 3 |
| GN 204 | Readings in German Literature | 3 |
| PHL 100 | Introduction to Philosophy | 3 |
| PHL 115 | Contemporary Moral Issues | 3 |
| PHL 116 | Bioethics | 3 |
| PHL 120 | Practical Reasoning | 3 |
| PHL 203 | Philosophy of Religion | 3 |
| SPA 102 | Introductory Spanish II | 4 |
| SPA 201 | Intermediate Spanish I | 3 |
| SPA 202 | Intermediate Spanish II | 3 |
| THR 100 | Introduction to the Theatre | 3 |
| THR 200 | Plays on Film | 3 |
Core Competency
Demonstrate an ability to make aesthetic judgments in the arts, literature, and humanities based on relevant historical, social, or philosophical contexts.
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Courses in Which Introduced | ||
| ARH 101 | The Art Experience | 3 |
| EH 216 | Introduction to Literature | 3 |
| MU 120 | Music Appreciation | 3 |
| PHL 100 | Introduction to Philosophy | 3 |
| PHL 115 | Contemporary Moral Issues | 3 |
| PHL 120 | Practical Reasoning | 3 |
| PHL 203 | Philosophy of Religion | 3 |
| THR 100 | Introduction to the Theatre | 3 |
| THR 105 | Introduction to Dance | 3 |
| Core Curriculum Courses In Which Practiced and Reinforced | ||
| ARH 203 | Ancient and Medieval Art | 3 |
| ARH 204 | Renaissance through Modern Art | 3 |
| ARH 206 | Survey of Asian Art | 3 |
| THR 200 | Plays on Film | 3 |
| EH 217 | World Literature I: Before 1660 | 3 |
| EH 218 | World Literature II: 1660-Present | 3 |
| EH 221 | British and Irish Literature I: Before 1800 | 3 |
| EH 222 | British and Irish Literature II: 1800-Present | 3 |
| EH 223 | American Literature I: Before 1865 | 3 |
| EH 224 | American Literature II: 1865-Present | 3 |
Core Competency
Demonstrate the ability to collect and evaluate information within the context of the scientific method and to use this ability to further one's understanding of the natural world.
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Courses in Which Introduced | ||
| AST 101 | Astronomy of the Universe | 3 |
| AST 102 | Astronomy of Stellar Systems | 3 |
| AST 103 | Astronomy of the Solar System | 3 |
| AST 105 | Extraterrestrial Life | 3 |
| BY 101 | Topics in Contemporary Biology | 3 |
| CH 105 | Introductory Chemistry I | 3 |
| CH 107 | Introductory Chemistry II | 3 |
| CH 115 | General Chemistry I | 3 |
| CH 117 | General Chemistry II | 3 |
| PH 201 | College Physics I | 4 |
| PH 221 | General Physics I | 4 |
| PHS 101 | Physical Science | 4 |
| Core Curriculum Courses In Which Practiced and Reinforced | ||
| AST 111 | Astronomy of the Universe Laboratory | 1 |
| AST 112 | Astronomy of Stellar Systems Laboratory | 1 |
| AST 113 | Astronomy of the Solar Systems Laboratory | 1 |
| AST 115 | Extraterrestrial Life Laboratory | 1 |
| BY 101 | Topics in Contemporary Biology | 3 |
| BY 102 | Topics Contemporary Biology Laboratory | 1 |
| BY 112 | Ext Topics Contemporary Biology Laboratory | 1 |
| BY 123 | Introductory Biology I | 4 |
| BY 124 | Introductory Biology II | 4 |
| CH 105 | Introductory Chemistry I | 3 |
| CH 106 | Introductory Chemistry I Laboratory | 1 |
| CH 107 | Introductory Chemistry II | 3 |
| CH 108 | Introductory Chemistry II Laboratory | 1 |
| CH 115 | General Chemistry I | 3 |
| CH 116 | General Chemistry I Laboratory | 1 |
| CH 117 | General Chemistry II | 3 |
| CH 118 | General Chemistry II Laboratory | 1 |
| PH 201 | College Physics I | 4 |
| PH 202 | College Physics II | 4 |
| PH 221 | General Physics I | 4 |
| PH 222 | General Physics II | 4 |
Core Competency
Demonstrate the ability to apply mathematical skills and quantitative reasoning to solve problems and interpret information.
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Courses in Which Introduced | ||
| FR 101 | Introductory French I | 4 |
| MA 105 | Pre-Calculus Algebra | 3 |
| MA 106 | Pre-Calculus Trigonometry | 3 |
| MA 107 | Precalculus Algebra and Trigonometry | 4 |
| MA 109 | Survey of Calculus | 3 |
| MA 110 | Finite Mathematics | 3 |
| PHL 120 | Practical Reasoning | 3 |
| PHS 101 | Physical Science | 4 |
| SPA 201 | Intermediate Spanish I | 3 |
| Core Curriculum Courses In Which Practiced and Reinforced | ||
| MA 125 | Calculus I | 4 |
| MA 126 | Calculus II | 4 |
| MA 227 | Calculus III | 4 |
| MA 252 | Introduction to Differential Equations | 3 |
| MA 260 | Introduction to Linear Algebra | 3 |
| PH 201 | College Physics I | 4 |
| PH 202 | College Physics II | 4 |
| PH 221 | General Physics I | 4 |
| PH 222 | General Physics II | 4 |
Core Competency
Demonstrate the ability to reason and evaluate information within the context of the social and behavioral sciences and to use this ability to further one's understanding of the social, economic, and political environment.
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Courses in Which Introduced | ||
| AAS 200 | Introduction to African-American Studies | 3 |
| ANTH 101 | Introduction to Cultural Anthropology | 3 |
| ANTH 106 | Introductory Archaeology | 3 |
| ENV 108 | Human Population and the Earth s Environment | 3 |
| ENV 109 | Laboratory in Environmental Science | 1 |
| ITS 101 | Introduction to International Studies | 3 |
| PHL 100 | Introduction to Philosophy | 3 |
| PHL 115 | Contemporary Moral Issues | 3 |
| PHL 116 | Bioethics | 3 |
| PHL 120 | Practical Reasoning | 3 |
| PHL 125 | Introduction to Ethics | 3 |
| PSC 101 | Introduction to American Government | 3 |
| PSC 102 | Introduction to Comparative Politics | 3 |
| PY 101 | Introduction to Psychology | 3 |
| SOC 100 | Introduction to Sociology | 3 |
| WS 100 | Introduction to Women's and Gender Studies | 3 |
| Core Curriculum Courses In Which Practiced and Reinforced | ||
| ANTH 120 | Language and Culture | 3 |
| EC 210 | Principles of Microeconomics | 3 |
| EC 211 | Principles of Macroeconomics | 3 |
| HY 102 | Western Civilization II | 3 |
| HY 105 | World History 1600 to the Present | 3 |
| HY 121 | The United States Since 1877 | 3 |
| PHL 203 | Philosophy of Religion | 3 |
| PSC 221 | American State and Local Government | 3 |
| PY 212 | Developmental Psychology | 3 |
| SOC 245 | Contemporary Social Problems | 3 |
Core Competency
Demonstrate knowledge of contemporary and/or historical issues.
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Courses in Which Introduced | ||
| AAS 200 | Introduction to African-American Studies | 3 |
| ANTH 101 | Introduction to Cultural Anthropology | 3 |
| ANTH 106 | Introductory Archaeology | 3 |
| ANTH 120 | Language and Culture | 3 |
| CM 105 | Introduction to Human Communication | 3 |
| ENV 108 | Human Population and the Earth s Environment | 3 |
| ENV 109 | Laboratory in Environmental Science | 1 |
| HY 101 | Western Civilization I | 3 |
| HY 102 | Western Civilization II | 3 |
| HY 104 | World History to 1600 | 3 |
| HY 105 | World History 1600 to the Present | 3 |
| HY 120 | The United States To 1877 | 3 |
| HY 121 | The United States Since 1877 | 3 |
| ITS 101 | Introduction to International Studies | 3 |
| PHL 100 | Introduction to Philosophy | 3 |
| PHL 115 | Contemporary Moral Issues | 3 |
| PHL 116 | Bioethics | 3 |
| PHL 120 | Practical Reasoning | 3 |
| PHL 125 | Introduction to Ethics | 3 |
| PY 101 | Introduction to Psychology | 3 |
| SOC 100 | Introduction to Sociology | 3 |
| WS 100 | Introduction to Women's and Gender Studies | 3 |
| Core Curriculum Courses In Which Practiced and Reinforced | ||
| EH 217 | World Literature I: Before 1660 | 3 |
| EH 218 | World Literature II: 1660-Present | 3 |
| EH 221 | British and Irish Literature I: Before 1800 | 3 |
| EH 222 | British and Irish Literature II: 1800-Present | 3 |
| EH 223 | American Literature I: Before 1865 | 3 |
| EH 224 | American Literature II: 1865-Present | 3 |
| PHL 203 | Philosophy of Religion | 3 |
| PSC 221 | American State and Local Government | 3 |
| PY 212 | Developmental Psychology | 3 |
| SOC 245 | Contemporary Social Problems | 3 |
Writing, quantitative literacy (QL), and ethics & civic Responsibility (ECR) are introduced in the freshman year, reinforced in a range of mid-curricular courses designated as writing, QL, and/or ECR courses (identified as such in course listings under each program), and integrated into the capstone course in discipline-specific ways.
Writing (W)
Effective communication skills are fundamental to competent functioning across the undergraduate curriculum and in life beyond graduation. Improving writing contributes to the development of other communication competencies, such as reading and public speaking. Writing is crucial to critical thinking and effective problem-solving, as well as for the communication of knowledge. The ability to write effectively is a key skill that contributes to professional advancement, successful personal relationships, and responsible civic involvement. Writing designated courses are shown with a “W” designation in their course description. To foster this essential competency, every program ensures that its majors take a minimum of two W courses between the First Year Experience and the Capstone.
Learning Outcomes for Writing include:
- Respond to an assigned topic in a way that shows responsible concern for an identified audience.
- Write a logical argument that makes an unambiguous claim, marshals reasonable and appropriate evidence, and takes seriously the perspectives of others by fairly presenting and responding to alternative claims.
- Incorporate external sources pertinent to the argument and document such sources accurately and appropriately, demonstrating academic integrity when referencing the ideas of others.
- Demonstrate an appropriate level of competence in grammar, usage, and mechanics.
- Accurately use the writing conventions appropriate to the discipline.
Quantitative Literacy (QL)
Quantitative literacy is fundamental to solving quantitative problems that occur in school, life, and work, and in communicating solutions to those problems to others. Quantitative literacy builds on mathematics, but unlike "pure math" it emphasizes the application of quantitative methods in a wide variety of contexts. Quantitatively literate students are able to understand and, as necessary, interpret a problem in quantitative terms and then solve it using appropriate methods. Like verbal literacy, quantitative literacy is critical to effective citizenship, communication, and personal and social responsibility. Quantitative Literacy courses are shown with a “QL” designation in their course description. To foster this essential competency, every program ensures that its majors take a minimum of two QL courses between the First Year Experience and the Capstone.
Learning Outcomes for Quantitative Literacy:
- Compute using arithmetic and algebra, work with units of measurement, translate verbal descriptions into mathematical form, and/or evaluate the reasonableness of quantitative assertions.
- Interpret and construct tables, graphs, and schematic representations of relationships among objects and concepts.
- Draw conclusions based on probabilities, costs, benefits, and risks.
- Use quantitative evidence as a basis for reasoning, problem-solving, and argument
- Design empirical research, evaluate research designs, and analyze data to draw conclusions about research hypotheses.
- Communicate quantitative information using numbers and words appropriate to the audience.
Ethics and Civic Responsibility (ECR)
The role of a university is to prepare students to function effectively and engage responsibly in both the academic community and post-graduation life. Ethical decisions should be academic, personal, and professional goals for everyone. Effective and responsible living depends upon the ability of individuals to strive for excellence, to make informed and ethical decisions, to accept responsibility for one’s choices, and to practice good citizenship as part of multiple larger social units. Ethics and Civic Responsibility courses are shown with an “ECR” designation in their course description. To foster this essential competency, every program ensures that its majors take a minimum of two ECR courses between the First Year Experience and the Capstone.
Learning Outcomes for Ethics and Civic Responsibility:
- 1. Understand and practice ethical reasoning and decision-making
- 2. Be knowledgeable about contemporary events and issues
- 3. Understand civic responsibility
- 4. Understand the role and value of diversity
Capstone Requirement
UAB’s undergraduate programs culminate in a capstone requirement. The capstone provides a summative opportunity for students to draw upon, synthesize, and apply what they have learned to an original project and/or real life application. Depending on the discipline, the capstone may involve such components as collaborative projects, internships, service learning, fieldwork, independent research, community outreach, and/or thesis writing. In every case capstones include a set of well-defined learning outcomes, significant writing, and integration of discipline-specific competencies in quantitative literacy and in ethics and civic responsibility. Most importantly the capstone provides an enriching bridge experience for students between their undergraduate education and post-graduation lives.
Freshman students entering UAB in fall 2009 or after must successfully complete the capstone course or experience required by their major program or school in order to graduate. All students graduating in 2013 or later must complete a capstone requirement.