General Education

The Auburn Creed

I believe that this is a practical world and that I can count only on what I earn. Therefore, I believe in work, hard work.

I believe in education, which gives me the knowledge to work wisely and trains my mind and my hands to work skillfully.

I believe in honesty and truthfulness, without which I cannot win the respect and confidence of my fellow men.

I believe in a sound mind, in a sound body and a spirit that is not afraid, and in clean sports that develop these qualities.

I believe in obedience to law because it protects the rights of all.

I believe in the human touch, which cultivates sympathy with my fellow men and mutual helpfulness and brings happiness for all.

I believe in my Country, because it is a land of freedom and because it is my own home, and that I can best serve that country by "doing justly, loving mercy, and walking humbly with my God."

And because Auburn men and women believe in these things, I believe in Auburn and love it.

- George Petrie (1943)

Core Curriculum

The Core Curriculum serves as the foundation of an Auburn University degree. Transcending majors and fields, the Core Curriculum develops skills that help prepare you for a career after graduation by fostering knowledge, skills, and perspectives.

The Core Curriculum is an opportunity to diversify your academic experience and serves as an introduction to Auburn University’s General Education Student Learning Outcomes, which are later reinforced through major courses, work experiences, and participation in activities and organizations on campus.

To evaluate the strength of an Auburn education and measure your successful achievement of the Core Curriculum Student Learning Outcomes, graduating seniors will take the SCORE (Student Core Outcomes and Readiness Evaluation) the semester prior to graduating. The results of the SCORE will help to establish the weight of an Auburn degree in the eyes of prospective employers and admissions committees.

In order to become lifelong learners and use your education to solve practical problems, by the time of graduation, students will be able to effectively:

Learned skills

  • Identify relevant sources for specific information needs and use appropriate search tools and search strategies to access the needed information.

  • Recognize research and inquiry as iterative processes and recognize the contributions of scholarly communication and other information sharing networks to the creation of new knowledge.

  • Apply their knowledge of the capabilities and constraints of information developed through various creation processes when assessing the alignment of information products and information needs and apply knowledge of the constructed and contextual nature of authority when evaluating the credibility of claims.

  • Recognize that information possesses value and that legal, social, and economic factors influence information production, dissemination, and access and deploy this understanding to make informed and ethical decisions about how they access and use information.

  • Identify the genre of the text, make reasonable inferences about its central purpose or argument, define its key components, and show how the writer uses these to reach a conclusion or create meaning or impact.

  • Engage the text dialogically, questioning its premises, identifying its limitations, or advancing alternative perspective.

  • Construct a strong, well-reasoned argument by determining which conclusion is supported by the strongest evidence.

  • Use arithmetic, algebraic, geometric, and statistical methods, to demonstrate mathematical skills sufficient to interpret and critically evaluate quantitative information presented in news and other reports published for general audiences.

  • Perform calculations with integers, fractions (rational numbers), decimals, ratios, and percentages.

  • Interpret and represent quantitative or symbolic models such as formulas, graphs, tables, and charts, and draw inferences from them.

  • Analyze contexts and audiences and then act on that analysis in comprehending and creating texts.

  • Analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts.

  • Recognize and use multiple strategies, to conceptualize, develop, and finalize projects.

  • Recognize formal rules and informal guidelines that define genres, and shape readers’ and writers’ perceptions of correctness or appropriateness.

  • Compose text using a range of media.

  • Group and sequence ideas and supporting material in a presentation.

  • Employ language appropriate to the topic and audience that is grammatical, clear, and free from bias.

  • Stand and move with authority, look more often at the audience than at his/her speaking materials/notes, use their voice expressively, and use few vocal fillers (“um,” “uh,” “like,” “you know,” etc.).

  • Include credible and relevant supporting material.

  • Articulate a clear central message that is easy to identify and compelling.

  • Have knowledge of historic economic, political, or social systems around the globe.

  • Analyze the relationship of historical economic, political, or social systems to the creation of the current global structures.

  • Describe how current economic, political, or social systems are interconnected.

  • Approach diversity and inclusion with a positive cultural orientation, tolerance for ambiguity, and cultural selfefficacy.

  • Analyze intercultural situations through self-awareness, social monitoring, and application of cultural knowledge.

  • Act appropriately in intercultural situations by employing behavioral and emotional self-regulation.

  • Recognize sound science (this includes the ability to evaluate good and bad data).

  • Draw conclusions and solve problems based on data, observations, and graphs (deduction).

  • Use models to predict outcomes.

  • Define and apply methodologies to investigate the products of the creative process (Product).

  • Define and apply methodologies to investigate the creative process through the study and/or participation in the production of art, design and other areas of creative practice (Process/Practice).

  • Define and apply methodologies to investigate and interpret information related to the historical, cultural, and other contexts of creative works, and subsequent and ongoing impact.

Connecting the Creed

Launched in 2020, Auburn’s Connecting the Creed program aims to enhance students’ personal qualities, experiences, and life skills across areas of financial wellness, mental health and physical well-being, civic literacy, and information literacy. By emphasizing the values personified by the Auburn Creed, this program highlights specific areas of personal development critical to inspiring and preparing our students for life and careers.

All incoming undergraduate students are required to complete four assessments. Click the icons below for more information.

Mental Health and Physical Well-Being Concepts

This assessment gauges your knowledge, attitudes, and awareness of various student mental health and physical well-being topics and resources.

Estimated: 10 minutes

Financial Concepts

This assessment gauges your personal knowledge in the areas of financial decisions, understanding financial information, and your attitudes toward personal finance, money management, and resources.

Estimated: 10-15 minutes

Civics Concepts

This assessment includes questions from the US Immigration and Naturalization test and is designed to gauge your knowledge on topics including American government, American history, and civics.

Estimated: 15-20 minutes

Information Literacy Concepts

This assessment measures your ability to recall and apply understanding about core information literacy dispositions including understanding, problem solving, and critical thinking.

Estimated: 20-30 minutes

Connecting the Creed

What is Creed to Succeed?

  • Creed to Succeed (UNIV 4AA0-University Graduation) is a non-credit course all undergraduate students must complete the semester leading up to graduation. There are four activities associated with the course. Once a student enrolls in their specific section, they have access to a Canvas course that will allow them to complete the four activities.

What is the AT Hold?

  • Starting your last semester, the AT Hold will be placed on the graduating senior’s account. The AT Hold is associated with the Creed to Succeed course. The AT Hold does not prevent a student from registering for classes or accessing financial aid packages; the hold only restricts the delivery of a student’s physical diploma (providing the successful conferral of a degree).

Why is the Creed to Succeed course important to Auburn University?

  • Auburn University is committed to improving the educational experience for future students who will follow in the footsteps of each graduating senior enrolled in the Creed to Succeed course. This course aids Auburn University in evaluating the strength of an Auburn education.

  • The results from the activities completed by students will be used to establish the weight of an Auburn degree in the eyes of prospective employers and admissions committees. Enrollment in this course also makes Auburn University aware that the student intends to graduate in the semester in which a student is enrolled in the course.

All graduating undergraduate students are required to complete four assessments. Click the icons below for more information.

Student Core Outcomes and Readiness Evaluation

Available in the first half of the semester

This one-hour evaluation allows Auburn to gather evidence to document the strength of an Auburn education. This evaluation is conducted in Biggin Hall or remotely through Canvas. Information to complete the SCORE can be found on the student’s Canvas course page during the semester the student is enrolled.

Diploma Application

Available in the first half of the semester

This form ensures your names is correctly printed in the graduation program and your diploma is sent to the correct address after graduation. Information to complete the Diploma Application can be found on the student’s Canvas course page during the semester the student is enrolled.

Campus Engagement and Experience Survey

Available in the last four weeks of the semester

The Campus Engagement and Experience Survey asks a student to share feedback on their learning experiences at Auburn (i.e. internships, co-op, study abroad, etc.), as well as their academic engagement within a student’s specific college. Information to complete the Campus Engagement and Experience Survey can be found on the student’s Canvas course page during the semester the student is enrolled.

First Destination Survey

Available in the last two weeks of the semester

The First Destination Survey asks students to share their post-graduation plans. Students that indicate that they are still seeking employment will be contacted by the University Career Center for an opportunity to receive additional career resources. Information to complete the First Destination Survey can be found on the student’s Canvas course page during the semester the student is enrolled.

If you have questions about these assessments and would like a response, please direct inquiries to Data collected from “Creed to Succeed” assessments will remain confidential, and will ultimately be used to help Auburn further strengthen the experience and success of our students. We appreciate your service on this important task.

Last updated: April 02, 2021