Loyola University Chicago

Faculty Center for Ignatian Pedagogy

Teaching Award Descriptions

Below are descriptions of the University-wide Teaching Awards presented by the Office of the Provost and the Faculty Center for Ignatian Pedagogy. All awards (except the Mary Therese Langerbeck Award for Undergraduate Research Mentoring) will be awarded at the Annual Teaching Awards Ceremony in May 2022. The Langerbeck award is will be announced during the 2022 Undergraduate Research & Engagement Symposium.

This prestigious award is named for Ignatius of Loyola, founder of the Jesuit order and patron saint of our University.

The St. Ignatius Loyola Award for Excellence in Teaching recognizes faculty whose teaching involves a commitment to excellence, raises global awareness, promotes social justice, and educates the whole student. The award honors the faculty member who embodies true excellence in their teaching, including advising and mentoring students, teaching to mission, and actively engaging students in their learning.

Award candidates are asked to submit materials reflecting their work in the following areas. The St. Ignatius Award winner shows distinction in all areas.

  • Commitment to Excellence: a commitment to exceeding expectations and striving to innovate and improve, particularly in terms of advising and mentoring, teaching to mission, and actively engaging students in the learning process.

  • Raises global awareness: an attention to our global context, such that students learn material not only as applied to the classroom environment, but to conditions and circumstances beyond the University.

  • Promotes Social Justice: through instruction, incorporates a challenge to injustice and a value of diversity based on the value of common humanity and the right to equitable treatment for all people.

  • Cura Personalis: a Latin phrase that translates as "Care for the entire person,” this includes providing individualized attention to the physical and emotional well-being of the student or colleague in a variety of ways, facilitating their journey to becoming a “person for others.”

The award honors the faculty member who embodies excellence in all aspects of teaching, including advising/mentoring, teaching to mission and engaging students in their learning. 

The Provost’s Award for Teaching Freshmen recognizes faculty who build community with first-year students by teaching 100-level freshmen classes. Exemplary faculty foster cura personalis (care of the whole person) in new students by providing necessary support and challenging them to become fully integrated into the Loyola community.
 
Candidates are asked to submit materials reflecting their work in the following areas. The Provost's Award winner shows distinction in all areas.

  • Student Engagement: Challenges students and actively engages them in the learning process.

  • Development of Community: Encourages students to begin their extraordinary Loyola experience in such a way that enhances student growth, connection to others, and self-awareness.

  • Cultivation of Service: Supports students in identifying their sense of purpose, pursuing knowledge, and using this knowledge in the service of humanity.

  • Cura Personalis: a Latin phrase that translates as "Care for the entire person.” Provides individualized attention to the physical and emotional well-being of the student or colleague in a variety of ways, facilitating their journey to becoming a “person for others.”
Named for Peter Hans Kolvenbach, S.J., the 29th Superior General of the Society of Jesus, the Kolvenbach Award for Engaged Teaching recognizes faculty who promote active and collaborative learning, through a variety of hands-on, service learning, and outreach experiences that encourage students to apply classroom material to real life situations.
 
Candidates are asked to submit materials reflecting their work in the following categories:

  • A commitment to engaged learning: As described by the criteria of the Engaged Learning University Requirement, the faculty instructor demonstrates a commitment to engaged learning by actively facilitating learning opportunities for Loyola students that extend beyond the classroom (e.g. through service-learning, academic internships, field work, public performance, undergraduate research), aimed at engaging students in “hands-on” settings and considering community-defined needs and priorities.

  • An active and collaborative teaching and learning style: In the Jesuit Catholic legacy of St. Ignatius Loyola, the faculty instructor demonstrates collaborative and active engaged teaching and learning practices through a commitment to act upon what is learned, both as a teacher and learner.

  • Outreach beyond the classroom: Through instruction, the faculty instructor encourages and facilitates partnerships with employers and community organizations as valuable, reciprocal, and mutually beneficial.

  • Facilitating action on behalf of others: Through instruction, the faculty instructor motivates and inspires students in perceiving, thinking, judging, choosing, and acting for the rights of those who are disadvantaged and oppressed.

This advising and mentoring award is named for Alice Bourke Hayes, whose career at Loyola University Chicago spanned 27 years. As an administrator and faculty member, Dr. Hayes impacted the lives of thousands of Loyola students through serving as an advisor, mentor and friend. The Alice B. Hayes Award for Advising and Mentoring recognizes faculty who demonstrate a commitment to advising and mentoring students within and outside the classroom. Excellent faculty mentors are involved in helping students discover their passions and develop a dedication to life-long learning, as well as guiding students' intellectual, personal, social, and spiritual growth. Faculty accomplish these goals through myriad ways, including academic advising, providing mentorship opportunities, and networking with the larger academic and professional communities on behalf of student interests

Candidates are asked to submit a Personal Statement speaking to the following areas. The Hayes Award winner demonstrates distinction in all areas.

  • Mentoring: This a process for the informal transmission of knowledge, and the support provided to the student as relevant to work, career, research, and personal or professional development. Mentoring also includes ongoing, often informal communication over an extended period of time.

  • Academic Advising: This includes guiding students' educational experiences in developmental ways in line with their aspirations and abilities. Good advising facilitates student success within their academic program and beyond campus boundaries.

  • Networking: This includes initiating connections that allow the student to build new relationships while generating professional opportunities to advance students' current and future success.

  • Cura Personalis: This is a Latin phrase that translates to "care for the entire person.” Awardees provide individualized attention to the physical and emotional well-being of the student or colleague in a variety of ways, facilitating their journey to becoming a “person for others.”

This award is named for Mary Therese Langerbeck, BVM, who trained hundreds of women for careers in the sciences through active engagement in research. As chair of the physics department, she supervised the installation of a Foucault pendulum for the use by students. The Mary Therese Langerbeck Award recognizes faculty who show extraordinary success in providing intensive individual research experiences for undergraduate students. Two Mary Therese Langerbeck Awards are presented at the Weekend of Excellence. This award is facilitated by the Center for Engaged Learning, Teaching, and Scholarship (CELTS). Nomination info can be found on their website

In April 2021, after an overwhelming demand on the part of students and faculty colleagues to recognize the great teaching of Loyola’s part-time instructors, FCIP called together a working group of 10 part-time Loyola instructors to create the criteria for such an award. The Teaching Award for Part-time Instructors presents an opportunity to elevate and celebrate the importance of excellence among Loyola’s part-time instructors. 

This award recognizes the unique and excellent contributions of part-time instructors who: 

  • answer the call to be teacher-practitioners and role models in their field
      
  • demonstrate a commitment to going ‘above and beyond’ to persevere through obstacles and exceed expectations to meet the needs of their students;

  • deeply care about and forge connections with their students

  • embody the Jesuit ideals of mission, community and service.