The University requirement for Engaged Learning can be satisfied by participating in an Engaged Learning course/s totaling three credit hours or more.

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

• A structured 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.

Engaged Learning courses may be offered either by individual departments or by the Center for Experiential Learning. This requirement may be satisfied by a course within the Core Curriculum, or in a student’s major or minor, or through an elective course. Students may engage in these courses during the regular academic year, summer semester, J-term, in a capstone course or as part of a study abroad experience.

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).

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.

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.

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.

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.

Students are able to view a comprehensive list of engaged learning courses in LOCUS by selecting the CORE Pre-2012 (students who started Loyola before Fall 2012) OR CORE 2012 (students who began their Loyola studies in the Fall of 2012 or later) criteria on Class Search, depending upon their admit term, and then selecting "engaged learning."

Students wishing to find a specific category of Engaged Learning (service-learning, academic internships, undergraduate research, field work, or public performance) may further refine their search to identify the categories of Engaged Learning by simultaneously selecting the "engaged learning, honors, writing" criteria and selecting one or more categories.

There are many Loyola students who participate in Loyola-sponsored study abroad programs with courses that were previously approved for Civic Engagement (Rome, Vietnam, Casa de la Solidaridad/El Salvador, Santiago/Chile, etc.). Other students participate in study abroad programs through third-party organizations. To support students who are participating in these programs and hope to satisfy their Engaged Learning requirement, there are several possibilities.

If students are planning to fulfill Engaged Learning while studying abroad, some courses for Loyola programs may be listed in LOCUS. For others, check the study abroad Course Approval Database: http://webapps.luc.edu/studyabroad/index.cfm#searchdatabase. All study abroad courses previously reviewed and approved for Civic Engagement credit under the previous Core (30 courses) have been approved for Engaged Learning credit.

Students requesting EL credit for non-Loyola Study Abroad courses that are not in the Office for International Programs (OIP) “Course Approval Database” will follow the procedure below:

1. A student seeking Engaged Learning course approval will download the “Study Abroad Course Approval Form” from the Office for International Programs website found at: http://www.luc.edu/media/lucedu/studyabroad/New%20Course%20Approval%20Form2013.pdf.
2. The student will then submit the completed form to the Chair of the Board of Undergraduate Studies Engaged Learning Sub-Committee for review as an Engaged Learning course (via engagedlearning@luc.edu).
3. The Chair of the Board of Undergraduate Studies Engaged Learning Sub-Committee will notify the student and OIP of the decision 7-10 business days following the original request.

1. A newly admitted undergraduate student (first-year or transfer student) appealing for Engaged Learning credit may submit a course syllabus and an explanation of the engaged learning course requirements and activities to transfer-credit@luc.edu.

2. The Office of Registration and Records will review the appeal and submit, as appropriate, to the Chair of the the Board of Undergraduate Studies Engaged Learning Sub-Committee at engagedlearning@luc.edu. 

3. The Chair of the Board of Undergraduate Studies Engaged Learning Sub-Committee will facilitate the review of the Engaged Learning course articulation and forward recommendation to the Office of Registration and Records.

4. The Office of Registration and Records will communicate to the student the decision on course articulation, with regard to Engaged Learning, 7-10 business days following the original request.

Faculty and academic units may submit existing or new courses for review for Engaged Learning designation following the process below:

1. Instructors or academic units should complete the University Engaged Learning Requirement Course Proposal Form, which can be found both on the University Core webpage and on the webpage of the Center for Experiential Learning.
2. This form will be submitted electronically, along with a copy of the course syllabus, to engagedlearning@luc.edu.
3. The Board of Undergraduate Studies' (BUS) Engaged Learning Sub-Committee will review the proposal and make a recommendation for approval, revision, or rejection.
4. The chair of the BUS Engaged Learning Sub-Committee will then forward its recommendation to the academic unit.
5. If the course is approved, a Course Inventory Form will be completed indicating the new Engaged Learning designation and submitted to Registration and Records by the chair of the BUS Engaged Learning Sub Committee.
6. At the end of each semester, the BUS Engaged Learning Sub Committee will present to BUS a list of the courses newly designated to satisfy the Engaged Learning requirement.

In order to allow sufficient time for review of all courses and for timely completion of the schedule of classes, BUS has established the following deadlines for engaged learning course proposals:

OCTOBER 1 for all classes to be offered in the SPRING semester;
DECEMBER 1 for all classes to be included in the SUMMER terms;
FEBRUARY 1 for all classes to be included in the FALL semester.

Loyola courses to be newly proposed for approval for Engaged Learning credit should win approval as Loyola courses from the appropriate College/School before approval for Engaged Learning credit is finalized.