Foundation Courses

Theological Foundations (Core: TF) and Philosophical Foundations (Core: PF) courses should be taken by the end of the students' first year.

THRS 117 Theological Foundations (4 credits, Core: TF)
This course will introduce students to the principal elements of Christian theology, particularly in the Catholic tradition, including biblical studies, historical and systematic theology, and ethics. It will address foundational theological questions, including: What does it mean to study God, and why do we do it? What sources are available for the investigation of God and how do we evaluate these sources? What images and metaphors have been and continue to be used for God? And what implications does belief in God have on ethical behavior and the building of communities?

PHIL 120 Philosophical Foundations in the Study of Human Nature (4 credits, Core: PF)
This course provides a thematic and historical introduction to basic philosophical issues regarding human nature utilizing primary texts from established figures in the philosophical tradition. Topics include the moral dimension of human experience, the fundamental nature of the world, the nature of truth and knowledge, and justice. Readings include dialogues of Plato, authors from at least three of the four philosophical epochs (ancient, medieval, modern and contemporary), and at least one author from the Christian philosophical tradition. Emphasis will be placed on methods of logical inquiry including Socratic dialectic, deductive and inductive inference, and other forms of philosophical discourse with the goal of developing the student’s skills in written and oral communication.

Quantitative-Reasoning (Core: QR) Courses
Quantitative-Reasoning courses should be completed by the end of the student's second year.

Writing-Intensive (Core WI) Courses
Writing-Intensive courses should be completed by the end of the student's second year.

Writing-Intensive Courses (Core: WI)
This module is fulfilled by taking any course designated as writing intensive in the course timetable and may be drawn from any of the Foundations courses (above) or from any general core courses at the 100 or 200 level

Second Language Competency (Core: SL)
Demonstration of second language competency is to be completed by the end of the student’s third year.

This module is fulfilled by demonstrating basic competence in two languages. Proficiency in each language must be demonstrated by the end of the third year by using one of the following options:

• Providing a high school or secondary school transcript indicating successful graduation. (Note: an English translation is required if the transcript is not written in English)
• Earning a passing grade in a second-semester language course at St. Norbert College or a "C" or better at another post-secondary institution. 
• Scoring at a skill level equivalent to having completed a second-semester collegiate language course on a course exemption exam available at St. Norbert College.
• Achieving the Seal of Biliteracy
• Demonstrating language competence by test: 

Earning a score of 3 or better on an Advanced Placement language or literature exam in Chinese, French, German, Italian, Japanese or Spanish; earning a score of 5 or better on an International Baccalaureate Language A2 HL exam. Tests for languages other than those available at St. Norbert can be obtained at the Brigham Young University Foreign Language Achievement Testing Service (FLATS) or through an ACTFL Oral Proficiency Interview via Language Testing International (LTI), with the student bearing responsibility for any fees. English proficiency may be demonstrated by TOEFL (min. scores: pbt 550 or ibt 79) or IELTS (min. score: 6.5 composite). 

Examples: a student who speaks Arabic as a first language could demonstrate Arabic competency with a FLATS score and demonstrate English competency with a TOEFL score; a bilingual student who speaks both Spanish and English could demonstrate Spanish competency with an SNC placement exam score and provide a high school transcript to demonstrate English competency; a student who speaks English as a first language could provide a high school transcript to demonstrate English competency and an Advanced Placement exam score of 5 to demonstrate German competency.

Exceptions to this policy must be approved by the Vice President for Academic Affairs.

General and Advanced Courses

Difference and Diversity (Core: DD)
This area examines ways in which literature and the visual and performing arts resonate in human experience. Courses in this area encourage students to contemplate and theorize humanities and fine arts. Through creative engagement and critical thought, students will develop an understanding and appreciation of the creative process and cultivate the ability to make positive contributions to knowledge, society, and culture

Expression and Interpretation (Core: EI)
This area examines ways in which literature and the visual and performing arts resonate in human experience. Courses in this area encourage students to contemplate and theorize humanities and fine arts. Through creative engagement and critical thought, students will develop an understanding and appreciation of the creative process and cultivate the ability to make positive contributions to knowledge, society, and culture.

Individual and Society (Core: IS)
This area focuses attention on the nature of the individual, of society, and the relationship between the two. Courses in this module consider empirical research as well as historical and contemporary thought on the nature and development of the individual (including common attributes and individual differences, the character and evolution of society − including complex institutions such as family, economy, and government), and the relationship between the two. These courses help students identify and apply theoretical and methodological perspectives of a social science in order to understand themselves and their place in the social world. 

Physical and Natural World (Core: PN)
This area introduces topics ranging from physical and chemical processes that shape the earth and universe, the historical and contemporary impact of human geography on climate and the earth’s biota, to the interplay among health, environment and technology. Courses in this area, while being grounded in the fundamentals of the natural sciences, may include disciplinary, multi-disciplinary, and interdisciplinary perspectives on the physical and natural world. Students will be introduced to the basic concepts of science, methods of science, and the interdisciplinary nature of science through inquiry, critical thinking, application, and communication. This subject matter, when synthesized into a meaningful whole, allows learners to develop an informed perspective on the physical and natural world and our role as responsible stewards of the environment. These courses include a laboratory component.

Western Tradition (Core: WT)
This area helps students understand and evaluate major concepts and values in Western culture. Students will be able to analyze how the Western tradition influences contemporary thoughts or actions. Courses in this area will expose students to the sources and development of ideas that pervade Western society and the Western cultural experience, and may cover Western ideologies, history, government, citizenship, literature, and the arts.

Core Goals

Within the context of the institution’s Catholic, Norbertine and Liberal Arts traditions, St. Norbert students demonstrate the knowledge, skills and values necessary to:

Think Critically
Indicators may include employing logical analysis and inquiry; evaluating arguments and evidence; demonstrating information literacy and quantitative reasoning; applying knowledge, skills and methods of the natural sciences, the humanities, the visual and performing arts, and the social sciences – including business and economics.

Communicate Effectively
Indicators may include accurately conveying and interpreting written, spoken and symbolic forms of communication; communicating in ways appropriate to audience, purpose and context; using communication strategies and technologies effectively and ethically; demonstrating basic skills in more than one language.

Problem-Solve Creatively
Indicators may include articulating contextual factors and generating relevant questions when defining a given problem; exploring an issue or problem by creating a new approach, product or idea or by synthesizing multiple approaches; evaluating the implications of alternative solutions. 

Behave Ethically
Indicators may include identifying, reflecting upon and articulating one’s own principled values; understanding and applying ethical principles in academic, civic and personal contexts; weighing the ethical consequences of alternative courses of action; advocating for ethical outcomes. 

Interact Respectfully
Indicators may include collaborating effectively with people from a variety of backgrounds; reflecting critically on cultural biases, including one’s own; valuing the differences, commonalities and contributions of cultures and societies throughout time; engaging conscientiously in personal and civic life. 

Serve Responsibly
Indicators may include valuing the inherent dignity of all people; advocating for and building systems that promote justice and the common good; making decisions and acting in ways that reflect awareness of global interconnectedness; practicing stewardship and the responsible use of resources.

Live Purposefully 
Indicators may include articulating and acting upon goals and values that support a sense of meaning and purpose in one’s life; engaging in behaviors that promote well-being; understanding the faith commitments out of which our institution grows; esteeming the contributions of diverse faith and values perspectives; practicing reflection and contemplation; demonstrating self-awareness.

Goals of Lower-Level Core Curriculum Courses

• Develop student skills in writing, research and oral communication
• Develop student abilities in creative and critical thinking
• Foster student understanding of the value of a liberal arts education

Goals of Upper-Level Core Curriculum Courses

• Advance student skills in synthesis and integration of different methods, perspectives or ideas, and develop the ability to bring together existing knowledge and materials in order to create new connections, approaches or intellectual expressions
• Engage students in deep critical evaluation and reflection on subject matter or sources of information, and require them to communicate what they have learned using various modes of substantive response
• Challenge students to identify or evaluate concepts, principles and techniques learned through the course in contexts outside of the classroom; or to use concepts, principles and techniques learned through the course to predict results or propose solutions