University
101.
Seminar: Introduction to UNM and Higher Education.
(1-3)
Designed to accelerate successful transition to the academic environment at a research university.
102.
Topics: Academic Foundations.
(1-3 to a maximum of 9 Δ)
Designed to engage students who share academic interests, with their intended major, college or school.
{Fall, Spring}
103.
Foundational Math.
(3)
This course is designed to prepare students for college-level mathematics courses by strengthening key mathematical concepts. It addresses the transition from high school to college and incorporates strategies needed for problem solving.
Prerequisite: ACT Math <=17 or SAT Math <=429 or COMPASS Pre-Algebra <=50.
104.
Math Learning Strategies.
(1-3, may be repeated once Δ)
This course is designed to help increase awareness of math-based structures in day-to-day life, interpret and evaluate information presented in graphical and visual formats, and use problem-solving tools and concepts to analyze information and arguments.
105.
University College Interdisciplinary Co-Op.
(0)
Exploring the world of work and interacting with their surroundings in an environment conducive to growth and personal development, UNM students will benefit from real life situations through experiential learning. Academic advisement approval required.
106.
Critical Text Analysis.
(3)
This course presents the reading process including study reading, critical thinking and analysis. It addresses the transition from high school to college and incorporates strategies needed for problem solving.
Prerequisite: ACT Reading <=17 or SAT Verbal <=429 or COMPASS Reading <=77.
175.
Experiential Learning Seminar.
(1-3 to a maximum of 9 Δ)
Experiential learning involves collaborative, reflective investigation of real-world issues from a variety of personal, social and disciplinary perspectives. Extensive off-campus participation may be required. UNIV 175 may be linked with a corequisite course.
201.
Topics in Career Exploration.
(1-3 to a maximum of 6 Δ)
Both general and discipline-specific sections offered. Students will explore their goals, passions, and skills, and the steps and tools related to career decision-making (general seminar). In the discipline-specific sections, students will explore specific career options.
350.
Community-Based Research I: Design.
(3 to a maximum of 6 Δ)
Introduction to qualitative and quantitative research methods, their theoretical foundations, and appropriateness for specific community questions. Collaborating with community partners, students define a research question, and develop and pilot an approach which addresses the question.
351.
Community-Based Research II: Implementation.
(3 to a maximum of 6 Δ)
Students implement a research project on a community identified issue. Emphasis on implementation, analysis, and application of research approach designed in UNIV 350.
Prerequisite: 350.
391.
Topics in Leadership Development.
(1-3 to a maximum of 12 Δ)
Prepares students to work in leadership positions on and off campus. Course may address Student Development Theory, Supplemental Instruction, Intentionally Structured Groups, critical thinking, learning styles, success skills, diversity, effective communication and group dynamics.
*430.
Advanced Research Service-Learning Field School.
(1-6, to a maximum of 12 Δ)
Students will study specific issues, problems, or topics related to community-identified needs in any intensive field-based setting. Topics will address theoretical and practical aspects of community-based issues and may involve approved community partner organizations.
Restriction: junior or senior standing.
*498.
Independent Study in Research Service-Learning.
(1-3, to a maximum of 9 Δ)
Independent Study under faculty guidance of issues of concern to the community. Involves active student engagement in approved community settings working toward goals established in collaboration with community partners and faculty.
Restriction: junior or senior standing, permission of instructor.
