Interfaith learning outcomes provide focus and clarity for programs and initiatives. They also set a solid foundation for assessing your interfaith work and determining ways to improve and leverage student interfaith learning. To inspire you in your development of interfaith learning outcomes, below is a curated bank of examples.
Types of Learning Outcomes in this document:
- Campus Wide Interfaith Learning Outcomes
- Curricular Outcomes
- Miscellaneous Interfaith Learning Outcomes
Campus Wide Interfaith Learning Outcomes
The following examples reflect campus-wide interfaith learning outcomes for a range of interfaith initiatives.
DePaul University uses programmatic and departmental learning outcomes that align with their mission to guide interfaith work on campus. Below are a few example learning outcomes from their Office of Religious Diversity that focus on interfaith cooperation.
Students who participate in Office of Religious Diversity programs will:
- Integrate their spiritual, religious, or philosophical tradition’s beliefs into their daily lives
- Build skills to lead civic engagement efforts and build community in pursuit of justice
- Consider their own and others’ spiritual or religious and cultural practices and traditions
- Students who participate in Office of Religious Diversity educational programming will apply what they learned from the program(s) to their daily life or world understanding
- Students who participate in Office of Religious Diversity community service programs as leaders will demonstrate skills for facilitating interfaith or pluralistic reflections
- Students who participate in service with people from multiple spiritual, religious, or philosophical traditions will value shared social action with those from a religious, spiritual, or philosophical tradition different from their own
Dominican University drafted explicit interfaith learning outcomes, appropriate for graduates and undergraduates and for both curricular and co-curricular initiatives. Below are the learning outcomes they drafted.
- Demonstrates willingness to respond to questions regarding one’s own religious, spiritual, or value-based (RSV) worldview
- Demonstrates willingness to participate in educational or celebratory events of various traditions as appropriate
- Seeks out information and dialogue on various RSV worldviews
- Seeks to establish common ground while acknowledging conflict as it arises
- Identifies gaps in one’s own knowledge about one’s own and others’ RSV worldviews and knows how to access resources to increase knowledge
- Identifies key facts and positive facets of multiple RSV-based histories, traditions, and practices, including one’s own
- Explains the value of interfaith cooperation and its importance for Catholic Dominican tradition
- Explains why knowledge about RSV worldviews is important for the students’ chosen field of study or future profession
- Critically evaluates the role one’s own RSV worldview has played socially, culturally, and historically
- Analyzes the role of religion, spirituality, and value-based worldviews in significant current and historical events
- Communicates in ways that can build relationships and foster dialogue with various others
- Initiates informed and appreciative interfaith dialogue
- Acknowledges mistakes and takes corrective action when one’s behavior has harmed another
- Collaborates with others from different RSV worldviews to address contemporary social concerns