The University Senate enacted Common Curriculum requirements to ensure that all University of Connecticut undergraduate students are literate in different ways of knowing and many kinds of knowledge beyond career preparation, and that they enter society and their professions with a strong sense of moral, ethical, and social responsibility. A critical element of Common Curriculum is demonstrated competency in five fundamental areas: quantitative skills; second language proficiency; writing; information, digital, and media literacy (IDML); and dialogue. The development of these competencies involves two thresholds: establishing entry-level expectations and meeting graduation expectations.

The vast majority of students who experience difficulty in fulfilling the Quantitative Reasoning and/or Second Language Competency will experience success by employing any number of academic support and/or advising strategies, as suggested below.

If these options do not meet your needs, contact the Center for Students with Disabilities to request an academic adjustment.

Quantitative Reasoning Requirement

Students may encounter challenges in fulfilling the Q (quantitative reasoning) requirements due to lack of adequate preparation, anxious reactions to math content/exams, and/or disability-related difficulties, among other reasons. Despite these challenges, such students are often able to fulfill the University’s Q requirements by utilizing instructional supports available to all UConn students, including:

• Enrollment in MATH 1011Q Introductory College Algebra and Mathematical Modeling as a first Q course. This course is recommended as preparation for Q courses for students whose high school algebra needs reinforcement since it emphasizes basic algebraic notions and their manipulations and the practice of solving multi-step problems from other disciplines, called mathematical modeling.
• Enrollment in MATH 1020Q Problem Solving as the Q course in Mathematics. This course is an introduction to the techniques used by mathematicians to solve problems; including skills such as externalization (pictures and charts), visualization (associated mental images), simplification, trial and error, and lateral thinking learned through the study of mathematical problems.
• Tutoring services at the Quantitative Learning Center (Q-Center).
• Meetings with the instructor and/or private math tutors
• Enrollment in a reduced course load

Second Language Requirement

Students may encounter challenges in fulfilling the Second Language requirements due to lack of adequate preparation or disability-related challenges, among other reasons. Despite these challenges, such students are often able to fulfill the University’s Second Language Requirement by utilizing instructional supports available to all students, including:

• Taking second language courses in the summer
• Meetings with the instructor and/or second language tutors
• Enrollment in a reduced course load
• Taking American Sign Language (ASL) to fulfill this requirement

For questions about available languages and advice on options, contact the Department of Literatures, Cultures, and Languages (LCL).

Academic Adjustments

In limited cases involving a significant disability, the graduation expectations for the quantitative skills and/or second language proficiency may be a barrier to degree completion for some students. In an effort to respond to extraordinary circumstances while maintaining the academic integrity of Common Curriculum and program requirements, the University has established a policy and procedures for considering academic adjustments to Common Curriculum requirements that would remove this barrier. Adjustments to coursework for the Quantitative (Q) and Second Language Competencies can be made by designees of the Dean of the school or college from which the student expects to graduate, as well as by the Center for Students with Disabilities (CSD) in consultation with relevant faculty. See the CSD page for details on how to request an accommodation.

Academic adjustments are only considered after a student has demonstrated that they are unable to complete the competency at the University. These situations will involve a student with a significant disability whose documentation and educational history provide evidence that an academic adjustment is reasonable. Academic adjustments are granted only when it is clear that the completion of the requirement is impossible due to a disability, and accommodations are subject to the eight-year rule. Full waivers of Common Curriculum Competencies are never granted.

Academic adjustments are granted on a case-by-case basis and may include an exception to an academic rule, such as allowing a student to complete a required course(s) on a pass/fail basis or substituting an alternative course(s) for a required course.

Academic adjustments should not compromise the academic integrity of the requirements for a specific major or degree. If the Q or Second Language Competency is an essential element required for a program or course of study, then a substitution is not permitted. The question of whether the Q or Second Language competency is required for a program will be decided by the Dean of the school or college from which the student will graduate.

Please also note that 1) academic adjustments will not reduce the number of credits required to complete Common Curriculum requirements, and 2) Students who plan to continue their studies beyond the baccalaureate degree should be advised that approved adjustments may not meet the requirements for admission to a graduate/professional school (e.g., law, medicine, etc.).