Foundation Documents and Learning Outcomes

American Heritage

1. Explain the historical context within which American independence was declared and won.
2. Compare and contrast the Founders’ constitutionalism with more recent concerns of democracy and rights.
3. Identify and discuss the essential features of the United States Constitution as they relate to human freedom and the structures which protect that freedom.
4. Understand the role of competitive economic institutions as an auxiliary to state action.
5. Explain distinctively Latter-day Saint perspectives on the Constitution, including the political and social climate at the time of the restoration.
6. Recognize challenges to the early tradition of American constitutionalism and substantive changes in the interpretation and functioning of the Constitution and our political and economic institutions.
7. Recognize the privileges and responsibilities associated with citizenship in the USA.

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First-Year Writing

1. Rhetorical and Genre Knowledge. Students will be able to analyze rhetorical situations, use and adapt genres, write for a specified audience and purpose, and adopt a style, tone, and level of formality suited to the purpose and audience.
2. Processes of Writing. Students will be able to use productive and flexible individual and collaborative writing processes, including prewriting, drafting, revising, editing and proofreading, reflecting, and employing writing technologies like generative artificial intelligence effectively and ethically.
3. Inquiry and Reading. Students will be able to engage in inquiry as an iterative process as they understand and participate in ongoing scholarly conversations, suspending judgment until larger contexts are understood. They will be able to read and use written materials in a variety of genres and from a variety of sources, including information gathered from digital sources like databases, search engines, social media, and generative artificial intelligence.
4. Processes of Library Research and Information Literacy. In collaboration with the library, students will begin to develop the ability to critically evaluate sources; construct effective search strategies; and investigate, analyze, interpret, and synthesize information from diverse perspectives to ask questions, learn, generate new knowledge, and solve problems.
5. Style and Knowledge of Conventions. Students will be able to use appropriate language, genre conventions, and citation practices to write effectively in different contexts.
6. Reflection. Students will be able to practice a systematic reflective process that includes describing prior or current writing experiences; evaluating the meaning and relevance of those experiences, including the consequences of their writing choices; and thinking ahead to future writing contexts.

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Civilization

1. Demonstrate a broad general understanding of the sweep of human history and the roles of individuals, peoples, and cultures in establishing civilization as we know it
2. Show a precise knowledge of human events, ideas, and accomplishments generally recognized to be formative and fundamental to the history of civilization
3. Appreciate representative cultural works that have helped establish idealized relationships of humankind to the divine, to one another, and to nature—and that have attempted to define and explain beauty as necessary to the well-being of the individual soul as well as of the larger society
4. Evince preparation for lifelong engagement with and appreciation of world history—and of philosophy, literature, science, or the arts

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Quantitative Reasoning

1. Improve critical thinking and problem solving, especially as these apply to quantitative analysis.
2. Prepare to identify and intelligently face problems they encounter later in life that require quantitative reasoning.

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Languages of Learning

MATHEMATICS OPTION

1. Demonstrate proficiency in beginning calculus or a similarly advanced quantitative discipline.

2. Demonstrate the ability to use numerical tools to explain the world in quantitative terms, interpret numerical data, and evaluate arguments that rely on quantitative information and approaches (Aims).

WORLD LANGUAGES OPTION

For European languages:

1. Demonstrate intermediate proficiency in the target language as defined by the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines for reading, writing, speaking, and listening (where applicable).

2. Recognize and analyze a selection of literary works in the target language within their historical and cultural context.

For non-European languages:

1. Demonstrate novice-high or intermediate level proficiency in the target language as defined by ACTFL proficiency guidelines for speaking and listening (where applicable).

2. Read and analyze important cultural or literary contributions in the target language or in translation.

3. Gain basic familiarity with the target language’s written symbols.

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Letters

1. Demonstrate skills in critical reading as they analyze primary historical, philosophical, theological, or literary texts as artifacts worthy of study in themselves,
2. Demonstrate they can interpret and appreciate texts in their contexts, understanding a writer’s cultural background, purpose, audience, and rhetorical strategies (like argument or figurative language),
3. Show they can evaluate texts for their power to shape culture and their spiritual insight.

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Global and Cultural Awareness

1. Acquire informed awareness of a) a culture other than the student’s primary (or most familiar) culture, or b) the interplay of multiple cultures, languages, and/or nations.
2. Engage in thoughtful reflection of that informed awareness in a structured, guided manner under the direction of a faculty member, as evidenced by student written or spoken analyses (often involving comparison) in consideration of a culture, multicultural interplay, or global issue.
3. Develop greater empathy and charity as they gain a broader perspective and learn to see themselves from another’s point of view.

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Scientific Principles and Reasoning

1. Demonstrate an understanding of the basic scientific principles which undergird the scientific process, including the strengths and weaknesses of this process.
2. Appreciate the excitement of discovery that has accompanied important scientific developments.
3. Demonstrate how scientific methodology can be used to analyze real-world science-related problems.
4. Evaluate scientific data and claims in order to make rational decisions on public-policy science issues that affect their community.
5. Express their thoughts (in oral, graphical, and written formats) on scientific topics clearly, including appropriate use of basic scientific vocabulary and effective interpretation of quantitative data.
6. Reflect rationally upon the interface between science and religion.

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Arts

1. Demonstrate an understanding of the elements, forms, aesthetic and compositional principles of at least one form of artistic expression (e.g., visual arts, creative writing, dance, film, music, or theatre).
2. Become acquainted with a variety of representative works in at least one art form.
3. Demonstrate analytical literacy in at least one art form, meaning the ability to invoke the vocabulary, grammar, and theoretical models of the art form for the purpose of “reading” a work of art.
4. Develop the ability to recognize multiple possible interpretations of an art work, and identify the work’s adherence to or departure from the genre’s traditions and conventions.
5. For theory-based Arts courses: demonstrate the ability to engage in critical analysis of works of art, including an understanding of the historical and cultural factors that should inform an appreciation of such works.
6. For applied Arts courses: develop increased creative imagination and independent thought by directly engaging with the art form as a performer or maker.

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