Effective Fall 2012

Why is Engaged Learning a Priority at Loyola?

To advance the mission of Loyola University Chicago to “expand knowledge in the service of humanity through learning, justice, and faith,” the Engaged Learning requirement of the Core Curriculum is designed to support the mission by embedding opportunities in courses through the many different forms of experiential learning, helping students enhance their knowledge, skills, and values. All undergraduate Loyola University Chicago students will be required to complete one three (3) credit course designated as Engaged Learning as part of the new Core Curriculum.

An Engaged Learning Requirement will Replace the previous Civic Engagement Requirement in the Core.

In the 2005 - 2012 Core Curriculum, Civic Engagement was the hands-on, service requirement in the Core.  In the new revision of the Core Curriculum which will take effect at the start of the Fall 2012 semester, the Civic Engagement requirement will be broadened to Engaged Learning which includes more than the civic service option (see the 5 categories below).  For continuing students (defined as any Loyola student enrolled at the University prior to Fall 2012) the Civic Engagement requirement has been changed to the Engaged Learning requirement.  Any continuing student that has completed his/her Civic Engagement requirement has therefore also completed the Engaged Learning requirement.  However, if a continuing student has not yet completed their Civic Engagement requirement, they may now choose from a wider array of opportunities to fulfill this requirement (see below).

 How do we Define Engaged Learning?

The criteria to define Engaged Learning courses are those that provide all of the following:

• A core learning experience integrated into a course that engages students in learning outside the classroom, such as in a community agency, professional organization, or in a research setting;

• Critical reflection on that experience through various assignments in class; and

• Synthesis of the experience through a final project or portfolio.

Five Categories of Engaged Learning Courses

Engaged Learning courses may focus on service and justice (values) as well as on professional development (skills). The following types of Engaged Learning courses are labeled in LOCUS:

1.   Service-learning – a course in which students complete 20+ hours of service work in the community or a community-based project connected to the content of the course.  Course assignments and final projects  synthesize classroom- and community-based learning. These engaged learning courses offer students the opportunity to engage directly with and reflect on service and justice issues.

--- International Service-learning (a category of service-learning and found under that heading in LOCUS)– a course in which students complete 20+ hours of service work in the community or a community-based project connected to the content of the course.  Course assignments and final projects synthesize classroom- and community-based learning. These courses may also be taken through a Loyola-approved study abroad program. These engaged learning courses offer students the opportunity to engage directly with and reflect on service and justice issues.

2.   Academic Internship – a course in which students engage in an internship and complete a minimum of 100 hours of work at a professional organization related to their field of study, educational goals and/or career and vocational aspirations, with reflection assignments and a final synthesis project integrated into the course. These courses may also be taken in an international setting or through a Loyola-approved study abroad program. Some capstone courses may meet this requirement as well. These engaged learning courses focus on professional development in the student’s area of study.

3.   Field Work- a course in which students work in a professional setting and complete supervised clinical hours, or practicum hours in order to gain experience in a professional field (e.g., student teaching, nursing clinical hours, social work field placement, etc.) with reflection assignments and a final synthesis project integrated into the course. These courses may also be taken in an international setting or through a Loyola-approved study abroad program. Some capstone courses may meet this requirement as well. These engaged learning courses focus on professional development in the student’s field of study.

4.   Undergraduate Research – a field research course in which students work on an original research project (not a simulation) or engage in an independent research project with a mentor (working an average of 5 – 10 hours/week), and gain experience in research methodologies in a specific discipline or various paradigms of research, with reflection assignments, a final synthesis project, and an outlet to disseminate the research (e.g., symposium, conference, scholarly article) integrated into the course. These courses may also be taken in an international setting or through a Loyola-approved study abroad program. Some capstone courses may meet this requirement as well. These engaged learning courses focus on professional development in the student’s field of study.

5.   Public Performance – a course in which the culmination of a student’s work from all semester is presented publicly in a program or performance (e.g., musical performance, dramatic performance, or art exhibit). These engaged learning courses focus on professional development in the student’s field of study.