Courses with a Foundations 1 designation will

1. analyze an element of or issue related to civic engagement and well-being using shared texts to effectively support their written analysis.

2. employ the required academic writing skills included in the course characteristics for Foundations 1.

3. provide students with a common intellectual experience about civic engagement and well-being, including the shared text and academic writings, resulting in a minimum of 12 pages total, all of which are revised based on constructive feedback.

4. provide students with an introduction to writing resources and purposeful instruction in writing focusing on the following elements: thesis statement, paragraph structure, organization, use of evidence, and revision.

5. provide students with opportunities for exploration of careers, majors/minors, courses, and living with authenticity, meaning, and purpose.

6. facilitate transition to college through attention to physical wellbeing (e.g., eating, sleeping, exercising), mental/emotional wellbeing, and financial wellbeing including introduction to on-campus resources.

7. facilitate transition to college through introduction to key campus resources (e.g., CARs and the library) and focused work on academic skills such as critical thinking, reading, time management, study skills, metacognition/reflection skills.

Courses with a Foundations 2 designation will

1. analyze how historical and systemic forces relate to an issue connected to diversity, equity, inclusion, and justice.

2. Provide students with a common intellectual experience, including the shared text and academic writings, resulting in a minimum of 15 pages total, at least 12 of which are revised based on constructive feedback.

3. include an assignment in which students demonstrate a conceptual understanding of one or more societal-level concepts related to diversity, equity, inclusion, and justice (e.g., oppression, privilege, and institutional discrimination).

4. include an assignment in which students demonstrate a conceptual understanding of one or more individual-level concepts related to diversity, equity, inclusion, and justice (e.g., stereotyping, prejudice, and individual discrimination).

5. provide students with purposeful instruction in writing focusing on the skills developed in Foundations 1 and use of counterargument, audience, tone, synthesis of sources found through more in-depth library research.

6. provide students with purposeful instruction in library research and the opportunity to work with a librarian.

7. provide students with the opportunity to reflect on how they could use their talents, passions, and/or knowledge to contribute to and improve equity in their community.

8. provide opportunities for vocational and major exploration.