Core Curriculum
Core Curriculum
The Core Curriculum forms the center of NYU Shanghai’s globally-oriented liberal arts and sciences education. Through Core courses, students deepen their intellectual engagement with diverse perspectives from the past and present; they gain increased awareness of distinct disciplinary approaches to problem-posing and analysis; and they develop skills to ethically and effectively respond to global challenges.
Core Curriculum Components
| Core Component | Required Courses |
|---|---|
| Social and Cultural Foundations | Global Perspectives on Society (4 credits) |
| Perspectives on the Humanities (4 credits) (also fulfills Writing) | |
| Interdisciplinary Perspectives on China (2 courses/8 credits total) | |
| Writing | Writing as Inquiry (4 credits) |
| Perspectives on the Humanities (4 credits) (also fulfills Social and Cultural Foundations) | |
| Language | Chinese (through Intermediate II or equivalent competency) |
| or | |
| English for Academic Purposes (8 credits in a two-semester course sequence or equivalent competency) | |
| Mathematics | Mathematics course (4 credits) |
| Science | Experimental Discovery in the Natural World course (4 credits) |
| Science, Technology and Society course (4 credits) | |
| Algorithmic Thinking | Algorithmic Thinking course (4 credits) |
Social and Cultural Foundations
Courses in the Social and Cultural Foundations sequence will provide students with a thematic framework within which to study influential works of diverse cultures, from the beginnings of history to the present, and from global and interdisciplinary perspectives. Students will reflect on fundamental and enduring questions about what it means to be human and how we as individuals live in society. These courses will teach students to take a global perspective as they read and interpret great works and ideas of the past and present; to ask critical questions, find unstated assumptions, and assess evidence presented in empirical and theoretical scholarship; to deepen their understanding of the history and development of contemporary China; and to communicate complex ideas with clarity.
The Social and Cultural Foundations component includes four required courses:
- A survey course called Global Perspectives on Society
- A writing course called Perspectives on the Humanities
- Two courses from the category Interdisciplinary Perspectives on China
Global Perspectives on Society (GPS)
In this course, we will explore a set of timeless questions about how society is, or should be, organized, based on close examinations of diverse thinkers and writers from different times and different cultures. The questions raised in this course will engage the moral, social, cultural, and political foundations of human relationships, the principles according to which people assemble into societies of different scales, and the bases for interaction among societies in a world of accelerating interdependence. By engaging texts that explore these questions from multiple perspectives, students reflect on several overarching issues, including how different societies have organized their economic and political institutions, how those societies fashion both shared identities and hierarchies of difference, how people experience themselves as “individuals” or as members of a collectivity, how they experience both time and space, and how they engage with human and non-human others both locally and globally. Over the semester, students develop skills that are central to a liberal arts education, including reading carefully and thoughtfully, considering questions from more than one perspective, participating in respectful and serious intellectual explorations of difficult topics, evaluating evidence and arguments, and developing methods of communication that make effective and appropriate use of the ideas of others as they present the students’ own ideas to different audiences and through different media. Each week, students will meet twice as an entire class for lectures and once in smaller discussion sections led by one of New York University Shanghai’s Global Perspectives on Society Postdoctoral Fellows.
Perspectives on the Humanities (PoH)
Perspectives on the Humanities is a content-based writing seminar, which introduces students to the questions asked and methods used by a variety of disciplines in the humanities, including philosophy, history, and literature. In the fall of their second year at NYU Shanghai, students choose from a variety of Perspectives on the Humanities topics. Perspectives on the Humanities is also designed to reinforce and advance the writing and thinking skills learned in the first-year Writing as Inquiry workshop. In addition to satisfying one Social and Cultural Foundations requirement, this course satisfies one of two writing requirements (see Writing).
Interdisciplinary Perspectives on China (IPC)
By completing two Interdisciplinary Perspectives on China courses, students will be able to identify basic dimensions of China’s current and historical contexts, and they will be able to combine this knowledge with disciplinary theory to analyze past and present issues confronting Chinese society. Through their ability to identify important dimensions of Chinese culture and society and their familiarity with relevant theoretical approaches, students will develop an analytically engaged perspective on their own immediate context in Shanghai and China, in all of its cultural richness, social diversity, and political and economic complexity.
Interdisciplinary Perspectives on China courses cover a wide range of disciplinary and interdisciplinary approaches. They include history, philosophy, culture, art, and literature disciplines that use critical methods and primarily take a comparative and historical approach. They may also engage in both qualitative and quantitative analyses, using a range of analytical, interpretive, and experimental tools from anthropology, economics, sociology, political science, and psychology. Interdisciplinary Perspectives on China courses may be taken at any point in a student’s undergraduate experience.
Interdisciplinary Perspectives on China Courses
| Code | Title | Credits |
|---|---|---|
| ECON-SHU 221 | China’s Financial System | 4 |
| ECON-SHU 238 | History of Modern Economic Growth: Exploring China From a Comparative Perspective | 4 |
| ECON-SHU 239 | China’s Economic Transition | 4 |
| GCHN-SHU 101 | Introduction to Chinese Civilization | 4 |
| GCHN-SHU 102 | History of Modern China Since 1840 | 4 |
| GCHN-SHU 108 | THE WORLD OF YUNNAN: Culture, History, and Life Along China’s Southwestern Borderlands | 4 |
| GCHN-SHU 110 | The Concept of China | 4 |
| GCHN-SHU 111 | Shanghai Stories | 4 |
| GCHN-SHU 112 | China Stories: Traditions and Transformations | 4 |
| GCHN-SHU 123 | Contemporary Chinese Political Thought | 4 |
| GCHN-SHU 126 | The Media in China | 4 |
| GCHN-SHU 133 | Visualizing Global China | 4 |
| GCHN-SHU 145 | Food in Chinese History | 4 |
| GCHN-SHU 156 | History of Chinese Art | 4 |
| GCHN-SHU 164 | The History of the Silk Road | 4 |
| GCHN-SHU 165 | China and the Islamic World, c.600AD-Present | 4 |
| GCHN-SHU 182 | Crimes, Detectives, and Justice in Chinese Culture | 4 |
| GCHN-SHU 185 | China in Ten Soundtracks: The Sonic World of Modern Chinese Culture | 4 |
| GCHN-SHU 205 | Hong Kong Cinema | 4 |
| GCHN-SHU 206 | Woman in Modern China Through Literature and Media | 4 |
| GCHN-SHU 207 | 20th-century Chinese Writers in Global Context | 4 |
| GCHN-SHU 210 | China Encounters the World | 4 |
| GCHN-SHU 211 | Chinese Architecture | 4 |
| GCHN-SHU 220 | History of Chinese Cinemas | 4 |
| GCHN-SHU 225 | Cultural Translations: China and the West | 4 |
| GCHN-SHU 226 | Queer China | 4 |
| GCHN-SHU 233 | Foreign Societies in Classical Chinese Writing | 4 |
| GCHN-SHU 234 | Dunhuang and Its Global Connections | 4 |
| GCHN-SHU 236 | Immersive Narrative of Chinese Monuments | 4 |
| GCHN-SHU 243 | China and the Environment | 4 |
| GCHN-SHU 246 | Youth and Consumer Culture in China | 4 |
| GCHN-SHU 247 | Religion and Society in China: Ghosts, Gods, Buddhas and Ancestors. | 4 |
| GCHN-SHU 248 | Animals and Chinese Religion | 4 |
| GCHN-SHU 250 | Geographies of China | 4 |
| GCHN-SHU 255 | Eat, Pray, Ponder: Chinese Intellectual Culture through the Ages | 4 |
| GCHN-SHU 263 | Voices from the Margin: Modern Chinese and Sinophone Writers | 4 |
| GCHN-SHU 264 | Chinese Migrant and Diasporic Networks | 4 |
| GCHN-SHU 265 | Women in China: From May 4th to Me Too & Beyond | 4 |
| GCHN-SHU 267 | Good Death: China and Comparative Perspectives | 4 |
| GCHN-SHU 277 | Medicine in China | 4 |
| GCHN-SHU 283 | Reading and Viewing Modern China | 4 |
| GCHN-SHU 311 | Global Connections: Shanghai | 4 |
| GCHN-SHU 318 | Sex and Power in China, 1500–1950 | 4 |
| GCHN-SHU 350 | Tianxia: Traditional China and the World | 4 |
| GCHN-SHU 360 | Reading Medieval China through Dunhuang Manuscripts | 4 |
| HIST-SHU 155 | Chinese American History: From the California Gold Rush to the Cold War | 4 |
| HIST-SHU 188 | Empires in World History | 4 |
| IMBX-SHU 263 | Fashion Industry in East Asia | 4 |
| INTM-SHU 267 | The Cultivated City | 4 |
| PHIL-SHU 105 | Introduction to Chinese Philosophy | 4 |
| PHIL-SHU 110 | Traditional Chinese Political and Legal Philosophy | 4 |
| SOCS-SHU 236 | The Chinese Family | 4 |
| SOCS-SHU 237 | China Meets Europe | 4 |
| SOCS-SHU 254 | Ethnographies of Change in China | 4 |
| SOCS-SHU 270 | Social Change in Contemporary China | 4 |
| SOCS-SHU 275 | US-China Relations | 4 |
| SOCS-SHU 278 | Finding Sociology in Chinese Cities: Shanghai and Hong Kong | 4 |
| SOCS-SHU 331 | Politics in China | 4 |
| SOCS-SHU 341 | Cross-Strait Relations | 4 |
| SOCS-SHU 370 | China's Foreign Policy | 4 |
| SOCS-SHU 388 | Chinese Social Stratification in Comparative Perspective | 4 |
Writing
At NYU Shanghai, writing and academic inquiry lie at the core of a liberal arts education. The Writing Program plays a vital role in achieving this mission by offering two Core Curriculum writing courses, Writing as Inquiry and Perspectives on the Humanities, along with a variety of creative writing and journalism courses.
In Writing as Inquiry, the first-year workshop, students read texts and respond by writing their own. In doing so, they add their critical perspectives to ongoing academic and public conversations. Students work to write sophisticated and cogent prose, and learn to effectively incorporate written texts in the development of their own arguments. Class discussions include strategies for every step of the writing process—from invention and organization to research and revision. In a workshop setting, students analyze the work of their peers and respond to feedback on their own writing. By the end of the course, students should be able to recognize rhetorical strategies and genre conventions, dissect difficult textual material, and build clear and convincing arguments that matter both within and beyond academic contexts.
Following this foundational course, students advance to Perspectives on the Humanities, a thematic seminar with writing, discussion and workshop components. This course fulfills the Social and Cultural Foundations requirement within the Core Curriculum. Building on the critical thinking and writing skills cultivated in Writing as Inquiry, it introduces students to multidisciplinary approaches within the humanities. In this course, students not only acquire a nuanced understanding of the subject matter, but also practice advanced techniques of close reading and analysis. Compared with Writing as Inquiry, students tackle longer, more complex texts often in diverse genres or media forms, explore a broader spectrum of disciplinary perspectives, and apply their acquired content knowledge to produce written work of greater depth and sophistication.
The habits, dispositions, and skills developed in the core writing courses are transferable across diverse communication contexts—academic, civic, business, personal, and creative. The ability to think critically and express ideas with clarity and nuance will serve students well in any future career path they choose.
Outstanding student writing from the two core writing courses is published each year in The Hundred River Review.
Language
Language study is central to NYU’s educational mission to develop well-rounded global citizens. Through language study, students gain the ability to operate effectively in multilingual and multicultural contexts. All NYU Shanghai students will be able to use English and Chinese for a range of communicative aims.
Chinese Language
Core Chinese language courses prepare students to develop the communicative skills and competencies that allow them to engage in interpersonal and intercultural exchanges in the target language. Students will develop a greater cultural awareness of the context in which they study.
Required courses or proficiencies for Chinese: Students are required to successfully complete the intermediate two level of Chinese, or to demonstrate an equivalent competency through a placement exam. They are encouraged to develop as much proficiency in Chinese as their major course of study allows. In the summer before the first year, students who did not attend a Chinese-medium high school will have their Chinese language level assessed and will be placed into the appropriate level course. The Chinese language program offers multiple modalities of instruction, including formal intensive coursework during Summer Sessions, online self-study, and co-curricular language coaching with immersion experiences. In order to study away, students must successfully complete Elementary Chinese II with a grade of C or better. To satisfy the language requirement, students must earn a grade of C or better in Intermediate Chinese II or equivalent. In addition, students may demonstrate equivalent proficiency by applying to take and scoring an 80 or higher on a placement exam.
| Course | Title | Credits |
|---|---|---|
| CHIN-SHU 101 | Elementary Chinese I | 4 |
| CHIN-SHU 102 | Elementary Chinese II | 4 |
| CHIN-SHU 201 | Intermediate Chinese I | 4 |
| or CHIN-SHU 221 | Chinese Immersion Program: Intermediate I | |
| CHIN-SHU 202 | Intermediate Chinese II | 4 |
| or CHIN-SHU 222 | Chinese Immersion Program: Intermediate II | |
English for Academic Purposes
Core English for Academic Purposes (EAP) courses prepare students who did not attend an English-medium high school to engage communicatively at the high level demanded by the university’s liberal arts context.
Required courses or proficiencies for English: Chinese speakers who did not attend an English-medium high school are required to complete up to 8 credits of EAP in the first two years, following a two-semester course sequence from EAP 100 to EAP 101. Most students will complete a four-credit EAP seminar in the fall term and an EAP 101 seminar in the spring term. A small number of students taking course sequences in the sciences will be eligible to take EAP 100 in the Spring semester of their first year. Students must successfully complete the two-course sequence before the end of their second year, prior to their study away semester. Students who demonstrate exceptionally strong competence on all learning outcomes as they complete EAP 100 may be recommended by faculty for exemption from EAP 101. Exemptions are rare and most students should expect to complete the full eight credits of EAP.
| Course | Title | Credits |
|---|---|---|
| EAP-SHU 100 | English for Academic Purposes I | 4 |
| EAP-SHU 101 | English for Academic Purposes II | 4 |
Mathematics
Math core courses are an initiation to the use of mathematics to model and understand natural phenomena. Students are expected to acquire basic computational skills and the understanding of foundational mathematical notions. In addition, students are exposed to proofs and logical operations in mathematics.
Students may fulfill their math requirement by taking Precalculus or Great Ideas in Mathematics, by taking other courses designated as fulfilling the Mathematics component, or by placing out of the requirement.
The relevant exam scores which may be used to fulfill the core curriculum mathematics requirement are listed below. No corresponding credit is awarded and test scores cannot be used to fulfill a prerequisite for an upper-level course in that area.
Mathematics Courses & Relavant Exam Scores
| Code | Title | Credits |
|---|---|---|
| HIST-SHU 157 | A Global History of Mathematics | 4 |
| MATH-SHU 9 | Precalculus | 4 |
| MATH-SHU 10 | Quantitative Reasoning: Great Ideas in Mathematics | 4 |
| AP Examination | Score | Core Requirement Satisfied |
|---|---|---|
| AP Calculus AB or BC | Score of 4 or higher | Mathematics |
| IB Mathematics HL | Score of 6 or higher | Mathematics |
| A Level Mathematics | Score of B or higher | Mathematics |
| NYU Shanghai Placement into Calculus | Mathematics |
Science
Scientific knowledge and inquiry are central to human society, and science and technology play an increasingly important role in our lives. At the heart of the natural sciences is a quest to understand the universe, the biosphere, and who we humans are. The special feature of science is that its hypotheses can be tested under controlled conditions by appealing to evidence external to the inquirer. Thus, science provides a consistent framework for proposing ideas and testing potential answers to these questions. NYU Shanghai students will become conversant with the fundamental concepts and applications, intellectual methods and analytical techniques that define modern science.
The science component has two required courses:
- One lab-based course to fulfill Experimental Discovery in the Natural World;
- One non-laboratory-based course to fulfill Science, Technology, and Society.
In Experimental Discovery in the Natural World (ED) courses, students are introduced to the foundations and frontiers of scientific investigation in the physical and life sciences. Through the laboratory experience, students develop the ability to use experimental methods to understand the world.
In Science, Technology, and Society (STS) courses, students study science and/or technology in their wider context. This may involve thinking about science and technology from a different disciplinary perspective— philosophical, historical, sociological, economic or political, for example. But it may also involve taking science and technology themselves as the focus of scientific investigation, as for example in a course that focuses on the limits of statistical methods, or on formal approaches to the social structure of science. Alternatively, STS courses may examine a single topic from a range of perspectives that include, but are not limited to, scientific and technological perspectives, such as in a course that focuses on environmental politics, global health, bioinformatics, or smart cities. What unites STS courses is a reflective attitude to the nature of science and technology, and taking science and technology themselves as the primary objects of study.
ED and STS courses cover a wide range of disciplinary and interdisciplinary approaches; these courses may be taken at any point in a student’s undergraduate experience.
Students who pursue degrees in some STEM disciplines1 will complete the Science core requirements by fulfilling the requirements in those majors.
The relevant exam scores which may be used to fulfill the Core Curriculum Experimental Discovery in the Natural World requirement are listed below. No corresponding credit is awarded and test scores cannot be used to fulfill a prerequisite for an upper-level course in that area.
Experimental Discovery in the Natural World Courses and Relevant Exams
| Code | Title | Credits |
|---|---|---|
| BIOL-SHU 5 | Nutrition, Fitness and Health | 4 |
| BIOL-SHU 21 | Foundations of Biology I | 3 |
| BIOL-SHU 123 | Foundations of Biology Lab | 2 |
| CCEX-SHU 1 | Principles of Life-From Cells to Organisms | 2 |
| CCEX-SHU 3 | Explore the Cell: from Gene to Protein | 2 |
| CCEX-SHU 115 | Experiments in Food Science | 4 |
| CCEX-SHU 120 | Biology for a Changing World | 4 |
| CCEX-SHU 122 | Perception and the Brain | 4 |
| CCEX-SHU 136 | Human Genetics: Genes in Human Health & Diseases | 4 |
| CCEX-SHU 137 | Human Genetics: Genes in Human Health & Disease Lab | 2 |
| CCEX-SHU 170 | While You Were Sleeping | 4 |
| CCEX-SHU 203 | Energy and the Environment | 4 |
| CCEX-SHU 214 | How Things Work | 4 |
| CENG-SHU 201 | Digital Logic | 4 |
| CHEM-SHU 125 | Foundations of Chemistry I | 3 |
| CHEM-SHU 127 | Foundations of Chemistry I Lab | 2 |
| EENG-SHU 251 | Circuits | 4 |
| INTM-SHU 130 | Working with Electrons | 4 |
| INTM-SHU 222 | Introduction to Robotics | 4 |
| INTM-SHU 244 | Bio-Inspired Robot Systems | 4 |
| PHYS-SHU 11 | General Physics I | 3 |
| PHYS-SHU 71 | Foundations of Physics Lab I | 2 |
| PHYS-SHU 91 | Foundations of Physics I Honors | 3 |
| PSYC-SHU 101 | Introduction to Psychology | 4 |
| AP Examination | Score | Core Requirement Satisfied |
|---|---|---|
| A Level Psychology | Score of B or higher fulfills core; score of A fulfills core and course equivalency for PSYCH-SHU 101 | Experimental Discovery (ED) |
| AP Psychology | Score of 4 or higher fulfills core; score of 5 fulfills core and course equivalency for PSYCH-SHU 101 | Experimental Discovery (ED) |
| IB Psychology HL (Higher Level) | Score of 6 or higher fulfills core; score of 7 fulfills core and course equivalency for PSYCH-SHU 101 | Experimental Discovery (ED) |
| AP Physics C- Mech or AP Physics C– E&M | Score of 4 or higher | Experimental Discovery (ED) |
| IB Biology HL, Chemistry HL, or Physics HL | Score of 6 or higher | Experimental Discovery (ED) |
| A Level Biology, Chemistry, or Physics | Score of B or higher | Experimental Discovery (ED) |
| AP Physics 1 & 2 (must have both), Chemistry, or Biology | Score of 4 or higher | Experimental Discovery (ED) |
Science, Technology, and Society Courses
| Code | Title | Credits |
|---|---|---|
| BIOL-SHU 30 | Genetics | 4 |
| BIOL-SHU 261 | Genomics and Bioinformatics | 4 |
| CCST-SHU 133 | Water Energy Food Nexus | 4 |
| CCST-SHU 142 | Environment Connections: Water, Waste, and Wellness | 4 |
| CENG-SHU 352 | Emerging Technologies for Smart Cities | 4 |
| ECON-SHU 232 | Blockchain, Cryptocurrency, and Money | 4 |
| GCHN-SHU 216 | Psychology and Modernity in China | 4 |
| GCHN-SHU 243 | China and the Environment | 4 |
| HIST-SHU 157 | A Global History of Mathematics | 4 |
| HIST-SHU 205 | History of Modern Medicine | 4 |
| HIST-SHU 225 | The Global Space Age | 4 |
| HIST-SHU 239 | New York: History of the City and its People | 4 |
| HIST-SHU 305 | When Science Goes Wrong | 4 |
| HIST-SHU 310 | The Birth of Psychology | 4 |
| HIST-SHU 330 | Popular Culture and the Scientific Revolution | 4 |
| HUMN-SHU 110 | What is Science and Technology Studies? | 4 |
| INTM-SHU 124 | Emerging Technologies & Computational Arts | 4 |
| INTM-SHU 195 | After Us: Post-human Media | 4 |
| INTM-SHU 294 | History of Human Computer Interaction | 4 |
| MATH-SHU 5 | Chance | 4 |
| NEUR-SHU 10 | Free Will and the Brain | 4 |
| NEUR-SHU 130 | Introduction to Linguistics: The Science of Human Language | 4 |
| NEUR-SHU 131 | Neural Bases of Speech and Language | 4 |
| NEUR-SHU 132 | Meaning | 4 |
| PHIL-SHU 90 | Philosophy of Science | 4 |
| PHIL-SHU 91 | Philosophy of Biology | 4 |
| PHIL-SHU 130 | Philosophy of Technology: Thinking Machines | 4 |
| PHIL-SHU 230 | Philsophy of Physics | 4 |
| PSYC-SHU 329 | Parenting and Culture | 4 |
| PSYC-SHU 344 | Psychology of Human-Machine Communication and Relationships | 4 |
| PSYC-SHU 360 | Evolutionary Psychology | 4 |
| SOCS-SHU 135 | Environment and Society | 4 |
| SOCS-SHU 170 | Introduction to Global Health | 4 |
| SOCS-SHU 199 | Global Transportation | 4 |
| SOCS-SHU 204 | Environmental System Science | 4 |
| SOCS-SHU 208 | Cities at Crossroads: Environmental Challenges and Opportunities in Cities | 4 |
| SOCS-SHU 224 | Climate Change and Society | 4 |
| SOCS-SHU 244 | Anthropology of Mental Illness | 4 |
| SOCS-SHU 289 | From Soil to Society: Exploring Earth Systems and Human Factors | 4 |
| SOCS-SHU 306 | Pestilence: Critical Perspectives in Global Health | 4 |
| SOCS-SHU 328 | Sexuality in the Digital Age | 4 |
| SOCS-SHU 332 | Global Mental Health | 4 |
| SOCS-SHU 333 | Global Environmental Politics | 4 |
| SOCS-SHU 334 | Legal Psychology | 4 |
- 1
Biology, Chemistry, Physics, Neural Science, Computer Systems Engineering, Electrical Systems, Engineering, Math, or Honors Math.
Algorithmic Thinking
In Algorithmic Thinking (AT) courses, students acquire an understanding of the nature of computation, by studying the formal or mathematical properties of computation, by applying the concrete forms computation has taken, either historically or in the present, or by learning how to program. Students also will learn to critically engage with computation, by studying at least one context in which computation is embedded, whether historical, social, political, philosophical, mathematical or creative.
AT courses cover a wide range of disciplinary and interdisciplinary approaches; the AT course may be taken at any point in a student’s undergraduate experience.
The relevant exam scores which may be used to fulfill the Core Curriculum Algorithmic Thinking requirement are listed below. No corresponding credit is awarded.
Algorithmic Thinking Courses & Relevant Exams
| Code | Title | Credits |
|---|---|---|
| BUSF-SHU 210 | Business Analytics | 4 |
| CSCI-SHU 11 | Introduction to Computer Programming | 4 |
| CSCI-SHU 101 | Introduction to Computer and Data Science | 4 |
| ECON-SHU 301 | Econometrics | 4 |
| INTM-SHU 101 | Interaction Lab | 4 |
| INTM-SHU 103 | Creative Coding Lab | 4 |
| INTM-SHU 204 | Critical Data and Visualization | 4 |
| MATH-SHU 252 | Numerical Analysis | 4 |
| PHIL-SHU 70 | Logic | 4 |
| SOCS-SHU 190 | Introduction to the Computational Social Science Methods | 4 |
| AP Examination | Score | Core Requirement Satisfied |
|---|---|---|
| AP Computer Science | Score of 4 or higher | Algorithmic Thinking |
| IB HL (Higher Level) Computer Science | Score of 6 or higher | Algorithmic Thinking |
| NYU Shanghai Placement into Introduction to Computer Science | Algorithmic Thinking |
Core Curriculum Program Learning Outcomes
Critical Thinking
The ability to analyze, synthesize, and evaluate complex problems and arguments objectively using a wide range of methodologies.
Communication
The ability to communicate effectively in a range of written and spoken genres, using a variety of media, across a variety of disciplines.
Information Literacy
Possession of information literacy skills needed to access, evaluate, and utilize information effectively and ethically.
Algorithmic Thinking
Ability to understand and apply the underlying principles of computer programming, including input, output, variables, repetitive loops, and decision structures.
Scientific Literacy
The ability to apply scientific methods of inquiry, such as deductive and inductive methods to define problems, formulate testable hypotheses derived logically from alternative explanations, and design tests to evaluate these hypotheses.
Quantitative Literacy
The ability to recognize and interpret mathematical models, to use multiple mathematical methods to solve problems, and to understand how mathematical models are created to explain or predict phenomena.
Self-Directed Learning
Possession of independent learning skills that will enable the student to begin assignments and projects, to see them through until completion, and to submit high-quality work reflective of careful preparation and review.
Global Perspective
A global perspective that reflects an understanding of and ability to engage with various social, ethical, and personal values in a cross-cultural environment.
Exam Scores At-A-Glance
The following exam scores may be used to fulfill Core Curriculum requirements. No corresponding credit is awarded and test scores cannot be used to fulfill a prerequisite for an upper-level course in that area.
Core curriculum requirement can be fulfilled by these exams (though no credit is given)
| AP Examination | Score | Core Requirement Satisfied |
|---|---|---|
| AP Calculus AB or BC | Score of 4 or higher | Mathematics |
| IB Mathematics HL | Score of 6 or higher | Mathematics |
| A Level Mathematics | Score of B or higher | Mathematics |
| NYU Shanghai Placement into Calculus | Mathematics | |
| AP Psychology | Score of 4 or higher fulfills core; score of 5 fulfills core and course equivalency for PSYCH-SHU 101 | Experimental Discovery (ED) |
| IB Psychology HL (Higher Level) | Score of 6 or higher fulfills core; score of 7 fulfills core and course equivalency for PSYCH-SHU 101 | Experimental Discovery (ED) |
| A Level Psychology | Score of B or higher fulfills core; score of A fulfills core and course equivalency for PSYCH-SHU 101 | Experimental Discovery (ED) |
| AP Physics C- Mech OR AP Physics C– E&M | Score of 4 or higher | Experimental Discovery (ED) |
| AP Physics 1 & 2 (must have both) Chemistry, or Biology | Score of 4 or higher | Experimental Discovery (ED) |
| IB Biology HL, Chemistry HL, or Physics HL | Score of 6 or higher | Experimental Discovery (ED) |
| A Level Biology, Chemistry, or Physics | Score of B or higher | Experimental Discovery (ED) |
| AP Computer Science | Score of 4 or higher | Algorithmic Thinking (AT) |
| IB Computer Science HL | Score of 6 or higher | Algorithmic Thinking (AT) |
| NYU Shanghai Placement into Introduction to Computer Science | Algorithmic Thinking (AT) |