CEL Impact Report 2010-11

impact
CENTER FOR EXPERIENTIAL LEARNING

ANNUAL REPORT 2010-2011
EXPERIENCE WITH DIRECTION
L O Y O L A U N I V E R S I T Y C H I C A G O c e n t e r f o r e x p e r i e n t i a l l e a r n i n g 2 0 1 0 - 2 0 1 1 2 3
L
oyolas Center for Experiential Learning (CEL) continues
to develop high-impact learning opportunities for students.
During the 2010 2011 academic year, the programs within the
cel, including service-learning, academic internships, student
employment, undergraduate research, and electronic portfolios,
expanded and developed new opportunities around the chicagoland community.
What makes these experiences high-impact is that they are defining experiences for
students. Some serve as accelerants, thrusting students forward in their future career and
education plans. Some experiences serve as adjustments, allowing students to re-frame their
desired goals. others serve as validation for students to work with a particular population, in
a specific environment, or in a chosen industry.
through the faculty instructors and professional mentors of these experiences, many students
engaged in experiential learning:
2,675 students engaged in community work through 100 service-learning courses.
2,345 students engaged in academic internships and/or clinical field experiences.
141 students participated in lUrop-funded research fellowships.
591 students engaged in community work study at over 70 organizations.
1,796 students developed professional skills through the student
employment opportunities.
Our focus this past year has been on assessment and evaluation to demonstrate student
learning, which translated into impact on the community, on teaching and learning, on
research, and on individuals. Students consistently reveal that these experiential learning
opportunities are defining experiences in their education -- leading to the transformative
education of Loyola University Chicago.
in the pages that follow, you will find not only a snapshot of each cel program, with student
stories and pictures, but also demonstrated evidence of student learning. the cel continues
to work closely with faculty and staff across the university, as well as with community
partners and employers around chicago and beyond, to foster these engaged learning
opportunities for students and the community!
in service,
Patrick M. Green, EdD
Director, Center for Experiential Learning and
Clinical Instructor of Experiential Learning
connecting classroom and career with internships p. 4
Enhancing student learning through service to
Chicago and beyond p. 7
Developing skills and leadership through student work p. 10
Building a broader community as student employees p. 12
Gaining hands-on experience through undergraduate research p. 14
Developing capacity through community partnerships p. 18
Helping students find their direction p. 20
integrating student reflection with eportfolios p. 21
Receiving presidential recognition for community engagement p. 22
EXPERI ENCE WI TH DI RECTI ON
ANNUAL REPORT 2010-2011
impact
LETTER FROM THE DI RECTOR
Students, faculty, staff, and community partners network at the Community Engagement Forum (see page 8).
I NTERNSHI P EXPERI ENCES that earn academic credit not only provide
students with valuable experience in a professional field connected to
academic learning objectives but also distinguish students with real world
experience in the community.
at loyola University chicago, the center for experiential learning (cel)
continues to collaborate with faculty, to identify relevant internships, to
foster relationships with partner organizations, and to provide internship
course support for students.
Most undergraduate academic internship experiences require approximately
10 hours/week of student commitment, for a total of 100-150 hours/semester.
Such internships may be paid or unpaid, but their focus is on student learning,
with the on-site internship supervisor functioning as a co-educator, along with
the students supervising faculty member, to enhance the students applied
knowledge of a discipline.
in 2010-2011, more than 200 employers provided internship opportunities in
the non-profit, for profit, and government sectors of the local economy.
Since 2008, 35 employers have employed 68 interns through the loyola paid
Internship Program funded by an Illinois Board of Higher Education grant
and administered by the CEL.
in collaboration with the office of first Year experience, the cel expanded
the focus of its UniV 390 Internship Seminar with two new sections devoted
to Discover Loyola Orientation Team Leaders and Program Assistants.
internships
ACADEMI C I NTERNSHI PS
CONNECTI NG CLASSROOM AND CAREER WI TH
Grishma Pandya, Federal Work-Study Intern at the Edgewater Chamber of Commerce during spring 2011.
*Since some experiences occur over a two-semester academic period, some enrollment #s may be duplicated.
I learned how to deal with real life experience in the
outside world that I do not think a text book can teach.
- grishma pandya, student intern
Total # of students
enrolled in academic
internships and clinical
experiences*
2, 500
2000
1500
1000
500
0
2008-2009 2009-2010 2010-2011
1,474
1, 898
2, 345
LOYOLA S AWARD- WI NNI NG service-learning program continued to show
strong growth in 2010-2011, with more than 2,600 undergraduate students
contributing approximately 91,000 hours of service in connection with nearly
100 classes. from anthropology students supporting newly arrived refugee
families to Womens & Gender Studies capstone students implementing sexual
violence prevention programming, more than a quarter of the undergraduate
population deepened their understanding of academic content by putting that
knowledge in service to humanity and letting those experiences form them as
men and women for others.
SERVI CE- LEARNI NG
percent of students surveyed agreed
that their internship created new
opportunities for them (e.g. another
internship, a job, a professional
mentor in their field, etc.).
This internship definitely put all of my work in class into
perspective. It allowed me to utilize my knowledge in a hands-
on way and apply it to real life cases.
- Santyna pineiros, student in pSYc 390, Internship in Psychology
,o
8o
percent of students agreed
that they were more interested
in their internship field after
participating in an internship.
service
Discover Loyola Orientation Leaders now receive academic credit for their work through UNIV 390 (see page 4).
to Chicagoland and beyond
ENHANCI NG STUDENT LEARNI NG THROUGH
Student nurses from CMAN380 Community Nursing provide basic medical support to local residents (see page 8).
FACULTY MEMBERS creativity and passion for their work shone through an
increasingly wide range of course offerings, many of which built upon the efforts
of other engaged faculty and staff across the university.
Students in Dr. Jennifer Fiebigs Psychology of Maturity and Aging class
compiled the memoirs of retired Sisters of notre Dame, following a national
model for intergenerational co-learning between students and women
religious developed by Dan and Kathy Vaillancourt in their service-learning
Philosophy of Aesthetics courses.
Dr. Mary Dominiaks Community Research, Advocacy, and Service
in Healthcare course adapted Loyolas Solutions to
Environmental Problems interdisciplinary research colloquium
model to draw students and faculty from 20 programs and all three Chicago-
area campuses. Their work supported partners for rogers parks ongoing
efforts to improve health and wellness for area youth.
Student nurses in Dr. Janet McCarrons Community Nursing service
internship expanded the School of Nursings outreach to Loyolas local
communities, providing basic medical services to underserved residents of
the rogers park and edgewater neighborhoods.
these and other projects were recognized at loyolas first-ever community
engagement forum, sponsored by the cel as part of Weekend of excellence 2011.
the forum offered students and community partners an opportunity to showcase
the impacts of their serving and learning and to plan for future collaborations.
Undergraduate service-learning
courses offered
Total # of students enrolled in
service-learning courses
100
80
60
40
20
0
2007-2008 2008-2009 2009-2010 2010-2011
3000
2500
2000
1500
1000
500
0
2007-2008 2008-2009 2009-2010 2010-2011
Getting to know someone elses life is more than just
hearing their stories; it becomes a journey into the
wisdom gained with age.
agnes Smith, student in Psychology of Maturity and Aging
percent of service-learning students
indicate that they were more engaged
in their service-learning class(es)
as compared to their other, non-
community-based courses.
,
o
8
percent say that they will likely

continue to engage in community-
based work related to their service-
learning course topic.
Sisters of Notre Dame pose with Dr. Fiebig and their student memoirists at the Community Engagement Forum.
25 743
2,071
2,218
2,675
67
75
100
Total # of students
participating in student
employment program
1800
1600
1400
1200
1000
800
600
400
200
0
2007-
2008
2008-
2009
2009-
2010
2010-
2011
1, 212
1,460
1,595
1,796
LOYOLA S STUDENT EMPLOYMENT PROGRAM achieved some major
milestones during 2010-2011 while achieving its goal of increasing the number
and quality of positions available to students seeking employment opportunities.
the program kicked off its formal partnership with loyolas Student
Leadership Program by collaborating on the creation and delivery of two
professional and vocational development seminars that were included in its
new leadership certification series. this series was offered to all student
employees to provide opportunities for reflection on the learning and skill
building happening in their positions.
loyola also celebrated the annual Student employment appreciation Week
highlighting the many contributions of student employees across all campuses.
Student Employment Appreciation Week culminated in the Student Employee
awards where 130 student nominees were honored for their outstanding work
as university employees.
While working, I made more connections with different
professors and university staff members, who, in turn, were able
to improve the effectiveness of my studies.
- Kathleen leahy, Desktop Services technician, information technology Services
[Student employment] gives you the opportunity to see how an
organization works while still a student. This is a great resource
when applying for outside jobs and makes you sound very
experienced to potential employers!
Jami Kopersmith, Student Supervisor, lUc phonathon

through student work
leadership
STUDENT EMPLOYMENT
DEVELOPI NG SKI LLS AND
Student Employment Coordinator KathrynJackson(frnt lft), Dr. Green, andthe2010-2011Student Employees of theYear.
percent of student employees
report being satisfied with their
student employment experience.
8o
8
,
percent feel that their student
employment experience enhanced
their learning outside the classroom.
Total # of students
working in
community-based
federal work-study
600
500
400
300
200
100
0
2007-
2008
2008-
2009
2009-
2010
2010-
2011
270
343
431
591
as student employees
community
COMMUNI TY WORK-STUDY
LOYOLA S COMMUNI TY- BASED Federal Work-Study (CBFWS) program is
the Student Employment initiative that creates opportunities for students to
earn their federal Work-Study award by working in a pre-approved off campus
non-profit organization that is serving the chicago community. in the 2010-
2011 year this program expanded significantly in order to increase employment
opportunities for Loyola students. This employment initiative has resulted in
multiple layers of benefits: students have gained work experience, community
agencies have built capacity, and the university has facilitated more student
employment while supporting the chicago community.
Because students salaries are significantly supported by their Federal Work-
Study awards, employer agencies are able to expand service and outreach at
considerably lower cost than would otherwise be possible.
Femi Memorial Outreach, a city-wide elementary tutoring program,
was able to provide daily tutoring to 500 at-risk children throughout the
Chicago Public Schools.
CircEsteem, an agency in the Uptown neighborhood, was able to
provide tutoring, healthy snacks and safe after-school programming
while rewarding the childrens good grades and homework completion
with professional circus-arts training.
The Better Boys Foundation, a new partner on the West side of the city,
was able to expand their tutoring and after-school program in the
historically underserved north lawndale neighborhood.
BUI LDI NG A BROADER
100
90
80
70
60
50
40
30
20
10
0
2007-
2008
2008-
2009
2009-
2010
2010-
2011
25
53
68
93
Loyola CBFWS tutors provide academic support to at-risk CPS students through Femi Memorial Outreach.
Weve had many Loyola work-study students for several years.
Here they get skills far beyond their major, and they leave
prepared to move into other professional areas.
- Miriam Schabo, office of catholic Schools, archdiocese of chicago
Total # of community
partner sites employing
federal work-study
students
THE LOYOLA UNDERGRADUATE Research Opportunities Program (LUROP)
aims to facilitate quality undergraduate research experiences between students
and mentors and to bring students into a community of scholars within their field.
lUrop engaged more than 140 undergraduate students in funded research
in 2010-2011. these numbers do not include the many students conducting
undergraduate research in other capacities, such as volunteering in labs,
conducting research under externally funded fellowships, or working in research
institutions outside of Loyola.
lUrop continued to grow in 2010-2011, adding a 12th fellowship program, the
Joan and Bill Hank center for the catholic intellectual Heritage Undergraduate
research fellowship; launching a new centralized online application; and piloting
the student-nominated LUROP Distinguished Mentor award.
UNDERGRADUATE RESEARCH
research
GAI NI NG HANDS- ON EXPERI ENCE THROUGH
UNDERGRADUATE
LUROP Fellowships 2010-2011
provost fellowship for Undergraduate
research (50)
Mulcahy Scholars (35)
research Mentoring program (12)
ricci Scholars (8)
rudis fellowship (1)
Women in Science enabling research (4)
Biology research fellows (3)
Biology Summer research fellows (10)
carbon Scholars (8)
Center for Urban Environmental Research
and policy fellows (3)
Center for Urban Research and Learning
fellows (6)
Joan and Bill Hank center for the catholic
Intellectual Heritage Undergraduate
research fellowship (1)
510
200
Provost FellowElias Majidworks onhis researchproject to re-introduce foodproductiononcampus.
I have never felt more confident and solid about my career
pathway. Working on my project really took me out of
textbooks and into the real world.
- elias Majid, provost fellow
percent of students in LUROP reported
a greater understanding of theories
and concepts in their field as a result
of their research experiences. ,I
,,
percent of students in LUROP
reported feeling more equipped
with the skills needed to be
successful in a career as a result
of their research experience.
2011 Undergraduate Research Symposium: Award Winners
2010-2011 LUROP Distinguished Mentor Awards
PHYSICAL & LIFE SCIENCES
(top 3, unranked)
Unleen Kiverkis & Lacy Simons
Microscopic Investigation into the Dynamics of
Falling Chains
Mentored by Dr. asim gangopadhyaya,
Physics
Bhavik Patel, Provost Fellowship and
Mulcahy Scholars Program
Study on the Ligand-binding Pathways
of the Heme-containing PAS Protein, EcDOS,
of Escherichia Coli
Mentored by Dr. Ken olsen, chemistry
Brian Sweis, Carbon Scholars Program
The Behavioral Effects of Chronic Stress
on Mental Health
Mentored by Dr. louis lucas, Biology and Dr.
robert Morrison, psychology
SOCIAL SCIENCES AND HUMANITIES
(top 3, unranked)

Kelsey Oseid, Provost Fellowship
Developing Well-Designed,
Well-Researched Informational
Materials To Aid Refugees and the
Volunteers Who Serve Them
Mentored by Joyce epolito, Mfa,
Fine and Performing Arts
Kelly Silay, Provost Fellowship
Perceived Discrimination, Stigma
Consciousness, and Romantic
Relationship Functioning
Mentored by Dr. tracy DeHart,
Psychology
Nausheen Syed, Provost Fellowship
Attention and Distractibility in Infants:
A Study on Infants and How They
Control Their Attention
Mentored by Dr. Kathleen Kannass,
Psychology
Two of Dr. Li-Grinings students, Provost Fellow Sophie Mir (lft) and Jessie Duncan, present at the symposium.
Through the lab activities and the reflection and discussion that
I encourage, I have strived to create a community of scholars,
providing students with knowledge, tools, and guidance, as they
make the transition into the professional world.
- Dr. christine li-grining, 2010-2011 lUrop Distinguished Mentor
The lUrop Distinguished Mentor award recognizes the exceptional work of
loyolas research mentors, who contribute significant time and effort to the
intellectual, ethical, and academic development of undergraduate researchers.
WINNERS
Catherine Putonti, Biology and Computer Science
Christine Li-Grining, Psychology
HONORABLE MENTIONS
the Undergraduate research Symposium was a feature event of the Weekend of
excellence, celebrating transformative education. the symposium showcased the
work of more than 135 students, from freshmen to seniors, who represented most
of the universitys colleges and more than 30 different majors.
Daniel Becker, Chemistry
Jacob Ciszek, Chemistry
Bonnie Essner, PhDstudent inPsychology
Tracy DeHart, Psychology
Jeffrey Doering, Biology
Kathleen Kannass, Psychology
Louis Lucas, Biology
Robert Morrison, Psychology
F. Bryan Pickett, Biology
Julia Pryce, School of Social Work
Rhonda Quinn, Anthropology
This program, quite literally, changed the course of my future.
Aside from the friendships I gained, the biggest benefit was
gaining creative skills not available to students following strict
syllabi in the classroom. - Brianna Biggers, provost fellow
97%
Brianna Biggers andfellowstudents meet withhumanrights activists Dr. Luther Castillo andDr. JuanAlemendares.
partnerships
DEVELOPI NG CAPACI TY THROUGH COMMUNI TY
DURI NG 2010-2011, loyolas center for experiential learning engaged more
than 250 community organizations in partnership. in addition to the direct
benefits provided to organizations by student interns, employees, and volunteers,
partners also had the opportunity to attend workshops and capacity-building
events, to network with other divisions of loyola, and to recruit students directly
at on-campus fairs.
Many partners continue to deepen their involvement with the center for
experiential learning by participating in two or more programs, while still other
partners indicate investing more deeply in their student participants. In the CELs
most recent partner survey, more than 20% of employer partners indicated having
hired Loyola graduates for full or part-time post-graduate employment. Partners
have not only been able to provide valuable learning experiences to students, but also
have built their own organizations capacity in many ways, including:
increased number of beneficiaries served;
reduced employee burnout and/or turnover;
Diminished cost of services available to community;
improved services utilized by beneficiaries;
Developed new programs and services or expanded existing programs.
In these very difficult financial times, our Loyola students helped
us to maintain a high level of productivity in our development
office and a high level of care in our shelter. There is so much
more to do and so many more people seeking services. We
would not have been as effective without the added support
of Loyola students.
- lisa todd, Volunteer and events Manager, connections for the Homeless
The staff here find Loyola students indispensable and our
refugee clients see them as mentors, advocates, and, most
importantly, friends. The quality of the services we provide is
seen in our refugee client satisfaction and in their adjustment
to life here in the US; we couldnt do it without the talented and
empathetic assistance we receive from Loyola students.
- Sarah Masri, loyola alumna and Volunteer coordinator, ethiopian community association of chicago
Student refugee advocates present their work to Fr. Justin Daffron, SJ, at the Community Engagement Forum.
COMMUNI TY PARTNERS
Community Partnerships
education 22%
environment 4%
family 9%
Health/Medicine/Disability 17%
Housing/Homelessness/Hunger 14%
immigration/refugees 9%
technology 4%
arts 4%
crime/Safety 7%
Disability 4%
economic Development 6%
direction
ePortfolios
RESEARCH REFLECTI ON
HELPI NG STUDENTS FI ND THEI R I NTEGRATI NG STUDENT REFLECTI ON WI TH
THE CEL ROLLED OUT a new marketing campaign this year, based on
extensive research on the impacts of experiential learning. Dr. Patrick Green
conducted a study, funded by a grant from the National Association of Colleges
and employers research foundation, on the impact of experiential learning
programs on students skill development and career readiness. Students
identified that experiential learning opportunities helped them explore career
options and clarify their career goals.
informed by this study, the cel worked with University Marketing and
communications to develop the find Your Direction marketing campaign
that captures the value of CEL programs for students.
in addition, the cel staff worked closely with enrollment Marketing to develop
a video series on cel programs targeting new and prospective students, as well
as current students, found at www.youtube.com/user/loyolacel.
the cel also launched a facebook page with more than 500 active users,
available via facebook at www.facebook.com/luccel.
THE CEL EXPANDED THE PI LOT PROGRAM of electronic portfolios
(eportfolios) as a university-wide initiative to deepen student learning. eportfolios
allow students to collect the products of a broad range of their academic and
co-curricular work over time, including course papers/projects, independent
research work, reflections on skill development, and media in a variety of formats.
in the past year, all first year students began building their eportfolios in the
UniV 101: First Year Seminar course. Many students in experiential learning courses
used eportfolios as a way to reflect on their experiences, and academic courses
implemented eportfolios in their curriculum. continued growth and expansion of
the ePortfolio initiative includes an ePortfolio Coordinator in
the cel, who serves as a resource for students, faculty, and staff, to implement
the ePortfolio technology as an educational program across the university.
Loyola students reported the value of an ePortfolio as it:
allowed them to collect their work while in college;
encouraged reflection upon their experiences;
demonstrated progress over four years;
promoted skills to potential employers;
assisted in the development of future goals.
The ePortfolio allowed me to not only document and reflect
on my coursework and experiences, but also assisted me in
translating these experiences into transferable and applicable
skills for my profession.
-Michelle Kusel, graduate student, School of education
percent of employers and community
partners report that they would use
eportfolios as part of their interview
and selection process.
8o
New marketing materials encourage Loyola students to Find Your Direction through experiential learning.

recognition
HONORS & AWARDS
RECEI VI NG PRESI DENTI AL
LOYOLA UNI VERSI TY CHI CAGO was one of
six institutions chosen as a presidential awardee of
the U.S. Presidents Higher Education Community
Service Honor roll 2010. loyola received the
award, the highest federal recognition a college
or university can receive for its commitment to
community service, based on its strong service-
learning and community work-study programs.
cel staff collected data from across the university,
documented loyolas community service programs,
and assessed the community impact of those programs.
the corporation for national and community Service admitted a total of 641
colleges and universities to the 2010 Honor roll for their responses to issues from
literacy and neighborhood revitalization to supporting at-risk youth. of that total,
511 were named to the Honor roll, 114 received the recognition of Honor roll with
distinction, 11 were identified as finalists, and six received the presidential award,
including Loyola University Chicago.
LOYOLA WAS CHOSEN as the Promise Neighborhood Award recipient, high-
lighting three of loyolas premier service programs working with youth in education,
in addition to our service-learning and community work-study programs:
the Madonna Scholars High School intervention program, facilitated by
Janet Sisler and the gannon center for Women and leadership, produced a
100 percent college acceptance rate for 80 female at-risk participants; 68 percent
received scholarships upon graduating from high school.
the target new transitions program, facilitated by Mary Charles in the School
of education, provided 4,608 hours of mentoring to middle school students
transitioning to high school.
loyolas Math tutoring program, facilitated by Dr. Diane Schiller in the School
of education, engaged 253 fourth- to eighth-grade students and documented
improvements in their confidence and academic performance.
A full list of recipients and their service is at www.NationalService.gov/HonorRoll.
for community engagement
Robert Velasco II (lft), Acting CEOof the Corporation for National and Community Service, and Mark Gearan,
Chairman of the Board, join Dr. Green at the awards ceremony.
loyola was recently
designated one of USA
todays top 20 colleges
for community Service.
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CENTER FOR EXPERIENTIAL LEARNING

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