general education courses purdue

Purdue University Northwest requires a minimum of 30 credit hours in the following General Education competencies: 

• First Year Experience (1 to 3 credits)
• English Composition (6 credits)
• Speech Communication (3 credits)
• Quantitative Reasoning (3 credits)
• Natural Science (3 credits)
• Technology (3 credits)
• Humanities (3 credits)
• Social Sciences (3 credits)
• Any General Education (3 credits)

Additional General Education coursework may be required to achieve the minimum 30 credit hours. Review program requirements with your academic advisor to stay on track for graduation. Only courses approved by University Senate will satisfy Gen Ed Requirements.

Information regarding Statewide Transfer General Education Core (STGEC) can be found here .

Click on the courses below to view their description.

First Year Experience

• BUSM 10000 - Freshman Seminar In Business
• BHS 10300 - Freshman Experience In Behavioral Sciences
• BIOL 10700 - Freshman Experience In Biological Sciences
• CHM 19400 - Freshman Chemistry Orientation
• CMET 10300 - Introduction To Construction Management
• COM 10300 - The Freshman Seminar In Communication
• CS 10000 - An Introduction To Computer Science
• ECET 10000 - Introduction To Electrical And Computer Engineering Technology
• ECON 10200 - Introduction To The Study Of Economics
• EDST 20000 - History And Philosophy Of Education
• EDST 27000 - Early Childhood Education
• ENGR 18600 - First Year Seminar For Engineers
• ET 10000 - Introduction To Engineering Technology
• FLL 10300 - Freshman Experience Worldviews
• GS 19100 - First-Year Experience I
• HST 10800 - First Year Experience
• HTM 10000 - Introduction To The Hospitality And Tourism Industry
• HTM 10100 - Hospitality And Tourism Student Seminar
• ITS 10000 - Information Technology Fundamentals
• MA 10000 - An Introduction To Mathematical Sciences
• MET 16100 - Introduction To Engineering Technology
• NUR 18100 - Introduction To Professional Nursing
• OLS 16300 - Fundamentals Of Self-Leadership
• PHYS 19400 - Freshman Physics Orientation
• POL 20000 - Introduction To The Study Of Political Science
• PSY 10300 - Psychology First Year Experience
• SWRK 20100 - Introduction To Social Work

English Composition

• ENGL 10000 - English Composition
• ENGL 10400 - English Composition I
• ENGL 10500 - English Composition II
• ENGL 22000 - Technical Report Writing
• ENGL 30700 - Written And Oral Communication For Engineers
• ENGL 42000 - Business Writing
• AD 25500 - Art Appreciation
• BUSM 10100 - Introduction To Business

OR GBG12700 Development of Business in the United States

• COM 24000 - Introduction To Oral Interpretation
• ENGL 20100 - The Nature Of Literary Study
• ENGL 20500 - Introduction To Creative Writing
• ENGL 23100 - Introduction To Literature
• ENGL 23500 - Introduction To Drama
• ENGL 23700 - Introduction To Poetry
• ENGL 23800 - Introduction To Fiction
• ENGL 24000 - Survey Of The British Literature: From The Beginnings Through The Neoclassical Period
• ENGL 24100 - Survey Of The British Literature: From The Rise Of Romanticism To The Modern Period
• ENGL 25700 - Literature Of Black America
• ENGL 26600 - World Literature: From The Beginnings To 1700 A.D.
• ENGL 26700 - World Literature: From 1700 A.D. To The Present
• ENGL 28600 - The Movies
• ENGL 35000 - Survey Of American Literature From Its Beginnings To 1865
• ENGL 35100 - Survey Of American Literature From 1865 To The Post-World War II Period
• ETHN 20100 - The Hispanic American Experience
• GBG 25900 - Law And Society
• HIST 10200 - Introduction To The Ancient World
• HIST 10300 - Introduction To The Medieval World
• HIST 10400 - Introduction To The Modern World
• HIST 10500 - Survey Of Global History
• HIST 11000 - The Pre-Modern World
• HIST 15100 - American History To 1877
• HIST 15200 - United States Since 1877
• HIST 31600 - History Of Architecture II
• IDIS 23500 - Introduction To Great Issues
• LALS 10100 - Introduction To Latin American Studies
• MUS 25000 - Music Appreciation
• PHIL 10600 - Human Experience In Art Literature, Music, And Philosophy
• PHIL 11000 - Introduction To Philosophy
• PHIL 11100 - Ethics
• PHIL 32400 - Ethics For The Professions
• SPAN 23500 - Spanish American Literature In Translation
• SPAN 24100 - Introduction To The Study Of Hispanic Literature
• SPAN 33500 - The Literature Of The Spanish-Speaking Peoples In The United States
• THTR 20100 - Theatre Appreciation
• THTR 30800 - The History And Development Of The American Musical Theatre

Natural Sciences

• ASTR 26300 - Descriptive Astronomy: The Solar System
• ASTR 26400 - Descriptive Astronomy: Stars And Galaxies
• BIOL 10008 - Foundation Of Biology
• BIOL 10100 - Introductory Biology
• BIOL 10200 - Introductory Biology
• BIOL 11000 - Fundamentals Of Biology I
• BIOL 14300 - Current Topics In Modern Biology
• BIOL 21000 - Field Biology
• BIOL 21300 - Human Anatomy And Physiology I
• BIOL 22200 - Aids Online International
• BIOL 30300 - Birds Of Northwest Indiana
• BIOL 32400 - Natural History of the Smoky Mountains
• BIOL 32500 - Natural History of North West Indiana
• CHM 10300 - Chemistry & Society
• CHM 11100 - General Chemistry
• CHM 11500 - General Chemistry
• CHM 11600 - General Chemistry
• CHM 11900 - General Chemistry
• EAS 10000 - Planet Earth
• EAS 10400 - Oceanography
• EAS 11000 - Survey Of Geology
• EAS 11300 - Introduction To Environmental Science
• EAS 12000 - Introduction To Geography
• EAS 22000 - Survey Of Physical Geography
• EAS 22200 - Weather Studies
• EAS 22300 - Ocean Studies
• FIS 14000 - Introduction To Forensic Science: Criminalistics
• FIS 14005 - Introduction To Forensic Science: Evidence Handling
• FN 30300 - Essentials Of Nutrition
• PHYS 15200 - Mechanics
• PHYS 22000 - General Physics
• PHYS 22100 - General Physics
• SCI 10300 - Survey Of The Biological World
• SCI 10400 - Introduction To Environmental Biology
• SCI 10500 - Invitation To Human Biology
• SCI 10601 - Food Chemistry
• SCI 11200 - Introduction To The Physical Sciences I
• SCI 11300 - Introduction To The Physical Sciences II
• SCI 11400 - Introduction to Life Science
• SCI 12200 - Origin Of The Universe
• SCI 13100 - Science And Environmental Issues
• SCI 15000 - Brewing Science
• SCI 20200 - Environmental Science

Speech Communication

• COM 11400 - Fundamentals Of Speech Communication

Quantitative Reasoning

• BUSM 10500 - Quantitative Methods For Business
• BIZA 22500 - Fundamental Managerial Statistics
• ECON 25100 - Microeconomics
• ECON 25200 - Macroeconomics
• ENGR 18900 - C++ Language Programming For Engineering and Technology Applications
• IET 35200 - Operations Management
• MA 12301 - Mathematical Ideas
• MA 13700 - Mathematics For Elementary Teachers I
• MA 14700 - Algebra And Trigonometry For Technology
• MA 15300 - College Algebra
• MA 15400 - Trigonometry
• MA 15900 - Precalculus
• MA 15910 - Introduction To Calculus
• MA 16031 - Calculus I For Life Sciences
• MA 16100 - Plane Analytic Geometry And Calculus I
• MA 16300 - Integrated Calculus Analysis Geometry I
• MA 16900 - Plane Analytical Geometry And Calculus II
• MET 16200 - Computational Analysis Tools In MET
• MET 29900 - Mechanical Engineering Technology
• PSY 20100 - Introduction To Statistics In Psychology
• SOC 38200 - Introduction To Statistics In Sociology
• STAT 11300 - Statistics And Society
• STAT 13000 - Statistics And Contemporary Life
• STAT 30100 - Elementary Statistical Methods
• STAT 31000 - Health Care Statistics

Social Sciences

• ANTH 10000 - Introduction To Anthropology
• ANTH 10500 - Cultural Anthropology
• BUSM 38000 - International Business
• COM 20400 - Critical Perspectives On Communication
• COM 21200 - Approaches To The Study Of Interpersonal Communication
• COM 25000 - Mass Communication And Society
• COM 32000 - Small Group Communication
• COM 32400 - Introduction To Organizational Communication
• ECON 10100 - Survey Of Economics
• EDFA 20000 - History And Philosophy Of Education
• FIN 24000 - Personal Financial Management
• HDFS 21000 - Introduction To Human Development
• OLS 25200 - Human Relations In Organizations
• POL 10100 - American Government And Politics
• POL 13000 - Introduction To International Relations
• POL 14100 - Governments Of The World
• PSY 12000 - Elementary Psychology
• PSY 24000 - Introduction To Social Psychology
• PSY 34400 - Human Sexuality
• SOC 10000 - Introductory Sociology
• SOC 22000 - Social Problems
• BCM 10001 - Introduction To Construction
• CEMT 11700 - Construction Graphics
• CGT 14100 - Internet Foundations Technologies And Development
• CIS 16600 - Introduction To Programming
• CIS 20400 - Introduction To Computer-Based Systems
• CIS 30400 - Advanced Computer Utilization
• COM 26100 - Introduction To Digital Video Production
• CPET 29900 - Selected Computer Engineering Technology Subject
• CS 12300 - Programming I: Java
• CS 20600 - Computer Algebra And Programming
• ECET 10700 - Introduction To Circuit Analysis
• ECET 10900 - Digital Fundamentals
• ECET 11000 - Computer Systems Architecture
• ECET 15700 - Electronics Circuit Analysis
• ECET 15900 - Digital Applications
• ECET 20900 - Introduction To Microcontrollers
• ECET 21300 - Survey Of Electricity And Electronics
• ECON 21100 - Contemporary Economic Problems
• EDCI 12000 - Technology In Society: Online Communication And Publishing
• EDCI 13000 - Technology In Society: Digital Media And Learning
• EDCI 26000 - Introduction To Computers In Education
• EDCI 27000 - Introduction To Educational Technology And Computing
• EDCI 32300 - Educational Technology For Teaching And Learning
• ENGR 15100 - Software Tools For Engineers
• HST 35300 - Health Care Informatics
• IET 10400 - Industrial Organization
• ISM 10200 - Computer Utilization For Management
• ISM 21100 - Principles Of Information Systems
• ITS 11000 - Web Systems Technology
• ITS 20000 - Ethical And Legal Issues IT
• MET 10000 - Production Drawing And Computer-Aided Design
• MET 14100 - Materials I
• NUR 35300 - Health Care Informatics
• NUR 45100 - Nursing Informatics

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Catalog Contents

School of multidisciplinary and professional studies.

The 🌐 icon appears in the title of traditional courses that are also available as a set of module courses.  

Mission Statement

The School of Multidisciplinary and Professional Studies supports the academic, social, personal, and professional development of learners throughout their engagement with the University. It also provides a learning experience that is engaging, enjoyable, and applicable to students' personal and professional lives while preparing students to meet expectations in chosen fields of study. Purdue Global is committed to professional and career preparation for all graduates. As an institution and an educational community, we commit to graduating “thinkers who can work and workers who can think.”

In addition to the programs below, see  Additional Offerings  for information about other enrollment opportunities. For a list of additional offerings by subject, see the  Area of Study index  of the  Micro-credential Bulletin .

Bachelor of Science in Professional Studies

The Bachelor of Science in Professional Studies (BSPr) is an excellent choice if you are a student with prior learning from an assortment of accredited sources such as transfer credit, portfolio credit, open course credit, credit by exam, or credit for military training or other experiential learning. The BSPr is an interdisciplinary program that meets the needs of working professionals while addressing both academic rigor and flexibility.

View Program Details

Bachelor of Science in Sustainability

This interdisciplinary program in sustainability addresses challenges and opportunities around the world. The degree plan is designed to equip you with multiple critical thinking and communication skills to make you competitive in an evolving global job market. A diversified science background will help you identify environmental issues, develop sustainable practices, and implement mitigation strategies to solve real-world problems for a more resilient planet. Topics related to social and environmental justice, energy use, conservation, pollution reduction, and management will equip you with the tools needed to address pressing environmental challenges. 

Associate of Science in Professional Studies

The Associate of Science in Professional Studies (ASPr) degree is designed to create a customized foundation for future studies through pursuit of a higher degree. The ASPr is an interdisciplinary program that meets the needs of working professionals while addressing both academic rigor and flexibility.

General Education Certificate

The General Education Certificate program is designed to build a strong educational foundation through coursework in communication, mathematics, science, social science, and humanities. Additionally, the courses in this certificate program will provide you with the skills that will further your professional career goals. These career skills include critical thinking, communication, diversity and inclusion, teamwork, and leadership.

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Courses in Biological Sciences

• Click "Course Info" for information specific to "Variable Title" courses (those with suffixes).
• An "*" indicates a course is not offered every year. Check the official Schedule of Classes to verify current offerings.

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Campus under fire: How to save higher ed

Campus protests. skyrocketing tuition. can higher ed be saved.

By Doug Wilks

In 2022, just a few months away from finishing nearly a decade at the helm of Purdue University, former Indiana Gov. Mitch Daniels was asked if his brand of conservatism — pragmatic, frugal, respectful — could survive in today’s Republican Party. At first, he dodged the question, saying that after a decade at Purdue he’d essentially been in a political quarantine.

But Daniels was mulling a run for the Senate, and one advantage he’d bring back to the political arena is that he hadn’t been “infected by the viruses that are running around on both sides.”

Daniels would bring “sanity” back to Washington, a longtime friend told The New York Times. “It would be kind of like when Cicero went back to the Roman Senate to provide wisdom.”

In the end, Daniels decided not to run, but, as the Times put it, he’s “still revered among conservative intellectuals” as a principled thought leader, someone known for being able to disagree without being disagreeable.

Daniels entered politics in the 1970s as an aide to Indiana Sen. Richard Lugar and went on to work for Ronald Reagan and then George W. Bush as his budget director. He served two terms as governor of Indiana and as president of Purdue from 2013 to 2023.

Daniels writes a column for The Washington Post in which he typically writes about higher education and government. Deseret News executive editor Doug Wilks spoke to Daniels about the challenges facing higher education.

How would you assess higher education today?

Under the microscope and under pressure. And, frankly, both are appropriate. And I hope that we’ll see, where appropriate, some adjustments and corrections and some willingness to be self-critical, which higher ed has not really been known for.

What deserves to be under the microscope?

What doesn’t? I mean, certainly, affordability and accessibility — the cost has gotten beyond the reach of far too many American families. I’ll say that the standards and rigor, the quality of the product that’s being delivered at these high prices, is in many cases suspect. The number of hours that students are spending on academics in any way has dropped off substantially. Employers have been reporting for quite some time, people show up with impressive diplomas, but they’re not impressive in preparation for adult life and work. A commitment to genuine free inquiry and free speech, when you have faculties that are 99 to 1 of one viewpoint, the issue isn’t solely all those big issues, it isn’t solely that students only ever hear one point of view (and) feel intimidated about questioning the prevailing orthodoxy — it’s that the academic enterprise itself is damaged, because the assignment to advance knowledge requires the collision of different ideas, and when dissident ideas are stifled, knowledge doesn’t progress as it should.

Has that changed? In the ‘60s, early ‘70s, the unrest was certainly there on college campuses — what is different now?

Well, it’s quantifiably different, whether you’re talking about the cost or the monolithic, forced conformity of views. You can trace the charts that show the escalating cost going beyond really any other category in the economy, even health care. You can also look back over a couple generations of faculty picking their own colleagues and in the most human of ways, picking people just like them. And you do that for two decades, and you arrive where we are.

How did you combat that when you were the president of Purdue?

First of all, we asserted emphatically our commitment to free speech, and that means free inquiry as well as the ability to express oneself on public issues. I’ll say that as we became — and this was a central goal of ours — more and more STEM-centric, we were growing in every area, but we were growing by far the most in engineering and the sciences and things that we thought were central to our land grant assignment, especially in this era. And as I think a fair generalization, a campus where those disciplines predominate is less prone to politicization of everything, ideological warfare and the like. The center of gravity at a school like ours is located in the world of objective reality.

The standards and rigor, the quality of the product that’s being delivered at these high prices, is in many cases suspect.

Did the protests and encampments last spring at Columbia and other universities surprise you?

I admit, I was surprised at the blatant antisemitism. But the rest of it, I’m sad to say, was less surprising — the vacillation of administrations in the face of these problems, the unwillingness to act promptly and impose sanctions, to protect order, protect the, I’m sure, majority of students in every case who are hoping to simply pursue their education and finish the school year. I suppose we’ve seen a lot of precedents for that. So the antisemitism, the sheer ignorance of many of these young people about the facts and the history about which they had formed these sometimes violent opinions, did come as some news to me.

How would you have handled it?

I would have given short notice and then indicated that the school would enforce its rules and would have done so promptly. I think a few prompt suspensions or expulsions would have been enlightening and effective.

Did you see a campus or a college president who acted in a way that you thought was wise?

I can’t remember anyone to single out right now, but it could be that the most effective approach to this would be one in which it wasn’t necessary to take that sort of action, because the policy and the willingness to live by it was already very clear before this happened. There were a couple schools, I learned, that really didn’t have a clear rule against, for example, prolonged camping out on common space, or interference with campus operations, classes and so forth. If you didn’t have that policy, you were at some disadvantage, but if you had it, people knew that you had enforced it and were willing to and you were probably less likely to have this problem on your hands.

Let me return to affordability and accessibility. A simple question: Is a college education still worth it?

Clearly it is, if it’s the right kind of education and matches the situation of the student. Clearly, it is well worth it in many cases. We haven’t always done a good job of matching or helping young people make the right choice. I think the idea that a four-year school is for everyone was probably oversold. But yes, schools that deliver high value — which Purdue, we always said, was the gold value, which means high quality, quality over price, fundamental equation of life — I always said, where that came from, there are many, many schools where it does deliver high value. So, in that sense, yes, of course, it’s never been more valuable. But it’s equally true, I think to say, that we encouraged, partially subsidized and societally, maybe even pressured a lot of young people to go to four-year schools that turned out not to be a good choice for them. One of the consequences we’re dealing with now is an enormous number, 40 million or something Americans, who started college and didn’t finish, and it’s now clear that they are, as a general rule, not better off but worse off for the time and money they spent.

Is there a solution to that?

Yes, adult education. You’re in the backyard of Western Governors University, a really fine institution. I once served on its board, and learned about this problem and about the opportunities, especially these days, through online education or hybrid forms of education, for these people to complete a credential that is meaningful and is recognized in the market and helps them advance but that’s a patchwork on a system which didn’t serve them well the first time.

When you have faculties that are 99 to 1 of one viewpoint, the issue isn’t solely that students only ever hear one point of view (and) feel intimidated about questioning the prevailing orthodoxy — it’s that the academic enterprise itself is damaged.

If someone comes to you seeking advice, what are the factors that they should consider? What would you tell a parent?

Well, let me just say what parents have told me. Parents clearly are looking for the value I just defined. For too long, the higher ed system got away with charging ever-rising prices, because there was no measurement of quality and nobody was paying much attention. And in many cases, people came to use the sticker price as the proxy — “If it costs more, it must be a better school.” Well, it wasn’t; it almost never was. And so, the first thing you look for is value. And there’s now more information than there used to be about how the graduates of School A do versus School B, you can look at that and the cost. Then, there are many, many parents who — and young people, by the way, I’ve met scads of them over the last few years — who consider as one factor whether a school has a reputation for indoctrination and groupthink and the censorship of nonprevailing views.

Can a student get conservative viewpoints on college campuses today?

Sure, but much more rarely than they can in the broader society, which is paying for these schools. And there are many, many examples where there was almost zero balance. There is one other thing to say here, which is that Purdue did a big study with the Gallup people about a decade ago called the Gallup-Purdue Index . It surveyed people at various intervals out of college and tried to ascertain how much they were or weren’t flourishing. It wasn’t just economics — it was health, it was civic engagement, it was general happiness, and then tried to correlate that with the kind of experience they had. The shorthand for the finding that the Gallup people and our people came to is that it’s less a matter of where you go than how you go. If a young person applies herself or himself in a certain way, they’re probably going to have a useful and valuable experience, wherever they attained it. It was things like, of course, seriousness about study, but also forming a mentor-type relationship, or some kind of relationship with at least one or two faculty members while there. It was having some sort of a research experience, as part of the course of study, it was having a significant involvement — not a casual one or dabbling in extracurriculars, but a serious involvement in at least one or two things like this. I think that’s also important. There’s at least as much burden on the young person to make it valuable as there is on the school.

Did you find that valuable?

I think so. You know, it obviously made the rounds on our campus. Our young people — not me, but our students — produced a little saying that I repeated to their successors in later years: 4-3-2-1, graduate in four years or less. How did this work? Maintain a three-point (grade-point) average or better, which is not easy at our school — a three should still be something a student anywhere has to work for; at least two hours of study for every hour of class; and get really actively involved in at least one extracurricular. And that little formula, I think, is supported by the data that Gallup and Purdue collected and is a pretty good tool for any student anywhere.

And that came from the students?

Yes, that’s right. The students produced the mnemonic or whatever you would call it, the 4-3-2-1 formula.

We encouraged, partially subsidized and maybe even pressured a lot of young people to go to four-year schools that turned out not to be a good choice for them.

As you look at your life, did you have an “aha” moment? Did you come to a moment where you said, “Oh, this is what needs to happen for education,” or “This is what needs to happen for the country”?

Goodness, I don’t know. My life has been one long series of “ahas,” constantly surprised by how little I knew about some subject. I will say that like any attentive citizen, I was watching and paying attention to higher ed. Then I served in elected office those eight years and I thought that supporting Indiana’s higher ed institutions was very important. I’ll give you one example. It was during that time that Utah’s former wonderful leader, (Gov.) Mike Leavitt, came to see me, said he’s part of this thing called WGU (Western Governors University), and they wanted me to get involved in it. I did, I learned and we created what is now flourishing as WGU Indiana. So I learned about this issue that we discussed of the noncompleters, who along with those who never went to college at all, do have an option now. Life won’t permit them, of course, to move back to some campus for three or four years, but we now have ways that they can learn while dealing with life. And so that was certainly part of it. And we created WGU Indiana, which then led to WGUs in other states, kind of a private label, we would have called it in my business days. Well, after I got to Purdue, I became more and more imbued with the land grant assignment to spread higher ed as widely as possible. I used to tell our people, “We don’t want to be known by how many we turn away, we want to be known for how many we turn out,” that is, successfully graduate. And when I saw an opportunity, we bought an online university, turned it into what is called Purdue Global. And that has 36,000 or so adult learners at a time, and graduates about 12,000 people a year. Most in their 30s, 40s, single moms, veterans, all sorts of people who didn’t go a traditional route.

As you assess the future of higher education, where do you think we will go in the next 10 years?

I think the shakeout which has begun will continue. That’ll be for demographic reasons as well as loss of trust, overworking on the system. But you know, every day now you hear about another school shrinking, merging or going out of business. And so there will be a shrinkage. I hope that greater competition will do what competition typically has, which is cause schools to ask themselves, “How do we reform? How do we adjust? How do we respond to these legitimate concerns?” Once again, there’s too much of a tendency in higher ed for people to think that they know it all and any criticism is illegitimate. I hope that changes. There are a few schools which can stay that way. If you’re sitting on a multibillion-dollar endowment, I guess you can, but for the vast expanse of the system, there are lessons now that need to be learned and we’ll see who takes them on board.

This story appears in the September 2024 issue of Deseret Magazine . Learn more about how to subscribe .

Sergei Khlebnikov

NOTE: E-mail addresses end with @purdue.edu

Personal Homepage

M.S., Physics, Moscow State University, 1985 Ph.D., Physics, Institute for Nuclear Research of the Academy of Sciences, Moscow, Russia, 1988

elementary particle theory, cosmology, and quantum field theory.

• University Faculty Scholar, (Purdue) 2001-2006
• National Science Foundation, Faculty Early Career Development (CAREER) Award 1995-1998
• U.S. Department of Energy, Outstanding Junior Investigator Award 1994
• Alfred P. Sloan Foundation, Fellow 1994-1998
• Professor of Physics, Purdue University 2002-present
• Associate Professor, Purdue University 1998-2002
• Assistant Professor, Purdue University 1993-1998
• Julian Schwinger Postdoctoral Fellow, UCLA 1991-1993
• Junior Researcher, Institute for Nuclear Research, Moscow 1987-1991
• S. Khlebnikov, Quasiparticle scattering by quantum phase slips in one-dimensional superfluids, Phys. Rev. Lett. 93 , 090403 (2004).
• S. Khlebnikov and I. Tkachev, Relic gravitational waves produced after preheating, Phys. Rev. D 56 , 653-660 (1997).
• S. Yu. Khlebnikov and M. E. Shaposhnikov, The statistical theory of anomalous fermion number non-conservation, Nucl. Phys. B308 , 885-912 (1988).
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Independent Study in Idaho

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Independent Study

Physical Address: Blake House 1150 Blake Ave. Rooms 205, 206 and 207 Moscow, ID 83844-3081

Independent Study in Idaho University of Idaho 875 Perimeter Drive MS 3081 Moscow, ID 83844-3081

Toll-free: 877-464-3246

Phone: 208-885-6641

Email: [email protected]

Web: Instructor Gradebook Access

Take College Classes Online at Your Own Pace

Whether you're a working professional seeking to advance your career, a busy parent juggling multiple responsibilities or a student looking for a flexible way to earn college credits, Independent Study in Idaho (ISI) accommodates the diverse needs of all learners.

We understand the importance of flexibility in higher education. That's why the online ISI program enables you to take up to a year to complete a course, providing ample time to master the material. Under the guidance of experienced instructors, you have the freedom to explore coursework from any location on your own timeline. These opportunities empower you to stay on track to achieve your academic goals and graduate on time.

• Idaho residency is not required 
• Admission to cooperating institutions is not required 
• Same in-state and out-of-state registration fees 
• Courses sponsored by four regionally accredited institutions
• Leverage ISI courses to finish your degree earlier and save on course fees. See an example  here .

Open Enrollment. Register Anytime. Start Anytime.

Flexibility is fundamental to the Independent Study in Idaho program. With open enrollment, you can register and start your course whenever you're ready. Designed for completion in one year or less, ISI courses cater to your schedule and commitments, allowing you to complete coursework at your own pace. The credits you earn upon completing ISI courses can be used toward earning your college degree and are also widely transferable to many colleges and universities.

ISI courses serve as a versatile tool, helping you complete your studies and prepare for a successful career. Whether you’re starting a college program ahead of schedule, ensuring timely graduation, resolving scheduling conflicts, meeting prerequisites or pursuing professional development and personal enrichment, ISI offers a tailored pathway to reach your goals.

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Key program highlights include:

• Online courses sponsored by four regionally accredited institutions . No need for admission to cooperating institutions.
• Over 100 course options in more than 25 subject areas.
• Uniform registration fees and no residency requirements for both in-state and out-of-state students.
• Faster degree completion. See an example of this cost-saving approach .
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Get Started With ISI

Ready to begin your ISI journey? Find your student type and discover your next steps.

Prospective Students

Considering taking ISI courses? We're here to guide you through the process. Discover services and how to register.

Current Students

Are you currently enrolled in an ISI program? Access support and ISI policies.

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High School Students

Find out how you can earn college credits in high school through ISI.

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Library Science Students

Explore specialized courses and opportunities for aspiring K-12 teacher librarians.

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Addictions Minor Students

Work towards becoming an Addictions Counselor in Idaho or Washington with ISI’s online addictions minor.

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Incarcerated Education Opportunities

Incarcerated individuals seeking educational opportunities can access college courses with ISI.

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Registration and Fees

Review registration steps, payment options, transcript requirements and more.

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Independent Study Courses

Find online courses in subjects like business, psychology and art.

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What is Independent Study in Idaho?

Established in 1973 by the Idaho State Board of Education, ISI operates as a cooperative among regionally accredited Idaho institutions, spearheaded by University of Idaho. Other participating members include Boise State University, Lewis-Clark State College and Idaho State University.

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