There are five different categories of classes that may satisfy the Engaged Learning Requirement. Click on any category to learn more about that pedagogy and the criteria that define it.
A. Service-Learning
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 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.
Criteria for service-learning courses are based on research and best practices, the CAS Standards for Service-Learning (2009), and the Principles of Good Practice for Service-Learning Pedagogy (Howard, 1993).
1. The academic course establishes the service expectation of 20+ hours of service to work in the community or on a community-based project connected to the content of the course.
2. Learning objectives related to the service experiences are clearly articulated.
3. There is a clear articulation of the community partnership addressing community-defined priorities.
4. The syllabus assignments and final projects synthesize classroom- and community-based learning.
5. Activities and assignments encourage students to reflect on larger community issues, social structures, and/or topics of social justice (e.g. perpetuating dependence vs. building capacity within the community).
B. Academic Internship
Academic Internship – a course in which students engage in an internship and complete a minimum of 100 hours of work at an 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.
Criteria for academic internship courses are based on research and best practices, the CAS Standards for Internships (2009), and the National Association of Colleges and Employers (NACE) Position Statement on U.S. Internships (2011).
1. The academic course in which students engage in an internship clearly states the hours requirement (minimum of 100 hours of work)
2. The internship must be approved by the faculty instructor, as it is the extension of the classroom and applying knowledge gained in the classroom.
3. The internship experience has a clear position description with a professional organization related to their field of study, educational goals and/or career and vocational aspirations.
4. The learning objectives related to the internship experience are clearly articulated related to their field of study, educational goals and/or career and vocational aspirations.
5. There is supervision and feedback by a professional at the site with expertise related to the field of study, educational goals and/or career and vocational aspirations.
6. The syllabus assignments include reflection assignments and a final synthesis project integrated into the course.
C. Field Work
Field Work- a course in which students work in an approved 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.
Criteria for field work courses are based on research and best practices in experiential learning:
1. The field work (clinical placement, practicum) must be approved by the faculty instructor, as it is the extension of the classroom and applying knowledge gained in the classroom.
2. The academic course in which students engage in the field work clearly states the hours requirement (minimum of 100 hours of work).
3. The field work experience is with a professional organization related to their field of study, educational goals and/or career and vocational aspirations.
4. The learning objectives related to the field work experience are clearly articulated related to their field of study, educational goals and/or career and vocational aspirations.
5. There is supervision and feedback by a professional with expertise related to their field of study, educational goals and/or career and vocational aspirations.
6. The syllabus assignments include reflection assignments and a final synthesis project integrated into the course.
D. Undergraduate Research
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.
Criteria for undergraduate research courses are based on research, best practices, and the CAS Standards for Undergraduate Research (2009)
1. The field research course engages students on an original research project (not a simulation), either contributing to a faculty research project or engaging in an independent research project with a mentor.
2. Students conduct research on an ongoing basis, working an average of 5 – 10 hours/week.
3. Students gain knowledge of or experience in discipline-specific language, research ethics, skills in research methodologies, and important scholarship.
4. The learning objectives related to the research experience are clearly articulated related to their field of study, educational goals and/or career and vocational aspirations.
5. There is supervision and feedback by a mentor who has expertise related to their field of study, educational goals and/or career and vocational aspirations.
6. The syllabus assignments include reflection assignments and a final synthesis project integrated into the course.
7. There is an outlet to disseminate the original research (e.g., symposium, conference, scholarly article) integrated into the course.
E. Public Performance
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 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.
Criteria for public performance courses are based on research and best practices in experiential learning:
1. The experience (musical performance, dramatic performance, or art exhibit) is the culmination of a student’s work presented publicly in a program or performance, as it is the extension of the classroom and applying knowledge gained in the classroom.
2. The academic experience in which students engage in the performance work clearly states the hours requirement.
3. The learning objectives related to the performance experience are clearly articulated related to their field of study, educational goals and/or career and vocational aspirations.
4. There is supervision and feedback by a professional with expertise related to their field of study, educational goals and/or career and vocational aspirations.
5. The syllabus assignments include reflection assignments and a final synthesis project integrated into the course.
How to Enter Your Engaged Learning Information in LOCUS
Loyola University Chicago requires all students in an Engaged Learning class to record their site and project details, along with their learning objectives, in LOCUS. This information is important for institutional research and documentation, but more importantly, it's crucial for risk management, insurance purposes, and to verify your experience.
Here are the step-by-step instructions to enter your information:
- Follow the instructions on this webpage to guide you through the process.
- If your organization isn't already listed in LOCUS, you'll need to request it be added. You can find instructions for this by skipping to the 2:30 mark in the video tutorial. In the PowerPoint presentation start after Step 11.
- Any work done with a Loyola University Chicago department will be listed under that department's name.
For those who prefer a visual, step-by-step guide over a video, you can also refer to the PowerPoint presentation on Entering Engaged Learning into LOCUS.
We have also incorporated step-by-step instructions below:
