Upper Division GE Guidelines (GE 2026)

Upper Division GE Requirements
 

In addition to lower-division coursework in GE Areas 1 through 6, students are required to take three upper-division GE classes, one in each of the following 3 areas: Area 2/5 (Mathematical Concepts/Quantitative Reasoning/Physical and Biological Sciences); Area 3 (Arts and Humanities); and Area 4 (Social and Behavioral Sciences). Students are thus required to complete a minimum of 9 units of coursework in Upper-Division GE (again, three classes, at a minimum of 3 units each), though students who elect to take a 4-unit class for one or more of their required Upper-Division GE requirements will exceed that minimum. Note also that, across all Area 4 classes, students must take classes in a minimum of two different course prefixes.

Upper-division GE classes build upon content knowledge and skill development introduced in lower-division GE coursework, applying fundamental concepts and skills to additional and/or more advanced areas of inquiry in each respective area.
 

Upper-Division Area 2/5


Upper-Division 2/5 applies the basic scientific, mathematical, statistical and/or computational knowledge developed in lower division 2/5 courses to the in-depth study of topic(s) in these areas. Upper-Division 2/5 courses may allow students to meaningfully engage with problems in a new or more advanced area of mathematics, statistics, the physical or natural sciences, or computer science and emphasize depth over breadth. Alternatively, upper-division courses may integrate core concepts from lower-division courses in Area 2/5 and other disciplines to address scientific and/or technological decision making. These courses should explore the interplay between science, mathematics, statistics, and/or computer science and social, commercial and/or economic considerations in making rational, ethical, and humane decisions. These courses may be interdisciplinary in nature. All courses in this area should include an appropriate writing component as a way for students to develop and demonstrate their understanding of basic scientific, mathematical, statistical, and computational concepts.
 

Educational Objectives

After completing an Upper-Division 2/5 course, students should be able to:

  • EO1 Integrate the concepts from lower-division courses in Area 2/5;
  • EO2 Use quantitative evidence to support an idea or argument, in alternative forms, including visual and/or written form;
  • EO3 Satisfy at least one of the following objectives:

    a) Apply the fundamental scientific, mathematical, statistical, or computational concepts from the lower-division courses to address and meaningfully engage with problems in new or more advanced areas.
    b) Articulate the considerations (which may include scientific, mathematical, computational, technical, economic, commercial, and social) that are necessary for making rational, ethical, and humane scientific and/or technological decisions.


Criteria

The course proposal and expanded course outline for courses in Upper-Division 2/5 must clearly indicate how the course meets each of the following criteria:

  • CR1 Course requires at least completion of 1A Written Communication, 1B Critical Thinking, 1C Oral Communication, and 2 Mathematics/Quantitative Reasoning as pursuant to EO 1100-Revised (section 2.2.3); some courses will require additional pre-requisites as course content dictates;
  • CR2 Require disciplinary appropriate writing assignments that comprise at least 10% of overall course grade.

 


Upper-Division 3 — Arts and Humanities

These courses must be integrative in nature, requiring the application and generalization of knowledge and/or understanding from foundation Area 3 courses (as appropriate) to the advanced study of a subject or to new, but related, areas of inquiry within the arts and humanities. These courses may be interdisciplinary in nature and should focus on achieving depth rather than breadth. Courses in this area also emphasize writing as an integral part of the process of learning and discovery.
 

Upper-Division 3 — Educational Objectives

Upon completion of a qualifying Upper-Division Area 3 course, students should be able to:

  • EO1 Integrate factual and conceptual knowledge in the arts or the humanities to the advanced study of a subject or to new, but related, areas of inquiry;
  • EO2 Evaluate issues in the arts or the humanities, including issues of diversity and inclusion;
  • EO3 Critically analyze a focused area of study in the arts or the humanities;
  • EO4 Evaluate how relationships between different areas of study in the arts or the humanities provide additional perspectives on knowledge.
     

Upper-Division 3 — Criteria

The course proposal and expanded outline for Upper-Division Area 3 courses must clearly indicate how they meet all of these criteria:

  • CR1 Enrollment prerequisites list completion of Areas 1A Written Communication, 1B Critical Thinking, 1C Oral Communication, and 2 Mathematics/Quantitative Reasoning as pursuant to EO 1100-Revised (section 2.2.3) and 3A or 3B; some courses will require additional pre-requisites as course content dictates;
  • CR2 Explore in depth a subject related to the disciplinary/interdisciplinary study of the arts and/or humanities;
  • CR3 Demonstrate the subject's relationship to other cultural achievements and to relevant issues of diversity and inclusion;
  • CR4 Instructional materials and course content (e.g., readings, examples used in class, course assignments) incorporate contributions made by individuals from diverse and/or underrepresented groups;
  • CR5 As appropriate, address issues of sustainability;
  • CR6 Meet all other criteria for GE writing-intensive courses (GE Writing Intensive Requirements).

 

Upper-Division 4: Social Sciences


Courses must be integrative in nature, requiring application and generalization of knowledge and understanding from foundation Area 4 courses to the advanced study of a subject or to new, but related, areas of inquiry. These courses may be interdisciplinary in nature and should focus on achieving depth rather than breadth. Courses in this area also emphasize writing as an integral part of the process of learning and discovery. Attention to issues of gender and diversity is encouraged. Courses require the completion of two lower-division Area 4.

Note also that, across all Area 4 classes, students must take classes in a minimum of two different course prefixes.

Upper-Division 4 — Educational Objectives

Upon completion of a qualifying upper-division 4 course, students should be able to:

  • EO1 Examine problems and issues from their respective disciplinary perspectives;
  • EO2 Develop reasoned, logical, evidence-based arguments that expand upon lower-division Area 4 coursework;
  • EO3 Explain how human, social, political, and economic institutions and individual behavior are inextricably interwoven;
  • EO4 Examine issues in their contemporary as well as historical settings and in a variety of cultural contexts;
  • EO5 Examine how relationships between two or more areas of study inform our perspectives.

 

Upper-Division 4 — Criteria

The course proposal and expanded course outline for courses in Upper-Division 4 must clearly indicate how the course meets all of the following criteria:

  • CR1 Enrollment prerequisites list completion of Areas 1A Written Communication, 1B Critical Thinking, 1C Oral Communication, and 2 Mathematics and Quantitative Reasoning as pursuant to EO1100 Revised (section 2.2.3) and a Lower-Division 4 course; some courses will require additional pre-requisites as course content dictates;
  • CR2 Apply knowledge acquired in lower-division Area 4 courses to the advanced study of self and society;
  • CR3 Include relevant principles, methodologies, value systems and ethics employed in social scientific inquiry;
  • CR4 Examine the impact of social, economic, political, legal, and/or commercial institutions on individuals, societies in the U.S. and/or international contexts, including inequities in treatment of diverse and/or underrepresented¹ groups;
  • CR5 Meet all other criteria for GE writing-intensive courses (GE Writing Intensive Requirements).

 

¹ By “diverse” we intend the definition of diversity found in the Cal Poly Statement on Diversity and Inclusivity (https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1807&context=senateresolutions). By “underrepresented groups” is intended groups who are currently underrepresented and historically marginalized groups.

 

Sources:

 

 

Last updated September 9, 2026

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