The Foundation for Leadership Curriculum (FLC)

Trinity College's Foundation for Leadership Curriculum (FLC) is a liberal arts program offering a coherent approach to education by linking the liberal arts with practical experience. Central to this curriculum is an appreciation for the interdependence of the liberal arts and the development of leadership skills. This curriculum is goal-directed and discipline-based and includes three components: Curricular Areas, a Seminar Sequence, and Upper-Level Electives. Designed to provide enrichment and meaning for each individual, the Foundation for Leadership Curriculum is completed over four years and becomes an integral part of the student's total educational experience. FLC designations appear after course descriptions in this catalog. As a general rule, one course may be counted to fulfill no more than one FLC requirement; however, a course may be counted to fulfill an FLC requirement as well as a requirement in a student's major as defined by each major program.

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Philosophy of the FLC

From its founding and through its historic mission as a Catholic college for women, Trinity's identity has been grounded in the Judeo-Christian faith and in the tradition of liberal learning. Trinity welcomes students of all faiths and calls on them to grow in their understanding of ultimate meanings and values. Trinity's curriculum is designed to engage students in the search for truth in all its complexity and to enable them to discover the power of integrated learning for transforming themselves
and enlarging their perspective of the world. Trinity through the College of Arts and Sciences seeks especially to prepare women for leadership rooted in the ethic of mutuality and shared responsibility. The college strives, therefore, to educate students to articulate their visions and to equip them to become leaders in the varied communities in which they participate. This vision informs the goals of the Foundation for Leadership Curriculum.

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Goals of the FLC

The curricular goals guide the development of all courses selected for this curriculum. All goals are equally important, yet each is emphasized at different points throughout the undergraduate program of study. This goal-based structure gives each student a unique opportunity to build an integrated and coherent curriculum, with n emphasis on individual aspirations and goals. A student who completes the Foundation for Leadership Curriculum will be able to understand the different modes of inquiry represented by the liberal arts and develop the ability to see and integrate liberal knowledge and learning. More specifically, she will be able to:

1. Read with understanding and critical analysis
2. Write clearly, coherently, persuasively and logically
3. Speak effectively and confidently
4. Understand and apply the methods and techniques of scientific inquiry
5. Explore various modes of creative expression
6. Use quantitative analysis and reasoning
7. Understand and apply the method of scientific inquiry to the societal forces that have shaped - and
   continue to shape - our world
8. Examine ethical questions and behaviors in the context of religious and moral knowledge and theory,
   especially with regard to the search for social justice
9. Develop respect for and understanding of cultural, racial, and gender differences; the concept of citizenship; and global diversity.

The achievement of these curricular goals prepares a student to embrace a life in which learning, self-knowledge, and leadership are central in her personal journey.

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Curricular Areas of the FLC

The curricular areas are the largest component of the general education
curriculum and are designed to introduce the student to a diversity of academic disciplines and to increase her understanding of the connections between different areas of study. The curricular areas represent five distinct areas of study that are defined by goals and disciplines and organized into clusters of courses that fulfill area objectives. Courses approved for inclusion in each cluster are designed to produce specific student learning outcomes. FLC designations for courses appear after the course descriptions in this catalog.

AREA I: Communication Skills (3-12 credits)

Goals:

Requirements:

* Students entering Trinity who can demonstrate proficiency at the level designated by area courses in these specific curricular areas do not need to enroll in the required courses.

Click here for approved courses

AREA II: Traditions and Cultural Expression (9 credits)

Goals:

Requirements:

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AREA III: Search for Ultimate Meanings (6 credits)

Goals:

Requirements:

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AREA IV: Scientific and Mathematical Exploration (7-12 credits)

Goals:

Requirements:

* Students entering Trinity who can demonstrate proficiency at the level designated by area courses in these specific curricular areas do not need to enroll in the required courses.

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AREA V: Perspectives on Self and Society (9 credits)

Goals:

Requirements:

Click here for approved courses

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Seminar Sequence of the FLC

Trinity's FLC curriculum engages students in a demanding and directed search for meaning and truth, beginning with an interdisciplinary seminar. The Seminar Sequence provides an interactive learning experience for students and faculty that fosters intellectual inquiry and analysis. All students complete two seminars. The required First Year Seminar focuses on a faculty selected theme and challenges the student to confront contemporary issues. The second seminar, which is selected during the second or third year, emphasizes shared learning.

Upper-level Electives of the FLC

The FLC curriculum is designed to provide for a general education experience that grows and develops beyond the first two years. For this reason, students are expected to select four courses - a minimum of 12 credits - in at least two different disciplines outside their major from courses at the 200-level and above. One of these elective courses must be in a topic area that is global or international in scope. The course selection for this component of the FLC should be made in consultation with the faculty advisor.

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