Loyola University Chicago

Academic Continuity

Engaged Learning Courses

The Center for Experiential Learning recognizes that we are in a season of uncertainty and rapid changes as the campus adjusts to going on line in the face of COVID-19. We are committed to supporting our faculty and have constructed the following webpages of resources. They range from support with the transition to online learning, reflection questions, videos, and links to other sites. It will be updated regularly. 

Jesuit education has always grounded itself in the importance of asking how context effects both the learner AND the learning. As we adjust to this new context, we want to remain responsive in the support we provide for faculty and hopeful about the creativity, ingenuity, and moments of deep learning this season will create. 

To support faculty in focusing on the learning based on the experiences students have had thus far in the semester, we provide the following resources for Engaged Learning courses:

Fall 2020 Faculty Development Programming

The Center for Experiential Learning provides a number of professional development programs for faculty and staff. A comprehensive list of programming from the CEL can be found here.

Engaged Learning Webinars

Archived webinars can be accessed here.

Engaged Learning Courses Guidelines for Fall 2020

Engaged Learning courses may look and feel very different in Fall 2020, but in an effort to preserve the deep learning experiences of students we encourage the guidelines found here: Engaged Learning Courses Guidelines for Fall 2020

Other Resources:

  • Reflection Resources for Engaged Learning: A variety of strategies and reflection activities for Engaged Learning courses specifically crafted in light of COVID-19’s potential interruption.
  • Ignatian Critical Reflection: A general guide on Ignatian Critical Reflection with emphasis on the Ignatian Pedagogical Paradigm for Engaged Learning courses.
  • Integrative Learning Portfolio: A general guide for faculty to build ePortfolios into their course assignments and create a summative reflection project
  • Learning Opportunities in a Health Crisis (Video): These reflection questions focus on the intersections of the course, engaged learning experience, Chicago community, and the COVID-19 health crisis.
  • Social Change Model (Video): These reflection questions build on the social change model of leadership and encourage students to connect their coursework to their out-of-class experiences.
  • Asset-Based Community Development: Video resources, assignments, and reflection prompts with a focus on Asset-Based Community Development.
  1. Reflection and Discussion Resources - 
  2. Discussion in Online Classes
  3. Grading - Grading and Assessment post COVID-19
  4. Learning Portfolios at LUC Portfolio publishing with Weebly tutorial
  5. The Bright Side - 
  6. Podcasts and TED Talks
  7. Other Resources Pages - 
  8. Loyola's Academic Continuity Page 
  9. Transitioning to Online Teaching

Engaged Learning Courses:

Loyola University Chicago is continuously working to preserve the continuity of teaching and learning in emergency situations, including the current threat of COVID-19. To this end, Engaged Learning courses may shift in emphasis as the “experiences” may be shortened, move to project-based work, shift to online formats, or even end abruptly. If the experiential component does not easily shift to project-based work in an online format, then the focus will be on the learning of students, based on the experiences they achieved up to this point in the semester (regardless if the required hours were met, given this unique scenario). Depth of reflection is the most essential component of engaged learning experiences, especially in the Jesuit Tradition. If students successfully complete your course (regardless of hours accumulated due to interruption from COVID-19), then students will still receive Engaged Learning credit.

Teaching an Engaged Learning Course:

For faculty teaching Engaged Learning courses, during the current COVID-19 situation, please anchor the transition of your courses in two principles:

  • If students are working at an external organization and that organization is still open and receiving students as volunteers, interns, researchers, then please follow the guidelines of the organization. Students who are able may still work/serve in those experiences as the organization allows.
  • In an effort to ensure student equity and that students are not negatively impacted by this transition, please shift your focus from the number of hours to the learning that students have accomplished through the experiences they have had up to this point.