The Core
Saint Joseph’s College’s core curriculum is a set of courses that reflects the College’s vision of what it means to be an educated person. It is the heart of our baccalaureate education, and provides the grounding for the student’s major course of study. The core curriculum’s concentration on the liberal arts and science supports key parts of the College’s mission: to “encourage students to explore widely the arts and sciences while they also prepare to lead ethical and meaningful lives” and to “enhance students’ awareness of human dignity and the meaning of life.” Moreover, the core curriculum supports several of the College’s Institutional Learning Outcomes.
Specifically:
- Identify and apply the ethical and moral dimensions of their particular field of study;
- Demonstrate effective communication skills in both written and oral formats;
- Engage in responsible citizenship, social justice, and environmental stewardship;
- Demonstrate critical thinking skills and the ability to analyze and evaluate information from diverse sources and perspectives.
Building Leaders for 21st Century Sustainable Communities (LSC)
The LSC Core Curriculum
The LSC core is driven by its learning outcomes. LSC core learning outcomes are built on the premise that all graduates of Saint Joseph’s College have the foundation to become leaders in creating a sustainable future. More specifically, we organize the LSC core learning outcomes around three areas:
- Sustainability of Knowledge
- Sustainability of Communities and the Planet
- Sustainability of Self
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Sustainability of Knowledge
Every SJC graduate:
A. Acquires foundational knowledge of the diverse human condition, human society, and the natural world.
B. Develops essential skills in critical thinking, quantitative reasoning and written communication.
C. Demonstrates the ability to evaluate, acquire and synthesize new information.
D. Understands the connections among domains of knowledge and applies this understanding in addressing real world problems.
E. Applies foundational knowledge from core courses to their chosen professional field and understands the connection between their day-to-day work/life and this broad knowledge base.
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Sustainability of Communities and the Planet
Every SJC graduate:
A. Engages in ethical, philosophical, and theological debates concerning sustainability and 21st century human life.
B. Attains historical and civic literacy necessary for effective citizenship at the local, state, national, and global level.
C. Acquires understanding of the diversity and historical foundations of 21st century cultures, societies, religions, and belief systems.
D. Develops leadership skills to create 21st century sustainable outcomes at the local, state, national and global level.
E. Applies knowledge and skills to address issues of justice, equity, diversity, and inclusion (JEDI).
F. Attains basic literacy in environmental science and develops knowledge and skills to improve the ecological and environmental sustainability of their communities.
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Sustainability of Self
Every SJC graduate:
A. Engages in artistic, creative, ethical, and spiritual exploration.
B. Develops knowledge of, and skills related to, personal health and wellness, including practices in the physical, emotional, intellectual, social, and spiritual dimensions.
C. Acquires skills that enhance employability (including communication, collaboration, and analytical skills), embraces a developmental approach to the attainment of professional goals, and develops the capacity to leverage networking opportunities that foster professional success.
D. Identifies and acknowledges their own strengths and weaknesses, and focuses on leveraging strengths and minimizing weaknesses in the process of becoming a lifelong learner.
The LSC core incorporates three modes (Mode #1, Mode #2, and Mode #3) to meet LSC core learning outcomes. Students must complete Mode #1 and Mode #2 to fulfill LSC core outcomes. Mode #3 is optional. See Appendix.
Mode #1: LSC core courses (13 LSC core courses). All students who graduate from SJC must complete 13 core courses in 13 core categories (or equivalence if a transfer student or through substitution via Mode #3).
Mode #2: Senior Capstone/Seminar (Addresses two specific LSC outcomes not covered in Mode #1 and offers opportunities to reinforce LSC outcomes covered in Mode #1).
Mode #3: Experiential Equivalence (An experience that meets a LSC Mode #1 core course requirement). This is optional and intended as a tool to increase flexibility for students to meet LSC core outcomes. More information on this Mode can be found below.
Core Curriculum:
Theology/Religious Inquiry (4 credits):
Philosophical Inquiry (4 credits):
Quantitative Reasoning (4 credits) *See Appendix 1:
Written Communication (3 credits):
Human Foundations and Multicultural Inquiry (3 credits):
Inquiry into the Natural World (3 credits) *See Appendix 2:
Inquiry into Society (3 credits) *See Appendix 3:
Literacy in Environmental Science (4 credits):
Historic and Civic Literacy for Effective Citizenship (3 credits) *See Appendix 4:
Leadership and Building JEDI (3 credit) *See Appendix 5:
Artistic Exploration and Expression (3 credits):
- Any Fine Arts (AT) course
Literary Exploration and Expression (3 credits):
Wellness (3 credit) *See Appendix 6:
First-Year Experience (1 credit):
Appendix
One option (Mode #3) to meet core curriculum outcomes is to actively and intentionally engage in experiences that allow for careful reflection and assessment. This is designed to encourage and increase flexibility in the new LSC Core. Mode #3 is optional. It can use to to fulfill a maximum of two Mode #1 Categories.
Three to four credits may be earned by way of an approved experiential equivalency for a maximum of two Mode #1 Categories. Students are required to seek out a faculty sponsor with expertise in the subject matter to assist them in navigating the experiential equivalency process, along with approval from the Office of Academic Affairs.
Guidelines for establishing credit weight: Depending on the nature and extent of the experience, students can gain three or four credits. Students who provide supporting documentation (letters from community partners, organizations or agencies where the experience took place), complete the experiential equivalency benchmarks and the portfolio can earn credit. The narrative and reflection within the portfolio will vary along with the nature of other deliverables (art projects, brochures, podcasts, blog postings, video presentations, etc.).
PRIOR EXPERIENCE: For those seeking credit for a prior learning experience, students will need to complete a screening questionnaire. This questionnaire allows a faculty sponsor and the Office of Academic Affairs to properly evaluate the experience, the amount of credits that may be applied and provides insights as to what core outcome(s) may be fulfilled. Once the questionnaire has been reviewed, the faculty sponsor and Associate Dean will meet with the student to discuss the project plan moving forward. Once the project plan is approved and benchmarks are provided, the student will be enrolled in the Brightspace course. The student will then have 15 weeks to complete the portfolio.
PLANNED EXPERIENCE: This process needs to be planned in consultation with a faculty sponsor. The faculty sponsor and student must complete an experiential equivalency project plan which will then be submitted to the Office of Academic Affairs for review. This project plan will be mapped out for the upcoming semester. The project plan must include benchmarks to assess progress throughout the time frame agreed upon. Once the project plan is approved and benchmarks are provided, the student will be enrolled in the Brightspace course. The student will then have 15 weeks to complete the portfolio.
EE 100 Core Experiential Equivalency (3-4 Credits): This course allows students to use prior or planned experiences to meet Mode #1 core curriculum outcomes. A faculty sponsor is required along with approval from the Office of Academic Affairs.
EE 101 Core Experiential Equivalency (3-4 Credits): This course allows students to use prior or planned experiences to meet Mode #1 core curriculum outcomes. A faculty sponsor is required along with approval from the Office of Academic Affairs.
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