Professional Documents
Culture Documents
CONTENTS
Service-Learning Academic Internships Community Partnerships Student Engagement in Chicago ePortfolio Program Undergraduate Research Undergraduate Research and Engagement Symposium Experiential Learning Faculty Fellows 23 45 67 89 10 11 12 13
14 15 16 17
SERVICELEARNING
2,369
Enrolled students in 92 classes Service-learning classes taught by faculty instructors from 28 academic schools/departments.
114
444
123,252
hours of volunteer service
65%
of 2012 graduates took at least 1 service-learning course during their time at Loyola
Service-learning classes enable students to learn better while doing real good in Chicago and beyond. The CEL facilitates the delivery of these classes in many ways, supporting community partners who engage Loyola students in relevant volunteerism, projects, and advocacy, and working with faculty to help students critically reflect on their experiences in light of course content. 87% of students report that this synthesis of community engagement and applied learning helped them better understand their course content and build critical interpersonal and professional skills, while 444 community organizations felt the impact of over 120,000 hours of volunteer support. I think of solidarity as a unity between people all over the world understanding that all people are connected as members of one human race, valuing all people because of this connection, and standing in solidarity with each other to protect this unity.
H a N N ah H el B ert, 2013 (Winner, 2013 Social Justice Photo Contest)
Up until this point I did not really understand Loyolas mantra expressing a transformative education, this class allowed that to resonate with me greatly. I really do feel as if my life has been transformed.
A N T H 3 0 1 stu D e N t , F all 2 0 1 2
AC A d E m I C INTERNSHIPS
Offered
184
classes
Engaged
Being involved with the 48th Ward Aldermans Office allowed me an inside view into how city government works and the complexities of working within this system for environmental change. As the Environmental Projects Intern, I answered constituent questions about environmental topics and did research on urban sustainability. I also assisted in the planning, marketing and outreach of several events including the Clean and Green Volunteer Day. This internship allowed me to cultivate and strengthen my leadership and communication skills as well as build strong connections.
AshleY LuNgreeN, 13, Major: ENViroNmeNtal StuDies MiNors: PsYchologY, Music
1,244 553
students
Partnered with
312,202 44%
of the Class of 2012 completed an academic internship during their four years at Loyola.
of students report their academic internship class enhanced connections between academic knowledge and their experience in a professional setting.
93%
Academic internships allow students to engage in a professional experience at an organization while developing skills and learning about a field or industry. Students may participate in academic internships through their major, or in a general internship course sponsored by the Center for Experiential Learning. By participating in an internship while taking an academic internship class, students explore their field of study, clarify their desired professional goals, and develop new skills for the competitive workplace. (Academic internships) are a necessary and worthwhile experience. To be able to take classroom theory and use it in the real world as well as to take professional processes and use them in class has been a great learning experience. S P R I N G 2 0 1 3 AC A d E m I C I N T E R N S H I P S T ud E N T
1073
Total
Government: 149
Unpaid: 914
18% 82%
Paid: 201
CO mmu N I T Y PA R T N E R S H I P S
60%
It is through the personal bonds that the students develop with the refugee families that I hope they will examine the greater systemic injustices facing these people and search for solutions to them. In my role as their service coordinator, I strive to help students learn.
Patric K C urra N , with C atholic C harities of C hicago s R efugee R esettleme N t P rogram
800
68
S T ud E N T E N G AG E m E N T I N C H I C AG O
19 students worked with troubled youth as service-interns with Childrens Home + Aid of Illinois Rice Center 58 marketing students developed research surveys for Autism Speaks
27 service-learning students and 5 interns helped developmentally disabled residents of Misericordia achieve their goals
Service-Internship Sites
40 or more students 1-2 students 22 service-learning students and 3 interns helped clients escape poverty at LIFT-Chicago
Service-Learning Sites
40 or more students 1-2 students
Chicago Boundary
9 service-learning students and 3 serviceinterns helped provide free medical care at CommunityHealth 40 service-intern nursing students worked with patients at the Loyola Center for Health in Oakbrook Terrace
38 students service-interns did health screenings for veterans at the Hines VA Medical Center
Source: LOCUS data 2012-2013; ESRI ArcGIS online topographic data, 2013. Map prepared by Chris Skrable
ePORTFOlIO PROGRAm
35
First and Second Year Advisor Colleen Opal reviews Loyola Mascot LU Wolfs 4-Year ePortfolio
distinct academic and co-curricular courses/programs utilized ePortfolios to faciliate intentional learning, reflection, assessment, and professional development
Engaged
6,498
students
2,068 50
Engaged faculty/staff members from 20 different departments in a 12-week ePortfolio professional development program
1,420
44,398
The process of creating an ePortfolio has allowed me to reflect and synthesize my experiences during my four years at Loyola. By arranging the various articles and writing about the different opportunities Ive had, it has made me think more intentionally about both my future and my time here.
T Y ler H ough , 1 4 , M ajor : P olitical S cie N ce , M i N or : Busi N ess A D mi N istratio N ,
11
U N d E R G R A duAT E RESEARCH
153 13
undergraduates conducted mentored research as LUROP Fellows, supported by 187 LUROP Fellowships (some students won two awards)
21
67%
85 98%
of LUROP Fellow survey respondents agreed that they benefitted from their relationship with their primary mentor
23
NumbER OF LUROP FEllOwS bY PROGRAm
students applied to present their research at the National Conference on Undergraduate Research (NCUR), and all 23 were accepted and presented
This research opportunity not only helped me shape my future plans for graduate school. This experience exemplifies the transformative education that Loyola stands for, where people are prepared to better understand the world through research and better understand themselves through self-reflection. Melissa Orozco, an RMP and Provost Fellow, conducted research with mentor Dr. Tracy DeHart (Psychology); presented her research on narcissism and relationships at national, regional, and local conferences; won a McNair Summer Research Fellowship; and will soon apply to graduate programs.
187
Total
5 Biology Research Fellows 12 Biology Summer Research Fellows 8 Carbon Fellows 4 Carroll and Adelaide Johnson Scholars 11 Center for Urban Research and Learning (CURL) Fellows 4 Center for Urban Environmental Research and Policy (CUERP) Fellows 49 Mulcahy Scholars 61 Provost Fellows 18 Research Mentoring Program Fellows 6 Ricci Scholars 2 Rudis Fellows 3 Joan and Bill Hank Center for the Catholic Intellectual Heritage Research Fellows 4 Women in Science Enabling Research (WISER) Fellows
13
311 213
Paul Wadsworth (Carbon Fellow) explains his chemistry research on enzyme engineering at the Loyola Undergraduate Research and Engagement Symposium.
Presentations
Oral*: 43
*
213
94%
of survey respondents agreed that participating in the symposium contributed positively to their academic learning experience at Loyola
94%
95%
DEmONSTRATING LEARNING
of survey respondents agreed that participating in the symposium contributed positively to their overall experience at Loyola
During Loyolas Weekend of Excellence, the Center for Experiential Learning organized the Undergraduate Research and Engagement Symposium, at which over 300 hundred Loyola students showcased their research and community engagement projects.
Mentored research opportunities exemplify experiential learning at its best: the amount and type of hands-on learning that occurs in a laboratory research environment complements and often surpasses the content and skills that can be learned within the walls of the traditional classroom.
Dr . R e B ecca S ilto N , A ssista N t P rofessor of P s Y cholog Y , L U R O P M e N tor , L a N ger B ec K M e N tori N g A war D Nomi N ee
It was an excellent experience, and I found it very helpful in learning to speak to a diverse audience about my research.
C ale B Norto N ( M ulcah Y F ellow )
My parents came out for the event and they were blown away by the amount of stellar student research.
M artha L igas ( J oa N & Bill H a N K C e N ter for the C atholic I N tellectual H eritage R esearch F ellow )
I was very impressed with the work of our undergraduate students. Every single student and research project was of the highest caliber.
Dr . M aria Vi D al D e H aY mes ( P rofessor of S ocial W or K , LU R O P M e N tor )
15
Dr. Dan Amick teaching students about archaeology in the lab and the field in his 2013 Archaeology Field School course.
CEL COuRSES
The Center for Experiential Learning offers a number of courses that provide Loyola students across all majors with the opportunity for experiential learning.
Teaching engaged learning courses has been the most rewarding among my scholarly activities at Loyola. Integrating service-learning in coursework about refugees and Native Americans has made these topics much more meaningful to me and my students.
DaN AmicK, Ph.D., Associate Professor, ANthropologY, EXperieNtial LearNiNg Facult Y Fellow
The UNIV 391 seminar class really allowed me to explore not only the reason why I was doing research, but also what I was learning from my research experience. I really loved the class because it helped me apply my studies at Loyola to real life applications.
M o N i Q ue Qui N N , 1 3 , M ajor : P s Ycholog Y: Natural S cie N ce M i N or : Neuroscie N ce , S tu D e N t i N the Fall 2 0 12 U N I V 3 9 1 : S emi N ar i N U N D ergra D uate R esearch
After the UNIV 291 communitybased research course, Ive developed even further my sense of leadership and have truly defined what service means to me.
M ichelle Lo Z a N o, 1 5 M ajor : P s Ycholog Y M i N or : U r B a N S tu D ies , S tu D e N t i N the Fall 2 0 1 2 U N I V 2 9 1: S emi N ar i N Commu N it Y B ase D R esearch
This faculty fellowship has allowed me to deepen my understanding of how to engage students in class and explore new avenues. I recently attended facilitation training on civic reflection. Also it has inspired me to focus the work I have been doing with students with service-learning into some research projects.
S arah G a B el , P h . D. , A ssociate P rofessor , C hairperso N , F i N e a N D P erformi N g A rts
The fellowship offered me additional resources to work with students interested in conducting in-depth research projects. The fellowship allowed me to offer the students I work with additional research experiences by encouraging them to prepare joint conference papers with me.
A le X a N D ru G rigorescu, P h . D. , A ssociate P rofessor , P olitical S cie N ce
17
CenTer FOr ExperienTiAL LeArninG 1032 W. Sheridan Road Chicago, IL 60660 773.508.3366 Experiential@LUC.edu LUC.edu/experiential