Quick-Start Guide

Three Strategic Changes

Focus on spiritual edification and intrinsic motivators. Allow students to opt in for credit for institute graduation or to transfer to Brigham Young University religion departments.
1. In messaging and program design, emphasize students’ spiritual growth and edification, including testimony, faith, gospel understanding, and connection to God.
2. Provide options for earning credit and graduation diplomas for students who seek them.
3. Continue to track student participation for reporting purposes, including enrollment and total participants at classes (headcount), activities, and institute events.
4. This change will be applied differently in different areas of the world. Research indicates that for individuals in some areas (such as North America and Europe) credit requirements are less motivating, while in other areas (such as parts of Africa and Latin America), the opportunity to earn credit and graduation diplomas is more sought-after. This direction should be seen as authorizing flexibility more than mandating any particular action. Areas, regions, and programs may choose to focus on credit and graduation to varying levels based on local student needs. However, the core message and motivators should always be spiritual growth and edification.
Where a campus institute serves multiple YSA stakes, include representatives of the local stake YSA committees on the institute council. Where a campus institute serves one YSA program, either combine the YSA council with the institute council or have a YSA committee representative on the institute council. All campus institutes should provide a wider set of resources and activities to serve campus students and other local YSAs at the institute.
1. All campus institutes may begin to offer more social and service activities in addition to continuing to offer institute classes, workshops, and devotionals.
2. Select large campus institutes as identified by the central office will offer additional resources, programs, events, and other services offered by partner Church departments.
3. Activities and events should be selected by an institute council composed of individuals who represent local stakes, campus communities, and the diversity of young adults who could participate in institute.
4. Institute leaders should collaborate closely with local YSAs, ward and stake leaders, and the campus community in providing these activities and offerings.
Allow greater flexibility in stake institute offerings to meet local needs as identified by YSAs, including adapting course offerings, course length, class duration, and options for credit. Allow use of institute facilities where needed and available.
1. Stake institutes operate as one component of the broader YSA program, directed by a stake YSA committee.
2. S&I coordinators should respond to the vision of the local YSA program as set by the stake YSA committee and local leaders.