Foundations

Read more about the Learning Outcomes for each area:

• Theological and Religious Inquiry

  At least one course will offer students "a critical understanding of Christian traditions, including Catholic Christianity at a basic college level, OR an understanding of the diversity of religious traditions with special attention to Catholic Christianity at an introductory level."

  Student Learning Outcomes

  Students will demonstrate:

  1. Critical understanding of Christian traditions, including Catholic Christianity at a basic college level, OR an understanding of the diversity of religious traditions with special attention to Catholic Christianity at an introductory level;
  2. Critical understanding of theory and method in biblical studies, Christian theology, or religious studies; and
  3. In-depth knowledge of at least one religious tradition, foundational sacred text, or important historical or contemporary issue in the study of theology or religion.

  Typically students will satisfy Learning Outcomes 1 and 2 at the lower-division level in a single course. Students can satisfy Learning Outcome 3 only through upper-division courses.

  Lower division Theology or Religious Studies courses must include study of Catholic Christianity and considerable attention to methods in the academic study of religion.

  Example of courses that satisfy this area of inquiry

  Lower Division: THRS 110 - Exploring Religious Meaning
  A thematic and topical introduction to the study of religion. Drawing material from at least four religious traditions, including Christianity, this course considers a range of possible themes and topics such as symbol, ritual, mysticism, myth, material culture, gender, ethics, ecology, death and the afterlife, and contemplative practice.

  Upper Division: THRS 338 - Faith and Environmental Justice
  This course explores how faith rooted approaches to ecological issues can play a pivotal role in addressing our current environmental crisis.  Prerequisites include one of the following: THRS 110; THRS 112; THRS 114; THRS 116; THRS 119; THRS 120; THRS 202; THRS 203; THRS 231; THRS 232.

• Philosophical Inquiry

  Students take one course that focuses on the central problems of Philosophy while practicing analytical skills and argumentation.

  Student Learning Outcomes

  Students will:

  1. Identify and define issues and problems of concern, analyzing them critically and systematically by asking relevant questions, examining different sides of an issue and evaluating arguments and, where appropriate, using the language and techniques of formal logic to articulate and assess argumentation. (Analysis) 
  2. Construct clear, rigorous arguments for well-delineated theses. (Argumentation)

  Philosophy courses will achieve of one or more of the following learning outcomes:

  1. Central Problems of Philosophy: Demonstrate awareness of the central areas of philosophical inquiry, including logic, metaphysics, philosophy of mind, epistemology, or ethics and of the major questions explored in these fields.
  2. History of Philosophy: Demonstrate knowledge of the views of selected major figures, movements, and important theories in central areas of ancient, medieval, modern or contemporary philosophy.
  3. Philosophy and Other Disciplines: Integrate the study of philosophic problems and problem-solving techniques with work in other academic disciplines.

  Example of a course that satisfies this area of inquiry 

  PHIL 490 - Philosophy of Love
  What is love? Does it even exist, or is it a myth? Is it attainable, or an impossible ideal? Is it rooted in the divine; in the human, or even in the biologic or animal? Is it an emotion, a form of relationship, or even a cosmic principle? Can it be equal and shared, or must it be hierarchic and coercive? This course considers a variety of philosophical perspectives on questions such as these. Readings typically include such classic and contemporary thinkers as Plato, Aristotle, Augustine, Aquinas, Kierkegaard, Freud, Sartre, DeBeauvoir, and Tillich.

• Ethical Inquiry

  Students take one course that emphasizes ethical reasoning and moral responsibility and requires students to apply key concepts to assess individual, professional, and institutional decisions.

  Student Learning Outcomes

  Students will demonstrate:

  1. Foundational Knowledge: Describe and analyze key ethical concepts (e.g., justice, happiness, the good, moral value, virtue, dignity, rights, equality, etc.)
  2. Ethical Reasoning: Reason ethically by drawing on major ethical theories and traditions (e.g., virtue ethics, feminist ethics, Catholic social thought, deontological ethics, consequentialist theories, etc.) or the values grounding those traditions (e.g., autonomy, utility, etc.) to normatively assess individual, professional, and institutional decisions
  3. Perspectival Reflection: Analyze a contemporary ethical issue from multiple perspectives, including identifying potential biases on the basis of social location (e.g., historical, cultural, gender, racial, economic, religious, ability, etc.)
  4. Clarity of Argument: Develop, articulate, and defend a well-reasoned judgment on a particular ethical issue, demonstrating nuance and ambiguity, as well as clarity and precision, in their thinking and writing about moral problems, concepts, and ideals.
  5. Ethical Self-Reflection: Reflect on and evaluate their own ethical decisions, actions, and practices, as well as on their obligations as morally responsible agents.

  Example of a course that satisfies this area of inquiry

  PHIL 116 - Morality and Justice
  This course aims to provide a thorough introduction to key themes in ethics and political philosophy, i.e., morality and justice. Students will be introduced to foundational questions in ethics such as: why be moral? What is the nature of the good and the good life? What are our duties to other humans? To animals? To ourselves? Students will also be introduced to foundational questions concerning justice: when, if ever, is paternalism justified? What is the moral justification of punishment? How far to our speech rights extend? Are their expressive harms that the state should regulate, like hate speech? What are our duties, if any, to persons in other nations suffering from economic deprivation and starvation?.

• Diversity, Inclusion and Social Justice

  This component of our curriculum is deeply steeped in our Mission as a Catholic university. Students are required to complete two courses that carry the Diversity, Inclusion and Social Justice (DISJ) flag. At least one course asks students to critically examine and recognize how difference may lead to disparities in life experiences domestically. The second course may be internationally focused. This is a developmental requirement and students must complete both level 1 and level 2. The level 1 course must be completed before enrolling in level 2.

  DISJ Level 1 v. Level 2 courses
  Typically, Level 1 courses are looking for students to develop their skills and knowledge whilst Level 2 courses are prompting students to reach an advanced or mastery level, particularly in the reflective component of the DISJ curriculum.

  Student Learning Outcomes

  Students will demonstrate:

  1. Critical self-reflection: Critically reflect on and describe how you and others have experienced privilege and oppression with accuracy of information about privilege/oppression, depth and impact of self-reflection, relevance of personal experience and clarity and effectiveness of ability to communicate about self and self in relation to others.
  2. Explain diversity, inclusion and social justice: Analyze how social constructions are produced historically and reproduced in contemporary contexts and various forms of cultural representation – literature, film and others. Describe struggles of marginalized peoples and their allies against forces such as racism, sexism, classism or heterosexism to attain equitable outcomes with accuracy of information about groups and identities, factual accuracy not stereotypes, breadth of multiple viewpoints, distinguish between master and counter narratives and clarity explanation about group(s)/values.
  3. Analyze the complexities of diversity, inclusion, and social justice: Critically examine the intersections of categories such as race, ethnicity, class, gender and sexuality in local and/or global contexts of unequal power relationships and social justice with accuracy and depth of synthesis of intersecting axes into a more complex picture of self, another individual or a group, accuracy and thoroughness of explanation of past, current and future national/global group patterns and effective employment of multiple or mixed-methods (such as qualitative, quantitative, case studies, spatial analysis, oral history, literacy or cultural studies, etc.).

  Example of flagged courses

  DISJ Domestic, Level 1: THRS 113 - World Religions in San Diego
  A survey of major religious traditions of the world, including Catholic Christianity, focusing on their presence in San Diego and issues of power, privilege, and social justice.

  DISJ Domestic, Level 2: PHIL 420 - Philosophy of Race
  This course aims to provide a comprehensive overview of key themes in the philosophy of race. Areas of inquiry include: historical origins of philosophical accounts of race, the metaphysics of race, the social construction of race and racial identity, contemporary social issues concerning race both nationally and internationally, as well as feminism and race, among other topics.

  DISJ Global, Level 1: MUSC 106 - We Shall Overcome
  This course examines the complex relationship between song and social dissent. We will explore the use of popular, traditional, and art musics by activists and social change-makers, drawing on a range of global group singing traditions. In doing so, we will seek to understand how and why group singing can be effective in mobilizing social movements, and how it might be able to advance causes of social justice in our communities today. This course bridges two subdisciplines of music, ethnomusicology and performance; in addition to seminar-style exploration of history and culture, a significant portion of the course will include group singing, culminating in an end-of-semester song festival led by the members of the course.

  DISJ Global - Level 2: COMM 380 - International Media
  This course examines media systems, uses, and social impact around the world, with an emphasis on trans-national comparisons of media development. Topics to be addressed include globalization of the media environment, media and national identity, communication for social change, and the influence of U.S. media on cultures around the world. It is recommended that students complete COMM 130 before enrolling in this course.

  Diversity levels 1 and 2 do not necessarily correspond to lower/upper division courses.

  Students must complete at least one Domestic and one other Diversity course (Domestic or Global).