Admission decisions are based on academic success potential (demonstrated by test scores and/or transcripts) as well as potential to benefit from and contribute to CHU offerings.
Identify innovative ways to make high quality academic programs more accessible to qualified prospective students around the globe who are in most need.
Become a leader in bringing innovation and renewed opportunities to rural communities. Inspired by the needs and impact of local rural communities, the Bachelor of Arts in Applied Humanities with an emphasis in Rural Leadership and Renewal teaches students to become effective leaders in rural Arizona and beyond. Through this interdisciplinary program, students develop a range of skills spanning the humanities, innovation and entrepreneurial leadership, with a focus in agriculture. The Rural Leadership and Renewal emphasis is designed around project-based, experiential learning. Plus, through partnership with the College of Agricultural and Life Sciences, students have opportunities to gain real-world experience via internships that connect them with rural communities. Like all Applied Humanities emphases, students are required to complete a career readiness course sequence, which includes pre-internship, internship and capstone classes.
This strand involves skill and facility with calculus. The S-strand begins at one of two calculus options - MATH 122A/B (Functions for Calculus and First-Semester Calculus) or MATH 125 (Calculus I). Students who successfully complete the S-strand may continue on to MATH 129 (Calculus II), MATH 223 (Vector Calculus), or beyond. Those who choose but are not ready to begin the S-strand will be required to take preparatory work.
Fourth-semester skill level in a second language is required. B.A. degree students may fulfill this requirement with one of the following options:
1. Scoring the equivalent of fourth-semester skill level on an entrance or placement examination administered by The University of Arizona. 2. Completion of a two-course sequence beyond the second semester of post-secondary language instruction. 3. Completion with a C or higher of a 300- or 400-level language course at the post-secondary level. 4. Completion of one course beyond the third semester in combination with an AP (Advanced Placement) score, IB (International Baccalaureate) score or a CLEP (College Level Entrance Program) score determined by the individual language department. 5. An AP, IB, or CLEP language score determined by individual language departments 6. A minimum of one semester study abroad in a language program approved by the appropriate language department as the equivalent of fourth-semester skill level.