Faculty

New General Education Implementation
The new General Education Program will launch in Fall 2027. The Implementation Plan is managed by a Steering Committee overseeing four subcommittees: Curriculum, Assessment, Technology Integration, and RADF 101/Find Your Place & Advising.

For more information, contact David Beach, Director of Undergraduate Curriculum.

The following proposal was approved by the Faculty Senate on April 25, 2025, and revised on February 12, 2026.

A Proposal for General Education at Radford University

Mission Statement
The General Education Program is a transformative learning experience that advances the university’s values and its vision of student-centered learning, positioning students as ethical community leaders in Appalachia, the Commonwealth, and beyond. Throughout the program, students will cultivate core competencies, encounter and experiment with new ways of thinking, and learn how different disciplines develop and apply knowledge to make meaningful change.

Goals of the General Education Program
Radford University aims to educate students through a General Education Program that:

• Builds on the skills and knowledge that students bring with them while also setting a new foundation for success in college, in their major, in their career, and in their life by creating educational opportunities that:
  • Provide transformative experiences that expose students to new ideas, challenge their assumptions, and encourage self-reflection
  • Engage with the world and explore the richness of human experience
  • Cultivate an understanding of and respect for different ways of knowing
  • Develop the tools and skills essential for lifelong learning
• Helps students better understand themselves and others so that they can actively participate in their communities as engaged, informed citizens by creating educational opportunities that:
  • Establish a connection to and understanding of place—Appalachia, the Commonwealth, and beyond
  • Develop ethical reasoning and self-awareness

Learning Outcomes of the General Education Program
Throughout the General Education Program, students will:

• Develop fundamental skills to acquire knowledge and establish a foundation for future success in their college career and beyond.
• Apply knowledge from a broad range of representative disciplines.
• Explore the connections between general education courses and their broader experiences with their college, major, career, and lives.

Throughout the program, students will develop complementary skills in critical thinking, digital literacy, and civic engagement.

Program Requirements

• Competencies – 9 credits
  • Quantitative Reasoning (3 credits)
  • Written Communication (6 credits)
    • Introductory Writing
    • Intermediate Writing
• Inquiries – 18 to 20 credits
  • Scientific Inquiry (6-8 credits, at least 1 lab course)
  • Humanistic and Artistic Inquiry (6 credits)
  • Social and Behavioral Inquiry (6 credits)
• RADF 101/Find Your Place – 3 credits
  • First Year Experience course to support student success in college

Total: Minimum 30-32 credits.

Competencies Goals and Outcomes
Through competency courses, students will develop fundamental skills that make possible the acquisition of knowledge to establish a foundation for future success in their college career and beyond.

Quantitative Reasoning

• Translate information among various mathematical forms (e.g., equations, graphs, diagrams, tables, words).
• Solve problems using appropriate mathematical tools.

Written Communication

• Introductory
  • Employ reading strategies that inform written communication.
  • Engage in the writing process – including pre-writing, drafting, revising, editing, and proofreading – to improve written communication.
  • Use appropriate vocabulary, mechanics, grammar, style, and documentation.
• Intermediate
  • Demonstrate competency in writing for specific audiences and purposes.
  • Communicate through writing the understanding of content and/or texts.

Inquiries Goals and Outcomes
Critical thinking is characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Through inquiry courses, students will demonstrate their ability to acquire and apply knowledge from a broad range of representative disciplines. Students will develop and apply methodological skills that encourage continuing exploration and lifelong learning.

Scientific Inquiry

• Explain scientific concepts related to observable, measurable natural phenomena
• Discriminate between valid and invalid inferences made using scientific concepts and evidence.
• Describe data collected via the scientific method (required for lab courses only, optional for non-lab courses).

Humanistic and Artistic Inquiry

• Describe basic concepts in artistic or humanistic analysis.
• Explain the context of an artistic practice, cultural form, artifact, or philosophical idea.

Social and Behavioral Inquiry

• Describe concepts or methods used in social or behavioral analysis.
• Analyze social or behavioral interactions using disciplinarily appropriate concepts and methods.

RADF 101 Goals and Outcomes
RADF 101/Find Your Place is designed to foster a strong sense of belonging while laying the foundation for student success at Radford University. The course connects students with their peers, faculty, and the broader university community, cultivating an environment in which they feel supported and valued. Through this experience, students develop essential skills for academic and personal achievement, engage with digital literacy by identifying credible information sources and using digital tools ethically, and explore the influence of place—whether Appalachia, the Commonwealth, or beyond—on their education and sense of identity. By encouraging reflection and connection, the course also promotes civic engagement and prepares students to contribute meaningfully to their communities.

This course has three specific areas of focus:

• Digital Literacy
  • Identify credible digital information sources
  • Use a range of digital tools ethically.
• Civic Engagement
  • Explain the influence of place - Appalachia, the Commonwealth, or beyond - on their educational experience.
  • Demonstrate an awareness of personal and societal responsibilities related to civic engagement.
• Student Success
  • Demonstrate foundational skills necessary for academic and personal achievement at Radford University.

REAL 2025–27 General Education
This transitional model applies to students entering Radford University under the 2025–26 or 2026–27 catalogs. It serves as a bridge between the REAL curriculum (2021–2025) and the new general education model launching in Fall 2027.

What’s Required Under REAL 2025–27
Students must fulfill the following requirements to graduate:

Completion of All Four REAL Areas

• R – Scientific & Quantitative Reasoning
• E – Humanistic or Artistic Expression
• A – Cultural or Behavioral Analysis
• L – Applied Learning
• Each area must include at least 9 credits
• Courses cannot double-count across areas

Foundational Math and Writing Requirements

• Foundational Math – 3 credits
• Foundational Writing (ENGL 111) – 3 credits
• Writing Intensive (WI):
  • 6 credits total
  • At least 3 credits must be at the 300+ level

Breadth Requirement
Minimum of 15 credit hours outside the student’s major department

REAL 2025–27 Faculty FAQ

Can a course count for more than one REAL area?
No. Under REAL 2025–27, a single course can only fulfill one REAL area (R, E, A, or L). Double-counting across areas is not permitted.

Can a Writing Intensive (WI) course also meet a REAL area requirement?
It depends.

• If a WI-designated course also has a REAL area designation, it may fulfill both WI and that one area.
• However, a WI course cannot count toward multiple REAL areas.

Can we propose new courses for REAL 2025–27?
Generally, no. REAL 2025–27 is a transitional model, and new course proposals should align with the upcoming new general education model (launching Fall 2027). If you are proposing a course for both REAL 2025–27 and the new model, consult with the General Education Curriculum Subcommittee.

What happens if a student switches catalog years?
Their general education requirements will change to match their new catalog year:

• If they move from 2024–25 to 2025–26, they switch from REAL to REAL 2025–27
• If they move forward to Fall 2027 or later, they will follow the new general education model
• If they switch to an earlier catalog, they may be governed by the REAL (2021–25) requirements

Encourage students to consult with the Registrar and Advising to understand the implications of switching catalogs.

Do students need to complete a 300+ course in each REAL area?
No. Unlike the REAL (2021–25) model, there is no upper-level requirement in each REAL area under REAL 2025–27. Only the Writing Intensive requirement mandates at least one 300+ level course.

Can students use minor courses to fulfill REAL areas?
Yes, if the courses carry REAL area designations. However, minors—even double-area minors—do not substitute for completing all four REAL areas. 

How do we know if a course counts in a REAL area?
Check the REAL 2025–27 course list published by the Registrar or Undergraduate Curriculum Office. Course designations are also visible in Degree Works.

Are transfer students treated differently?
Yes. Transfer students may qualify for waivers under the Legacy Transfer Policy (based on credit hours and key courses). All other transfer students must complete the REAL 2025–27 model in full, including:

• All four REAL areas
• 6 WI credits (3 at 300+)
• Foundational Writing and Math
• 15 credits outside the major

College Curriculum Contacts