2014 Global Faculty Meeting: Elevate Learning Announcement

Elder Paul V. Johnson: Welcome to the Seminaries and Institutes of Religion global faculty meeting. Brother Chad H. Webb and I are joined by Elder Dallin H. Oaks of the Quorum of the Twelve Apostles, who currently serves as a member of the Church Board of Education and also as a member of the executive committee of that board. As you know, our desire in seminaries and institutes is to help students deepen their conversion, and prepare for lives of service and discipleship.

We are excited to make an announcement that we believe will assist us in doing this more effectively and will help our students do their part in hastening the work of the Lord. For many years now, a student could be awarded a diploma by meeting the established attendance requirement and receiving an endorsement from their bishop or branch president.

Beginning with the upcoming school year, students who wish to graduate from seminary or receive an institute diploma will now be asked to meet two additional qualifications. Number 1: complete the designated readings for each course. And number 2: pass a course learning assessment.

These expectations are not new. We have always encouraged students to read the text for their course of study. The first time I read the Book of Mormon was when I was studying it as a seminary student. We’ve also worked diligently to help students understand important doctrine and principles and to be able to explain and apply them and testify of them. We’ve seen remarkable results in the lives of young people when they accept and act on these invitations.

We believe that as we elevate learning for all students, they will have more confidence in the word of God and in their ability to feel the influence of the Holy Ghost. They will be better prepared to share what they believe and to follow the Savior’s example. We want every student to benefit from these changes and to have edifying experiences as they study the gospel. To bless each individual, accommodations may be necessary to help some students meet these expectations.

In addition, we will continue to provide certificates of recognition for students who meet the attendance requirement but decide not to complete the reading and learning assessment requirements. Graduating from seminary or receiving an institute diploma should signify that a student has participated in a meaningful process toward understanding and relying on the teachings and the Atonement of Jesus Christ, qualifying for the blessings of the temple, and preparing themselves, their families, and others for eternal life with their Father in Heaven.

Now, Elder Oaks, you were in attendance in both the executive committee meeting and the board meeting where this was discussed and approved. Would you like to add anything?

Elder Dallin H. Oaks: Well, I think it’s appropriate for me to certify that this was thoroughly discussed in the executive committee and later in the board and that it was entirely understood and that it was recognized in the discussion that there were disadvantages for some, which will be compensated for in the way that you’ve already indicated and we’ll discuss further.

On the whole, for most of our students, and surely in the interest of furthering the work of the Lord, this is the best thing to do at this time.

Elder Johnson: Thank you very much. Chad, any thoughts you have?

Chad H Webb: Well, I really appreciate that. I think one of the reasons we’re able to do this—and I really do believe this will bless our students; it will create opportunities for experiences that will deepen conversion and prepare them for service throughout their lives. But there’s obviously, as has been mentioned, some consideration for those who may struggle with these expectations. And so I would just say that I think part of the reason we’re able to do this is our trust in our teachers.

We really believe that you’re able to implement these ideas in a way that will bless the students rather than burden them. In fact, I remember in that board meeting with President Thomas S. Monson, as this was discussed, he said multiple times, ”Please make sure that in doing this, that we won’t push away any student or lose even one student.” In fact, I think in one moment he used the word that, as a teacher, we should never lose a student because of our hesitancy to reach out and include them and welcome them.

And so I think because of our trust in our teachers and your ability and your love for your students, we’ll be able to do that. And I feel great about that.

Elder Oaks: I remember clearly what Brother Webb has said about President Monson, who is the chairman of the board, about his concern for the one—as we would all expect—and he’s anxious to have this announced in a positive spirit by our teachers. And also to have it administered with kindness.

Chad Webb: As I was talking to some groups of teachers about the possibility of this, one of the teachers said something to the effect that each year I have a miracle student. Each year I have a student who comes in who maybe doesn’t want to be there, but because of parents or whatever reason, has felt compelled to come to class. But through the year, that student has caught fire with the things that they’re learning, the things that they’re feeling. And by the end of the year, they love seminary, they love institute, they love the gospel. And he said, ”I never want to lose that miracle student, that experience every year.”

And we cannot lose those experiences—that has to still happen. But I think we can have that happen and still expect more of our students in a way that will bless them and prepare them. I think maybe another quick thought that I would really encourage of all of our students and all of our teachers is to consider the idea of why we’re doing this.

And as you think about each of these expectations, and you consider the premise behind what would happen and what the outcome is that we would hope would happen because of these requirements, ask yourself those questions in preparation to communicate this to students and to parents. And think about the premise for why we would want young people to attend classes, and what blessings come from their attendance in class, or why we would want them to read the scriptures. And not just daily, but to read, as the requirement will suggest, the course of study—the Book of Mormon for a Book of Mormon year or the New Testament for a New Testament year.

And the blessings will come in having confidence in the word of God and the blessing of inviting the Holy Ghost every day. And as you think about the outcomes that we hope will happen and teach the why of these requirements—and understand the why of these requirements—I think it will go a long way in blessing our students.

In fact, maybe one other quick example. Someone might say, “Do you really think that creating a learning assessment is going to bless our students to have a deepening of conversion?” And my answer is yes. If we really believe that true doctrine, understood, changes behavior, then we believe that when a young person comes to understand the doctrinal principles taught in seminary and institute, it will invite them to act in a way that will invite the Lord to be closer to them in their lives, to have the Holy Ghost with them.

Elder Oaks: It’s also important for teachers to have the insights that come from a learning assessment in order to improve their teaching. Greater emphasis here, improved techniques there. I’m a great believer in accountability and assessment.

Chad Webb: Wonderful. I know there will be a lot of people with a lot of questions. And I think maybe just to get them started, I could ask a couple of questions for you to respond to. I will say that there will be more training coming to the area directors through our convention, and they will train. And so there will be lots of local inservice and training to help people understand the requirements and the implementation.

There will also be, on our website, some questions that we anticipate with answers and lots of help that way, for some of the details. But I do think it would be nice to start with some of those questions that I’m sure people have. And so, may I ask you just a couple of questions in that spirit?

Elder Johnson: Sure.

Chad Webb: So, this will all start in the coming of the next Doctrine and Covenants year for seminary, and the associated year for institute. So, in the northern hemisphere, next fall. Then as school starts throughout the world, that will be the time to begin these expectations and requirements. But this is an announcement for our teachers. How will this be announced to priesthood leaders and to others?

Elder Johnson: Well, we plan on actually doing a notice to priesthood leaders. So in their official correspondence from the Church, they’ll get a notice explaining this. So they’ll know about it through their regular channels. And you also have parents who are going to need to hear about this. And I’m assuming you’ll probably get something up on LDS.org, right, Chad?

Chad Webb: Right.

Elder Johnson: And then we hope that the teachers will communicate with parents and students as they begin the school year, to help bring them up to speed on this and help them get excited about it too.

Chad Webb: Okay, good. Thank you. How does it align with priesthood priorities, especially with the idea of hastening the work?

Elder Oaks: Well, we’re all aware that the missionary age has been lowered, and that means that every seminary student is one year closer to missionary service than they were before the announcement. And speaking of the young men, that means they can go right out of seminary and into the mission field. Therefore, the priesthood priority is to get them ready at an earlier time. And that means we need to accelerate the seriousness of missionary preparation.

And it’s a great blessing for us to encourage young people to be more serious, more intense in their seminary work, in preparation for what the Lord will call them to do in the mission field.

Chad Webb: Yes, I think that’s really a significant thing. The idea is that we’re not just helping to save them, but to help them save the world—to prepare them to bless others with what they’re experiencing, and so I really appreciate that answer. Is there any advice you would give with regard to what we’ve talked about just a little, and that is how we would implement this in a way—how teachers could implement this in a way that would bless instead of burden the students?

Elder Johnson: Well, I think you touched on that. But I believe that a teacher’s attitude is going to make a big difference. If the teachers can see how this blesses the lives of the students, they’ll view it as a way to help their students and lovingly invite them to read their scriptures, just like they have been in the past. And they’ll see this as a way to bring the students along.

I think if there were a caution, it would be that we don’t want the teachers to view this as some sort of manipulation device or a club—maybe a club in two meanings of the word—a blunt instrument to beat somebody with, or some elite club for only certain students. We want them to view this as something that will really bless their lives.

It’s like a missionary. When they go out on a mission, we know they’re going to work hard, study, pray for people, love people, and put their heart into it. And what’s the result of that? It changes them as an individual. When a student puts their heart into this, and lives the principles they’re learning, it changes them as an individual too. And we hope that the teachers can see that and help the students see that too.

Chad Webb: Wonderful. And I think to a large degree, you’ve answered this, but how would you hope a teacher would respond? Because you know there will be students who come into an institute program and to a class and say, ”Oh, well, if you’re going to make me do those kinds of things, I don’t know if I have time for that.” Or a seminary student might say, ”I’m not sure I want to be here, and now you’re going to make me do this list of things?” In that moment, in that interaction with the teacher, how would you hope the teacher would respond?

Elder Johnson: Well, we’re not going to make students do anything. We’re inviting them. And if someone decides they just want to come and listen, we’re not going to push them away from class. We want them there. And hopefully, during their time in the classroom, in the interactions with the teacher and the other students, they’ll catch the idea and they’ll want to do that. We don’t want to turn them away. And I think that’s what President Monson was hoping. Don’t you, Elder Oaks?

Elder Oaks: Oh, yes, absolutely. And I would hope that if this kind of question is raised, that teachers and the peers who have heard the same announcement would not slip into thinking of this as a large increase in requirements. It’s a pretty marginal set of qualifications that is well suited to the increased expectation that we have of young people of that age.

Elder Johnson: In fact, most of our students already do this. And we’re just hoping that more of them will get involved in it too.

Chad Webb: And as you said in the announcement, there will still be a certificate of recognition for those who choose just to attend and not meet the requirements. Although I would hope we wouldn’t be too quick to jump to that level of expectation—that we would continue to encourage just a little bit more—because these requirements or expectations will bless students if they’ll engage in them.

Maybe just one other question, then. I know this broadcast is intended for our teachers, but if you had a message for the students, maybe what will come through the teachers to them, what would you say to the students about this?

Elder Oaks: You know, in this connection I think of the preparation that the pioneers made for the move west. When people went to them and said, ”You’re going to face hardships and difficulties on this journey. A certain amount of food will be required for the duration of the journey. And in order to prepare you for the challenges that lie ahead, we think that you should put the following items in your wagon or your handcart.”

Now the people who were doing that were not threatening or requiring, they were simply advising. And they were blessing the lives of those who were going out on the journey. And I look on this set of expectations in the same way.

Chad Webb: That’s a wonderful analogy. Thank you. Well, if I could represent our teachers, I just want to assure you that we’ll do our very best to love every student, to reach out to every student, and to encourage them to have these experiences because we know it will bless them, so thank you for this.

Elder Oaks: And we expect that.

Chad Webb: That’s all the questions I had for today. Again, we’ll have other things posted and other training available to help with some of the details. But is there anything else?

Elder Oaks: No. Thank you.

Elder Johnson: Thank you very much. It’s been great. We’re excited about this.

© 2014 by Intellectual Reserve, Inc. All rights reserved. English approval: 4/14. Translation approval: 4/14. Translation of A Panel Discussion with Elder Dallin H. Oaks. English. PD10051049 000