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Student Accessibility Services

Introduction It is the policy of Delaware State University (DSU) to provide accessible programs, services, activities, and reasonable accommodations for any student with a documented disability as defined by Section 504 of the Rehabilitation Act of 1973 and by the Americans with Disabilities Act of 1990.  DSU has designated University College Student Accessibility Services (SAS) staff to work with students with disabilities to ensure students an equal opportunity to pursue an education.   DSU faculty and staff make a conscious effort not to discriminate in the recruitment, admission, or treatment of students with disabilities.  Therefore, students are not enrolled in separate programs or courses, but are mainstreamed into the existing college structure.  Classrooms and selected residence halls are also accessible to mobility impaired students.  University College Student Accessibility Services staff provide help to students so that they can make the best possible use of the DSU’s comprehensive academic resources.   University College Student Accessibility Services is committed to Goal 2: Student Success of the DSU Strategic Plan, and thus committed to helping each student pursue a chosen field of study to the full measure of her or his ability. Students with disabilities are encouraged to become active participants in the DSU community to develop a sense of independence that will help them gain the leading edge when entering the job market. Admissions Students with disabilities are admitted through the same application process as students without disabilities. There are no separate admissions standards or procedures.  Admissions counselors are available to answer any questions and offer recommendations. Documentation Students with disabilities must submit recent, appropriate documentation to the Student Accessibility Services Coordinator before requesting accommodations. Documentation with supporting recommendations from a physician, clinical psychologist, Individualized Educational Plan (I.E.P.), and/or 504 Plan is required.  However, students without documentation who suspect they may have a learning disability may request a screening from the Coordinator where a referral may be required. Student Advocacy The Student Accessibility Services Coordinator serves as a campus resource and an advocate for students with disabilities.  It is necessary for the student to schedule an appointment with the Coordinator at the beginning of each semester to design a support service program that fits each particular class and the individual’s needs. General Procedures Student requests services and submits recent documentation of disability. Coordinator reviews documentation and recommendations to determine reasonable accommodations. Student makes an initial appointment with Coordinator to become familiar with process then fills out Self-Identification form. Student schedules another appointment with the Coordinator within the first few weeks of classes to discuss documentation and appropriate accommodations for each class, after student collects syllabi from classes Reasonable accommodations forms are completed for each class and given to student. Student takes forms and discusses his or her particular needs with each instructor. A Plan of Action is developed and put in writing with each instructor. Instructors may follow-up with questions to the Coordinator. Student maintains contact with the Coordinator and remains actively involved in the accommodation process throughout the semester. The student staying involved in the accommodation process with the Coordinator and the Faculty is critical for academic success. Please see the SAS Handbook or contact the Student Accessibility Services for more information on documentation, accommodations and procedures. Accommodations Checklist for Students Accommodations The ADA does not require colleges or universities to lower academic standards or fundamentally alter the nature of the programs provided.  Students with documented disabilities must meet all requirements for graduation.  A reasonable accommodation is a modification or adjustment to a course, program, service, activity, or facility that enables qualified students with disabilities to have equal opportunities to attain the same levels of performance or enjoy equal benefits and privileges as are available to similarly situated students without disabilities. Reasonable accommodations and services may include, but are not limited to: Academic support which focuses upon development of learning strategies Reading, writing, and note taking services Time management and organizational skills training Use of specialized equipment Arrangements for testing accommodations Tutorial services Interpreters for the deaf Referrals to community agencies (Social Services, Vocational Rehabilitation, etc.) In coordination with key University departments provisions will be made for students with disabilities to gain access to buildings if physical barriers exist in order for them to participate equally in the programs/services.  


Dr. Cassandra Green, Interim Coordinator
Student Accessibility Services
William C. Jason Library
Room 208

To Schedule an Appointment, please call:  302.857.7201
302.857.7637 (fax)

SAS Handbook

Faculty Referral

Letter to the Faculty from SAS
Faculty Referral Form

Voluntary Disclosure of a Disability

  1. Complete the Voluntary Disclosure of Disability form
  2. Submit to SAS Office

Summer Bridge Programs

Delaware State University Summer Bridge Programs Project Success Project Success is an intensive academic program for students who place slightly below the University’s admission standards. The program is designed to provide students the opportunity to “sharpen their academic skill set” by completing credits during the summer and participating in a comprehensive academic development learning community throughout the first year. Students are invited to participate in Project Success at the discretion of the Office of Admissions, and seats in the program are limited. “Conditional Admission” status will be removed upon achieving satisfactory academic status of at least a 2.0 GPA at the end of the first year. Project Success Program Benefits Early assessment Early fall schedule completion Early registration and financial aid advisement Assistance with career planning Intensive summer program where students college credits Social, Cultural, and professional development workshops An entire academic year to earn at least a 2.0 GPA Matches students with mentors for the summer and that academic year Mandatory tutoring and Supplemental Instruction for the first year Jumpstart  Program Jumpstart is an academic enrichment and leadership development program that provides a seamless transitional opportunity for first-time freshmen to get a “jumpstart” on their college career by staying on campus, and completing some of their required general education credits. Jumpstart provides students the opportunity to fast-track their academic success and leadership development in a nurturing learning community upon starting the fall semester. Students with a cumulative high school GPA of 2.7 or better combined with a SAT score of 800 are invited to participate in the program.  Jumpstart Program Benefits Early assessment Mentoring and academic advisement Fall schedule completion Registration and financial aid advisement Career and leadership development workshops Social and cultural experiences Become familiar with campus And so much more!  If you have been accepted to the university and are interested in registering for Jumpstart, please click here to fill out this form. For more information on our summer bridge programs, please contact University College: Phone: 302-857-7252 Email: Ms. Sarah Hutton at or Ms. Tiffany Alexander at Summer Bridge Success Story     



University Seminar Forum

University Seminar Forum Overview All students enrolled in University Seminar are required to attend DSU University Seminar Forums that are held throughout the semester.  University Seminar Forums are generally held in the Education and Humanities Building (EH Building) on scheduled Thursdays from 11:00 am - 11:50 am, which is the University’s Common Hour. Objectives: Inform students of the key roles that they must play in having a successful collegiate experience. Provide positive role models; expose students to the process of positive self-presentation and networking. Motivate students to pursue vigorously the precepts of excellence and achievement; and Introduce opportunities for leadership development. Please read the dress code and the house rules for University Seminar Forum requirements. Inspiring and motivating guest speakers are invited to speak to students and share insights, experiences, and offer words of wisdom to encourage students as they strive for excellence in their personal/professional development. Past Speakers: Kevin Powell - Leadership and Goal Setting  /  S. Renee Smith - Paradigm Shifts:  Self Esteem   Fall 2015 Schedule will be posted soon.    

Title III Program



Delaware State University
1200 N. DuPont Highway
Thomasson Building, Lower Level
Dover, DE 19901
Main No.:  (302) 857-7350
Fax:  (302) 857-7353
STRENGTHENING HISTORICALLY BLACK COLLEGES AND UNIVERSITIES OVERVIEW AND PURPOSE The Higher Education Act of 1965 was enacted by Congress in recognition of the need to assure the accessibility of a higher education to a diverse populous.  Its purpose was, and is, to strengthen accredited Historically Black Colleges and Universities (HBCU) so they may continue their unique role in educating African-American, educationally disadvantaged and low-income students.  The program enables participating institutions to improve academic quality, strengthen administrative capacity, physical plants, and to establish endowment funds in order to achieve growth and self-sufficiency.  The activities benefit all university students and the educational institution consistent with the University’s strategic plan. Institutions of higher education legally designated as a historically Black college or university, a historically Black graduate institution, or qualified graduate program are the only entities eligible to apply.  The institution must have been established prior to 1964; has a principal mission of educating Black Americans; is legally authorized by the state; and is an accredited or pre-accredited institution. MISSION The Title III Program Office at Delaware State University (DSU) is committed to providing a mechanism for coordinating the activities designed to strengthen programs to retain and prepare students for high demand occupations and graduate study.  Also, it is continuing to strengthen programs, services, and activities in support of the University.  This includes monitoring goal achievement and the attainment of objectives, ensuring compliance with federal regulations and statues, articulating and clarifying the purpose of Title III to activity directors, and preparing and submitting reports to the U.S. Department of Education as required. The Title III programming efforts support the University’s mission of strengthening and improving programs approved by the administration that increase retention and the graduation rate; and, that expand programs that educate undergraduates in the Liberal Arts, professional studies, and technical/scientific arenas in order to provide an education for the people of the State of Delaware, the region, and the world.    TITLE III ACTIVITIES  DSU has been awarded the Title III grants since 1965.  These Federal grant programs have funded millions of dollars of initiatives that fall within the scope of the Legislative Allowable Activities (LAA) as set forth by the United States Department of Education.  The approved activities must impact one or more of the specified “Focus Area Outcomes.”  The categories are as follows:  FOCUS AREA OUTCOMES                     Academic Quality Fiscal Stability Institutional Management Student Services and Outcomes The Title III grants awarded to DSU are given below:   HBCU—HISTORICALLY BLACK COLLEGES AND UNIVERSITIES UNDERGRADUATE GRANT:  1965 – PRESENT HBGI—HISTORICALLY BLACK GRADUATE INSTITUTIONS GRANT:  2009 – PRESENT SAFRA—STUDENT AID AND FISCAL RESPONSIBILITY ACT GRANT:  2010-PRESENT All Funded Activities are to align with specified goals and objectives in the “University’s Strategic Plan.”  Each grant is awarded in five (5)-year cycles; and, each grant has its yearly application, reporting, and monitoring requirements.  For more information about the Title III Program Office and its programming efforts, contact Ms. Veronica L. Hopkins, Title III Program Coordinator.    


Ms. Veronica L. Hopkins
Title III Program Coordinator
(302) 857-7352
Ms. Anita B. Brinkley
Assistant to the Coordinator
(302) 857-7350
Ms. Carlene H. Jackson
Title III Program Specialist
(302) 857-7351




2015-16 Undergraduate Catalog 2015-2016 2014-15 Undergraduate Catalog 2014-2015 2013-14 Undergraduate Catalog 2013-2014 2012-13 Undergraduate Catalog 2012-2013 2013-16 Graduate Catalog 2013-2016 2011-12 Graduate Catalog 2011-2012   Printed copies of these catalogs are not available.  

Majors and Concentrations


At Delaware State University, discovering your niche is easy. Choose an academic path in one of our 53 undergraduate degree, 25 master’s degree and five doctoral degree programs, and embark upon a journey that will lead to a competitive, fulfilling and adventurous career.


College of Education, Health & Public Policy
Teaching English as a Second Language
College of Education, Health & Public Policy
Textiles and Apparel Studies
College of Agriculture & Related Sciences
Theatre Arts (Minor Only)
College of Arts, Humanities & Social Sciences

53 bachelor's degrees | 25 master's degrees | 5 doctoral degrees

Assessment Office

Alexa Silver Cawley, Ph.D​  
Assistant Vice President for Academic Affairs/Institutional Effectiveness
Bina Daniel
Assistant Director of Assessment
MSCHE (Middle States Resources) General Resources Program and Student Learning Assessment Publications Mission The Mission of the Assessment Office is to oversee a holistic assessment process at the institution. This Office works collaboratively with units to ensure that they are implementing efficient and sustainable assessment plans. This includes verifying that units are collecting data that are used to improve programs/services and enhance student learning. This Office works closely with the Information Technology and Institutional Research units to facilitate data collection and reporting. Furthermore, this Office contributes to the assessment of strategic initiatives and supports efforts to attain and maintain various accreditations. The Assessment Office serves as the primary source for assessment resources, workshops, training, and recent directives from accrediting bodies. Lastly, this Office assists units with the analysis and reporting of assessment data for the purpose of demonstrating that the institutional mission of preparing students to “become competent, productive, and contributing citizens” is being carried out.   Assessment Resources on the Web Middle States Commission on Higher Education (MSCHE) Resources: Middle States Commission on Higher Education (MSCHE) Accreditation Standards MSCHE Manual on Accreditation MSCHE Assessing Student Learning and Institutional Effectiveness MSCHE - Suggested readings related to Using Assessment Results Back to top General Assessment Resources: Measuring Quality in Higher Education North Carolina State University library of links Northern Illinois University resources Society for College and University Planning Texas A&M University resources Association of American Colleges and Universities (AACU) Association for Assessment of Learning in Higher Education Howard University library of assessment links Back to top Program and Student Learning Assessment Resources: Program Learning Assessment tips from Kent State University National Institute for Learning Outcomes (NILOA) – An excellent resource for reports about Student Learning Outcomes assessment Back to top Assessment Related Publications: Middle States Publications available as PDF downloads for printing or for puchase. Assessment & Evaluation in Higher Education is a quarterly journal on assessment issues/methods. This journal is available from DSU library full text electronic journals (via Ebscohost) Assessment Update is available from DSU library full text electronic journals (via Ebscohost). This is a bimonthly newsletter Practical Assessment, Research, and Evaluation is a free-access online journal. Search for articles by title, author, descriptor, and keyword. Research & Practice in Assessment is a free-access online journal from the Virginia Assessment Group. Academic Leadership is a free-access online journal containing numerous articles on faculty and leadership roles in assessment. Quality Approaches in Higher Education is a free-access online journal from ASQ (American Society for Quality) that includes articles on assessing student learning outcomes. International Journal of ePortfolio (IJeP) is a free-access online journal containing articles about the use of e-portfolios in assessment. Back to top  


Important Links




Records and Registration FAQs

  Frequently Asked Questions: Records and Registration When do classes begin? When do classes end? When is the last day to add classes? When is the last day to drop? How do I obtain a transcript? When is the last day to withdraw from the university? When will final grades be posted? Do I have to pay for these courses today? What do I do if my PIN has been disabled? How to withdraw? Where do I go for advisement? Where do I obtain my alternate PIN? Where do I get a printed copy of my schedule? What do I do if my class is closed? What do I do if I try to register and get the message "pre-requisite needed" and/or "test-score error"?       When do classes begin? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page When do classes end? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page When is the last day to add classes? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page When is the last day to drop? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page How do I obtain a transcript? Go to page and click on the "Request a Transcript" link located on the left side of the page under the title "General Information".   Top of Page When is the last day to withdraw from the university? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page When will final grades be posted? Final grades are posted to all students’ transcripts approximately 3 business days after grades are due in the Registrar’s Office. See the “Academic Calendars” section on the page for more specific dates.   Top of Page Do I have to pay for these courses today? All courses must be paid for prior to the removal for nonpayment date. This information can be acquired through the page under “Academic Calendars”.   Top of Page What do I do if my PIN has been disabled? You have to reset your PIN (Personal Identification Number) yourself. Go to and on the left side of the page under the title “Account Information,” click on “Create/Reset PIN”. Follow all of the instructions on the page. Remember the new PIN must be exactly 6 characters long and must contain at least 1 letter, 1 number and a special character.   Top of Page How to withdraw? Come to the Office of Records and Registration to complete a withdrawal form; turn in your student identification card to the Office of Student Accounts, and make sure any outstanding balance is paid in full. If you have received a Stafford Subsidized or Stafford Unsubsidized loan while attending DSU, you must complete an exit interview at If you have received a Federal Perkins or Nursing Loan, you must complete an exit interview at   Top of Page Where do I go for advisement? Based on your major, you need to contact the chair of that department to be directed to the appropriate faculty member.   Top of Page Where do I obtain my alternate PIN? Your advisor is the person who can provide you with your alternate PIN (Personal Identification Number).   Top of Page Where do I get a printed copy of my schedule? All schedules are obtained from the student’s self-service account.  Go to page and click on the Login link.    Top of Page What do I do if my class is closed? You need to submit an add/drop slip (with the student’s, instructor’s and advisor’s signature) to the Registrar’s Office in order to be added to the course.   Top of Page What do I do if I try to register and get the message "pre-requisite needed" and/or "test-score error"? You need to submit an add/drop slip (with the student’s, instructor’s and advisor’s signature) to the Registrar’s Office to be added to the course.   Top of Page

General Education Program (Fall '06 - Spring'09)

  Effective Fall 2006 to Spring 2009 THE GENERAL EDUCATION PROGRAM  — A REACH TOWARD EXCELLENCE Rationale The General Education Program at Delaware State University is predicated on the University's definition of the educated person. Delaware State University, through its general education curriculum and its specialized major curricula, provides a set of academic experiences designed to produce within students the knowledge, skills and attitudes that empower them to solve problems, clarify values, secure and sustain meaningful professions and careers, and embrace learning as a life-long process. Thus, Delaware State University aims to graduate an educated person possessing the following characteristics: A.      Fundamental skills in communication, computation, and critical thinking necessary for life-long learning; B.      A sense of self-dignity and self-worth; C.      An ever-expanding capacity for appreciating, understanding, and sympathizing with the human condition in all its variations of cultural, social, racial, ethnic, moral, and physical diversity; D.      Knowledge and skills necessary for meaningful and productive living; and E.      A desire to know more about one's environment. The General Education Program is the University's commitment to providing breadth and depth to students' academic, cultural, social, moral, ethical, and physical development during their undergraduate experience. The General Education Program recognizes that teaching and learning embrace several bodies of knowledge, skills, and sensibilities that combine to form the whole student. Therefore, at Delaware State the goals of the General Education Program are divided into those areas of study that best describe the experiences that all students are required to complete in order to complement those experiences that the specialized curriculum in each major program of study provides. Areas of study in the General Education Program at Delaware State University are the following: Core Courses-- those courses that all students must study because they are fundamental to all learning and basic to the mission of the University.  A grade of “C” or better is required in Core Courses. Foundation Courses for Life-Long Learning — those categories of courses from which students may choose a designated number of credit hours that provide breadth and the well-roundedness of a liberal education in the arts, humanities, natural sciences, mathematics, and social sciences. Senior Capstone Experience--a course such as senior seminar, internship, or student teaching-with-seminar--any course that serves as the final course in which a student demonstrates competence in the body of knowledge and skills inherent in a major. It is also the course in which the student shows an understanding of the breadth of knowledge and skills that a mastery of general education provides. It enables students to make "real world" connections to their discipline and to other disciplines as well. The Senior Capstone Experience brings general education and major programs of study together providing an opportunity for students to demonstrate their becoming "the educated person."   Goals The following goals of general education speak to breadth, integration, and scaffolding of knowledge, skills, and sensibilities that are inherent in the mission of the University. The goals of general education are the following: General education should focus on the essential attitudes and behaviors that promote reflection and encourage life-long learning, wellness, and engagement with ideas, issues, and new experiences. General education should foster the development of critical thinking; curiosity about the social and natural worlds in which we live; appreciation for the complexities of knowledge and tolerance for ambiguity; and a capacity for attaining perspective on one's own life through self-examination and the study of others. General education should engage students in activities that strengthen their ability to read, write, speak, listen, and think effectively. General education should provide students with opportunities to examine and reflect upon moral and ethical problems and issues. General education should enable students to use technology in order to access and manipulate information competently. General education should enable students to understand and appreciate the ways social and cultural differences and similarities structure human experiences and knowledge--in the arts, the humanities, mathematics, the natural sciences, and the social sciences. As an important aspect of general education, students should understand multicultural dimensions of the world in which we live, especially the experiences of people of African descent. General education should emphasize study in breadth and encourage students to explore the ways disciplined inquiry in the major can shed light on broader issues in their own lives and to render service to humanity. Integrated Strands If graduates from Delaware State University's undergraduate programs are to become effective communicators, critical thinkers, and problem-solvers in the world's pluralistic and global societies, then some critical concepts or "strands" should infuse the general education program and major curricula. These integrated strands should be linked with research and professional development that lead to the most effective instructional strategies, course activities, and assessments of student learning and program effectiveness. The strands that are integrated throughout general education courses and major curricula, and which produce the desirable learning outcomes in students are the following: (1) Reading, Writing, Speaking, and Listening Across-the-Curriculum (RWSL); (2) Computer Competency and Information Literacy; (3) Critical Thinking/Problem-Solving/Quantitative Reasoning; (4) Multiculturalism; and (5) Global Issues.   Reading, writing, speaking, listening across-the-curriculum College graduates should be able to communicate effectively. Students should be able to do the following: comprehend, analyze, and evaluate various texts; write coherent essays; write and speak effectively and correctly; listen actively to what teachers and peers are saying; and write the standard form of the English language that is relatively free from grammatical, mechanical, and usage errors. Communicating effectively is not the exclusive domain of the English department. It is the responsibility of all teachers to inculcate effective communication skills throughout the curriculum.  Computer Competency and Information Literacy To the greatest extent possible and wherever practical, computer and information technologies should be integrated into general education courses and generally throughout the curriculum. Research shows that students who do their papers on the word processor generally perform better than students who do not. College graduates should be able to do the following: (a) use word processing; (b) access and manipulate spreadsheets and databases; (c) use printed and computerized resources to locate information; and (d) use and prepare multimedia applications. Students who enter Delaware State University unfamiliar with using the computer should enroll in computer literacy courses such as Survey of Computer Science (35-107) and Basic Computer Applications (44-100). Critical thinking/Problem-Solving/Quantitative Reasoning College graduates should be able to move beyond the mere conveying or restating of other's facts and ideas. Students should be able to do the following: (a) reflect upon, question, analyze, and evaluate information; (b) assess bias, narrowness and contradictions; (c) formulate hypotheses and alternatives; (d) evaluate an argument in terms of reasoning and applicability; (e) determine how new data may lead to confirmation or questioning of conclusions; (f) make inferences, comparisons, formulate frameworks or categories, classify data, and translate information from one medium to another; and (g) analyze and evaluate their own arguments and those of others in order to confirm or deny the accuracy, validity, and reliability of their own reasoning and of the various sources of information they hear or read.  Students should also be able to conduct disciplined inquiry and be able to do the following: (a) determine the nature of a problem; (b) analyze the problem and determine possible solutions; (c) assess the advantages and disadvantages of each possible solution; (d) determine the most effective and efficient of the optional solutions; and (e) execute the solution. Being able to think critically and solve problems is one of the hallmarks of becoming an educated person. Multiculturalism College graduates must understand how to develop and manage human relationships by being able to identify and adapt to the needs, values, expectations, and sensibilities of others. Students must be able to do the following: (a) understand and consider diverse points of view; (b) determine what is appropriate in a given situation given the norms of groups and cultures which provide guidance for acceptable language and behavior; (c) be open-minded about and inclusive of other cultures; and (d) understand different points of view based on gender, ethnicity, race, or national origin. Global Issues College graduates should understand that their world is no longer circumscribed by the boundaries of nations and continents. The world is a global community and students should understand and appreciate the pluralism of this global community. Students should be able to do the following: (a) learn at least one language other than English; (b) understand some of the mores and customs of at least one culture other than their own; and (c) appreciate the beauty and dignity of at least one language and culture other than their own. The integrated strands of general education — multiculturalism, critical thinking, reading, writing, speaking, listening, technology, and global view -- should infuse as many other courses as possible. These strands connect general education courses to each other and to the majors. GENERAL EDUCATION COURSES CORE COURSES Required of All Students – A Grade of “C” or Better is Required in Each xx-191 University Seminar I (see description below) xx-192 University Seminar II 01-101 English Composition I                              01-102 English Composition II                              16-100 Lifetime Fitness and Wellness 01-200 Speech  31-395      Global Societies (Students must have junior status)                        FOUNDATION COURSES Check major for minimum grade requirements Arts and Humanities---------------------------------3 Hours           05-101 Introduction to Art            06-101 Introduction to Music 06-100 Introduction to African-American Music 01-113 Introduction to Theatre                              03-201 Introduction to Philosophy 03-202 Ethics                              03-105 Contemporary Moral Issues    History/Social Science------------------------------6 Hours                     Three hours must be in one of the following American history                     courses:           34-201 American History to 1865 34-202 American History from 1865                              34-203 African American History to 1865                              34-204 African American History from 1865                    The other three hours may come from one of the other courses listed above or from one of the ones listed below:                             40-201 Principles of Macroeconomics 34-101 World History to the Sixteenth Century  34-102 World History from the Sixteenth Century    33-103 Introduction to Political Science                              36-201 Introduction to General Psychology 37-101      Introduction to Sociology   Foreign Languages-----------------------6 Hours In the Same Language  French Language and Culture,           Spanish Language and Culture,           German Language and Culture,           Kiswahili Language and Culture, or           Japanese Language and Culture   Literature------------------------------------------6 Hours 01-201 and 202   World Literature I and II 01-205 and 206   African-American Literature I and II Students may take 01-201 and 01-206 or 01-205and 01-202,                                     but not 01-201and 01-205.   Mathematics-----------------------------------------6 Hours                              25-101* Survey of Mathematics I                              25-102    Survey of Mathematics II                              25-121* College Algebra 121                    (grade of “C” required to take a higher level course) 25-122   Trigonometry   25-125      Finite Mathematics 25-131   Pre-Calculus                  25-241       Statistics                *    Students may substitute the combination 25-110 Algebra A and 25-111 Algebra B for 25-121College Algebra in the General Education Program.  General Education credit will be given for at most one of the           following:                                       25 - 101 Survey of Mathematics I                               25 - 121  College Algebra                               The combination 25 – 110 Algebra A and 25-111 Algebra B                               25-131 Pre-Calculus General Education credit will be given for at most one of the           following:          25-122 Trigonometry          25-131 Pre-Calculus           In order to meet individual student needs and depending on placement scores and high school background, other combinations of 100 and 200 level courses may be approved by the student's major department in consultation with the Department of Mathematics.   Natural Sciences------------------------------------6 Hours           Any two courses selected from the following: 23-100  Introduction to Biology** 23-103  Human Biology** 23-107 Human Heredity 23-110 Essential Topics in Biology** 24-100 Introductory Chemistry 23-105 Basic Ecology 22-101 Descriptive Astronomy 27-101 Geology *** 27-201 Physical Science Survey*** 27-207 Earth/Space Science***   23-101 General Biology** (Recommended for Science Majors only) 23-102 General Biology (Recommended for Science Majors only)       24-101 Gen. & Elem. Analytical Chemistry                                         (Recommended for Science Majors only) 24-102 Gen. & Elem. Analytical Chemistry                                        (Recommended for Science Majors only)                     26-121 Concepts of Physics I 26-122 Concepts of Physics II   Prerequisites and co-requisites must be satisfied when selecting courses, especially the second course in a sequence.   **       General Education credit will be given for at most one of the           following              23 - 100 Introduction to Biology               23 – 103 Human Biology                                       23 - 101 General Biology                                       23 - 110 Essential Topics in Biology      *** General Education credit will be given for at most one of the           following:                                       27- 201 Physical Science Survey                                       27- 101 Geology                                       27- 207 Earth/Space Science                       Higher level physics survey courses (111-112 or 201- 202) may be substituted when a mathematical approach is more appropriate.   The catalog description for each major must be consulted for specific requirements within the Foundation Courses including minimum grades.     English Composition I and II, six hours of mathematics, University Seminar, and Fitness and Wellness should be completed within the students' first 30 hours of courses.   UNIVERSITY SEMINAR: XX*-191, XX*-192                             1:2:0, 1:1:0 University Seminar is a two semester, general education course sequence designed to provide students with the essentials for a smooth transition to college life and academic success. Academic skills will be developed. These skills include critical reading, thinking, listening, writing, speaking, and using the library, the internet and word processing. Values clarification, coping with peer pressures and the impact of a healthy lifestyle will be addressed. Opportunities will be provided for self-evaluation and growth in basic learning strategies as well as personal and career goals. Knowing the history of the University, feeling connected to the institution, and sharing a common educational experience with other freshmen are important goals of this course. Students entering Delaware State University with sixty (60) credit hours or an associate degree do not have to take University Seminar. Some Departments may advise these students to take the course since they need the content of the departmental component of University Seminar. A grade of “C” or better is required. * XX is the primary number of the department in which the student is majoring. Undeclared majors take 02-191 and 02-192. No more than one (1) credit hour of University Seminar I and one (1) credit hour of University Seminar II can be used in the GPA and towards graduation. The department chair and/or the advisor will decide which of the courses will count towards graduation.     GLOBAL SOCIETIES 31-395                                                                 3:3:0 This course is designed to develop persons with educated and informed perspectives on the world for the twenty-first century. These are individuals who know their world, and who can understand facets of globalism which transcend time, space and place. Factors to be considered include global geography, global themes of the past, the global marketplace, and global political, social and cultural developments. This will enable students to appreciate the past, comprehend the present, and be effective and knowledgeable global citizens for the future. A grade of “C” or better is required. Students must have a minimum of 60 credit hours to register for Global Societies.   SENIOR CAPSTONE EXPERIENCE----3 HOURS (Minimum) The senior capstone experience is a course in a major program designed to integrate general education and the major course of study. It enables the student to demonstrate the following: 1) a competence in the major and 2) an understanding of the breadth of knowledge, skills, and sensibilities that general education provides. The course may be planned and/or implemented in an interdisciplinary manner.