Instructions for Foundations of American Democracy (FAD) Syllabi

In compliance with UNC Policy 400.1.5 – Policy on Fostering Undergraduate Student Success, ECU requires all students matriculating after July 1, 2025 meet two Foundations of American Democracy (FD) Student Learning Outcomes (SLOs). To receive FD designation, a course must substantively meet the following student SLOs.

Upon completing the FD designated course, student will be able to:

  1. Evaluate key concepts, principles, arguments, and contexts in founding documents of the American republic, including the United States Constitution, the Declaration of Independence, and a representative selection of the Federalist Papers (FD-1); and
  2. Evaluate key milestones in progress and challenges in the effort to form “a more perfect Union,” including the arguments and contexts surrounding the Gettysburg Address, the Emancipation Proclamation, and the Letter from Birmingham Jail, as well as other texts that reflect the breadth of American experiences.” (FD-2).

Those seeking FD Designation should complete Form W-1 in Curriculog and upload a syllabus developed using the following instructions. If you are requesting FD designation, please notate on the W-1 in Curriculog whether you are seeking designation for SLO 1 (FD1), SLO 2 (FD2) or whether your course meets both SLOs (FD1&2).

Syllabus Instructions

The syllabus must contain:

  • A statement indicating that the course has received FAD designation and a statement of the two generic FD student learning outcomes (listed above).
  • The course-specific FD student learning outcomes (see below for example).
  • Other course learning outcomes.
  • Course topics list, reading assignments, projects and other assignments that address the FD student learning outcomes.
  • A daily plan/schedule (the course topics list called for above can be presented in the daily plan/schedule).
  • A list of textbooks or other required reading or viewing materials.

*Note: Your syllabus should outline the course’s content, reading assignments projects and other activities in enough detail that it is clear to GEIEC that the course substantively covers the FD outcomes.

(FYI: please see ECU’s Faculty Manual Part VI.I for regulations regarding syllabi)

How to write student learning outcomes

A student learning outcome is a description of actions students can perform after successfully completing the course. Example: “After completing the course, students will be able to identify a deductive argument as formally valid or formally invalid.” (Bloom’s Taxonomy may be useful when writing student learning outcomes.)

Example of course-specific FD student learning outcomes that might appear in the syllabus of a HLTH FD-designated course:

Students who have successfully completed HLTH 2060-Democratic Foundations of US Public Health Policy can:

  • Identify democratic core principles from America’s founding documents and discuss how they continue to influence health policy. (FD-1)
  • Explain how the distribution of powers among three federal branches and between national and state governments impacts health policy making. (FD-2)
  • Explain how the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public health and safety. (FD-1)
  • Discuss key milestones in the fight for health equity. (FD-2)

If applicable:

In your proposal and in your syllabus, include all designations in your course student learning outcomes in the order indicated below:

1. General Education outcome, if any (GE:SS, for example).
2. Global, Domestic Diversity, or Foundations of American Democracy outcomes (GD, DD, FD).
3. Writing Intensive outcomes, if any (WI).
4. Service Learning outcomes, if any (SL).
5. Other course specific learning outcomes not covered above (CS).