Curricular Requirements


These courses are designed to ensure that all MMC students develop a range of skills necessary for future academic and professional success. They include the Writing Seminar sequence and Mathematics.

The Writing Seminar Sequence

In these courses, students develop their critical reading, writing and thinking skills and their academic research and presentation skills.

Learning Goals

  1. Design an original academic research project.
  2. Search for, locate and evaluate a variety of sources relevant to your project.
  3. Communicate research findings in a well-structured, thesis-driven argumentative essay.
  4. Incorporate research material in accordance with current standards of academic dialogue.
  5. Reflect on the process and strategies involved in academic research and writing
  6. Students are placed in the appropriate course based on their current skills level.  Students must take either:

WRIT 101: Writing Seminar I: Writing in the Liberal Arts AND
WRIT 102: Writing Seminar II


WRIT 201: Advanced Writing Seminar



Learning Goals

1. Demonstrate competence in applying basic quantitative skills in solving problems from various areas of mathematics
2. Select and implement an appropriate mathematical method to solve real-world problems.
3. Demonstrate critical thinking in that they can analyze an article in the media and identify flaws in the claims and methods presented there, as well as formulate substantive questions regarding the article.
4. Effectively communicate mathematical ideas both in written and oral form.
5. Produce graphs, do calculations, and present their results using appropriate software.

Students hone their mathematics skills by completing one of the following required courses:
MATH 113: Quantitative Reasoning
MATH 129: Intermediate Algebra
MATH 139: Precalculus I
MATH 140: Precalculus II
MATH 210: Calculus I
MATH 224: Statistics
• Students in the Biology major should, depending on placement,
take MATH 129, MATH 139, MATH 140, or MATH 210, or
MATH 224 in place of MATH 113.
• Other students with advanced preparation in mathematics may
take MATH 139 or higher in place of MATH 113.



By taking courses across the liberal arts disciplines, MMC students acquire a foundation that broadens their education beyond their chosen majors and prepares them for interdisciplinary study at the advanced level.

Students complete one course at the 100- or 200-level in each of the following groups. Students may select any liberal arts courses offered in a particular discipline, except for those courses that are identified as “for majors only.”


Select from courses in Art, Communication Arts, Creative Writing, Dance, Journalism, Music, and Theater Arts 

Learning Goals

  1. Students will engage as informed observers or active participants in the visual, spatial, performing or creative arts.
  2. Students will describe processes by which works of art, media, performance and creative writing are created individually and collaboratively.
  3. Students will demonstrate critical listening, reading, seeing and writing skills, and the ability to articulate aesthetic responses.


Select from courses in English, French, Spanish, and Speech-Language Pathology/Audiology.

Learning Goals

  1. Students will articulate their understanding of the role language plays as a system of communication and as a marker of cultural expression and identity.
  2. Students will produce formal analyses of how oral or written language reflects the socio-historical conditions that produce it.
  3. Students will apply a variety of theoretical frameworks to their analysis of written oral language.


Select from courses in Biology, Chemistry, General Science, Mathematics, and Physics.

Learning Goals

  1. Students will demonstrate higher-level critical thinking and quantitative reasoning skills.
  2. Students will integrate and apply principles of the natural sciences and mathematics.
  3. Students will demonstrate comprehension and will communicate scientific or mathematical knowledge.


Select from courses in Philosophy, Psychology, and Religious Studies

Learning Goals

  1. Students will identify, describe, and explain key terms, concepts, and distinctions central to the discipline of psychology, philosophy, or religious studies.
  2. Students will reconstruct and explain (in speaking and writing) various arguments concerning the foundations and applications of theories of human nature, knowledge or value.
  3. Students will critically evaluate (in speaking and writing) various arguments (including one’s own) concerning the foundations and applications of theories of human nature, knowledge, and/or value.


Select from courses in Business Management, Economics, Education, Gender and Sexuality Studies, History, International Studies, Political Science, and Sociology.

Learning Goals

  1. Students will critically consume discipline-specific knowledge in social science, business, or history.
  2. Students will discriminate between a variety of research methods, and demonstrate an understanding of their advantages and limitations.
  3. Students will identify the economic, historical, political, or social factors shaping the procedures, practices, and policies of collective existence.


As students transition to advanced-level study in General Education, they move from courses that are discipline-based to courses that are organized around various interdisciplinary perspectives. This transition requires students to utilize the knowledge and skills they have already acquired as they hone their ability to think across and between disciplines. These courses are also designed to reinforce the critical skills that students develop in their lower-level courses.

Some of these courses are offered through specific departments, reflecting the shift towards an interdisciplinary approach that has occurred in many disciplines. Other courses are identified as Interdisciplinary Studies courses. Such courses may explore their topics through a variety of disciplinary lenses or they may adopt an entirely new approach as they cross-disciplinary boundaries. Students are required to complete six courses at the 300- or 400-level, at least one from each of the following perspectives:


This perspective investigates the practices that allow for the production and reproduction of the system of meaning (e.g., art, ritual, and beliefs) through which groups and individuals define and express themselves.

Learning goals

  1. Students will demonstrate knowledge of the ways through which culture is produced.
  2. Students will demonstrate knowledge of how people participate in and are influenced by individual, group, and social action.
  3. Students will recognize their contribution to the production, consumption, and reproduction of culture.


This category examines the beliefs and values that underlie human responses to moral issues.

Learning goals

  1. Students will identify ethical issues and controversies in various contexts.
  2. Students will analyze and articulate multiple perspectives on ethical issues.
  3. Students will construct arguments that are grounded in ethical and other analytical or scholarly perspectives in support of their own judgments.


This category studies the natural and physical world through the methods of scientific inquiry.

Learning Goals

  1. Students will articulate and recognize the contributions of scientific development to human endeavors.
  2. Students will demonstrate an understanding of the scientific method as it applies to the natural and physical world.
  3. Students will identify the relevant key aspects of the evolution of scientific thought.
  4. Students will gain experience working with empirical data.


This category has a comparative focus on nations and peoples outside the United States to promote understanding of and sensitivity to international communities and perspectives.

Learning Goals

  1. Students will demonstrate a comparative understanding of communities outside the United States.
  2. Students will identify and evaluate contemporary or historical issues from global perspectives.
  3. Students will demonstrate an awareness of international communities and perspectives to encourage engagement with the world and its citizens.



This category focuses on racial and ethnic diversity to promote understanding of its historical and contemporary role in shaping local and global communities.

Learning Goals

  1. Students will articulate an understanding of the history of racially and/or ethnically based discrimination;
  2. Students will explain how racial and/or ethnic hierarchies are constructed and how these hierarchies distribute political, social, and economic power.
  3. Students will analyze creative expressions and cultural productions in relation to social, historical, and political formations of racial and/or ethnic identities.



This category focuses on issues central to the United States experience, either from a local or national view.

Learning Goals

  1. Students will identify and analyze issues central to the United States experience.
  2. Students will articulate and analyze the plurality of experiences in the United States.
  3. Students will demonstrate an understanding of the impact of diversity on the United States experience.