ACADEMIC PLANNING WORKBOOK

ACADEMIC PLANNING

WORKBOOK

FOR FIRST-YEAR STUDENTS

2024–2025

ever to excel

Table of Contents

Preparing for a Liberal Arts Education 2–33

Preparing for a Liberal Arts Education 2

Complex Problem and Enduring Question Core Courses 3–6

Unique Opportunities 7–8

Morrissey College of Arts and Sciences 9–20

Carroll School of Management 21–24

Lynch School of Education and Human Development 25–29

Connell School of Nursing 30–33

Preparing for Orientation 34–39

Advanced Placement Units 34

International Baccalaureate 35

British A Levels 36

French Baccalaureate, Italian Maturità, German Abitur,

Swiss Maturité, College Courses Taken During High School,

and Advanced Standing 37

Language Proficiency Requirement 38

Placement and Proficiency Testing Information

for Foreign Languages 39

Preparing for Registration 40–47

Preparing for Registration 40

Frequently Asked Questions 41–42

EagleApps Course Information and Schedule 43

EagleApps Registration Plans 44

Course Evaluations 45

Welcome to Boston College! We look forward to

getting to know you as you embark on your

academic journey at BC. We understand that this is

a time of great excitement and anticipation, and we

are with you every step of the way as you acclimate

to the rigors of college study. In the meantime, we

invite you to read this Academic Planning Workbook

carefully before you arrive on campus so that you

will be prepared for your first semester.

PREPARING FOR A LIBERAL ARTS EDUCATION

PREPARING FOR A LIBERAL ARTS EDUCATION—INTRODUCTION

As a student at Boston College, you will pursue a

liberal arts education through a carefully balanced

program of Core, major, minor, and elective courses.

Core courses are the foundation of your studies and

will allow you to explore the humanities, natural sci-

ences, and social sciences. The ideas you encounter

will show you how others from diverse backgrounds

have lived and thought, and they will help shape

who you will become.

A list of Core requirements and approved courses

may be found on the University Core Curriculum

website at bc.edu/core. First-year students have the

unique opportunity to register for Complex Problem

and Enduring Question courses, which fulfill up to

three requirements. Details about these innovative,

interdisciplinary courses may be found at bc.edu/

complexenduring.

Core courses give you a foundation and breadth of

learning while your major courses provide an inten-

sive, in-depth experience in one discipline. Elective

courses in chosen interest areas will complement Core

and major courses. Some students use elective cours-

es to study another major or to minor in a discipline

different from their primary major. The experience

of carefully putting together a program of studies will

enrich your learning and contribute greatly to your

intellectual development.

At Boston College, you will find a rich variety of

opportunities, programs, courses, and experiences

that can help you develop your individual talents and

interests to the fullest while simultaneously expand-

ing your technical skills and understanding of many

aspects of the modern world. An education, however,

is a process that will be of greater or lesser value

depending on the initiative and energy you devote to

pursuing it. You must actively engage in this process.

PREPARING FOR A LIBERAL ARTS EDUCATION—COMPLEX PROBLEMS AND ENDURING QUESTIONS CORE COURSES

COMPLEX PROBLEMS AND ENDURING QUESTIONS CORE COURSES

As a Jesuit, Catholic university, Boston College shares a

nearly 500-year-old tradition of integrating the intellectu-

al, moral, and religious development of its students. The

centerpiece of Jesuit education has always been a common

curriculum that emphasizes the study of the defining works

of the humanities, arts, natural sciences, and social sciences.

Boston College first-year students have the opportunity to ful-

fill these Core Curriculum requirements through innovative,

collaboratively taught, interdisciplinary courses that deal with

the most pressing questions of our time.

In Fall 2024, five of these courses are built on the Complex

Problem model, and seven are Enduring Question paired

courses, described below. Each Complex Problem course

or Enduring Question course pair fulfills up to three differ-

ent Core requirements. For more information, please visit

bc.edu/complexenduring.

Fall 2024 Complex Problem

Courses

Complex Problem courses are six-credit courses team-taught

by two professors from different disciplines. Students meet

multiple days each week for lectures and once per week for

lab. Students and faculty also gather for weekly Reflection

sessions, which may involve group activities, guest speakers,

or field trips off campus. Each Complex Problem course ful-

fills up to three Core requirements. If you have any questions

about these courses, please email [email protected].

Climate Change and the Corporation: Risks, Rewards, and

Responsibilities EESC1704 + UNAS1733

Tara Pisani Gareau, Environmental Studies

Mary Ellen Carter, Carroll School of Management

Courtney Humphries, Core Fellow, Environmental Studies

Fulfills 1 Natural Science + 1 Social Science + Cultural

Diversity

Climate change is a complex, existential threat to humanity,

manifesting in heat waves, droughts, wildfires, and flood-

ing. Corporate America is a contributor to climate change

through greenhouse gas emissions. In addition, corpora-

tions are impacted by climate change as it threatens their

physical assets and their ability to supply goods and ser-

vices. Through an integrated approach that blends scientific

analysis of climate change with case studies of corporations,

students will learn the science behind climate risk and

study how businesses are managing and communicating

to stakeholders both the impacts of climate change on the

firm as well as the firm’s impact on the environment.

Making the Modern World: Design, Ethics, and Engineering

ENGR1801 + HIST1627

Kristen Conroy, Engineering

Jenna Tonn, Engineering

Luke Perreault, Core Fellow, Engineering

Héctor Rodríguez-Simmonds, Core Fellow, Engineering

Fulfills 1 Natural Science + History II + Cultural Diversity

Together we will consider how engineers and other stake-

holders navigate risks related to industrial and environ-

mental disasters, balance financial, technological, and reg-

ulatory pressures associated with complex socio-technical

problems, and negotiate technical and political liabilities

surrounding artificial intelligence, surveillance, and cli-

mate adaptation. Engineering systems present pressing

technical, ethical, and moral problems that we must

grapple with as engaged global citizens. In this course,

students will explore the social, cultural, and institutional

history of engineering, learn foundational skills in quan-

titative analysis of real-world engineering designs, and

understand the political, environmental, economic, and

ethical tradeoffs associated with building the modern

world. Students will collaborate on group design projects

based on human-centered engineering.

Real Estate and Urban Action: Transforming Communities and

Increasing Access to Opportunity ECON1704 + UNAS1725

Georey Sanzenbacher, Economics

Neil McCullagh, Carroll School of Management

Andrei Guadarrama, Core Fellow, History

Fulfills 2 Social Science + Cultural Diversity

This course explores concepts of social, economic, and racial

inequality with a focus on the interaction between housing,

labor markets, and the ultimate accumulation of wealth.

Housing will be examined through a study of the history of

affordable housing, an exploration of the transformation of

Columbia Point Public Housing Development to Harbor

Point, and an applied simulation. Labor markets will be

explored at the theoretical level (e.g., labor supply/demand,

human capital, discrimination) before diving into data

and literature on how changes over the last 40 years have

PREPARING FOR A LIBERAL ARTS EDUCATION—COMPLEX PROBLEMS AND ENDURING QUESTIONS CORE COURSES

expanded inequality. The course will conclude with how the

lack of both affordable housing and quality labor market

opportunities can interact to restrict intergenerational wealth

accumulation and opportunity. Through field projects, sim-

ulations, and a practical final project, the course will chal-

lenge students to explore and test solutions for transforming

distressed communities into safe, desirable neighborhoods

that produce better outcomes for all residents.

Exchange and Values: Stories and Measures of Inequality

ENGL1738 + ECON1503

Kalpana Seshadri, English

Can Erbil, Economics

Peter Giraudo, Core Fellow, Political Science

Fulfills Literature + 1 Social Science + Cultural Diversity

This course explores inequality through a blend of liter-

ature and economics, providing a rich, interdisciplinary

perspective. By examining real-world cases, literary narra-

tives, and economic data, students will understand differ-

ent forms of inequality in society. The course is organized

around five key themes and includes interactive lectures

and labs for in-depth analysis. It is designed to foster crit-

ical thinking about social justice, encouraging students to

reflect on their values and aspirations in relation to societal

inequities. This engaging course aims to deepen students’

awareness and understanding of the economic and social

aspects of inequality.

Planet in Peril: The History and Future of Human Impacts on

the Planet SOCY1509 + HIST1505

Juliet Schor, Sociology

Prasannan Parthasarathi, History

Gayathri Goel, Core Fellow, Environmental Humanities

Fulfills 1 Social Science + History II

The twenty-first century opened with crises of climate,

biodiversity, and ecosystem functioning. In this course,

we address ecological overshoot from the perspectives of

sociology and history, emphasizing the role of inequality,

the state, and power. The course combines contemporary

analyses with a long historical record of human impact,

considering both the familiar and the novel in the realm

of ecological challenges. We devote substantial attention

not only to causes but also to solutions. Topics to be cov-

ered include the Columbian exchange, forests, agriculture,

water, climate change, toxics, and population. Solutions

include state policy, social movements, individual action,

and social innovation.

Fall 2024 Enduring Question

Courses

Enduring Question courses are paired three-credit courses,

each taught by a professor from a different discipline. The

same nineteen students take both courses. Four times during

the semester, students and faculty gather for Reflection ses-

sions, which may involve group activities, guest speakers, or

field trips off campus. Each pair of Enduring Question cours-

es fulfills up to three Core requirements. If you have any

questions about these courses, please email [email protected].

Aesthetic Exercises: Engagement, Empathy, Ethics MUSA1701

Spiritual Exercises: Engagement, Empathy, Ethics THEO1701

Daniel Callahan, Music

Brian Robinette, Theology

Fulfills 1 Theology (Christian Theology) + Arts

How might we train for encounters with beauty and the sacred?

One objective of these linked courses is to help students

realize that their own personal experiences can be the

departing point for—and even the subject of—scholarly

inquiry, that theology, the arts, and philosophy are not

mere disciplines to be learned but practices that are indis-

pensable to being alive and serving the common good.

Another aim is for students to realize that deeply meaning-

ful experiences—whether of the true, the beautiful, and the

good, or the divine in the world and in one’s self—often

don’t just happen. Instead, such experiences are usually

the result of being situated in the right place and time with

the right preparation and mindset; in other words, they are

usually the result of a certain type of exercise.

A Life of Virtue: The Wisdom of the Ancient Greek Tradition

PHIL1729

A Life of Virtue: The Wisdom of the Judeo-Christian Tradition

THEO1729

Deborah De Chiara-Quenzer, Philosophy

L. Matthew Petillo, Theology

Fulfills 1 Philosophy + 1 Theology (Christian Theology)

What does it mean to be virtuous and why does it matter?

These courses will consider what it means to be virtuous and

how that contributes to living a flourishing life. Both courses

begin with ancient texts—the Bible and writings of Plato and

Aristotle—and introduce students to foundational ethical and

religious notions of virtue. Each course, in its own distinctive

PREPARING FOR A LIBERAL ARTS EDUCATION—COMPLEX PROBLEMS AND ENDURING QUESTIONS CORE COURSES

manner, will invite students to think about how notions of

virtue relate either to famous literary figures (Philosophy

course) or to the works of later philosophers and theologians

(Theology course). The texts of Plato and Aristotle will serve

as a point of connection between the two courses.

Why Do the Wicked Prosper? Portraits of Good and Evil in

Literature UNAS1728

Why Do the Wicked Prosper? Portraits of Good and Evil in

Film FILM1702

Susan Michalczyk, Morrissey College of Arts & Sciences

John Michalczyk, Art, Art History, and Film

Fulfills Literature + Arts

Why do the wicked prosper?

At the heart of so many stories told through the centuries

is the question, “Why do the wicked prosper?” It remains

without an answer, as authors and artists offer endless

interpretations—lessons with or without morals—to an

audience eager for explanations. Students will have oppor-

tunities to study narratives of heroes and villains and

reflect upon the ways in which writers influence how we

think about good and evil in the world, how we react to the

unfairness we see happening around us, and how we come

to terms with our own choices and understanding of the

complexities of human nature.

From Hiroshima to K-Pop: Historical Perspectives UNAS1716

From Hiroshima to K-Pop: Filmmakers’ Perspectives

UNAS1717

Ingu Hwang, International Studies

Christina Klein, English

Fulfills Arts + History II + Cultural Diversity

What is the relationship between politics and popular culture?

How did East Asia emerge from the wreckage of the

Second World War to become the dominant political, eco-

nomic, and cultural force it is in the world today? What

is the relationship between politics and popular culture?

Since 1945, East Asia has experienced the Cold War, civil

war, communist revolution, modernization, capitalism,

democratization, and economic booms and busts. It has

also become a powerhouse producer of popular and art

cinema. In these paired courses, students will explore the

relationship between politics and culture as they learn how

historians and filmmakers have grappled with the tumultu-

ous events of the past 75 years.

Roots and Routes: Reading Identity, Migration, and Culture

ENGL1712

Roots and Routes: Writing Identity, Migration, and Culture

ENGL1713

Elizabeth Graver, English

Lynne Anderson, English

Fulfills Literature + Writing + Cultural Diversity

How does migration in today’s world shape questions of identity,

borders, and belonging and lead to a reimagining of home?

In these paired courses, students will read a range of

fiction, nonfiction, and poetry (including spoken word

poems) by authors whose migration stories to the United

States offer multiple ways to think about what it means

to be an outsider and build a new life and home. They

will explore their own migration stories, the routes that

brought them here, and the ways in which their family

roots shape their identities. Some of the questions stu-

dents will consider include: What are the gifts and chal-

lenges of making a home across cultures? Of being mul-

tilingual? What do you know, and what don’t you know,

about your own family’s migration story, whether recent

or more removed? How might that story intersect with

the topics we encounter in our texts? How does the writer

Chimamanda Ngozi Adichie’s TED Talk on the danger of

the single story invite us to ask questions about power,

memory, silence, and voice? What does it mean to migrate

in a globalized, wired, yet often divided world? Reflection

sessions will include an author talk, a museum visit,

creative writing, and several shared meals.

Finding the Animal: Beasts and Boundaries in Literature

ENGL1721

Humans and Other Animals: The Mental Life of Animals

PSYC1092

Robert Stanton, English

Jerey Lamoureux, Associate Dean, Morrissey College of Arts and

Sciences & Psychology

Fulfills Literature + 1 Social Science

What is a human and who is an animal?

What is a human and who is an animal? Humanism has

questionably attributed reason, morality, speech, ritual, and

the capacity to imagine future worlds to humans alone. All

major philosophies and religions try to separate humans

from animals. For instance, in Genesis, God distinguishes

Adam and Eve from the beasts, then instructs Adam to

name them. Humans still grapple with the ethics of eating,

PREPARING FOR A LIBERAL ARTS EDUCATION—COMPLEX PROBLEMS AND ENDURING QUESTIONS CORE COURSES

wearing, and experimenting on animals, as well as with

understanding how various mental abilities are represented

across species. These courses use comparative psychology

and literary study to interrogate the blurry and problematic

boundaries between human and non-human animals.

The Self and Its Limits: Classical and Contemporary

Perspectives PHIL1727

The Self and Its Limits: Greco-Roman Slavery CLAS1706

Dermot Moran, Philosophy

Thomas Sapsford, Classical Studies

Fulfills 1 Philosophy + Literature + Cultural Diversity

What is the relationship between the individual self and its

social roles?

These paired courses examine what factors make us free

individuals and how that freedom has historically been

removed from certain people. One course will explore the

nature of the self in historical and contemporary perspec-

tives from East and West to look at the nature of self-con-

sciousness and personhood. The other will investigate how

ancient Greeks and Romans justified the enslavement of

individuals for material gain and how ancient slavery influ-

enced American society both in terms of its use of slave-

labor and in the arguments made for abolition.

PREPARING FOR A LIBERAL ARTS EDUCATION—UNIQUE OPPORTUNITIES

UNIQUE OPPORTUNITIES

Cornerstone Program

Cornerstone seminars are designed to enhance first-year students’ experience of academic advising. In each of these

courses, the professor serves as the student’s academic advisor for the entire first year until they move into their

major sometime in their sophomore year. Students may choose only ONE of the following options.

The Courage to Know (UNCS2201)

The Courage to Know (CTK) is a three-credit seminar of

eighteen students, one instructor, and two senior mentors.

This introduction to student formation in the Ignatian

tradition offers first-year students the opportunity to ask

deeply personal and profound questions: Who am I? What

am I good at? Who am I called to become? These questions

are explored through the lens of developmental psychology

and/or philosophy using literature, film, articles, and guest

lectures to examine the roles that family of origin, race,

class, gender, sexuality, faith, intimacy, and vocational dis-

cernment play in becoming our authentic selves. With their

instructors as guides, students will have the opportunity

to participate in less formal group activities outside of the

classroom that explore Boston’s cultural offerings.

As an initiative to strengthen the student experience of

academic advising, the CTK instructor will serve as the

academic advisor for each of the students in the section

until they are assigned to a major advisor sometime in their

sophomore year. Students in the Carroll School and the

Lynch School will be assigned academic advisors in their

respective school. All students who take the spring offer-

ing of CTK will maintain the academic advisor they were

assigned in the fall while their CTK instructor will serve as

an informal advisor and mentor.

Space is limited—offered fall and spring

bc.edu/cornerstone

Please direct questions about Courage to Know to the

Director, Elizabeth Bracher ([email protected]).

Freshman Topic Seminar (UNCS2245)

The First-Year Topic Seminar (FTS) is a twelve-week,

one-credit elective that offers first-year students in the

Morrissey College of Arts and Sciences the opportuni-

ty to meet with a faculty member once a week to enjoy

small group discussions (limited to fifteen students) on a

research topic in which the instructor has expertise. FTS

are designed to allow students to explore academic areas of

interest as instructors guide them in an application of their

academic discipline.

With their instructors as guides, students will have the

opportunity to participate in less formal group activities out-

side of the classroom exploring Boston’s cultural offerings.

The instructor will serve as the students’ academic advisor

until they are assigned an academic advisor in their major

sometime in their sophomore year.

The course ends just before Thanksgiving and is graded

pass/fail.

Space is limited—Morrissey College of Arts and Sciences

students only

In certain designated sections of the following Core cours-

es, highlighted in Course Information and Schedule (www.

bc.edu/courses), the professor is also the academic advisor

and will meet with students regularly to discuss their

program of study:

• Perspectives on Western Culture I and II

(PHIL1090–1091/THEO1090–1091)

• First-Year Writing Seminar (ENGL1010)

Note: advising sections of Core courses have the same

content as non-advising sections of the same course.

bc.edu/cornerstone

Please direct questions about the Cornerstone Program to

the Director, Elizabeth Bracher ([email protected]).

PREPARING FOR A LIBERAL ARTS EDUCATION—UNIQUE OPPORTUNITIES

UNIQUE OPPORTUNITIES

Perspectives on Western Culture

Perspectives on Western Culture (PHIL/THEO1090) is

a year-long, 12-credit course guided by the fundamental

question of the best way to live. It is reading and writing

intensive, and fulfills Core requirements in Philosophy and

Theology.

In the first semester, students begin by encountering two

“spiritual eruptions”: the rise of Greek philosophy, and the

Judeo-Christian experience of God’s self-revelation in history.

This ancient encounter between “Athens” and “Jerusalem”

contributed significantly to the emergence of the European

intellectual culture of the middle ages, and to the understand-

ing of the good life as one oriented towards transcendence

and guided by the complementary truths of faith and reason.

The second semester continues the investigation of the best

way to live by examining the understandings of faith, reason,

justice, nature and the human person that emerge in the

modern world. However, rather than presenting the modern

world as a rejection of ancient and medieval thought, or as a

simple process of secularization, modern thinkers are put in

conversation with the thinkers of the ancient and medieval

world. The resulting clarification by contrast allows students to

appropriate, in a critical and dialectical manner, contemporary

ideas of the good life.

Love of Learning and the Desire

for Excellence: The Perspectives

Residential Living and Learning

Program

Who are we? Where do we come from? Where are we going?

The Perspectives Residential Living and Learning Program is

a unique opportunity for freshmen to experience a communi-

ty of intellectual friends and mentors who will help them inte-

grate their intellectual and cultural lives and guide them to

a greater understanding of themselves and the world around

them. They will explore fundamental questions of identity,

community, calling, and search for answers to such questions

as: How do I live a creative and examined life? How ought I to

truly live my life? What are my gifts and talents?

The Perspectives Living and Learning Program is offered

through three sections of the Perspectives on Western

Culture course that will bring faculty and students into con-

versation with ancient, modern, and contemporary thinkers.

Perspectives on Western Culture, a year-long double-credit

Core course in philosophy and theology, will give students the

opportunity of working out for themselves a set of coherent

answers to the enduring questions—particularly the question

that began philosophy: What really is the life of excellence?

Students who choose to participate in this program will

be housed in Duchesne Hall on the Newton campus. The

Wednesday night class (common to all Perspectives classes)

will also be held on the Newton campus. The two sections of

Perspectives on Western Culture designated as Residential

Living and Learning are listed below.

Courses

• PHIL/THEO1090 Perspectives on Western Culture

Professor Matthew Petillo

• PHIL/THEO1090 Perspectives on Western Culture

Professor Matthew Petillo

Registration will be limited to 50 students (25 per class) on

a first-come, first-served basis. To request both the course

and housing in Duchesne Hall prior to summer registration,

please send an email to [email protected].

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

MORRISSEY COLLEGE OF ARTS AND SCIENCES

The first year in the Morrissey College of Arts and Sciences is a time for explor-

ing academic interests and talents. Boston College’s curriculum and advising

structures support that exploration.

Through the Boston College Core Curriculum, undergraduates acquire a com-

mon intellectual foundation. They experience an intensive grounding in the

defining works of the humanities, natural sciences, and social sciences, intro-

ducing them to the forces that have shaped world history and culture. This

focus broadens their horizons while shaping their characters and helping them

learn how to discern well—preparing them for meaningful lives and rewarding

careers. Intensive work in a major field provides depth in a chosen discipline.

Students will strengthen and round out their liberal arts education with the

study of a foreign language and a wide variety of electives.

To graduate, a student must take at least 120 credits over eight semesters.

Ninety-six (96) of the 120 credits must be from MCAS departments. While

many entering students indicated on their applications for admission tentative

plans to major in particular departments or to pursue specific professions, stu-

dents in MCAS officially select their undergraduate majors near the close of

freshman year. In fact, many continue to explore options and wait to declare

their choice until their third or fourth undergraduate semester.

Use the Core to explore your academic interests in the Morrissey College of

Arts and Sciences. Complex Problem and Enduring Question courses are

open to first-year students only, designed to engage students by grappling with

universal questions and by searching for solutions to global problems. Other

opportunities to expand your world and yourself include Perspectives, PULSE,

seminars in the Cornerstone Program, and other excellent courses. Importantly,

in the Morrissey College, we want to help you begin a process of discernment to

uncover your intellectual gifts and find your passions.

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

University Core Curriculum

The following fifteen courses comprise the University Core

Curriculum and are required for all students at Boston

College to graduate. All Core courses must be three credits

or more and cannot be taken pass/fail. In addition to the spe-

cific courses named below, Complex Problem and Enduring

Question courses count for Core credit and are limited to first-

year students. Please visit bc.edu/core for more information.

1 course in Arts

Art History, Studio Art, Film, Music, or Theatre

1 course in Cultural Diversity

The Cultural Diversity requirement may be fulfilled by an

approved course taken to fulfill a Core, a major or minor

requirement, or an elective. Engaging Difference and Justice

as well as Difference, Justice, and the Common Good courses

satisfy the Cultural Diversity requirement and can be found

on the Core website.

2 courses in History

One History I course (pre-1800) and one History II course

(post-1800)

1 course in Literature

Classical Studies, English, Romance Languages and

Literatures, or Eastern, Slavic, and German Studies

1 course in Mathematics

Mathematics, Computer Science

2 courses in Natural Science

Biology, Chemistry, Earth and Environmental Sciences,

Environmental Studies, or Physics

2 courses in Philosophy

One Philosophy I course and one Philosophy II course,

PHIL1070–1071 Philosophy of the Person I and II (in

sequence), PHIL/THEO1088–1089 Person and Social

Responsibility I and II (PULSE) (in sequence), or PHIL/

THEO1090–1091 Perspectives on Western Culture I and

II (in sequence), Complex Problem or Enduring Question

courses may fulfill one Philosophy Core course.

2 courses in Social Science

Economics, Political Science, Psychology, or Sociology

2 courses in Theology

One Christian Theology (CT) and one Sacred Texts and

Traditions (STT) course, THEO/PHIL1088–1089 Person and

Social Responsibility I and II (PULSE) (in sequence), THEO/

PHIL1090–1091 Perspectives on Western Culture I and II

(in sequence), or Complex Problem or Enduring Question

Theology courses

1 course in Writing*

* Students for whom English is not their first language have

special options for meeting this requirement.

In addition to the fifteen Core requirements, students in the

Morrissey College will be expected to demonstrate proficiency

at the intermediate level in a modern foreign language or in a

classical language. Refer to pages 38–39 of this workbook for

a more detailed description of the language requirement.

Course Selection Guidelines

for the Morrissey College

Ideally, the 15 credits in your first semester of college should

include courses in the following areas: a Writing or Literature

course, introductory course(s) for your prospective major if

you have already made a tentative choice, and courses that

fulfill other Core and language requirements. If you are

unsure of a major, choose one or two courses that will intro-

duce you to potential fields. Take a broad spectrum of courses

so that you may discover a variety of disciplines.

You are expected to take a minimum of 15 credits each

semester of your first year. Core courses may be taken at any

time during your four years at BC. As you are planning your

program, try to balance the kinds of courses you take while

you are meeting requirements. If you are interested in study-

ing abroad during junior year, you should plan to take Core,

major, and language courses during your first two years.

Faculty Advisement

During Orientation, you will meet with a faculty advisor from

the Morrissey College who will talk with you about your aca-

demic program and help you create a list of possible courses.

In August, you will be assigned a pre-major advisor who will

provide academic guidance throughout your first year.

A listing of the introductory course(s) required for each major

follows. Consult your faculty advisor during Orientation or at

the start of the fall term, call the Academic Advising Center, or

confer with the appropriate department if you have questions

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

about combinations of courses in your fall term

schedule or questions about course placement levels.

Specific Guidelines for Selecting

Courses

The following guidelines will help you select the courses for

your first semester. The descriptions of these courses may

be found under the appropriate department in the Boston

College Catalog (www.bc.edu/catalog). All students should

select ENGL1010 First-Year Writing Seminar, or an approved

Literature Core course (which includes select Complex

Problem and Enduring Question Literature Core courses) plus

the courses designated by the department(s) in which you

are most interested as listed below. Also choose the specified

number of additional courses.

African and African Diaspora Studies

Required course: AADS1110 Introduction to African Diaspora

Studies is the foundation course for both the AADS major

and minor. We would direct first-year students to our intro-

ductory courses: AADS1110 Introduction to African Diaspora

Studies, AADS1114/THEO2114 Introduction to African &

African Diaspora Religions, AADS1139/SOCY1039 African

World Perspective, AADS1155/SOCY1043 Introduction

to African-American Society, AADS2199 Introduction to

Caribbean Writers, AADS/ARTH2250 Introduction to

African Arts and Visual Culture, and AADS/ENGL2483

Introduction to African American Literature.

Art History

Required courses: ARTH1101 Art from Prehistoric Times

to the High Middle Ages and/or ARTH1102 Art from the

Renaissance to Modern Times, each of which also fulfills

the University Core requirement in the Arts. We’d also sug-

gest taking two of the following three courses: ARTH2212

East Asian Art and Architecture, ARTH2213 Islamic Art and

Architecture, ARTH2250 Introduction to African Art and

Visual Culture. Students entering with an AP score of 4 or

5 in Art History may waive either ARTH1101 or ARTH1102

and should select an ARTH2000 level course instead

(consult advisor for choices).

Applied Physics

Required courses: PHYS2200 Introductory Physics I and

PHYS2050 Introductory Physics Lab I. It is important that

students considering a major in Applied Physics or Physics

take the Introductory Physics course sequence with labs

during their first year.

Students must also take either MATH1102 Calculus I

(Mathematics/Science majors), or MATH1103 Calculus

II (Mathematics/Science majors), or MATH2202

Multivariable Calculus. Students with a score of 5 in the

full year of AB Calculus should enter MATH1103 immedi-

ately, while students with a score of 5 in a full year of BC

Calculus and strong skills are encouraged to begin with

MATH2202. Please consult the Mathematics Department

for further information on math placement.

Biochemistry

Required courses: During the first semester, Biochemistry

majors are advised to take CHEM1109 General Chemistry

I and CHEM1111 General Chemistry Lab I, and a calcu-

lus course, depending on their calculus background (see

below). During the first year, Biochemistry majors are

advised to enroll in BIOL2000 Molecules and Cells and

BIOL2010 Ecology and Evolution (in any order). BIOL2010

may be substituted with BIOL3030 Introduction to

Physiology (fall only).

Students who earned a 5 on the Biology AP exam in

their senior year may choose to bypass the 2000-level

lecture courses (BIOL2000 and BIOL2010) and take

6 credits of additional biology courses, level 3000 or

above, in subsequent semesters. If you have questions

about bypassing the 2000-level courses, please con-

sult a Biology advisor during registration. Students

with high school calculus background should enroll

in MATH1100 Calculus I or MATH1101 Calculus II,

depending on AP scores. Students with a strong calcu-

lus background may enroll in MATH1102 Calculus I or

MATH1103 Calculus II (Mathematics/Science majors) or

MATH2202 Multivariable Calculus, after consultation with

a Mathematics advisor. Students without a pre-calculus

background or with questions about calculus preparedness

should see a Math advisor during registration or contact

Juliana Belding ([email protected]) in the Math depart-

ment to enroll in MATH1002 Functions and Differential

Calculus I. Biochemistry majors cannot use AP credits to

place out of Calculus II.

Biology

Required courses: Biology majors in the regular B.S. and

B.A. programs are advised to enroll in CHEM1109 General

Chemistry I and CHEM1111 General Chemistry Lab I and a

calculus course (see below) during their first semester.

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

For incoming freshmen who feel they are lacking the

preparation necessary to take General Chemistry during

their first year, a spring semester chemistry course will be

available for a limited number of students that emphasizes

relevant problem solving and math skills, in addition to an

introduction to basic general chemistry topics. Interested

students can contact Lynne O’Connell ([email protected]),

Director of Undergraduate Studies, for more information.

Students with a high school calculus background should

enroll in MATH1100 Calculus I or MATH1101 Calculus II,

depending on AP scores. Students without a pre-calculus

background or with questions about calculus preparedness

should see a Math advisor during registration or contact

Juliana Belding ([email protected]) in the Math depart-

ment to enroll in MATH1002 Functions and Differential

Calculus I.

Students with strong high school preparation in math

and science may take BIOL2000 Molecules and Cells or

BIOL2010 Ecology and Evolution during the fall semester

in addition to General Chemistry and a calculus course.

Students who received a score of 5 on the AP Biology exam

in their senior year of high school may wish to consider the

advanced placement substitute of BIOL3040 Cell Biology

for BIOL2000. Students considering this option should

enroll in BIOL2010 in the fall (there is no AP substitution

for BIOL2010); in the spring they either choose the AP

option and enroll in BIOL3040 or they take BIOL2000. For

further information you may email Sile Ni Scanlain (sile.

[email protected]), Assistant Director of Undergraduate

Programs or Rebecca Dunn ([email protected]),

Director of Undergraduate Studies. Freshmen who are

interested in biology but feel unprepared to go directly into

BIOL2000 or who simply want to explore the discipline

should consider enrolling in BIOL1100 General Biology

(fall), a Core class that satisfies the Natural Science Core

but cannot be applied to the Biology major.

Chemistry

Required courses: CHEM1109 General Chemistry I and

CHEM1111 General Chemistry Lab I or CHEM1117

Honors Modern Chemistry I and CHEM1119 Honors

Modern Chemistry Lab I and one of MATH1102 Calculus

I (Mathematics/Science majors), MATH1103 Calculus

II (Mathematics/Science majors), or MATH2202

Multivariable Calculus. PHYS2100 or PHYS2200

Introductory Physics I (Calc) and PHYS2050 Introductory

Physics Laboratory I are recommended for first-year

students, but not required.

Students without a pre-calculus background or with ques-

tions about calculus preparedness should see a Math

advisor during registration or contact Juliana Belding

([email protected]) in the Math department to enroll in

MATH1002 Functions and Differential Calculus I.

Classical Studies

There are two tracks within the Classical Studies Major:

Classical Language and Classical Cultures. The former

emphasizes study of the ancient world through Latin and

Greek while the latter offers interdisciplinary study of ancient

literature, history, art, performance, science, and more in

English. We also offer minors in Latin, Ancient Greek, and

an interdisciplinary minor in Ancient Civilization.

Recommended courses, Classical Language: A course in

Ancient Greek or Latin at the appropriate level. Students

who received a 3 or 4 on the AP Latin exam should take

CLAS1058 Advanced Intermediate Latin (fall only). Students

who received a 5 on the AP Latin exam should enroll in a

3000-level Latin course. A placement test we offer can also

help students determine their Latin level. Students interest-

ed in majoring or minoring in Classical Languages should

take a language class as soon as possible; they should also

consider taking a course in ancient civilization.

Recommended courses, Classical Cultures: We recommend

starting with one of our foundational courses: Classical

Mythology (CLAS2230), Greek History (CLAS2205),

Roman History (CLAS2206), Greek Civilization

(CLAS1186), or City of Rome (CLAS2262).

Communication

Required course: One or more of the following courses:

COMM1010 Rhetorical Tradition, COMM1020 Introduction

to Media Studies, or COMM1030 Public Speaking.

Computer Science

Required course: Students interested in Computer Science

normally take CSCI1101 Computer Science I in their first

semester. First-year students who have achieved a score

of 4 or higher on the Computer Science AP Exam and

those entering with significant programming backgrounds

should speak with the Computer Science Department’s

Director of Undergraduate Studies, Assistant Professor of

the Practice Maíra Marques Samary, about proper course

placement. You may email her at [email protected].

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

Students interested in Data Science normally take CSCI1090

Data Science Principles in their first year. CSCI1090 and

MATH2250 Mathematical Foundations of Data Science

must be completed before the end of sophomore year in

order to be accepted into the Data Science Minor.

Students interested in the Computer Science B.A.,

Computer Science B.S., or the Data Science Minor should

take MATH1102 Calculus I for Math/Science Majors and

MATH1103 Calculus II for Math/Science Majors (if the

student has no Math AP) before the end of their sopho-

more year. Visit bc.edu/content/bc-web/schools/morrissey/

departments/math/undergraduate/course-offerings.html

for more information about selecting the appropriate cal-

culus course. Students interested in the Computer Science

B.S. should complete a two-semester laboratory science

sequence during their first year (courses that are accept-

ed are listed here: bc.edu/content/bc-web/schools/mcas/

departments/computer-science/academics/programs.

html#tab-bachelor_of_science).

Economics

Required courses: ECON1101 Principles of Economics.

MATH1102 (recommended for quantitatively inclined

students) or MATH1100 if the student has not completed

AP courses. Students interested in economics should take

these courses as soon as possible. Calculus I is a corequi-

site for the major and must be taken before beginning the

Intermediate Theory courses (ECON2201 and ECON2202).

Students who have not satisfied the Mathematics Core

requirement with calculus courses (AP-AB or equivalent)

should register for MATH1102 (preferred) or MATH1100.

Students with a score of 4 or 5 on the AP Microeconomics

exam and AP Macroeconomics exam should consid-

er taking the respective Intermediate Theory courses

(ECON2201 and ECON2202), provided they have satisfied

the calculus requirement. Students might also consider

taking Statistics (ECON1151) during their first year, and

may also consider enrolling in one of the Intermediate

Theory courses after having completed ECON1101 and

the Calculus corequisite. After completing Statistics, the

Econometric Methods course should be taken as soon as

possible, preferably by the end of the sophomore year as

Econometric Methods is a prerequisite for many upper-

level elective courses.

Students with strong math skills and who are interested

in a more rigorous version of the Intermediate Theory

courses should consider taking the Honors versions of

these courses (ECON2203 and ECON2204). Departmental

permission is required and will consider a student’s per-

formance in Calculus I (or the AP exam equivalent) and

ECON1101 (or the AP exam equivalents).

Students considering graduate work in economics or relat-

ed disciplines should take additional mathematics courses,

roughly the equivalent of a minor in mathematics.

English

Required courses: Ordinarily students fulfill the English

Core requirements through First-Year Writing Seminar

(ENGL1010) and Literature Core (ENGL1080). Some students

may choose to fulfill the two English requirements through

Enduring Question, Complex Problem, and/or crosslisted

courses noted as English Core. Bilingual students may fulfill

both Core requirements by taking First-Year Writing Seminar

for Multilingual Students (ENGL1009) and Literature Core

for Multilingual Students (ENGL1079). Bilingual students

should contact Lynne Anderson ([email protected]) for

placement information. It is highly recommended that stu-

dents take both courses during their first year. Students may

place out of one or both of these courses with the appropriate

AP or IB scores as noted on pages 34 and 35 of the workbook.

Students who have fulfilled both English Core requirements

through AP or IB and are considering a major or a minor

in English, including the Creative Writing Concentration,

are encouraged to enroll in Studies in Poetry (ENGL2131) or

Studies in Narrative (ENGL2133). Students who have fulfilled

both English Core requirements through AP or IB and are

planning on another major are encouraged to further their

proficiency in critical thinking and writing by enrolling in an

English elective of interest to them. Students can consult the

English department web page located at www.bc.edu/english

for a listing of elective courses. Students with questions about

the English Core, declaring the major, minor, or selecting an

elective should contact Marla De Rosa ([email protected]).

Environmental Geoscience

Required courses: For those students who would like to

explore the major in Environmental Geoscience, it is sug-

gested that students take two to four of the Environmental

Systems courses with laboratories (EESC2201–EESC2208)

or Exploring the Earth with laboratory (EESC1132) during

their first year. The corequisite science requirement

(Calculus II (MATH1101, MATH1103, or MATH1105) and

Chemistry, Physics, or Biology with labs) should be taken

during the first or second year.

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

Environmental Studies

All students are welcome to declare an ENVS minor

by emailing [email protected]. Majors, however, are

only accepted by application in early February of their

first year. First-year students who are interested in the

Environmental Studies major should consider taking

University Core courses with an environmental focus,

such as BIOL2010 Ecology and Evolution; CHEM1105 and

CHEM1106 Chemistry and Society I and II; EESC1170

Rivers and the Environment; EESC1174 Climate Change

and Society; HIST1505/SOCY1509 Planet in Peril: The

History and Future of Human Impacts on the Planet;

HIST1513/EESC1507 Powering America: The Past and

Future of Energy, Technology, and the Environment;

BIOL1706/ENVS1075 Understanding and Protecting Our

Oceans in the Wake of Climate Change, or EESC1704

Climate Change and the Corporation. For more infor-

mation on the major and minor, please visit our website

bc.edu/bc-web/schools/mcas/sites/envstudies/.

To reach us with questions, please email [email protected].

Film Studies

Required course: FILM2202 Introduction to Film Art.

Students will learn about film history and analysis, which

will provide the necessary foundation for the Film Studies

major and minor. Note: Introduction to Film Art is not a

production course.

Geological Sciences

Required courses: The following courses are recommended

for first-year Geological Sciences majors, if their schedules

permit: Exploring the Earth I with laboratory (EESC1132),

Earth Materials with laboratory (EESC2220), two semesters

of Calculus (MATH1102–1103), two semesters of Chemistry

(CHEM1109–1110) with laboratories (CHEM1111–1112).

German Studies

In addition to helping students fulfill their foreign language

proficiency requirement, German Studies offers a major

and a minor for students interested in the German language

and culture, as well as an interdisciplinary minor for those

interested in courses on German topics taught in English.

We encourage students to deepen their cultural competence

with us and to study abroad to jumpstart their careers.

Recommended courses: Students interested in German

should take a German-language course at an appropriate

level in their first semester, either GERM1001 for true

beginners or a higher-level course after taking the online

placement exam. German Studies offers courses in English

and German that fulfill the Literature Core, Arts Core,

and the Cultural Diversity requirements, which also count

toward the major and minors. Visit bc.edu/core for a list of

applicable courses. Students with questions about gauging

language levels and placement, declaring the major or one

of the minors, choosing an elective, or studying abroad

should contact the Director of Undergraduate Studies,

Professor Daniel Bowles ([email protected]).

History

Required Courses: Students should complete the History

Core, consisting of a two-semester sequence, History I and

History II. The History Core offerings are marked as such

in Course Information and Schedule and are also listed

on the BC History Department website. Students may

also fulfill the History Core by taking Complex Problem

and Enduring Question Core History courses, which are

described elsewhere in this workbook.

Recommended Courses: History electives, 2000-level and

4000-level courses, are open to all BC students. Given the

significant reading and writing requirements in History

electives, however, we have some recommendations for

incoming students. Students who have fulfilled the History

Core through Advanced Placement should begin with a

2000-level course before moving to 4000-level courses. If

you are confident in your reading and writing skills and

want to take a 4000-elective before taking a 2000-level,

we recommend that you get in touch with the instructor to

discuss the class. The history major consists of 10 classes;

the minor is 5. While the History Core classes do not count

toward the major or minor, all other history electives do.

Human-Centered Engineering

Required courses: First-semester Human-Centered

Engineering majors should enroll in ENGR1102 Physical

Modeling and Analysis Lab, ENGR1702 First-Year Human-

Centered Engineering Reflection 1, and PHYS2200

Introductory Physics 1 (Calc). They should also take either

ENGR1026: Innovation Through Engineering Design or

ENGR1801/HIST1627 Making the Modern World: Design,

Ethics, and Engineering. Students should take a Calculus

1 course determined in consultation with their advisor.

Students do not need to enroll in PHYS2050 Introductory

Physics Laboratory 1.

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

International Studies

Although the International Studies (IS) program accepts

all students into the minor, majors are only accepted by

application in early February of freshman year. We encour-

age freshmen who are considering an IS major to enroll

in one or more classes that take up international issues,

are approved for the IS core, and/or are taught by an IS

faculty member. There are no specific courses you must

take to apply for the IS major, but introductory courses

that also count for the University Core requirements are a

good start (e.g., ECON1101 Principles of Economics), and a

comparative politics course in the IS program or Political

Science department could be a useful way to test the waters.

We strongly encourage taking foreign language courses

throughout your time at BC. We also encourage freshmen

to take interdisciplinary Core Renewal courses or others

that meet University Core requirements, especially if they

have an international component. See our website for infor-

mation about the requirements for the IS major and minor:

www.bc.edu/isp.

Islamic Civilization and Societies

Required foundation course: ICSP1199 Islamic Civilization.

Majors also choose a course based on a track within

ICS-Political Science (POLI1041 and POLI1042), Arts

(any 2 Arts Core), Theology (Core courses: any Theology

Core, THEO1431 preferred), History (any History Core),

Language and Culture (NELC2061 and NELC2062).

Students interested in the Islamic Civilization and

Societies major should contact Professor Kathleen Bailey

at [email protected].

Linguistics

Strongly recommended course: LING3101 General Linguistics,

offered every fall. There may also be additional courses

offered in either the fall or spring semesters that are appro-

priate starting points for the study of Linguistics. Consult

with Professor Margaret Thomas ([email protected])

for more information.

Mathematics

Required course: MATH1102 Calculus I (Mathematics/

Science majors), MATH1103 Calculus II (Mathematics/

Science majors), or MATH2202 Multivariable Calculus.

Students with a score of 4 or 5 on the AP Calculus AB

exam should enroll in MATH1103, and students with

a score of 4 or 5 on the AP Calculus BC exam should

enroll in MATH2202. Students with exceptionally strong

backgrounds should consider MATH2203 Honors

Multivariable Calculus.

Students without pre-calculus background or with ques-

tions about calculus preparedness should discuss with

an advisor about taking MATH1002–1003 Functions and

Differential Calculus sequence which fulfills the Calculus I

math major requirement.

In addition to taking a Calculus course, students interested

in majoring in math may also consider taking MATH2210

(Linear Algebra) and MATH2216 (Introduction to

Abstract Mathematics) in their first year. MATH2210 and

MATH2216 can be taken in any order and simultaneous-

ly with any Calculus courses. For further information or

advice, consult a Mathematics advisor or visit the website:

bc.edu/content/bc-web/schools/morrissey/departments/

math/undergraduate/course-offerings.html.

Music

Required course: MUSA1100 Fundamentals of Music Theory.

Students who have equivalent knowledge through Advanced

Placement or similar programs may qualify for MUSA2100

Harmony, but should contact Professor Ralf Gawlick (ralf.

[email protected]) for placement. Theory is required for

possible music majors and minors. Others wishing sim-

ply to fulfill the Arts Core could also consider MUSA1200

Introduction to Music, MUSA1300 History of Popular

Music, or possible offerings in Enduring Question courses.

Neuroscience

Required courses: The following four courses should be dis-

tributed across the first two semesters: PSYC1110 Brain,

Mind, and Behavior, BIOL2000 Molecules and Cells,

CHEM1109/1110 General Chemistry I and 2 with lab,

and MATH1100 Calculus I or MATH1102 Calculus I. The

mathematics course can be deferred to a later semester.

Philosophy

Required course: One of the following two-semester

Philosophy Core sequences: PHIL1070–1071 Philosophy

of the Person I and II; PHIL1088–1089 Person and

Social Responsibility I and II (PULSE); PHIL1090–1091

Perspectives on Western Culture I and II.

Students should take part I of each sequence before taking

part II. PULSE and Perspectives are offered on a year-long

schedule only, beginning each fall. It is possible, however,

to begin Philosophy of the Person I in the spring.

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

The department also offers Enduring Question Core cours-

es available to freshmen only. Students may satisfy the

Philosophy Core by completing a one-semester Enduring

Question Core course, paired with one semester of

Philosophy of the Person. Consult the Enduring Question

Core section of this workbook for more information.

It is strongly recommended that students complete the

two-semester Philosophy Core requirement by the end of

sophomore year. Students with questions about Philosophy

Core, declaring the major or minor, or selecting an elec-

tive should contact the Director of Undergraduate Studies,

Professor Marius Stan ([email protected]).

Physics

Required courses: PHYS2200 Introductory Physics I and

PHYS2050 Introductory Physics Lab I. It is imperative that

students considering a major in Physics or Applied Physics

take Introductory Physics with labs during their first year.

Students must also take either MATH1102 Calculus I

(Mathematics/Science majors), or MATH1103 Calculus II

(Mathematics/Science majors), or MATH2202 Multivariable

Calculus. Students with a score of 5 in the full year of AB

Calculus should enter MATH1103 immediately, while stu-

dents with a score of 5 in a full year of BC Calculus and

strong skills are encouraged to begin with MATH2202.

Please consult the Mathematics Department for further

information on math placement. Students interested in

majoring in chemistry, computer science, engineering, or

mathematics should also enroll in PHYS2200 Introductory

Physics I and PHYS2050 Introductory Physics Lab I.

Students interested in majoring in biology or biochemistry,

as well as pre-health students who are not physical science

majors, typically delay taking physics until their junior year

and then enroll in PHYS2100 Introduction to Physics I and

PHYS2050 Introductory Physics Lab I. Please consult the

Physics Department website (bc.edu/physics) for further

information on physics courses, or students may email

the Physics Program Administrator or the Undergraduate

Program Director (see website for contact information) or

call 617-552-3575.

Political Science

Required courses: Students must complete two courses,

one each from two separate categories, for the introduc-

tory requirement for the major. Students can satisfy the

first part by one of the following two courses: POLI1041

Fundamental Concepts of Politics (fall/spring), or

POLI1021 How to Rule the World (fall). For the second

part, students can take one of the following: POLI1042

Introduction to Modern Politics (fall/spring), POLI1061

Introduction to American Politics (fall/spring), POLI1081

Introduction to International Politics (fall/spring), or

POLI1091 Introduction to Comparative Politics (fall).

Students are not required to complete one part before the

other; however, most students start the major by taking

either POLI1041 or POLI1021 in the fall semester. Students

who received a 4 or 5 on the AP U.S. Government or

the AP Comparative Government exam have the option

to waive the second introductory course and take an

additional elective in its place.

Psychology B.A.

Required course: PSYC1110 Brain, Mind, and Behavior or

PSYC1111 Self, Mind, and Society. Students may enroll in

both courses simultaneously or sequentially, in either order.

Psychology B.S.

Required course: PSYC1110 Brain, Mind, and Behavior or

PSYC1111 Self, Mind, and Society. Students may enroll in

both courses simultaneously or sequentially, in either order.

Romance Languages and Literatures (French, Italian,

Portuguese, Spanish)

The majority of university students around the world speak

at least two languages fluently. We encourage you to join

them as you prepare yourself for your career.

Note: The Boston College Language Proficiency require-

ment (Intermediate II or equivalent) is different from the

Romance Languages and Literatures major and minor pro-

grams. Students who have satisfied the proficiency require-

ment are particularly well prepared to continue their study

of language and culture.

Students with proficiency levels above Intermediate II, as

well as native and heritage speakers, will be individual-

ly advised and should contact the appropriate Language

Coordinator in French, Italian, or Spanish. For the list of

current Coordinators, see the department contact web page

(bc.edu/rll).

Romance Languages and Literatures offers both a major and

minor in French Studies, Hispanic Studies, and Italian Studies.

Recommended courses: Romance Language and Literature

courses are taught in the target language. Students enter

the program at the level appropriate for their linguistic

proficiency.

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

For French, Hispanic, and Italian Studies, the lowest

entry-level course for the major and minor is Conversation,

Composition, and Reading I (CCR I).

Students with questions about the major and minor pro-

grams, particularly students planning to study abroad in

French-, Spanish- or Italian-speaking countries, should

consult the Director of Undergraduate Studies. For the

name and e-mail of the current DUS, visit the department

contact web page: www.bc.edu/rll.

Romance Languages and Literatures offers courses that fulfill

the Literature Core requirement and the Cultural Diversity

requirement, which also count toward our majors and minors.

Visit bc.edu/core for a list of applicable courses.

Russian

The Russian program provides in-depth training in the

Russian language and in the Russian-language literatures

and cultures of the past and present. It is a close-knit and

dynamic community with numerous co-curricular activities,

such as Russian Tea and trips to the Boston Symphony.

Students have gone on to first-rate law and graduate

schools and won prestigious fellowships such as Fulbright,

Truman, Rangel, and Critical Language Scholarships.

Required course: Russian language SLAV1121 Elementary

Russian I or appropriate level. Consult with Professor Tony

H. Lin ([email protected]).

Recommended Core: SLAV2162/ENGL2227 Classics of

Russian Literature or SLAV2173/ENGL2228 Twentieth-

Century Russian Literature or SLAV2169 Introduction to

Slavic Peoples and Cultures.

Slavic Studies

The Slavic program provides broad training in languages, lit-

eratures, and cultures of Slavic lands, peoples, and nations.

It is a close-knit and dynamic community with numerous

co-curricular activities, such as Russian Tea or Slavic Club.

Students have gone on to first-rate law and graduate schools

and won prestigious fellowships such as Fulbright, Truman,

Rangel, and Critical Language Scholarships.

Required course: Russian language SLAV1121 Elementary

Russian I or appropriate level, or SLAV1417 Introduction to

Polish I. Consult with Professor Tony H. Lin

([email protected]).

Recommended Core: SLAV2162/ENGL2227 Classics of

Russian Literature or SLAV2173/ENGL2228 Twentieth-

Century Russian Literature or SLAV2169 Introduction to

Slavic Peoples and Cultures.

Sociology

Required courses: An introductory course, either SOCY1001

(Introductory Sociology) or SOCY1002 (Introduction to

Sociology for Healthcare Professions), is a requirement

for majors and minors and is open to first-year students.

Students planning to major or minor in sociology are

encouraged, but not required, to take SOCY100101, a sec-

tion reserved for major and minors. Further, all Sociology

Core courses (SOCY1001–1999) are appropriate for first-

year students, regardless of major.

Studio Art

Required courses: Students interested in the Studio Art

major are required to take two from the following intro-

ductory courses (the Studio Art minor requires one

introductory course): ARTS1101 Drawing I, ARTS1102

Painting I, ARTS1104 Design: Seeing is Believing,

ARTS1138 Introduction to 3D: Sculpture, ARTS1141

Ceramics I, ARTS1156 Photoshop and Illustrator, ARTS1161

Photography I, or ARTS1163 Introduction to Digital

Photography. Three of these courses (Drawing I, Painting I,

Design: Seeing is Believing) fulfill the Arts Core. The oth-

ers courses may be applied toward the major, but are not

Core courses. Students entering with an AP score of 5 in a

Studio Art discipline may waive one introductory level class

and should select an ARTS2000 level course instead (con-

sult advisor for choices). ARTS1103 Issues and Approaches

to Studio Art is a required course for the major and minor,

but is suggested for the sophomore year after taking at least

one of the above 1000 level courses.

Theatre Arts

Required course: THTR1172 Dramatic Structure and

Theatrical Process. This course, which satisfies the Arts Core

requirement, is only offered in the fall semester and should

be taken by incoming Theatre majors, Theatre minors, and

others with a serious interest in theatre and drama study.

Incoming majors should plan to take THTR1130 Elements

of Stagecraft in the spring semester of the first year and

THTR1103 Acting I: Fundamentals of Performance in either

the fall or the spring term of the first year.

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

Theology

Required courses: One Christian Theology (CT) course and

one Sacred Texts and Traditions (STT) course:

Christian Theology (CT) Courses

• THEO1401 Engaging Catholicism

• THEO1402 God, Self, and Society

• An Enduring Question Core Theology course identified

as counting toward the Christian Theology requirement

Sacred Texts and Traditions (STT) Courses

• THEO1420 The Everlasting Covenant: The Hebrew Bible

• THEO1421 Inscribing the Word: The New Testament

• THEO1422 The Sacred Page: The Bible

• THEO1430 Buddhism and Christianity in Dialogue

• THEO1431 Islam and Christianity in Dialogue

• THEO1432 Hinduism and Christianity in Dialogue

• THEO1433 Chinese Religions and Christianity in Dialogue

• THEO1434 Judaism and Christianity in Dialogue

• An Enduring Question Core Theology course identified

as counting toward the Sacred Texts and Traditions

requirement

For Enduring Question Core courses see pages 4–6 of this

workbook. Note: a student may not fulfill their Theology

Core with two Enduring Question Core Theology courses.

Students considering the Honors Theology Major are

encouraged to take either THEO1420 or THEO1421 to

begin to fulfill the required Scripture Sequence.

Students can also fulfill their Theology Core require-

ments with one of the following two-semester sequences:

THEO1088–1089 Person and Social Responsibility I and

II or THEO1090–1091 Perspectives on Western Culture I

and II.

Pre-Health Program

The Core curriculum at Boston College is an advantage for

students interested in professions in the health field, as it

allows students to explore their unique talents and passions.

The skills acquired in the study of the sciences and the

humanities are readily transferable to careers in the field of

health and medicine.

“Science is the foundation of an excellent med-

ical education, but a well-rounded humanist is

best suited to make the most of that education.”

—David Muller, Dean for Medical Education and

Professor and Chair of the Department of Medical

Education and Co-Founder of the Visiting Doctors

Program at Mount Sinai Medical School (Julie Rovner

of KHN; Kaiser Health News, May 27, 2015).

Finding purpose in an academic program of study remains

one of the most important decisions for BC students con-

sidering a career in the health professions. English majors

acquire analytical skills needed for absorbing medical text.

Philosophy majors develop critical thinking skills needed for

differential diagnoses. Theology majors evaluate tenets ben-

eficial in medical ethics and palliative care. History majors

develop the ability to ask the pertinent questions in formulat-

ing patient history. According to the Association of American

Medical Colleges’ 2022–2023 Report of Applicants and

Matriculants to U.S. Medical Schools, the percentage accep-

tance rate of students majoring in the humanities was higher

overall than for those majoring in other disciplines. Listed,

as follows, are the acceptance rate percentages by discipline

for the 2022–2023 application cycle: Humanities—50%,

Mathematics and Statistics—45%, Physical Sciences—46%,

Biological Sciences—40%, and Social Sciences—40% (derived

from data supplied in Table A-17 of the AAMC summary).

“The humanities provide an outstanding

foundation for understanding complexity and

human variability, the conceptual basis for

understanding medicine.”

—Charles M. Wiener, MD, Professor of Medicine and

Director Emeritus, Osler Internal Medicine Training

Program at John Hopkins Medical Institute (Beth

Howard—AAMC Medical Education, December 12,

2016).

Pre-Health students are encouraged to reflect on who they

would like to become as health professionals. Eighty-two per-

cent of BC students participate in campus service and volun-

teer organizations. This augments the formation of students

to be “men and women for others” in the health career of

their choice. Health professions graduate schools are inter-

ested in students who demonstrate a commitment of service

to the underserved and the poor, including populations his-

torically underrepresented in patient care. This dedication

for others expands and informs their decision to pursue a

career in the health field which supports comprehensive

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

patient care and health equity for all. Students entering the

Pre-Health program are encouraged to reflect on the mission

of the Core curriculum to refine a purposeful and authentic

life that integrates academic disciplines and the building of

relationships. Each semester, a student should be engaged in

a course (or courses) that inspires them and creates an aware-

ness and a curiosity to explore and grow. Furthermore, Pre-

Health students considering their program major are encour-

aged to reflect upon “The Three Key Questions” posed by Fr.

Michael Himes, Professor of Theology at Boston College:

1. What brings me joy?

2. What am I good at?

3. What does the world need me to be?

The Pre-health program in the Morrissey College of Arts

and Sciences is an open program for all students in every

major program of study at Boston College. There is no

minimum GPA requirement. The program provides

support and comprehensive advising to undergraduates and

alumni of Boston College interested in medical, dental, or

veterinary careers, as well as other areas of health profession

study. Students benefit from majoring in any of the varied

academic disciplines offered at BC, which would help them

address the three aforementioned questions. As a Jesuit,

Catholic institution, Boston College is dedicated to the con-

tinual process of intellectual inquiry and student formation.

Students are encouraged to examine the full spectrum of

options and to select a major and find an enriching program

of study in which they will excel.

UTILIZING THE PREHEALTH TEAM TO

MAXIMIZE SUCCESS

Irrespective of major (humanities or STEM), the BC Pre-Health

team meets with students at every stage of their Pre-Health

portfolio development, from prospective freshmen to seniors

and alumni. The Pre-Health team assists with all aspects of

planning when considering a career in the health professions,

including selection of a major, course selection, gaining

health-related experience, evaluating extracurricular activities,

preparing for professional exams (MCAT, DAT, GRE) and

all aspects of the pre- and post-application process for health

profession schools. If you are considering a career in a health

profession, please set up an appointment with our office by

emailing [email protected]. For up-to-date information about

the Pre-Health program, please email us in order to receive

notifications regarding programming and upcoming events.

Our office resides within the Academic Advising Center and is

located in Stokes Hall S132.

ALL MAJORS AT BOSTON COLLEGE HAVE

ACCESS TO THE PREHEALTH PROGRAM

It is important to note that medical, dental, and veterinary medi-

cal school admissions committees accept a wide variety of majors.

Therefore, it is imperative for students to decide on the par-

ticular major that would lead to their success as they embark

on their unique career path.

Students are invited to think, explore, and discern in order to

learn across disciplines and develop their minds and educa-

tional experiences to the fullest potential. The goal is to gain

the ability to think critically, both broadly and deeply, and at

Boston College a liberal arts education is focused on the whole

person. The liberal arts have always been at the center of the

Jesuit, Catholic intellectual tradition, which promotes the inter-

gration of students’ academic and personal goals, inspiring

them to reflect on who they are, who they want to become, and

how they want to engage in the world for the common good.

Gregory Kalscheur, S.J., Dean of the Morrissey College of

Arts and Sciences shares, “At Boston College, we hope our

students become women and men of depth of thought and

creative imagination, who are ready to engage the needs of

our world and well-prepared for meaningful lives of leader-

ship, scholarship, and service.”

In choosing a major, we encourage students to allow their

choice of major be shaped by academic experiences and

exploration in programs of study which resonate with the

student’s interests, skills, and talents. For example, a student

may want to reflect upon evidence of previous academic suc-

cess in a certain area when selecting a major. However, if a

student is considering a major program of study that is new

to the student, without prior foundational coursework, then

the student may wish to weigh the pluses and minuses in

forging new territory, as opposed to leveraging prior academ-

ic success. Exploring the groundwork for future immersion

in a discipline is the primary tenet of the Core curriculum

which fosters a broad and diverse perspective of the human-

ities and arts, the sciences, and the social sciences.

The BC Pre-Health team works with students to strategize

on the optimal timeframe and coursework necessary to

complete the foundational requirements. Keep in mind that

course requirements vary when applying to health profes-

sion schools. Irrespective of any major at Boston College

PREPARING FOR A LIBERAL ARTS EDUCATION—MORRISSEY COLLEGE OF ARTS AND SCIENCES

(humanities or STEM), below is a summary of the necessary

Pre-Health program requirements. The Pre-Health team

encourages interested students to research the requirements

for specific medical or dental schools of interest, as well as

research elective coursework helpful in preparation for

standardized entrance exams.

PROGRAM OF STUDY

Suggested Foundational Curriculum for Pre-Health Students:

• Two semesters of Biology with Lab

• Two semesters of General Chemistry with Lab

• Two semesters of Organic Chemistry with Lab and/or one

semester of Organic Chemistry with one semester of

Biochemistry*

• Two semesters of Physics with Lab (either Calculus-based

Physics or Algebra-based Physics is acceptable; refer to

major program requirements as well.)

• Two semesters of English

*It is incumbent on the prospective applicant to be knowledgeable of

individual medical school requirements when planning his or her course

selection. We suggest meeting with a member of the Pre-Health team if

uncertain.

The required courses for the professional school of interest

may be taken during any of the four undergraduate years

in any order with the exception of the General Chemistry–

Organic Chemistry sequence. In order to apply to health

profession schools directly upon graduation from BC, the stu-

dent must complete all course requirements in three years,

in addition to successful completion of standardized testing.

Most BC applicants, however, elect to distribute the Pre-

Health coursework over four years of undergraduate study

and apply to medical, dental, or veterinary school as seniors

and/or as alumni. The average age of a student matriculating

into medical school is approximately 25 years old; there-

fore, electing to take one or more “growth” years to explore,

reflect, and act on a specific health-related problem, clinical,

or scientific inquiry may inexorably improve the competi-

tiveness of a student’s candidacy. At Boston College, the Pre-

Health team operates as a cohesive advising unit that closely

collaborates with students during each undergraduate year of

portfolio development to help create a career narrative.

Freshman Year: Interested students should attend the fresh-

man meeting and set up an initial consultation with the Pre-

Health program office to learn and capitalize on the benefits

of drop-in advising sessions and explore resources.

Sophomore Year: Interested students should attend the soph-

omore meeting and review progress and achievements with

the Pre-Health team. Specific attention should be given to

gaining relevant health-related experiences.

Junior Year/Senior Year: Interested students should attend

the application meeting and meet regularly with the Pre-

Health team to ensure that all materials are complete to initi-

ate the BC committee letter application process.

The BC Pre-Health program collaborates closely with BC

alumni and the greater professional community to offer stu-

dents the full gamut of possible pathways leading to a mean-

ingful career in the health field. A unique aspect of a valued

service that BC offers students interested in medical or

dental school is the opportunity to obtain a committee letter

of recommendation endorsed by the Boston College faculty

committee. This letter presents a comprehensive assessment

of the student under review by the committee and showcases

the accomplishments and achievements of an applicant in a

personalized portfolio. Additionally, during the application

process students receive one-on-one expert advising from an

individual faculty member on the committee. While the Pre-

Health team is dedicated to ushering students through the

process of applying for professional health programs, it is

important to note that the onus is on students to reflect, dis-

cern, and act in order to pursue their unique career path.

Freshman Pre-Health Checklist:

1. Register for Pre-Health program announcements at

[email protected]

2. Attend the freshman meeting (ﬁrst week in September

—email invitation will be sent out)

3. Read the freshman checklist online

4. Make an appointment with a member of the Pre-Health

team by calling 617-552-4663

5. Cultivate a mentor (get to know your professors and other

administrative sta)

6. Develop study skills, attend oce hours, and seek tutoring

assistance from the Connors Family Learning Center and/

or academic support when warranted

7. Visit academic departments to research programs of study,

minors, and concentrations

8. Get involved with a health-related club (e.g., Mendel

Society, Predental Society)

9. Get involved judiciously with on- or o-campus service

organizations and extracurricular activities

PREPARING FOR A LIBERAL ARTS EDUCATION—CARROLL SCHOOL OF MANAGEMENT

CARROLL SCHOOL OF MANAGEMENT

Carroll School of Management students complete the University’s Core

Curriculum in the Morrissey College of Arts and Sciences, a Management

Core which imparts a “common body of management knowledge,” and at least

one concentration. Concentrations are available in Accounting, Accounting for

Finance and Consulting, Business Analytics, Finance, General Management,

Information Systems, Management and Leadership, Marketing, and Operations

Management. We also have available a co-concentration in Entrepreneurship.

Many students choose a second concentration within management. Some com-

plete a full major in the Morrissey College of Arts and Sciences in addition to a

Management concentration. Still others complement their concentration with a

minor program.

First-year students need not worry about choosing or crafting a concentration

immediately. For virtually all of the ﬁrst year, and most of the second, Carroll

School students are working on the University Core and completing, by the end

of sophomore year, some portion of the Management Core. Most work on a con-

centration begins in earnest in junior year. So, if you are undecided, don’t worry.

You have plenty of company, and you will have many opportunities to gather

information to make a good decision about your choice of concentration(s).

It is important to choose courses in the ﬁrst year which will challenge you and

provide a good foundation for later work. There are many ways to do this. One

exciting option is to enroll in a Complex Problem or Enduring Question class

offered as alternatives to the traditional Core. You might consider the challenge

of a lab-based science. Solid language study prepares you for interesting study

abroad opportunities and lends tremendous value to your resume when you

start your job search.

We know that you are eager to embark upon the study of business courses,

and all of you will do so through our Portico program. We also hope that your

interest will be caught by one or more subjects which you encounter in the

University Core and that you will decide to invest some of your free electives

pursuing that interest. That pursuit is important for many reasons, but the chief

one is this: when you study what you love, you become a better, happier person.

(If you think this is a cheap sentiment, think again after you have encountered

Aristotle in your Portico course.)

For registration guidelines, reference the Registration Worksheet: Carroll

School of Management on page 24.

PREPARING FOR A LIBERAL ARTS EDUCATION—CARROLL SCHOOL OF MANAGEMENT

University Core Curriculum

Carroll School of Management students must complete at

least 120 credits to earn the bachelor’s degree and normal-

ly complete 30 credits during the freshman year. The 15

requirements in the University Core Curriculum are dis-

tributed as follows for CSOM students. All courses must be

three credits or more and cannot be taken pass/fail.

1 course in Arts

Art History, Studio Art, Film, Music, or Theatre

1 course in Cultural Diversity

The Cultural Diversity requirement may be fulfilled by an

approved course taken to fulfill a Core, a major or minor

requirement, or an elective. Engaging Difference and Justice

as well as Difference, Justice, and the Common Good courses

satisfy the Cultural Diversity requirement and can be found

on the Core website.

2 courses in History

One History I course (pre-1800) and one History II course

(post-1800)

1 course in Literature

Classical Studies, English, Romance Languages and

Literatures, or Eastern, Slavic, and German Studies

1 course in Mathematics

CSOM students must take BZAN1135 Statistical Analysis.

2 courses in Natural Science

Biology, Chemistry, Earth and Environmental Sciences,

Environmental Studies, or Physics

2 courses in Philosophy

One Philosophy I course and one Philosophy II course,

PHIL1070–1071 Philosophy of the Person I and II (in

sequence), PHIL/THEO1088–1089 Person and Social

Responsibility I and II (PULSE) (in sequence), or PHIL/

THEO1090–1091 Perspectives on Western Culture I and

II (in sequence), Complex Problem or Enduring Question

courses may fulfill one Philosophy Core course.

2 courses in Social Science

CSOM students must take ECON1101 Principles of

Economics and one additional Social Science Core course.

2 courses in Theology

One Christian Theology (CT) and one Sacred Texts and

Traditions (STT) course, THEO/PHIL1088–1089 Person and

Social Responsibility I and II (PULSE) (in sequence), THEO/

PHIL1090–1091 Perspectives on Western Culture I and II

(in sequence), or Complex Problem or Enduring Question

Theology courses

1 course in Writing*

* Students for whom English is not their first language have

special options for meeting this requirement.

Registration Procedures

for the Carroll School

We expect Carroll School freshmen to take ﬁve 3- or 4-cred-

it courses each semester with all students registering for

Portico (PRTO1000) in the fall. That is a total of ten courses

in the ﬁrst year.

Of the ten courses to be completed in the freshman year, we

specify four, plus a one-credit Excel course. (You may have

completed one or more of these via AP credit.) Other than

Portico, you may take these courses in either semester, but

we discourage scheduling them all at the same time (e.g.,

taking Writing and Literature in the same semester). The

courses are:

• Portico (PRTO1000)

• Statistical Analysis (BZAN1135)

• the First-Year Writing Seminar (ENGL1010)

• a Core literature course

• Excel for Business Analytics (BZAN1037, 1 credit)

For the remaining courses, you may choose to pursue:

• other elements of the University Core (e.g., Philosophy,

Theology, Natural Science, Arts, History, Cultural Diversity)

• a language course (to build or maintain proﬁciency, or

begin acquisition)

• Principles of Economics (ECON1101)

• Introduction to Business Law (BSLW1021)

• any other course, provided you meet established

prerequisites as noted in the Boston College Catalog

(bc.edu/catalog)

PREPARING FOR A LIBERAL ARTS EDUCATION—CARROLL SCHOOL OF MANAGEMENT

Registration Examples

The following are sample worksheets. Refer also to the sample at the bottom of the Carroll School worksheet on the next page.

Register for Portico as well as Core courses in Writing and/or Literature; otherwise, you may tailor your course selections to ﬁt your

interests. (If you select a science course, consider the challenge of registering for a laboratory-based course.) Refer to the course

descriptions in the Boston College Catalog (bc.edu/catalog), and do not be afraid to choose rigorous courses or to try something

unusual. Remember that you will have an opportunity to discuss your ideas with a faculty advisor during Orientation.

Sample Worksheet #1

Sample registration for a student.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

PRTO1000 Portico

ENGL1010 First-Year Writing Seminar

PHIL1090 Perspectives on Western Culture I

THEO1090 Perspectives on Western Culture I

BZAN1135 Statistical Analysis

PRTO1000 Portico

ENGL1701 Truth-Telling in Literature

HIST1701 Truth-Telling in History

MATH1100 Calculus I

BSLW1021 Intro to Law

BZAN1037 Excel for Business Analytics (1 credit)

Required Course for First-Year Management Students

PRTO1000 Portico (3 credits)

This course is required for all Carroll School students and is

taken in the fall semester of their freshman year.

This is the introductory course for Carroll School of

Management’s first-year students. Topics will include

ethics, leadership, globalization, economic development,

capitalism, innovation, entrepreneurship, vocational dis-

cernment, and the functional areas of business. This will

be an interactive 3-credit seminar, serving as one of the five

courses in the fall semester and fulfilling the ethics require-

ment for the Carroll School. The instructor will serve as

academic advisor during the student’s first year.

Lab Lab

I. PRTO100o Portico

II. ENGL1010 First-Year Writing Seminar

III. PHIL1090 Perspectives on Western Culture I

IV. THEO1090 Perspectives on Western Culture I

V. BZAN1135 Statistical Analysis

PRTO100o Portico

ENGL1701 Truth-Telling in Literature

HIST1701 Truth-Telling in History

MATH1100 Calculus I

BSLW1021 Intro to Law

BZAN1037 Excel for Business Analytics

PRTO1000 Portico

CARROLL SCHOOL OF MANAGEMENT WORKSHEET—SCHOOL REQUIREMENTS

REGISTRATION WORKSHEET: CARROLL SCHOOL OF MANAGEMENT

Guidelines for this worksheet

Check to be sure that you have designated five different courses as preferences and alternates. Please refer to Course Information and

Schedule for more information.

Section I. All Carroll School freshmen register for PRTO1000 Portico in the fall semester.

PREFERENCE:

Course No. Course Title

Section II. List ENGL1010 First-Year Writing Seminar or Literature Core (ENGL1080, ENGL1184, or select Complex Problem and

Enduring Questions Literature Core courses). Students receiving a 4 or 5 on the AP English Language exam are exempt from the

Writing Core. Students receiving a 4 or 5 on the AP English Literature exam are exempt from the Literature Core.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Section III. List a Core or elective, including the course you prefer and an alternate. Note: If you are taking a 6-credit course such as an

Enduring Questions or Complex Problems course, list the ﬁrst number in this section and then the second number in Section IV.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Section IV. List a Core or elective. Note: If you are selecting a science course with lab, list both here.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Section V. Indicate course selection in Statistics, Intro to Law, or a University Core.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Sample Worksheet

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

PREPARING FOR A LIBERAL ARTS EDUCATION—LYNCH SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

LYNCH SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

The Lynch School of Education and Human Development (LSEHD) was found-

ed in 1952 as the ﬁrst co-educational undergraduate college on the Chestnut

Hill campus. Its speciﬁc purpose, to be achieved in a manner consonant with

the broader University goals, is to prepare undergraduate students to serve

diverse populations in a variety of future professional roles including as teach-

ers, administrators, human service providers, psychologists, researchers, policy

analysts, instructional designers, and other roles within business human capital

and talent development, government, NGOs, foundations, and cultural orga-

nizations. Programs are designed to ensure that students receive a liberal arts

education, professional preparation, and specialized coursework and experiences

in their major and minor ﬁeld(s).

Students Entering Lynch School of Education and Human Development Programs

Students in the LSEHD who are elementary or secondary education majors

must successfully complete 120 credits which must include the University

Core curriculum and the elementary or secondary education major. Secondary

education students must also complete an appropriate second major. Students

who are Transformative Educational Studies majors or Applied Psychology and

Human Development majors must successfully complete 120 credits which

must include the University Core curriculum and their major requirements.

The Boston College University Core Curriculum offers an essential liberal arts

foundation that grounds and informs most of the coursework you will explore

during your time at Boston College. Although some students complete much

of the Core by the end of sophomore year, we suggest that you consider Core

course options carefully. The interdisciplinary Complex Problem and Enduring

Question Core courses are available to freshmen only and fulfill up to three

Core requirements.

LSEHD students who wish to enroll in Complex Problem or Enduring Question

Core courses should select them carefully. Some LSEHD major requirements

also satisfy part of the University Core Curriculum, including Social Science,

Cultural Diversity, and Philosophy II. Please consult the pages that follow. At

the conclusion of this section, you will find a worksheet that will help you plan

your course schedule for the fall semester.

PREPARING FOR A LIBERAL ARTS EDUCATION—LYNCH SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

University Core Curriculum

The 15 requirements in the University Core Curriculum are

distributed as follows for LSEHD students. All courses must

be three credits or more and cannot be taken pass/fail.

1 course in Arts

Art History, Studio Art, Film, Music, or Theatre

1 course in Cultural Diversity

LSEHD students take APSY/EDUC1031 Family, School, and

Society or FORM1051 Reimagining School and Society.

2 courses in History

One History I course (pre-1800) and one History II course

(post-1800)

1 course in Literature

Classical Studies, English, Romance Languages and

Literatures, or Eastern, Slavic, and German Studies

1 course in Mathematics

LSEHD students may fulfill this requirement by taking

APSY2217 Statistics for Applied Psychology (required for

Applied Psychology and Human Development major)

or MATH1190 Fundamentals of Math I (required for

Elementary Education major).

2 courses in Natural Science

Biology, Chemistry, Earth and Environmental Sciences,

Environmental Studies, or Physics

2 courses in Philosophy

One Philosophy I course and one Philosophy II course,

PHIL1070–1071 Philosophy of the Person I and II (in

sequence), PHIL/THEO1088–1089 Person and Social

Responsibility I and II (PULSE) (in sequence), or PHIL/

THEO1090–1091 Perspectives on Western Culture I and

II (in sequence), Complex Problem or Enduring Question

courses may fulfill one Philosophy Core course. FORM1050

The Educational Conversation satisfies the Philosophy II

Core course for LSEHD students.

2 courses in Social Science

LSEHD students can fulﬁll this requirement by taking

APSY/EDUC1030* Child Development and either APSY/

EDUC1031* Family, School and Society or FORM1051

Reimagining School and Society.

2 courses in Theology

One Christian Theology (CT) and one Sacred Texts and

Traditions (STT) course, THEO/PHIL1088–1089 Person and

Social Responsibility I and II (PULSE) (in sequence), THEO/

PHIL1090–1091 Perspectives on Western Culture I and II

(in sequence), or Complex Problem or Enduring Question

Theology courses

1 course in Writing†

* Students who plan to major in either Elementary Education or Secondary

Education should register under the EDUC prefix for EDUC1030 Child

Development and EDUC1031 Family, School, and Society, when they take

these courses. See course options under each major.

Students who only declare Applied Psychology and Human Development as

their primary Lynch School major should register under the APSY prefix for

APSY1030 Child Development and APSY1031 Family, School, and Society.

† Students for whom English is not their first language have special

options for meeting this requirement.

Majors and Minors for Students

in the Lynch School of Education

and Human Development

All students in LSEHD pursuing an Elementary Education

major leading to state endorsement for certiﬁcation are not

required to declare a second major or minors; however, many

students declare a second major in a Lynch School interdis-

ciplinary major such as: American Heritages, Mathematics/

Computer Science, Perspectives on Spanish America, or

a major in Transformative Educational Studies, Applied

Psychology and Human Development, or in one subject

discipline in the Morrissey College. For those declaring a

Secondary Education major, students must choose a specific

second major through MCAS. Those majors include: Biology,

Chemistry, English, Environmental Geosciences, History,

Mathematics, and Physics. This requirement is a result of

Massachusetts regulations for certiﬁcation and will cover all

students who apply for teacher certiﬁcation in Massachusetts.

Students who are pursuing Transformative Educational

Studies or Applied Psychology and Human Development as

their primary major are not required to undertake a second

major or minor; however, many declare and complete second

majors and minors. The minimum number of credits accept-

able for most minors is 18, which may include applicable BC

Core courses. Students are encouraged to consider a Lynch

interdisciplinary major or specialized minor.

PREPARING FOR A LIBERAL ARTS EDUCATION—LYNCH SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

Speciﬁc acceptable areas of study for both majors and minors

are listed in the Boston College Catalog (bc.edu/catalog).

Direct inquiries to the Office for Undergraduate Student

Programs, 617-552-4204, [email protected].

Registration Procedures

• All students select ENGL1010 First-Year Writing Seminar

(FWS) or a Core Literature course. Students receiving AP

credit for the English Language exam and/or English Liter-

ature exam should refer to the list of acceptable Advanced

Placement scores located in this workbook.

• ERAL1100–1112 First-Year Experience, Reﬂection, Action—

Fall and Spring is a two-semester, 3-credit graded course (1

credit in fall and 2 credits in spring) that is taken as a “sixth”

course and is a requirement for all ﬁrst-year LSEHD students.

All ﬁrst-year LSEHD students will learn more about the

course during their group Orientation advisement session.

• Major sequence as outlined below.

• Students who have not declared a major and are listed as

Undeclared should follow the course requirements listed for

Transformative Educational Studies or Applied Psychology

and Human Development major(s).

Elementary Education

Students should enroll in EDUC1030 Child Development.

This course will also satisfy one Social Science requirement.

In the spring, students should enroll in EDUC1031 Family,

School, and Society. This course will satisfy one Social

Science and the Cultural Diversity requirement. Students

may also elect to begin the sequence for their second major,

if applicable.

Secondary Education

Students can elect to enroll in either FORM1050 The

Educational Conversation (Philosophy II Core) or

EDUC1030 Child Development (Social Science Core) in

the fall. In the spring, students should enroll in EDUC1031

Family, School, and Society (Social Science and Cultural

Diversity) or FORM1051 Reimagining School and Society

(Social Science and Cultural Diversity). Students may also

elect to begin the sequence for the desired second major.

In particular, students declaring a major in mathematics

or the sciences should strongly consider beginning those

majors in the first year. Students may prepare to teach

in the following disciplines: biology, chemistry, English,

environmental geoscience, history, mathematics, physics.

Students pursuing these majors should follow the require-

ments set by the specific Department in the Morrissey

College section of this workbook. NB: The requirements

for either English or history majors, with a Secondary

Education major, are slightly different from those for

non-Secondary Education English and history majors.

Transformative Educational Studies

Students should enroll in FORM1050 The Educational

Conversation. This course will also satisfy Philosophy II

Core requirement. In the spring, students should enroll in

FORM1051 Reimagining School and Society. This course

will satisfy one Social Science and the Cultural Diversity

requirement. This major does not require a second major

or minor, but students may elect to begin the sequence for

a second major or for minor(s).

Applied Psychology and Human Development

Students should enroll in APSY1030 Child Development.

This course will also satisfy one Social Science require-

ment. In the spring, students should enroll in APSY1031

Family, School, and Society. This course will satisfy one

Social Science and the Cultural Diversity requirement.

This major does not require a second major or minor,

but students may elect to begin the sequence for a second

major or for minor(s).

It is recommended that students choose one of the follow-

ing options: (1) the History BC Core during the first year

and the Philosophy and Theology sequence BC Core during

the sophomore year; or (2) Philosophy and Theology in the

first year and the History BC Core in the sophomore year.

Students who plan to major in History are encouraged to

enroll in the History BC Core during freshman year.

Courses for Lynch Students

All first-year students in LSEHD must register for

FORM1050 The Educational Conversation (3 credits) or

EDUC/APSY1030 Child Development (3 credits).

Students will also register for ERAL1100 First-Year

Experience, Reflection, Action (fall) for a minimum of 16

credits in the fall semester.

ERAL1100 First-Year Experience, Reﬂection, Action (1 credit for

the fall semester and 2 credits for the spring semester)

As part of the ERAL1100–1112 First-Year Experience,

Reflection, Action (ERA), first-year students meet with

PREPARING FOR A LIBERAL ARTS EDUCATION—LYNCH SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

instructors for one 90-minute session each week to discuss

topics of academic, individual and formative development

discernment, design-thinking tools and processes, critical

decision-making, college adjustment, human and material

resources and supports, course and program require-

ments, and research topics in Transformative Educational

Studies, Applied Psychology, and Human Development

and Teacher Education areas. The ERA First-Year Program

is for first-year Lynch students only and is required in both

the fall and spring semesters for a total of 3 credits.

REGISTRATION WORKSHEET: LYNCH SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

I. FORM1050 or EDUC/APSY1030 The Educational Conversation or Child Development (3 credits)

II. ENGL1010 or ENGL1080 First-Year Writing Seminar (3 credits) or Literature Core (3 credits)

III.

IV.

VI. ERAL1100 First-Year Experience, Reflection, Action—Fall (1 credit for fall semester)

FORM1050 or EDUC/APSY1030 The Educational Conversation or Child Development

ERAL1100 First-Year Experience, Reflection, Action—Fall

Guidelines for this worksheet

Be sure that you have designated five different 3-credit courses (plus labs where appropriate) in addition to 1-credit ERAL1100 First-Year

Experience, Reflection, Action in your plan. You may also note preferences and alternatives. Please refer to Course Information and

Schedule for more information.

Section I. All LSEHD first-years must register for FORM1050 or EDUC/APSY1030. Please refer to requirements for each major.

PREFERENCE:

Course No. Course Title

Section II. Students receiving a 4 or 5 on the AP English Language exam are exempt from the Writing Core. Students receiving a 4 or 5

on the AP English Literature exam are exempt from the Literature Core. If you do not need to take the English Core freshman year, then

list a preferred alternative Core course.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Section III. If your prospective major specifies a required course, list it here (with a lab if the course requires one). Otherwise, list a

preferred and alternate Core course.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Section IV. Select a preferred and alternate Core course.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Section V. Select a preferred and alternate Core course.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Sample Worksheet

PREFERENCE:

Course No. Course Title

Section VI. All LSEHD first-years register for ERAL1100. This course is required in addition to the five 3-credit course requirements.

PREFERENCE:

Course No. Course Title

LYNCH SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT WORKSHEET—SCHOOL REQUIREMENTS

PREPARING FOR A LIBERAL ARTS EDUCATION—CONNELL SCHOOL OF NURSING

CONNELL SCHOOL OF NURSING

Founded in 1947, the Boston College Connell School of Nursing was the first

day school at Boston College to admit women. Its program of study leads to a

Bachelor of Science degree and eligibility to take the national examination for

licensure as a registered nurse (R.N.).

To be eligible for graduation, students must successfully complete the courses

that comprise the curriculum, including the required University Core courses,

nursing requirements, and electives. Students are required to earn a minimum

of 117 credits for graduation. For registration guidelines, reference the Connell

School of Nursing Worksheet on page 33.

PREPARING FOR A LIBERAL ARTS EDUCATION—CONNELL SCHOOL OF NURSING

University Core Curriculum

The 15 requirements in the University Core Curriculum, plus

two additional courses in Natural Science required for CSON

students, are distributed as follows. All courses must be three

credits or more and cannot be taken pass/fail. It is strongly

advised that students take Philosophy or Theology early in

their plan of study.

1 course in Arts

Art History, Studio Art, Film, Music, or Theatre

1 course in Cultural Diversity

The CSON curriculum satisfies the Cultural Diversity

requirement.

2 courses in History

One History I course (pre-1800) and one History II course

(post-1800)

1 course in Literature

Classical Studies, English, Romance Languages and

Literatures, or Eastern, Slavic, and German Studies

1 course in Mathematics

CSON students must take MATH1180 Principles of Statistics

for the Health Sciences (spring).

4 courses in Natural Science

ADBI1130/1131 Anatomy and Physiology I, ADBI1132/1133

Anatomy and Physiology II, CHEM1161/1163 Life Science

Chemistry, BIOL2200/2210 Microbiology

2 courses in Philosophy

One Philosophy I course and one Philosophy II course,

PHIL1070–1071 Philosophy of the Person I and II (in

sequence), PHIL/THEO1088–1089 Person and Social

Responsibility I and II (PULSE) (in sequence), or PHIL/

THEO1090–1091 Perspectives on Western Culture I and

II (in sequence), Complex Problem or Enduring Question

courses may fulfill one Philosophy Core course.

2 courses in Social Science

CSON students must take NURS2122 Nursing Assessment

Theory and NURS4264 Role of Professional Nurse

(NURS4264).

2 courses in Theology

One Christian Theology (CT) and one Sacred Texts and

Traditions (STT) course, THEO/PHIL1088–1089 Person and

Social Responsibility I and II (PULSE) (in sequence),

THEO/PHIL1090–1091 Perspectives on Western Culture

I and II (in sequence), or Complex Problem or Enduring

Question Theology courses

1 course in Writing*

* Students for whom English is not their first language have special

options for meeting this requirement.

Program for Students Entering

the Connell School of Nursing

First Semester Credits

Life Science Chemistry with lab 4

Anatomy and Physiology I with lab 4

Core Program (Theology or Philosophy)* 3

Core Program (Writing or Literature)* 3

Nursing Professional Development Seminar 1

Second Semester Credits

Mathematics—Principles of Statistics

for Health Sciences 3

Anatomy and Physiology II with lab 4

Core Program (Theology or Philosophy)* 3

Core Program (Writing or Literature)* 3

Introduction to Professional Nursing 2

* Other Core or elective courses may be substituted in certain situations

(e.g., the student has AP credits or wishes to continue foreign language

study, or the student wishes to enroll in PULSE or Perspectives).

Faculty Advisement

During Orientation, you will meet with a faculty member

from the Connell School of Nursing who will assist you with

registration for the fall. In August, you will be assigned an

advisor who will guide you through the Nursing Program.

If you have any questions, call the Boston College Connell

School of Nursing at 617-552-4925 and the undergraduate

office staff will assist you.

On page 33, you will find the Registration Worksheet:

Connell School of Nursing that will help you plan your

course schedule for the fall semester.

PREPARING FOR A LIBERAL ARTS EDUCATION—CONNELL SCHOOL OF NURSING

Courses for Connell School of

Nursing Students

BIOL1300 Anatomy and Physiology I

Continues in second semester

Corequisite: BIOL1310

An intensive introductory course designed to bring out the

correlations between the structure and functions of the var-

ious body systems. Each system discussed is treated from

microscopic to macroscopic levels of organization.

BIOL1310 Anatomy and Physiology Laboratory I

Continues in second semester

Laboratory exercises are intended to familiarize students

with the various structures and principles discussed in

BIOL1300 through the study of anatomical models, phys-

iological experiments, and limited dissection. One 2-hour

laboratory period each week is required.

CHEM1161 Life Science Chemistry

Corequisite: CHEM1163

This course introduces basic chemical principles in prepa-

ration for a discussion of the chemistry of living systems

that forms the major part of the course. Organic chemical

concepts will be introduced as necessary, and applications

will be made whenever possible to physiological processes

and disease states that can be understood in terms of their

underlying chemistry.

CHEM1163 Life Science Chemistry Laboratory

Laboratory required of all students enrolled in CHEM1161.

One 3-hour period per week.

NURS1010 Professional Development Seminar

This seminar will introduce freshman nursing students to

the college culture and to the profession of nursing. Small

group sessions led by upperclass nursing students will pro-

vide opportunities for networking and information sharing

about relevant personal, professional, and social topics.

One hour per week.

CONNELL SCHOOL OF NURSING WORKSHEET—SCHOOL REQUIREMENTS

BIOL1300 Anatomy and Physiology I

BIOL1310 Anatomy and Physiology Lab I

I. CHEM1161 Life Science Chemistry

Ia. CHEM1163 Life Science Chemistry Lab

Ib. CHEM1165 Life Science Chemistry Discussion

II. BIOL1300 Anatomy and Physiology I

IIa. BIOL1310 Anatomy and Physiology Lab I

III. PHIL1090 Perspectives on Western Culture I

IV. THEO1090 Perspectives on Western Culture I

V. NURS1010 Professional Development Seminar

THEO1402 God, Self, and Society

ENGL1010 First Year Writing Seminar

CHEM1161 Life Science Chemistry

CHEM1163 Life Science Chemistry Lab

REGISTRATION WORKSHEET: CONNELL SCHOOL OF NURSING

Guidelines for this worksheet

Please check your worksheet carefully. Please refer to Course Information and Schedule for more information.

Section I (Ia). List CHEM1161 and CHEM1163 Life Science Chemistry and Lab.

PREFERENCE:

Course No. Course Title

Section II (IIa). List BIOL1300 and BIOL1310 Anatomy and Physiology and Lab.

PREFERENCE:

Course No. Course Title

Section III. In this section and Section IV, list your choices for Core classes. Students should prioritize First-Year Writing Seminar,

Literature, Theology, and Philosophy.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Section IV. See instructions above in Section III.

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

Sample Worksheet

PREFERENCE: ALTERNATE:

Course No. Course Title Course No. Course Title

PREPARING FOR ORIENTATION—ADVANCED PLACEMENT UNITS

PREPARING FOR ORIENTATION

Advanced Placement Units

There are a number of ways to earn advanced placement units at Boston College including qualifying scores on College Board Advanced

Placement (AP) exams, International Baccalaureate exams, British A Level exams, French Baccalaureate exams, as well as results from the

German Abitur, the Swiss Maturité, and the Italian Maturità. Official results from all testing should be sent to the Office of Transfer Admission

for evaluation. Qualifying scores will be assigned advanced placement units as outlined briefly below and detailed at bc.edu/advancedplacement.

Advanced Placement

Examination

Exam

Score

Minimum

Advanced

Placement

Units

Requirements

Fulfilled*

Art History

4 3 Arts Core

Biology

4 6 2 Natural Science Core

Calculus AB (or AB

subscore)

4 3 Math Core/MATH1100 or

MATH1102 course equivalent

Calculus BC

4 6 1 Math Core/MATH1100,

MATH1101, MATH1102, or

MATH1103 course equivalent

Chemistry

4 6 2 Natural Science Core

Chinese Language

and Culture

4 6 2 Slavic Language Electives &

Language Proficiency

Computer Science

(A or Principles)

N/A N/A Students must consult with

the department to determine

if any placement within the

major is appropriate.

**Economics (Micro)

4 3 1 Social Science Core/No

placement for ECON1101

**Economics (Macro)

4 3 1 Social Science Core/No

placement for ECON1101

English Language

4 3 Writing Core

English Literature

4 3 Literature Core

Environmental

Science

4 3 1 Natural Science Core

European History

4 6 History Core I and History

Core II

French Language and

Culture

Demonstrates Language

Proficiency

1 Romance Language Elective

& Language Proficiency

German

4 6 Demonstrates Language

Proficiency

U.S. Government

and Politics

4 3 1 Social Science Core

Comparative

Government and

Politics

4 3 1 Social Science Core

Human Geography N/A N/A No BC equivalent

Italian Language and

Culture

Demonstrates Language

Proficiency

1 Romance Language Elective

& Language Proficiency

Japanese Language

and Culture

4 6 2 Slavic Language Electives &

Language Proficiency

College Board Advanced Placement (AP)

Advanced Placement

Examination

Exam

Score

Minimum

Advanced

Placement

Units

Requirements

Fulfilled*

Latin 4 6 2 Classical Language

Electives & Language

Proficiency

Music Theory 4 3 Arts Core

Physics 1 4 3 1 Natural Science Core

Physics 2 4 3 1 Natural Science Core

Physics C: Electricity

and Magnetism

Physics C: Mechanics

1 Natural Science Core

Precalculus N/A N/A No BC equivalent

Psychology 4 3 1 Social Science Core^

Research N/A N/A No BC equivalent

Seminar N/A N/A No BC equivalent

Spanish Language/

Literature and

Culture

Demonstrates Language

Proficiency

1 Romance Language Elective

& Language Proficiency

Statistics 5 3 Fulfills Business Statistics

Requirement for CSOM

students

Studio Art 4 3 1 Fine Art Elective

U.S. History 4 6 Units included when

students apply for Advanced

Standing. No University

Core/department placement

earned.

World History 4 6 History Core I and History

Core II

* Advanced placement elective units cannot be used to fulfill the four Arts and Sciences

electives required for CSOM, but can count toward the 30 units required to be eligible to apply

for advanced standing. Electives do not count toward the degree in any other scenario because

Advanced Placement Units are generally used for placement only—not credit. Advanced

placement units will not fulfill the six elective credits required for CSON students. CSON

students fulfill their Natural Science and Mathematics Core Curriculum requirements through

coursework taken during their freshman year. Therefore, qualifying exam scores cannot be

used to fulfill those requirements for nursing students.

**Beginning with students entering the Spring 2022 term and later, a qualifying score in

both Macroeconomics and Microeconomics earns placement for ECON1101 Principles of

Economics, which fulfills 1 Social Science Core. Students with qualifying scores in both

Macroeconomics and Microeconomics would still need to satisfy the second Social Science

Core requirement.

^ Please consult with the Psychology and Neuroscience Department to determine how

placement toward the major is appropriate.

PREPARING FOR ORIENTATION—INTERNATIONAL BACCALAUREATE

International Baccalaureate

Each score of 6 or 7 on Higher Level exams will earn advanced placement units and will generally satisfy a corresponding Core

requirement. For further details, visit bc.edu/advancedplacement.

International

Baccalaureate

Examination

Exam

Score

Advanced

Placement

Units

Requirements

Fulfilled*

Dance N/A N/A N/A

Film 6/7 3 1 Arts Core

Music 6/7 3 1 Arts Core

Theatre 6/7 3 1 Arts Core

Visual Arts 6/7 3 1 Arts Core

Arts

International

Baccalaureate

Examination

Exam

Score

Advanced

Placement

Units

Requirements

Fulfilled*

Business and

Management

N/A N/A N/A

Economics 6/7 3 1 Social Science Core/For

Economics majors/minors,

will also satisfy Principles of

Economics (ECON1101).

Geography N/A N/A N/A

Global Politics 6/7 3 1 Social Science Core

History of the

Americas

6/7 6 History Core I and II

History of Asia and

Oceania

6/7 6 History Core I and II

History of Europe 6/7 6 History Core I and II

Information

Technology in a

Global Society

N/A N/A N/A

Islamic History 6/7 3 No Core/History Elective

Philosophy 6/7 3 1 Philosophy Core

Psychology 6/7 3 No Core/1 Psychology Elective

Social and Cultural

Anthropology

6/7 3 1 Social Science Core

World Religion 6/7 3 1 Theology Elective

Individuals and Societies

International

Baccalaureate

Examination

Exam

Score

Advanced

Placement

Units

Requirements

Fulfilled*

Analysis and

Approaches

6/7 3 1 Math Core

Applications and

Interpretations

6/7 3 1 Math Core

Mathematics 6/7 3 1 Math Core

Further

Mathematics

6/7 3 1 Math Core

Mathematics

International

Baccalaureate

Examination

Exam

Score

Advanced

Placement

Units

Requirements

Fulfilled*

English A

Language and

Literature

6/7 3 Writing and Literature Core

English A

Language

6/7 3 Writing Core

English B

Language

N/A N/A N/A

Foreign Language 6/7 6 MCAS Language Proficiency

Modern Classical

Language

6/7 6 MCAS Language Proficiency

Language

* IB elective units cannot be used to fulfill the four arts and sciences electives required for

CSOM, but can count toward the 30 units required to be eligible to apply for advanced standing.

Electives do not count toward the degree in any other scenario because IB Units are generally

used for placement only, not credit.

^ Students interested in the Computer Science major must consult with the Computer Science

department to determine if these electives can in any way apply to the major.

Sports, Exercise & Health Science IB is not recognized by Boston College.

Sciences

International

Baccalaureate

Examination

Exam

Score

Advanced

Placement

Units

Requirements

Fulfilled*

Biology 6/7 6 2 Natural Science Core

Chemistry 6/7 6 2 Natural Science Core

Computer Science 6/7 3 1 Computer Science Elective^

Design Technology N/A N/A N/A

Environmental

Systems

6/7 3 1 Natural Science Core

Physics 6/7 6 2 Natural Science Core

PREPARING FOR ORIENTATION—BRITISH A LEVELS

British A Levels

A Level Examination Exam Score Advanced Placement Units Requirements Fulfilled

Accounting N/A N/A N/A

Ancient History A/B/C 3 History Core I

Art and Design N/A N/A N/A

Art History A/B/C 3 1 Arts Core

Art (Fine Art) A/B/C 3 1 Arts Core

Astronomy A/B/C 3 1 Natural Science Core

Biology A/B

2 Natural Science Core

1 Natural Science Core

Business N/A N/A N/A

Business Studies N/A N/A N/A

Chemistry A/B

2 Natural Science Core

1 Natural Science Core

Computer

Science

A/B/C 3 Students must consult with the department to

determine if any placement within the major is

appropriate.

Economics A/B

1 Social Science Core/Placement for ECON1101

1 Social Science Core

English Language A/B/C 3 Writing Core only

English Literature A/B/C 3 Literature Core only

Film Studies A/B/C 3 1 Arts Core

Geography N/A N/A N/A

History A/B/C 6 History Core I and II

Islamic Studies N/A N/A N/A

Languages other than English A/B/C 3 1 Foreign Lang. elective/Language proficiency

Maths/Further Maths A/B

1 Math Core/1 Math elective

1 Math Core

Music N/A N/A N/A

Photography N/A N/A N/A

Physics A/B

2 Natural Science Core

1 Natural Science Core

Psychology A/B/C 3 1 Psychology Core

Religious Studies A/B/C 3 1 Theology Core

Sociology A/B/C 3 1 Social Science Core

Statistics N/A N/A N/A

Theatre Studies A/B/C 3 1 Arts Core

There are other A level courses offered that do not apply to a degree at Boston College. If the course is not listed here, no advanced placement

units can be earned.

PREPARING FOR ORIENTATION—ADVANCED STANDING

French Baccalaureate

• Scores of 14 or higher* will be considered for a maximum

of six credits for each 12th grade Spécialité subject.

• A minimum score of 12* for each 12th grade Spécialité

subject will be considered for a maximum of three credits.

• Students completing the French Baccalaureate with

International Option (OIB) may earn advanced placement

units in English and history for corresponding exam scores.

• Scores below 10 do not qualify.

• Units may be used to fulﬁll corresponding University Core

or major requirements.

*Advanced Placement is based on the French Baccalaureate exam results

and is considered in the context of departmental review. Boston College

reserves the right to change this policy, as is determined by campus

administrators.

Italian Maturità

For students who earn an exam score of 70 or higher on the

final exam, advanced placement units will be awarded only

for subjects in which the written exam was taken (no place-

ment for oral exams) and the average score for the final exam

over the last two years is 7 or higher. No advanced placement

units can be earned for English.

German Abitur

Placement will be considered for the four subjects scored in

the Abitur final exams. For two subjects listed as the “main

subject,” scores of 10 or higher will earn 6 advanced place-

ment units in corresponding subject areas. For two additional

“basic courses” with scores of 10 or higher, 3 advanced place-

ment units will be earned in corresponding subject areas. No

advanced placement units can be earned for English.

Swiss Maturité

Advanced placement units can be earned for exam scores of 4 or

better. No advanced placement units can be earned for English.

College Courses Taken During

High School

Advanced placement units can be earned for college courses

taken during high school according to the following guidelines:

Students enrolled in courses designated as “college courses”

that are taken at the high school with a high school teacher

may only earn advanced placement units if corresponding

College Board AP exams are taken and qualifying scores are

earned. A college transcript alone cannot be used to earn

advanced placement units for these courses.

College coursework taken on a college campus with a college

professor and with other college students either during the aca-

demic year or over the summer may be evaluated for advanced

placement units. Only courses that are deemed equal in depth

and breadth to coursework taught at Boston College and are

being used to supplement high school coursework (and not to

fulfill high school requirements) will be considered.

Each 3 or 4 credit course with a grade of B or better will earn

3 advanced placement units. Students will still be required

to take the full 120 credits necessary for graduation, unless

they have the equivalency of 30 credits, in which case they

may qualify for Advanced Standing and would be eligible to

graduate from Boston College in 3 years. College transcripts

for these courses as well as the verification form signed by a

high school administrator should be submitted to the Office

of Transfer Admission by August 1. Students who enroll at a

local college to satisfy high school graduation requirements

are not eligible for advanced placement units unless they take

the corresponding College Board AP exams and earn

qualifying scores.

Advanced Standing

Students who earn a total of 30 advanced placement units

may be eligible for Advanced Standing and have the option

to complete their undergraduate studies in three years.

Students interested in this option should be in touch with

their Dean following completion of their first semester at BC.

No decision on Advanced Standing will be made prior to this

time. Students seeking Advanced Standing must be able to

complete all degree requirements by the proposed graduation

date and be approved for Advanced Standing by the Dean

before the start of the third year of undergraduate study.

PREPARING FOR ORIENTATION—LANGUAGE PROFICIENCY REQUIREMENT

PREPARING FOR ORIENTATION

Language Proficiency Requirement

The study of language, literature, and culture other than one’s own enables the Jesuit-educated student to appreciate the world bet-

ter, to seek commonalities, and honor cultural differences. Therefore, students in the Morrissey College of Arts and Sciences will

demonstrate intermediate-level proficiency in a foreign or classical language in order to graduate from Boston College. Intermediate

proficiency is defined as completing the fourth semester of a language. Students continuing a language previously studied will take

one to four courses, depending on their placement. First-year students should begin/complete the language requirement during

their first semester.

The Advanced Placement (AP) test scores below demonstrate intermediate-level proficiency at Boston College.

Subject AP Score

Chinese 4

French 3

German 4

Italian 3

Japanese 4

Korean N/A

Latin 4

Modern Hebrew N/A

Spanish 3

Other Exams and Exam Score Minimums

• British A levels: Languages other than English A/B/C levels

• International Baccalaureate: Higher level foreign or

modern classical language 6 or 7

• General Certiﬁcate of Education: German A level

• DELE exams (Diplomas de Español como Lengua

Extranjera): B1 or higher level

• Successful demonstration of native proﬁciency by

documentation. Documentation of native proﬁciency

ordinarily assumes evidence of post-elementary school

education in the native language.

Fulfillment of the proficiency requirement by the

examinations listed above does not confer course credit.

Course Work Meeting Language Proﬁciency Requirement

• Successful completion of the second semester of an

intermediate-level Boston College modern or classical

language course

• Successful completion of one Boston College modern or

classical language course beyond the intermediate level

Students may not take foreign language courses on a pass/

fail basis until they have completed the university’s language

proficiency requirement. Language courses will count as

Morrissey College of Arts and Sciences electives. Students

with documented learning disabilities may be exempt from

the foreign language requirement and should consult with the

Connors Family Learning Center (bc.edu/connors).

If you have taken the AP Test but have not yet received your score, take the placement test and register for the course recommended

when you complete the test. When you receive the AP score, you may make necessary changes. If you have questions, speak with

the language advisor at your registration session.

PREPARING FOR ORIENTATION—PLACEMENT AND PROFICIENCY TESTING INFORMATION FOR FOREIGN LANGUAGES

Placement and Proficiency

Testing Information for

Foreign Languages

Students who need to fulfill the MCAS foreign language

proficiency requirement (Intermediate II or equivalent)

should enroll beginning with their first semester, or they may

risk not graduating. Language courses will be more challeng-

ing the longer one waits to complete the requirement. All

language placement exams will need to be completed prior to

your arrival for summer Orientation and registration.

Students will note their plan to fulfill the language proficiency

requirement prior to Orientation, and will be contacted by the

relevant academic department with specific information on

placement. Students should closely monitor their BC email.

Students who are beginning the study of a new language

should register for the Elementary I course. Students who are

continuing the study of a language may need a placement test

to determine the appropriate level. Placement tests are con-

ducted, in the appropriate foreign language departments, for

a number of foreign languages, including, but not limited to

Arabic, Bulgarian, Mandarin Chinese, French, Greek (Classical

or Modern), Japanese, Korean, Latin, Russian, and Spanish.

Information on placement tests, including who to reach out

to schedule an exam, is available on the Degree Requirements

web page of the Academic Advising Center website: www.

bc.edu/bc-web/schools/mcas/undergraduate/advising/

degree-requirements/. Online placement exams are offered for

some languages, including Latin.

Placement Guidelines for French

AP Language Exam Score

or Language Experience

Course

4 or 5

Consult Professor Andréa Javel

([email protected])

3 FREN2209 CCRI (French)

Less than 3

Take online placement test

(instructions to follow)

Did not take AP

Language Exam

Take online placement test

(instructions to follow)

Never studied French FREN1009 Elementary

Placement Guidelines for Italian

There is no placement test for Italian. General guidelines are

below.

AP Language Exam Score

or Language Experience

Course

4 or 5 ITAL2213 CCRI (Italian)

3 ITAL2213 CCRI (Italian)

4+ years of high school Italian ITAL2213 CCRI (Italian)

2 years of college-level Italian ITAL2213 CCRI (Italian)

3–4 years of high school Italian ITAL1113 Intermediate Italian

1 year of college-level Italian ITAL1113 Intermediate Italian

2–3 years of high school Italian ITAL1004 Elementary Italian 2

Less than 1 year of high school Italian ITAL1003 Elementary Italian

Never studied Italian ITAL1003 Elementary Italian

Placement Guidelines for Spanish

AP Language

Exam Score

or Language

Experience

IBLE Score

or Language

Experience

Course

5 N/A SPAN3392 Advanced Spanish

6/7 higher

level

SPAN2215 CCRI

3 N/A

Take placement test if you wish to

continue further studies in Spanish

Less than 3 N/A

Take placement test

(instructions to follow)

Did not take AP

Language Exam

Did not take

IBLE

Take placement test

(instructions to follow)

Never studied Spanish SPAN1015 Elementary Spanish I

Native or heritage speaker Consult department ([email protected])

PREPARING FOR REGISTRATION—INTRODUCTION

PREPARING FOR REGISTRATION

Academic planning and registration may seem intimidating,

but Boston College has many resources to help you make

informed decisions. You will receive specific instructions

about registration during Orientation, but before your ses-

sion, you should spend some time reviewing this workbook,

the Boston College Catalog (bc.edu/catalog), and the various

websites listed below.

• Carroll School of Management: bc.edu/csom

Connell School of Nursing: bc.edu/nursing

Lynch School of Education and Human Development:

bc.edu/lynch

Morrissey College of Arts and Sciences: bc.edu/mcas

• For the Core Curriculum, please visit bc.edu/core.

You can browse the online catalog at bc.edu/catalog for degree,

major, minor, and concentration requirements. You may also

want to search Course Information and Schedule available on

the Student Services website at bc.edu/courses for the upcom-

ing semester’s course offerings, including the course number,

title, instructor, day, time, and location. For information about

Advanced Placement,International Baccalaureate, etc., please

visit bc.edu/advancedplacement.

The University’s staff is also available should questions arise.

• The Academic Advising Center, located in Stokes Hall

South Room 132, is a place where all ﬁrst-year and pre-ma-

jor Morrissey College of Arts and Sciences students can get

academic advice and guidance. All ﬁrst-year students are

assigned to a pre-major advisor for the academic year. The

Academic Advising Center website is bc.edu/aac, and the

email address is [email protected].

• During Orientation, new Carroll School students will be

assisted by their ﬁrst-year Portico instructors and the advis-

ing sta of the Undergraduate Dean’s Oce. During the

academic year, the Portico instructor will be the students’

primary academic advisor, but additional help is available in

the Undergraduate Dean’s Oce.

• Lynch School of Education and Human Development

students may contact the Oce of Undergraduate Student

Services at 617-552-4204 or by email at [email protected].

• Connell School of Nursing students will be assisted by a

faculty member during their Orientation session and will

be assigned an advisor in September who will guide them

through their program.

• Your dean will present you with an overview of your school,

its philosophy, and its requirements during your summer

Orientation session.

• Your Orientation leader is a trained peer advisor who is

always ready to answer any questions or address a concern.

• Academic advisors will be available to help you choose

classes for registration.

In certain designated sections of Perspectives in Western

Culture I and II (PHIL1090–1091/THEO1090–1091) and the

First-Year Writing Seminar (ENGL1010), which are listed in

Course Information and Schedule, the professor is also the

academic advisor for MCAS students and will meet with them

regularly to discuss their course of studies.

In all sections of The Courage to Know (UNCS2201) and

First-Year Topic Seminars (UNCS2245), instructors serve as

the MCAS students’ academic advisors for the entire first year.

In all sections of Portico (PRTO1000), required for CSOM

students, instructors serve as their students’ academic

advisors.

First-Year Experience, Reflection, Action (EDUC1100) and

Professional Development Seminar (NURS1010) are required

small group sessions for LSEHD and CSON students respec-

tively to discuss college adjustment, course and program

requirements, and career plans.

PREPARING FOR REGISTRATION—FREQUENTLY ASKED QUESTIONS

Frequently Asked Questions

Can I only register for Core courses?

Most first-year students enroll in several Core courses, but you

should also consider a course in your prospective major or an

elective. When doing so, please consult with your faculty advi-

sor or academic administrator to make sure there are no pre-

requisites. For more information, please visit bc.edu/core.

How do I fulﬁll the Cultural Diversity Core requirement?

The Cultural Diversity requirement may be fulfilled by an

approved course taken to fulfill a Core, a major or minor

requirement, or an elective. Engaging Difference and Justice

and Difference, Justice, and the Common Good courses

satisfy the Cultural Diversity requirement and can be found

on the Core website. As an integral part of a liberal arts edu-

cation in the twenty-first century, Cultural Diversity courses

challenge students to envision societies in which all can

flourish in freedom, integrity, and fullness of life.

CSON students will fulfill the requirement through the

nursing curriculum.

What if I want to transfer to another school within the

University?

Students may apply for internal transfer to the Connell

School of Nursing, the Lynch School of Education and

Human Development, and the Carroll School of Management

at the end of their freshman year. Students must have com-

pleted their first two semesters at Boston College. Enrollment

is limited, and internal transfer may not be possible.

Students may apply for internal transfer to the Morrissey

College of Arts and Sciences after completing the first

semester of their freshman year.

Students should be in good academic standing (some schools

may require a 3.0 GPA; the Carroll School of Management

requires a 3.4 GPA). All students must complete at least

three (four in LSEHD and CSON) semesters of full-time

study after the transfer.

Applications must be submitted to the Associate Dean by the

last class day of each semester. Morrissey College of Arts and

Sciences applications should be submitted to Associate Dean

Treseanne Ainsworth.

Applicants who wish to transfer to the Connell School of

Nursing should reach out to the Associate Dean to discuss

requirements and course sequencing. The only access point

for transferring into CSON is the start of sophomore year.

Internal transfer applications are due in March for a fall start.

Please note there are several prerequisites students must

complete in order to be admitted. Students should contract

[email protected] for more inquiries about transferring into

CSON. It is recommended that students reach out by the

end of their first semester for academic planning required to

complete prerequisites.

Will I have to register again for the spring semester?

During your Orientation session, you will register only

for your fall semester courses. You will register again in

November for your spring semester courses. Courses that con-

tinue through the second semester will appear automatically

on your spring registration.

Where do I go if I have questions about Advanced Placement

or International Baccalaureate credit?

For additional information on Advanced Placement or

International Baccalaureate credit, please call the Office of

Undergraduate Admission at 617-552-3100.

What is a degree audit, and where do I get one?

The degree audit lists your minimum degree and major

requirements and matches those courses that you have com-

pleted or have registered for against these requirements. You

can access your degree audit via the Agora Portal. See the

Student Degree Audit Guide available at bc.edu/eastudent

(user authentication required).

How do I locate faculty and speciﬁcally my faculty advisor?

In August, you will be assigned a faculty advisor. Faculty

e-mail addresses are listed online at bc.edu/myservices under

Directory Search.

How do I drop or withdraw from a course?

For the 2024–2025 academic year, students may, with the

permission of their dean, drop a course no later than Monday,

September 30, 2024 for the fall semester and Monday,

February 17, 2025 for the spring semester. Dropping a course

means that it will not appear on your transcript.

After the drop deadline, students may withdraw from a course

until Monday, December 2, 2024 for the fall semester and

Tuesday, April 22, 2025 for the spring semester. A withdrawal

means that the course will remain on your transcript with a W

instead of a grade.

PREPARING FOR REGISTRATION—FREQUENTLY ASKED QUESTIONS

Whom should I notify if I must miss my classes due to illness

or family emergency?

You should contact your professor and the Associate Dean of

your school:

• Ethan Sullivan, Carroll School of Management

• Colleen Simonelli, Connell School of Nursing

• Julia DeVoy, Lynch School of Education and Human

Development

• Joseph Desciak, Morrissey College of Arts and Sciences

What is a credit deﬁciency?

A credit deficiency is incurred any time you do not success-

fully complete the expected number of credits (usually 15) in

a semester because of failure, course withdrawal, or under-

loading. Credit deficiencies are normally made up during

the summer.

Do failures or “F” grades remain on my permanent transcript?

Yes. Failures do remain on the student’s permanent transcript.

How do I change my address on school records?

Personal information can be changed at bc.edu/myservices or in

the Office of Student Services in Lyons Hall.

Is academic tutoring available at BC?

Academic tutoring is available in a variety of subjects at the

Connors Family Learning Center in O’Neill Library (617-552-

0611). The Thea Bowman AHANA and Intercultural Center

and Student-Athlete Academic Services also offer tutoring for

eligible students.

Does BC oer services for students with learning disabilities?

The Connors Family Learning Center provides services for

students with learning disabilities. If you have questions about

those services, contact Dr. Kathleen Duggan. For more infor-

mation regarding students with medical disabilities, please con-

tact Rory Stein, Assistant Dean for Students with Disabilities.

When is Family Weekend?

Information about Family Weekend, including dates, events,

and resources, can be found at bc.edu/familyweekend.

Are there any other forms of advice available to me in advance

of my FYE Orientation?

Absolutely. In addition to this book and the Boston College

Catalog (bc.edu/catalog), there is plenty of information on the

internet. You should visit bc.edu/studentservices

and individual schools’ and departments’ websites.

We encourage you to send your questions to the Office of

Student Services at [email protected]. Morrissey College

of Arts and Sciences students may also email BC’s Academic

Advising Center at [email protected] or call 617-552-9259.

PREPARING FOR REGISTRATION—EAGLEAPPS COURSE INFORMATION AND SCHEDULE

EAGLEAPPS COURSE INFORMATION AND SCHEDULE

The EagleApps Course Information and Schedule link available at bc.edu/myservices offers the features listed below:

• Course instructors and scheduling information by semester

• Course descriptions

• Meeting times and room assignments

You may search by term, school, subject, course level, and keyword. You can further customize your search by selecting course

meeting days and times, number of credits, delivery method, requirements fulfilled, and registration permissions. Remember to

clear your filters when you begin a new search.

Select the side-pointing caret to show section details for a particular course, including meeting days and time, location, instructor,

and number of students registered.

EagleApps Course Information and Schedule is limited to members of the BC community, so you must authenticate by logging in to

bc.edu/myservices. A more restrictive view is available to guests at bc.edu/courseinformationandschedule.

PREPARING FOR REGISTRATION—EAGLEAPPS REGISTRATION PLANS

EAGLEAPPS REGISTRATION PLANS

The EagleApps Registration Planning tool is the most popular tool for Boston College students to plan their schedules for the

upcoming semester, thanks to its direct connection to the course catalog and features such as displaying the total number of credits

in a proposed schedule. The website is simple to use, and students can build two registration plans, including an alternate plan in

case seats in their preferred classes fill up.

Students can also use filters, such as subject area, number of credits, or if a course fulfills Core requirements, to narrow down their

options.

To access the Planning and Registration Module, sign in to the Agora Portal using your BC credentials and select the EagleApps

Planning and Registration link in the Academics and Courses area.

For more information on how to use the planning module, visit www.bc.edu/eastudent and view the Student Planning and

Registration Guide PDF.

PREPARING FOR REGISTRATION—COURSE EVALUATIONS

COURSE EVALUATIONS

Boston College uses an online course evaluation system which is fast, easy, convenient, secure, anonymous, confidential, and, above

all, important! Course evaluation results are used by faculty to improve teaching, and they are a significant component in the pro-

motion and tenure process.

Students may view results of past course evaluations to assist with course selection and registration. To access course evaluation

results log in to www.bc.edu/myservices and click on “Course Evaluations.”

Boston College

Office of Student Services

Lyons Hall

140 Commonwealth Avenue

Chestnut Hill, MA 02467-3804

[email protected]