L E A R N . S E R V E . E X P E R I E N C E . T R A N S F O R M .

Center for Experiential Learning

A N N U A L R E P O R T 2 0 0 8 - 2 0 0 9
Undergraduate Participation in Experiential Learning, 2008-2009
As a percentage of total undergraduate population (10,124)*

Service-Learning
23%

Academic Internships
7%

Community-based FWS
65% 4%

LUROP
1%

Sources: Loyola University Chicago “Facts at a Glance” 2008; Center

for Experiential Learning data, 2008-2009.
LETTER FROM THE DIRECTOR
In the Center for Experiential Learning, the 2008-09 year has been one of rapid development and growth.
We have experienced significant increases in experiential learning opportunities for students across
Loyola University Chicago, with 35% of Loyola’s undergraduates participating in at least one experiential
learning program. This past year’s growth is attributed to the following initiatives of the Center for
Experiential Learning:

• Increasing the number of academic internship opportunities for students

• Facilitating the development of more service-learning courses across the university
• Establishing more community-based Federal Work-Study opportunities for students
• Increasing the number of undergraduate research opportunities and outreach to students

Our work, though, is not only the effort of CEL staff, but also through the work of faculty enhancing their Patrick Green, Ed.D.
courses through experiential learning and through the many collaborations across Loyola University. Director
Through collaboration, more students engage in the community and professional organizations, applying
their knowledge in real world settings.

It is interesting to note that in our experiential learning assessment, students demonstrated positive
development in skills and abilities, as well as values. They reported advances in personal development,
professional development, civic development and academic development.

Through their experiential learning opportunities, students learn to think differently, question more
judiciously, imagine more authentically, and act more justly. In essence, experiential learning
opportunities are transformative for our students at Loyola University Chicago . . . and they make a
difference in the communities in which our students are working as well.

3
 FALL SPRING SUMMER TOTAL
ACADEMIC INTERNSHIPS,
ACCOUNTING - SBA 5 24 4 33
2008-2009 ADVERTISING & PUBLIC RELATIONS 20 39 44 103
BIOLOGY 5 6 1 12
BLACK WORKLD STUDIES 0 1 0 1
COMMUNICATION 0 8 5 13
COMPUTER SCIENCE 4 5 7 16
Over 685 Loyola University CRIMINAL JUSTICE 7 8 8 23
Chicago students have had ECONOMICS 2 2 2 6
ENGLISH 7 4 0 11
an academic internship in ENVIRONMENTAL STUDIES 3 8 1 12
the past academic year, an FINANCE - SBA 2 25 3 30
FINE ARTS 7 6 2 15
18% increase from last HEALTH CARE (HSM) 0 10 0 10
HISTORY 0 10 1 11
year. The expectation is JOURNALISM 21 14 16 51
that an intern would work a INTERNATIONAL STUDIES 12 19 11 42
INFORMATION SYSTEMS - SBA 0 2 0 2
minimum of 100 hours in MANAGEMENT - SBA 0 8 1 9
MARKETING - SBA 3 18 7 28
the course of a semester –
MODERN LANGUAGES (FRENCH) 0 1 0 1
that totals approximately MODERN LANGUAGES (POLISH) 0 4 0 4
MODERN LANGUAGES (SPANISH) 3 1 3 7
68,500 hours of pre- POLITICAL SCIENCE – CHICAGO 11 15 18 44
professional experience. POLITICAL SCIENCE - LAW SCHOOL 10 11 0 21
POLITICAL SCIENCE – D.C. 3 2 9 14
PSYCHOLOGY 26 37 0 63
SOCIOLOGY 2 4 3 9
SPORT MANAGEMENT - SBA 2 2 1 5
UNIV 390 24 33 35 93
4
TOTALS 179 327 182 688
SAMPLE INTERNSHIP SITES, 2008-2009
About Face Theatre
ADT Security Solutions
Advocate Illinois Masonic Hospital
Albin & Associates Accounting
All Care Home Health, Inc.
American Cancer Society
Ardmore Associates, LLC
Arfhouse Chicago
Arts and Business Council of Chicago
Aurora Investment Management
Best Buy
Big Shoulders Digital Video Productions McCormick Tribune Freedom Museum
Blaige & Co.
Bridges Media
Burns Entertainment and Sports Marketing NAMI of Greater Chicago
Calder LaTour, Inc.
Cambridge Realty Capital Ltd. of IL
Casmir Pulaski Fine Arts Academy
CBS 2 Broadcast Center
Center for Justice & Democracy
Chicago Council on Global Affairs
Chicago Office of Tourism
Chris Helt Law Office
CME Group
Congresswoman Jan Schakowsky
Cook County Domestic Violence Court
Cook County Public Defender's Office
Crowe Horwath LLP
Cystic Fibrosis Foundation
ESPN Radio 1000
Field Museum of Natural History
Foresight Design Initiative The Arts and Business Council
Girls in the Game The Chicago Council on Global Affairs
Grant Thornton, LLP The Institute for Positive Mental Health
Howard Brown Health Center The Mediation Center
Hubbard Street Dance Company The Moody Church
I-GO Car Sharing The Onion
Illinois Policy Institute The Salk Institute
Institute for Positive Mental Health The Terra Foundation for American Art
Jerry Springer Show Today's Chicago Woman Magazine
Kohl Children's Museum TransPerfect Translations
KPMG, LLC Tribune Company
Lester E. Fisher Center, Lincoln Park Zoo Tribune Interactive
Government
Lifeline Theatre True Partners Consulting
11%
Tuesday's Child
Metropolitan Pier & Exposition Authority Two Feet Media
MTV Networks U.S. Funds for UNICEF
Non-Profit
U.S. Securities and Exchange Commission
National Immigrant 42%
Justice Center U.S. Senator Richard Durbin
Oxford Development UBS Financial Services, Inc.
Peggy Notebaert Nature Museum United States Probation Office - Northern
Project Focus District of Illinois
Rehabilitation Institute of Chicago University Health System Consortium
Revolution Sports Marketing Upper Quadrants Capital Management
For-Profit
Rogers Park Business Alliance Utah Health Policy Project 47%
Smith Barney Vickie Pasley Law
SpaceTime Media, Inc. Victim Witness Assistance Program
St. Gregory the Great H.S. ViralMesh
Student
Starcom MediaVest Group, Inc.academic internships
WCP Holdings, by LLC
sector of the economy
Loyola
State's Attorney Office, Juvenile Justice University Chicago,
WFLD/WPWR Fox FallTelevision
2008—Summer 2009
Swedish American Museum William Blair and Company
TASC Inc WMS Gaming, Inc.
The Anti-Cruelty Society World Relief Council
The Arthritis Foundation
5
6
A successful academic internship provides a place for students to learn about themselves, the work place, their chosen profes-
sion and their civic responsibilities in an interdependent world. A total of 688 Loyola students engaged in academic internships
this past year, learning about their professional potential in the real world. An example is Jacqueline “JT” Edwards (’09), who
volunteered at Girls in the Game, an organization that focuses on young women through health education and fitness programs.

“After I completed my hours of volunteer service, I was asked to stay on as an intern,” JT said. “In Spring 2009, I thought it
would be very easy for me to transition into my new role in the business side of the organization and move away from my role
as volunteer coach, working with the girls directly. Figuring out my goals for the site agreement really helped in this capacity
because I knew what I wanted to get out of the internship and I could explain this to my supervisor.”

After working as an intern and learning the multiple aspects of a non-profit organization such as Girls in the Game, JT recog-
nized the challenge of an internship. “My internship really pushed me beyond my comfort zone, teaching me not only about my-
self but also about the world around me. My time at Girls in the Game has been my first venture into the ‘real world’ and I think
it has given me a unique skill set that will help me as I continue on into my future career. I have spent the last four years trying
to figure out what it is that I want do with my life…I knew that I wanted to do something where I could make a difference and I
loved what I was doing at Girls in the Game (specifically our mission) and this gradually led me to the idea of going into social
work!”

“[JT] has gone above and beyond her expected timeline and list of responsibilities this past year,” said JT’s supervisor. “She
arranged with her Loyola service coordinator, our volunteer coordinator and myself to extend her position into a full-year
internship in order to learn more about Girls in the Game as a whole. Her role with Girls in the Game has expanded due to her
initiative and professionalism with both participants and staff. She was a pleasure to have throughout the entire year at our
agency.”

In July 2009, JT was accepted into Loyola’s MSW program and will begin classes in Fall 2009.

Photo: JT Edwards with a student. (Courtesy of Girls in the Game)

7
 SERVICE-LEARNING,
2008-2009

Nearly 2,100 Loyola under-

graduates participated in 67 1200
1032
1039
service-learning classes re-
1000
quiring at least 20 hours of
community service during 800
2008-2009. An additional
256 first-year students com- 600 500

pleted service projects as

400
part of their Loyola Seminar 243

(UNIV 102). In total, 200

Loyola service-learners
offered approximately 0
Fall 2007 Spring 2008 Fall 2008* Spring 2009
73,265 hours of unpaid
Loyola students enrolled in service-learning classes by semester
service to the community.
* N.B. Fall 2008 data does not include 265 students that
completed service projects as part of UNIV 102 classes
8
SAMPLE SERVICE-LEARNING SITES 2008-2009 Good News Community Kitchen
Guatemala: La Parroquia San Lucas Tolimán
AIDS Foundation of Chicago Hamdard Center for Health & Human Services
American Red Cross of Greater Chicago Howard Area Community Center
Anixter Center Indo-American Center
Annunciation House (El Paso, Texas; Ciudad Juarez, Mexico) Inspiration Corporation
Avon Walk for Breast Cancer Jordan Community School
Bottomless Closet Ladder Up - Tax Assistance Program
Brady Campaign to Prevent Gun Violence Lakeside Community Development Corporation Summer 2009
The Cara Program Literacy Chicago
Catholic Campaign for Human Development Little 2009
Spring Brothers Friends of the Elderly
Catholic Charities Refugee Resettlement Program Mano-a-mano
Center Factory Alternative School Marjorie Kovler Center for Victims of Torture
The Center on Halsted Mercy Housing Lakefront
Centro Romero Misericordia Heart of Mercy
Chicago 2016 Muslim Women Resource Center
Chicago Jesuit Academy National Kidney Foundation of Illinois
Chicago Youth Programs National Student Partnerships (now LIFT) Fall 2008
Children’s Home and Aid - Rice Center Nazareth Farm (West Virginia)
Children's Memorial Hospital Odyssey Health Care
CJE Senior Life Fall 2008
Office (UNIVClerk
of County 102
Cornerstone Community Outreach/Sylvia Center sections)
Ogalala Re-member (Pine Ridge, SD)
Cristo Rey Jesuit High School Operation Helping Hands (New Orleans)
CSAC North Ex-Offender Reentry Council PAWS Chicago
DevCorp North (now Rogers Park Business Alliance) Porchlight Counseling Services
Donoghue Charter School (GirlPOWER! Program)
DuPage County Health Department 73,265 hours of service
Proviso East School-Based Health Center
Red Door Animal Shelter
Edgewater Community Council The Safer Foundation
Loyola service-learning students, Fall 2008 - Summer 2009
Edward Hines Hospital & Jesse Brown VA Medical Center Swift Elementary School
Equality Illinois Taller de Jose
Erie Family Health Center Tamms Year Ten Campaign
Ethiopian Community Association of Illinois Trilogy Behavioral Health Services, Inc.
Girls in the Game Vietnamese Association of IL
9
10
In the spring of 2008, Dr. Jeanne Sokolec was granted a President’s Engaged Scholars award for her proposal to integrate service-
learning into her online section of Intro to Social Work (SOWK 200), a survey course designed to introduce students to the field.
Working with the CEL staff, Dr. Sokolec identified LIFT Chicago (formerly National Student Partnerships) as an ideal partner
for her class because of the range of issues dealt with by its student staff, its intensive program of ongoing training and support,
and its emphasis on one-on-one interaction with clients.

Dr. Sokolec’s experiment was equally experimental for LIFT, which had never partnered so intensively with an academic class.
But the experience proved to be very positive for all involved, with over half of Dr. Sokolec’s students choosing to remain LIFT
volunteers even after their class had ended. One of those students, Ann Terrell, reflecting on what she had learned from her ex-
perience at LIFT, stated that "I feel like I have a better idea of what it would take to run an organization, as my experience has
helped me develop an understanding of business organization and communication. If I ever decide to get involved with forming a
non-profit, or being part of the management of any part of a social service organization, I have been well-prepared by my
experience at LIFT."

Such powerful preparatory experiences and rich transferable skills development has led Dr. Sokolec to repeat her experiment in
the 2009-2010 academic year…this time with three times as many students and more community partners! And LIFT’s national
leadership is considering how to replicate “the Loyola model” with other universities nationwide. As LIFT Chicago’s Executive
Director Ben Reuler commented, "Our partnership with Loyola's CEL has had a huge impact on the fulfillment of our mission to
recruit and train college volunteers to combat poverty and expand opportunity to all people in the U.S and to connect the
strengths and resources of college campuses to the needs in the surrounding community. Loyola has been a great example of a
successful partnership, and we look forward to strengthening this relationship even more."

Photo: Ann Terrell at work with a client. (Courtesy of LIFT Chicago) 11

 COMMUNITY-BASED FEDERAL WORK-STUDY,
2008-2009 368
400
350
278
300
250
This academic year, 368 Federal work-
200
study Loyola students worked at 53 off- 150
100
campus locations through the
50
Community-Based Federal Work-Study 0
2007-2008 2008-2009
program. Off-campus sites include local
not-for-profit and community-based Growth in number of Loyola students employed in
off-campus FWS locations, 2007-2009
organizations. Students earn a pay
check for their work, while the 53
60
organization receives a 75% or 100% 50
reimbursement of the students' wage, 40
25
paid for through Federal monies. 30

20

10

0
2007-2008 2008-2009

12 Growth in off-campus FWS sites, 2007-2009

COMMUNITY-BASED FEDERAL WORK-STUDY SITES Junior League of Evanston
2008-2009 Ladder UP
Legal Assistance Foundation
Albany Park Community Center McGaw YMCA
American Academy of Children and Family Services Mitchell Museum
Arts and Business Council 100% Muslim Women's Resource Center
Asian American Legal National Runaway Switchboard
Asian Human Services, Inc New Bridge International Learning Center
90% 18%
Beacon Street Gallery Next Thea- tre
Between Friends Office of Catholic Schools 23%
Business Partners 80% Sacred Heart Schools
Cambodian Association of Illinois St. Agnes Schools
Cabrini Green Legal Aid 70% St. Benedict High School
Center for Economic Progress St. Mary of the Angels School
Charis Ministries 60% South-East Asia Center
Chicago Area Interpreter Referral Service Swedish American Museum
Chicago House Taller de Jose
50%
Chicago Waldorf School Test Positive Aware Network
Children's First Fund_CPS Young Adult Ministry
40%
City of Chicago Youth Organization Umbrella
Community Counseling Center of Chicago
Community Shares of Il 30%
DevCorp North
Edgewater Chamber of Commerce 20%
Edgewater Community Council
Femi Memorial Outreach 10%
Howard Area Community Center
Ida Crown Jewish Academy 0%
Illinois Art Alliance
Immanuel Lutheran 2007-2008
Indo American Center
2008-2009
IMAN
Off-campus FWS employment as a percentage of
13 total student FWS employment, 2007-2009
14
Sacred Heart Schools, located just across the street from Loyola’s Lake Shore campus, employed around 25 Federal work-study stu-
dents during the 2008-2009 academic year. Anyone from an education major who wants to promote learning, to a math wiz who is
really good at explaining algebra to fifth graders, or an athlete who sees the importance in teaching good sportsmanship to
youngsters, Loyola students are putting theory into practice through the community-based Federal work-study program.

Loyola students who are allocated Federal work-study funds in their financial aid package have the unique opportunity to work off-
campus, at a not-for profit or community-based organization, and earn a paycheck. In turn, the organization is reimbursed for the
students’ wage and has the chance to work with a college student. Loyola students can give back to their community while learning
what it takes to become model citizen and leader in their community.

“Working with the Community-Based Federal work-study at Loyola’s Center for Experiential Learning is a true partnership,” said
Sacred Heart’s Director of Human Resources Mollie Murnane. “This program is cohesive, the pieces are easy to learn and the staff
are easy to connect with and guided us through the whole process.”

Sacred Heart can now offer affordable tutoring services to their students and families, gain much needed administrative help and
have their kids experience an academic and civic model.

“We love our Loyola students,” said Murnane. “We treat them like regular employees, and they live up to our expectations.”

“This year we were met with great success. We developed a partnership with Loyola University and secured 18
bright and optimistic college students to tutor and mentor over 100 academically at-risk immigrant students at
Swift Elementary school in Edgewater. The partnership gives the elementary students the opportunity to enjoy one-
on-one academic support and inspires university students to engage in the community while also encouraging the
importance of life-long service.”

- Bob Pedro, CEO and founder, Femi Memorial Outreach Fund

15

LOYOLA UNDERGRADUATE RESEARCH
OPPORTUNITIES PROGRAM, 2008-2009
The Loyola Undergraduate Research
Opportunities Program (LUROP) is the
umbrella under which all funded
undergraduate research programs
offered at Loyola University Chicago
are administered through the Center
for Experiential Learning. The goal of
the program is to enrich, enhance,
diversify and individualize the learning
experiences of undergraduate students
through collaborative research with a
faculty mentor. Each of the
undergraduate research programs is
managed by a Program Director
through a university academic
department or center.
16
Loyola Undergraduate # of Student
Research Opportunities Program Researchers
Biology Summer Research Fellows: A summer 16
research experience for biology majors interested
in working on a faculty-designed project.
Carbon Scholars: 2-year interdisciplinary 5
research opportunity for science & math majors.
Center for Urban Environmental Research 5
and Policy (CUERP) Fellows: Summer &
academic year programs for students interested in
researching urban environmental issues.
Center for Urban Research and Learning 19
(CURL) Fellows: An academic year opportunity
to participate in community research projects.
Mulcahy Scholars: A year-long opportunity for 36
students in the sciences to design an individual
project with a faculty mentor or serve as a
research assistant on ongoing projects.
Provost Fellowship: An opportunity for students 49
of all colleges and schools to design an individual
research project or work collaboratively as a
research assistant on a faculty project during the
summer or academic year.
Ricci Scholars: A year-long innovative research 6
and cultural immersion program which awards
scholarships for travel, research, and exploration.
Rudis Fellowship: An academic year opportunity 4
for student scholarship that focuses on research
on comparative constitutions.
Women in Science Enabling Research 4
(WISER): Designed for women undergraduates
who want to work with specific faculty on their
ongoing research during the summer session.
TOTAL LUROP STUDENTS IN 2008-2009 144
 In 2008-2009, LUROP:

• Awarded research funds to 144 undergraduate students

• Engaged 28 different schools & departments in research
opportunities
• Facilitated with 65 faculty mentors across campus

Of these totals, the Provost Fellowship, directed by the Center for

Experiential Learning, awarded 49 fellowships in 2008-2009 to
students in 24 different majors, representing academic disciplines in
the humanities, the professional schools, and the sciences.

In 2009-2010, a total of approximately 160 scholarships and

fellowships to engage in undergraduate research have been awarded
for the summer of 2009 as well as the 2009-2010 academic year.
The program will expand to include the Graduate Undergraduate
Research Mentoring Program, a pilot program that partners
undergraduate students with a doctoral student and a faculty
Mentor. The newly expanded program will also include the
Biology Research Fellows Program, an opportunity for biology
students to engage in funded research opportunities over multiple
years. These programs will grow LUROP from 9 to 11 funded
undergraduate research programs across the university.

80% of respondents to the 2008-2009 LUROP

Above: All LUROP participants are invited to Assessment indicated plans to attend graduate or
present their research at an annual university- professional school.
wide symposium. Many also present at
national or international conferences. 17
18
144 undergraduate students engaged in research through LUROP in 2008-2009.
The following highlights some of their stories:

David Miceli, a 2008-2009 Mulcahy Scholar and CUERP Intern, engaged in two separate vegetation mapping projects using
historical aerial photographs and data analysis of invasive wetland plants at Illinois Beach State Park and Spring Bluff Nature
Preserve. “I was able to conduct important research independently to support an overall common research goal,” said David.
“The end benefit for me has been the confidence and ability to conduct work in my field of interest.” Upon completion of the
projects and presenting at the 2009 LUROP Symposium, he also reported receiving several job offers and accepting a position
“directly related to the research I did while participating in LUROP.”

Kaitlin Klipsch, a 2008-2009 Provost Fellow, conducted research on an empirically-based mentoring program for system-
involved youth in collaboration with local social service agencies, community leaders, and experts in the field of social work. “I
really benefited from the working environment of the project. Because it was a collaborative program, I had the chance to inter-
act with various systems, which helped to see the different levels of research, program development, and implementation in the
social services. This has already and will continue to help me greatly as I go on to graduate school and work,” said Kaitlin, who
plans to co-present at the 2010 Annual Conference for the Society of Social Work Research with her Faculty Mentor, Assistant
Professor Julia Pryce in the School of Social Work. Dr. Pryce described Kaitlin as “…a significant asset to the project” and
highlighted her “…curiosity, work ethic, and willingness to work as a team” as key contributions.

Ashiyrah Ramirez-Knight (pictured left), a 2008-2009 Provost Fellow, examined the effect of stage migration on family rela-
tionships between those left behind in Mexico and relatives that have migrated to the United States. Ashiyrah conducted inter-
views with migrants’ families and researched books and articles on the subject to identify life changes and the families’ percep-
tions of the changes. “I was able to work and research in my field and actually make a contribution to my field. Since I had to
travel, sometimes in rural and rugged areas in Mexico, I learned that I have the stamina, ability, and creativity to do tough field
research,” explained Ashiyrah.
19
 Experiential Learning Course Students
EXPERIENTIAL LEARNING COURSES
UNIV 290 Fall 2008 40
The Center for Experiential Learning offers several seminar
courses throughout the year that provide students with commu- UNIV 390 Fall 2008 24
nity-based professional experiences through service-learning
and/or internships. All of the courses meet the Civic Engage- UNIV 291 Spring 2009 36
ment or Leadership Core Values designation as part of
Loyola’s Core Curriculum. UNIV 390 Spring 2009 33

• UNIV 290: Community-based Service and Leadership UNIV 290 Summer 2009 9
• UNIV 291: Community-based Research and Leadership
• UNIV 390: Organizational and Community Leadership UNIV 390 Summer 2009 35

Community-based Research and Leadership (UNIV 291)

This past year, a new service-learning course, UNIV 291: Seminar in Community-based Research and Leadership was
developed. Facilitated by Dr. Patrick Green as a project-based service-learning course, UNIV 291 introduced community-
based research as a methodology while engaging students in group research projects with community organizations.
Students enrolled in the course worked in groups with six different community organizations on research-based projects.
Each of the projects was organized and defined by the community members prior to the start of class. The groups, each
consisting of 5-7 students, worked all over the Chicago-land area, from the South Loop to Uptown, and from West Rogers
Park to the Little Village, and facilitated the community-based research projects with Good News Community Kitchen, the
Jordan Community School (CPS), Lakeside Community Development Corporation, Mercy Housing Lakefront, LIFT
Chicago (formerly National Student Partnerships), and Taller de José.
20
 At semester’s end, the groups presented their
community partners with valuable research, in-
cluding a written report with data collected and
organized in spreadsheets and/or community
maps. Some groups utilized campus resources,
such as David Treering, the GIS Specialist in the
Center for Urban Environmental Research and
Policy, and the Digital Media Lab to produce
wall-sized asset maps for their organization.
Another group produced a video of the research
project in order to encourage the community
members to continue the research and to mobi-
lize for action.

The impact on the community organizations was

significant. “The community-based research
class project really helped our agency,” re-
marked Ben Reuler, Executive Director of LIFT
Chicago (formerly National Student Partner-
ships). “The class was a great example of formal
partnership with the University.” Sr. Kathy
Brazda (MPS, 1991), Director of Taller de José,
considered the impact of the students’ work,
“The community-based research opened a new
door for us. It helped us to identify problems as
well as strengths. It proved facts that we could
21 use for grant writing. It is helping us with
 strategic planning, and it helps us with all of our processes.
I use it for educating our staff, and I use the statistics from
the community-based research. I use the project and the
asset map in all of our work.”

The impact on the students was equally significant.

“Professionally, I have sharpened many skills,” reflected
Christopher Kaczmarczyk, a senior. “This project has
shown that I can effectively research a problem and come
up with a workable solution. I can set deadlines and meet
them, while organizing my time effectively and efficiently
to make best use of my resources. This experience has not
only built upon my job skill set, but it has also opened my
mind to unique perspectives that I can now bring to the
table. Being able to fully understand the relationships be-
tween various forms of service and social impacts is ex-
tremely marketable to a future employer. I have already
used this experience multiple times in job interviews.”

UNIV 291 research groups with representatives from

LIFT Chicago (formerly National Student Partner-
22 ships, top) and Taller de José (bottom).
CEL SERVICE SITES
2007-2009

23
24
HONORS AND AWARDS
During the 2008-2009 academic year, Loyola University Chicago received multiple honors to recognize its efforts in service-
learning and community engagement. Loyola received second place in the Jimmy & Rosalynn Carter Partnership Awards for
Campus-Community Collaboration, a state-wide award sponsored by Illinois Campus Compact awarded for exemplary campus
community partnerships. This award featured Loyola's partnership with George B. Swift Specialty School, facilitated by Loyola
education professor Diane Schiller, PhD, who has partnered with the Swift School in Edgewater for over 17 years. Last year she
became an Illinois Campus Compact State Farm Faculty Fellow, a position through which she developed a math and fine arts cur-
riculum connecting Loyola students to Swift's Fine and Performing Arts Magnet program.

Loyola was also selected for the 2008 President’s Higher Education Community Service Honor Roll. The President’s Higher Edu-
cation Community Service Honor Roll is an annual recognition program administered by Learn and Serve America at the Corpora-
tion for National and Community Service and sponsored by the President’s Council on Service and Civic Participation, USA Free-
dom Corps, and the U.S. Departments of Education and Housing and Urban Development. The selection to the Honor Roll is rec-
ognition from the highest levels of the federal government of an institution’s commitment to service and civic engagement on cam-
pus and in our nation.

Finally, five months of institutional self-study and a lengthy application process, facilitated by the Center for Experiential Learning
in collaboration with over 50 faculty and staff members from around the university, led to Loyola University Chicago receiving
the recognition for Community Engagement from the Carnegie Foundation for the Advancement of Teaching, including their high-
est classification of Curricular Engagement and Outreach & Partnerships. Loyola was one of 119 applicant institutions so classi-
fied, and one of only 38 doctorate-granting institutions nation-wide to receive this designation in 2008.

Left: At the Carter Partnership Award Ceremony. Back: Chris Skrable (CEL), Dr. John Pelissero (Associate Provost),
Dr. Patrick Green (CEL). Front: Joanna Buchmeyer (CEL), Sylvia Bain (Swift), Dr. Diane Schiller, Harlee Till (Swift).
25

According to the Carnegie Foundation, the Community
Engagement Classification "describes the collaboration
between institutions of higher education and their larger
communities (local, regional/state, national, global) for
the mutually beneficial exchange of knowledge and
resources in a context of partnership and reciprocity."
According to the Foundation's website, the Curricular
Engagement and Outreach & Partnerships category:
"…includes institutions that provided compelling
evidence of one or both of two approaches to community
engagement. Outreach focuses on the application and
provision of institutional resources for community use
with benefits to both campus and community.
Partnerships focuses on collaborative interactions with
community and related scholarship for the mutually
beneficial exchange, exploration, and application of
knowledge, information, and resources (research,
capacity building, economic development, etc.)."
26
December 8, 2008
Dear President Garanzini,
On behalf of Carnegie Foundation, congratulations! Your
institution has been selected for the 2008 Community En-
gagement Classification in the category of Curricular En-
gagement and Outreach and Partnerships.
Your application documented excellent alignment among
mission, culture, leadership, resources, and practices that
support dynamic and noteworthy community engagement,
and you were able to respond to the classification framework
with both descriptions and examples of exemplary
institutionalized practices of community engagement. . .
Your campus is one of 119 institutions that will now be added
to the Community Engagement Classification.
We hope you will see this as an opportunity to push your own
efforts to a next level and also to mentor and support cam-
puses that are in earlier stages of institutionalizing commu-
nity engagement. Your guidance will contribute significantly
to the strength of community engagement in higher
education.
“The value of a Jesuit education was one of the reasons why I decided to attend Loyola. This commit-
ment to community is found directly in the goals of this internship course because it fulfills the Civic
Engagement Core. An internship is one of the numerous ways that Loyola encourages students to be
civically involved and aware.” (Student—UNIV 390)

“My service in this class has helped me grow with regards to my professional skills and development.
During my service I helped many people whom have little education to seek employment and sustain a
career. I helped to teach computer skills, interview skills, and helped guide people in the right direction
with their resumes. This experience has opened my eyes to the job market and how absolutely competi-
tive it is. Not only did my professional experience grow from helping people with these tasks, but also,
as a person, it helped me to grow.” (Student—UNIV 290)

“Since taking this internship class, I feel that I have developed tools, both in class as well as at work,
that will enable me to effectively assess what type of organization is right for me and how I can take
advantage of all it has to offer. Having said this, to me, a Jesuit education is only the beginning of a
way of life aimed at discovering who you are and how you fit into society. I can honestly say, this is the
greatest gift Loyola will give each of its students as they graduate and move on to bigger and better
things.” (Student—UNIV 390) 27
 CENTER FOR EXPERIENTIAL LEARNING
1032 W. Sheridan Road | Chicago, IL 60660
experiential@luc.edu | 773.508.3366 p | 773.508.7088 f
LUC.edu/experiential