Loyola University Chicago

Division of Student Development

Mission, Goals and Strategic Plan

IGNITING CAMPUS ENGAGEMENT:

Division of Student Development Strategic Plan,

Goals, Objectives, Rationale, and Action Items

 

UNIVERSITY MISSION

We are Chicago's Jesuit, Catholic University-- a diverse community seeking God in all things and working to expand knowledge in the service of humanity through learning, justice and faith.

 

DIVISIONAL VISION

At Loyola University Chicago, fellow students, faculty, staff, and administrators engage and support all students in discovering the values, skills, and competencies needed to enhance the intellectual, social, and spiritual growth of every student.  A collection of offices and departments offer developmental and sequential programs and services to support students and enrich their learning experience.  The Division of Student Development’s vision is to have nationally recognized programs and services that embolden, enrich, and engage students through a collection of Key Experiences.  We support learning environments needed to lead and serve in a diverse and changing world.  The Division of Student Development inspires involvement in a wide range of co-curricular pursuits that ignite the academic enterprise and services and that mirror the values of the core curriculum.  Our events and activities do more than support students; they also encourage the spiritual integration of prayer, reflection, and discernment into their busy academic and personal lives.

 

DIVISIONAL MISSION

The mission of the Division of Student Development is to support a transformative education by offering programs and initiatives that aspire to provide unparalleled service to students, providing vision and leadership for a holistic student experience.

 

We not only have a vision of student formation, but we have also embraced a promise.  The Student Promise embodies the beliefs and values of students and is intended to unite our community around the very things that make us excellent.  It is a statement of pride and dignity.  It states “as a Loyola student being educated in the Jesuit Catholic tradition, I promise to care for myself, care for others, and care for the community.” 

 

Based upon the University Mission, the Divisional Vision and Mission, and the Student Promise, the Division of Student Development adopts the following Divisional Goals, Objectives, Rationales, and Action Items as part of its Strategic Plan for Igniting Campus Engagement.

 

Goals

Divisional Goal 1: Enhance and create initiatives, programs, and experiences that foster student engagement and leadership development.

Divisional Goal 2: Establish and expand educational partnerships that integrate academic learning, spiritual growth, and student development.

Divisional Goal 3: Create a campus culture, climate, and environment that support a transformative education fostering a comprehensive and holistic approach to retaining underrepresented student populations.

Divisional Goal 4: Help students to develop a reasoned set of values and ethical standards consistent with our Jesuit Catholic Mission.

Divisional Goal 5:  Develop and utilize ongoing systemic assessment of Division programs to enhance the quality of the student learning experience.

Divisional Goal 6: Develop and implement coherent programs for first, second, third and fourth year, graduate, and continuing students.

 

 

 

 

Divisional Goal 1—Enhance and create initiatives, programs, and experiences that foster student engagement and leadership development.

Objective 1A: Expand Learning Communities (LC) to create a seamless academic and co-curricular experience for first-year through senior students.

 

Rationale: LCs provide students with an integrated living and learning experience by offering activities and instructional strategies that support student learning in the classroom, in the residence halls, and within the greater city of Chicago (University Strategy 1).

 

Short Term Action Items (before July 1, 2011)

  • Hire a Director of Learning Communities.
    • Add a third Pre-Heath LC.
    • Explore the feasibility of developing a Sustainability LC and expanding the Global Citizenship LC.

 

Intermediate Term Action Items (before July 1, 2012)

  • Develop a comprehensive strategic plan and implementation approach for the future of the Learning Community program that includes communities for first-year through senior students and engages faculty, staff, and students from across the institution.
  • Research and consider for inclusion in the LC plan a more intensive community focused on service and community engagement.

 

Long Term Action Items (after July 1, 2012)

  • Explore options to develop either a Faculty-in-Residence program or LC faculty office space (Fall ’12).
  • Develop unique LCs related to LUC’s core values (Fall ’13).
  • Develop LC’s for sophomores, juniors, and seniors that integrate service, leadership, and career development (Spring ‘11/Fall ’13).
  • Recruit 50% of freshmen residential students and 25% of sophomore residential students to join LCs (Fall ‘13/Fall ’14).

 

Responsibility: Director of Learning Communities, Residence Life, partners in Student Development in conjunction with Academic Affairs.

 

 

Objective 1B: Develop a premier retreat program that focuses on welcoming new students, engaging them in the Jesuit Catholic tradition, and fostering interfaith cooperation.  A Loyola retreat provides students the opportunity to discern actively their personal spiritual journey with the intention of making meaning and integrating life experiences while disconnecting from their daily routine.

 

Rationale: This student retreat program would be a first step in assisting students in understanding and fully appreciating the transformative nature of the Jesuit tradition (University Strategy 1).

 

Short Term Action Items (before July 1, 2011)

  • Hire a Retreat Director and determine reporting structure.
    • Review current first-year retreat models and develop a new integrated model.
    • Develop a sophomore retreat model.
    • Review current senior retreat models and develop a new integrated model.
    • Develop a retreat focused upon service and interfaith cooperation.
    • Determine student organizations on campus that could integrate retreat experiences into their programming.

 

Intermediate Term Action Items (before July 1, 2012)

  • Pilot first-year retreat program.
  • Implement first-year retreat program with participation goal of 20%.
  • Implement sophomore and senior retreat programs.
  • Evaluate programs and make necessary adjustments.
  • Support new retreat models for student organizations.
  • Establish a comprehensive Challenge Course at the Loyola University Chicago Retreat & Ecology Center.

 

Long Term Action Items (after July 1, 2012)

  • Grow the first-year retreat program to achieve 35% participation.
  • Grow the sophomore and senior retreat programs.
  • Expand the number of student organizations utilizing the retreat campus.
  • Enable every student to experience LUCREC.
  • Develop, in conjunction with Residence Life, LUREC retreats for residential students (Fall ’12).

 

Responsibility: Campus Ministry Director in conjunction with First Year Experience.

 

Objective 1C: Enhance student entry into service experiences and better integrate learning, leadership, reflection, social justice education, and commitment into student service opportunities.

 

Rationale: Service experiences allow students to directly engage and explore social issues and foster a hunger for civic participation (University Strategy 1).  A Center for Community Service and Action (CCSA) will provide an entry point for students to engage in a diverse menu of one-time, short-term, and long-term service opportunities.

 

Short Term Action Items (before July 1, 2011)

  • Create and staff CCSA.
  • Establish CCSA’s identity among students and campus/community.
  • Identify and celebrate existing community partnerships.

 

Intermediate Term Action Items (before July 1, 2012)

  • Increase professional and student staff in the CCSA.
  • Enhance service-related programming and expand student outreach.
  • Collaborate with Student Leadership Development in offering leadership opportunities and training for service-centered groups.
  • In collaboration with the Center for Experiential Learning, explore tracking mechanisms to capture student service experiences.

           

Long Term Action Items (after July 1, 2012)

  • Develop and manage the creation of new mutually beneficial community partnerships.
  • Work with departments across the Division to enhance service opportunities available to students.
  • Collaborate with campus partners to implement a system of tracking student service hours and experiences (both quantitative and qualitative).

 

Responsibility: Director of the Center for Community Service and Action, with collaborators as appropriate.

 

Objective 1D:  Expand, deepen, and increase awareness of the programs, services, and resources provided to support student leadership development initiatives. 

 

Rationale: Further developing a comprehensive, developmental list of experiences that contribute to student leadership development, as well as tools, resources and approaches to support integrated learning around these experiences, will promote transformative learning in the Jesuit tradition (University Strategy 1).

 

Short Term Action Items (before July 1, 2011)

  • Expand and promote use of a library of leadership literature, activities, and workshop resources.
  • Create a menu of workshops that can be easily incorporated into existing programs, trainings, and academic curriculum.

 

Intermediate Term Action Items (before July 1, 2012)

  • Facilitate intentional conversations among members of the LUC community whose work contributes to student leadership development.  Conversations should focus on existing leadership development programs, best practices and aspirational initiatives, relevant literature and current research, and a collaborative vision for future initiatives.
  • Further integrate social justice education with student leadership development programs.
  • Create plans for the co-curricular component of a Leadership Learning Community that will be in existence in the fall of 2012.

 

Long Term Action Items (after July 1, 2012)

  • With collaborative partners, establish a comprehensive list of distinctive programs and experiences to meet students’ leadership development needs throughout all of their time at LUC.  
  • Implement co-curricular programming for the Leadership Learning Community.

 

Responsibility: Director of Student Leadership Development, with collaborators as appropriate.

 

Objective 1E: Reinvest in Athletics, Recreation, and the Wellness Center.

 

Rationale: To help promote the development of the whole person through an integrated curricular and co-curricular program (University Strategy 1), Loyola must strengthen its Athletic, Recreation and Wellness Center programs to support students’ full engagement in their college experience.

 

Short Term Action Items (before July 1, 2011)

  • Retain a search firm to assist in hiring a new Director of Athletics.
  • Hire a new Director of Athletics.

 

Intermediate Term Action Items (before July 1, 2012)

  • Complete Council for Advancement of Standards in Higher Education self study of Wellness Center.
  • Complete an Administrative Program Review for the Wellness Center
  • Implement limited Wellness Center services at WTC pending funding and location.
  • Revise and update policies and procedures for Club Sports Programs.
  • Establish a Program Coordinator for Club Sports to elevate Loyola’s Club Sports program to national prominence.
  • Explore the possibility of acquiring, through lease or purchase, additional athletic and recreational space, including an indoor running track.

 

Long Term Action Items (after July 1, 2012)

  • Review and establish a schedule for implementation of Wellness Center Administrative Program Review recommendations.
  • Determine appropriate location for Wellness Center (LSC) and engage in needed consultation.
  • Approach Advancement to identify potential donors
  • Complete an Administrative Program Review for the Department of Athletics.
  • Determine priority recommendations from the Department of Athletics Administrative Program Reviews and establish a schedule for implementation of those recommendations.
  • Build new Wellness Center facility at LSC

 

Responsibility: Directors of Athletics, Recreation, and Wellness Centers.

 

Objective 1F: Enhance the quality and diversity of on-campus housing

 

Rationale: Research suggests residential students have an increased sense of belonging and a higher retention rate at the university.  Developing a comprehensive, holistic housing and residence life program that meets the needs of residential students would promote a sense of community and foster student involvement, responsibility, and leadership.  (University Strategy 1).

 

Short Term Action Items (before July 1, 2011)

  • Complete a needs assessment for on-campus housing
  • Start plans to expand on-campus housing inventories
  • Development on on-campus housing master plan

 

Intermediate Term Action Items (before July 1, 2012)

  • Define Residence Life core values and their relation to programming for RAs.
  • Design and implement values based RA programming model.
  • Develop and implement a Community Standards Model for residential students that incorporates three tiers: 1) Roommate Agreement; 2) Floor Standards; and 3) Hall Standards.
  • Create a system (ThinkTank software) for collecting and analyzing RA programs departmentally.
  • Effectively assess programs and services utilizing the EBI/ACUHO-I survey.
  • Benchmark with peer and aspirant institutions with regard to Residence Life services and programming provided.
  • Break ground on additional residence halls
  • Establish a Dining Services Advisory Committee.
  • Hire two Associate Directors in Residence Life

 

Long Term Action Items (after July 1, 2012)

  • Implement First-Six weeks programming model based on Residence Life core values (Fall ’12).
  • Implement a RA to resident ratio of 1:32-36 in first year areas, 1:40 in sophomore areas, and 1:55 in apartment areas (Fall ’13).
  • Seek creative ways to redesign or create community space in each residence hall (Summer 13/Summer ‘14).
  • De-densify residence halls to provide for common area spaces (Fall ’14).
  • Develop comprehensive developmental and programming model for second-year students that addresses the unique challenges of the sophomore year.
  • Develop apartment options for juniors and seniors that house 4-6 residents while addressing the desire for additional privacy (Fall ’15).
  • Create and implement theme housing opportunities for juniors and seniors
  • Collaborate with Aramark to offer junior and seniors meal plan options that provide them with the flexibility needed based on their schedules and residence hall types.
  • Accommodate 65% of undergraduate students in on-campus housing by 2016.

 

Responsibility: Residence Life, Aramark

 

Objective 1G: Enhance the quality of the undergraduate experience for non-residential and commuter students.

 

Rationale: Non-residential and commuter students report lower satisfaction with their undergraduate experience and lower retention rates.  To improve these metrics, special attention needs to be given to non-residential and commuter students.  (University Strategy 1). 

 

 

Short Term Action Items (before July 1, 2011)

  • Better understand the unique challenges and opportunities commuter and off-campus students face at Loyola.

Intermediate Term Action Items (before July 1, 2012)

  • Better integrate commuter and off-campus students into the life of the Loyola community.
  • Partner with Residence Life to establish a well-defined, collaborative support system for students who transition from on-campus housing to off-campus living.
  • Develop a student-focused electronic presence through dynamic web content and a hearty social media presence – including but not limited to sites addressing off-campus living issues and commuter engagement.
  • Secure funding for additional student interns/community assistants to address off-campus student needs and create leadership opportunities for students.
  • Consider developing a Student Walking Escort Program.

Long Term Action Items (after July 1, 2012)

  • Establish programming that draws faculty & staff into commuter student spaces.
  • Explore the addition of more lounge spaces for commuter and non-residential students.
  • Partner with Campus Safety and the Wellness Center to enhance the holistic development of all students.

 

Responsibility: Off-Campus Life, Residence Life, Wellness Center

 

 

Objective 1H: Expand Development of Water Tower Campus Life.

 

Rationale: The Water Tower Campus houses six of Loyola’s ten colleges.  Some undergraduate and many graduate students experience Loyola only through lenses of the Water Tower Campus.  To address more adequately the needs of all Loyola students, Water Tower Campus programming should be enhanced.  (University Strategy 1). 

 

Intermediate Term Action Items (before July 1, 2012)

  • Solidify the mission, vision, and values for Water Tower Campus Life.
  • Establish a Wellness Center presence at WTC.

Long Term Action Items (after July 1, 2012)

  • Evaluate dining services at WTC as part of Dining Master Plan process
  • Develop a plan for enhancing dining at WTC as part of the Dining Master Plan process
  • Explore the feasibility of enhancing fitness facilities at WTC.
  • Develop a long-term strategic plan for Water Tower Campus Life.
  • Develop a long-term plan for recreation at WTC

 

Responsibility:  Associate Dean of Students of Water Tower Campus along with collaborators as appropriate.

 

 

 

 

 

Divisional Goal 2—Establish and expand educational partnerships that integrate academic learning, spiritual growth, and student development.

 

 

Objective 2A:  The Division of Student Development will continue to partner with Academic Affairs to expand significantly its Alternative Break Immersion (ABI) program by offering immersion service experiences connected to students’ academic disciplines.

 

Rationale:In an effort to engage more deeply students in the transformational nature of their Loyola education, an expanded ABI program will allow students to develop an appreciation for the global paradigm in which they operate, as well as an ability to integrate their academic knowledge into a wider community context (University Strategy 1).  

 

Short Term Action Items (before July 1, 2011)

  • Review current immersion trips to determine existing academic connections and identify potential new partnerships.  
  • Determine funding mechanism(s) for new immersion trips.

 

Intermediate Term Action Items (before July 1, 2012)

  • Develop Ignatian model for reflection and analysis of immersion experiences.
  • Expand immersion service trips into two new schools/academic departments.
  • Partner with study abroad programs.

 

Long Term Action Items (after July 1, 2012)

  • Establish functioning immersion service trips in most schools.

 

Responsibility: Campus Ministry in partnership with Academic Affairs.

 

Objective 2B: Increase spiritual and pastoral support to residential students.

 

Rationale: Jesuit in Residence/Spiritual Advisor will provide programming aimed at deepening the spiritual and faith development of students living in residence halls, athletic teams, and other students.  The Jesuit in Residence/Spiritual Advisor will pay particular attention to the “hungers” for a “moral compass” and “adult spirituality” (University Strategy 1).

 

Short-Term Action Items (before July 1, 2011)

  • ·         Campus Ministry and Residence Life will collaborate with the Jesuit Community to establish the responsibilities and expectations of Jesuit in Residence/Spiritual Advisor.
  • ·         Identify which residence halls will have priority for placement of Jesuit in Residence/Spiritual Advisor.
  • ·         Determine funding mechanism for Jesuit in Residence/Spiritual Advisor.
  • Enhance interfaith dialogue programs to make LUC not just a “home” for all faiths, but also a place to “explore” all faiths.

 

Intermediate Term Action Items (before July 1, 2012)

  • Establish Jesuit in Residence/Spiritual Advisor in 25% of residence halls.
  • Establish inter-faith service projects and immersion experiences.
  • Develop Jesuit in Residence/Spiritual Advisor role and responsibilities to support LC programs (Spring ’12).
  • Assign one Jesuit in Residence/Spiritual Advisor per area to each LC (Fall ’13).
  • Integrate a dimension of spirituality within each LC theme (Fall ’13).
  • Campus Ministry and Residence Life will collaborate to develop a spiritual curriculum including guided reflections, one-on-one conversations between resident and Jesuit in Residence/Spiritual Advisor, relationship between LC theme and vocational discernment (Spring ’12).

 

Responsibility: Campus Ministry, Residence Life, in collaboration with the Jesuit Community.

 

Objective 2C: Develop an Office for Outdoor Experiential Education (OOEE) that offers the Loyola University community a unique vehicle for transformative education.

 

Rationale: The OOEE serves the Loyola University community by providing integrated educational experiences designed to foster the student promise.  Using the outdoors as classrooms, students participate in intentional, challenging, group-based activities that provide space for reflection and leadership development.

 

Short Term Action Items (before July 1, 2011)

  • Develop a student-leader training progression that will equip students to facilitate groups through outdoor experiential activities.
  • Purchase equipment and staff an OOEE equipment room.
  • Establish the OOEE’s identity among students and campus/community.
  • Develop policy and procedures to guide risk and emergency management.
  • Develop policy and procedures that highlight Loyola’s care for the environment and sustainability practices.

 

Intermediate Term Action Items (before July 1, 2012)

  • Increase professional and student staff in the OOEE for the LUREC Challenge Course and the Halas addition rock wall.
  • Partner with the Office of First Year Experience to offer outdoor adventure pre-orientation experiences.
  • Offer on-campus skill clinics, local daylong experiences, and extended trips for students using outdoor pursuits.
  • Hire and train both students and professional staff to facilitate challenge course experiences at the LUREC.

 

                        Long Term Action Items (after July 1, 2012)

  • Increase programming for faculty and staff.
  • As a service-learning partnership, collaborate with community programs to provide trained student facilitators to guide outdoor experiences.
  • Develop a catalogue of summer expeditions that bring together current students, faculty, staff and alumni to tell their “Loyola story” while exploring wilderness destinations.

 

Responsibility: Director of Outdoor Experiential Education, with collaborators as appropriate.

 

 

 

 

 

Divisional Goal 3—Create a campus culture, climate, and environment that support a transformative education fostering a comprehensive and holistic approach to retaining underrepresented student populations.

 

 

Objective 3A:Utilize selected assessment results to determine themes and perceptions related to diversity issues at Loyola University Chicago.

 

Rationale:In order to retain marginalized student populations, including students of color, lesbian, gay, bisexual, transgender, and intersex students (LGBTQI) and undocumented students.

 

Short Term Action Items (before July 1, 2011)

  • Identify campus resources to assist in sifting through existing and new raw data from Campus Climate surveys.
  • Identify themes in the data and Departmental external review.
  • Identify national data and trends impacting the recruitment, matriculation, retention, and graduation rates of students of color.
  • Identify strengths and any areas for growth within the Department in Student Diversity and Multicultural Affairs and student services.

 

Intermediate Term Action Items (before July 1, 2012)

  • Develop programs and initiatives for underrepresented populations (students of color, LGBTQI, and undocumented students).
  • Identify campus Departments and resources to assist with programs and initiatives.
  • Develop recommendations for staff development initiatives in the area of cultural competency and social justice education to support marginalized student populations.

 

Long Term Action Items (after July 1, 2012)

  • Outreach to Departments to partner and create mentorship programs, workshops, and trainings for the Men of Color, LGBTQI, and undocumented students (aka DREAMers) initiatives.
  • Develop a list of services available at Loyola.
  • Re-administer survey instruments to assess areas of growth and progress.

 

Responsibility: Department of Student Diversity and Multicultural Affairs.

 

Objective 3B:Provide learning opportunities for Division staff to explore and reflect upon the intersections of identity.

 

Rationale:In order to recruit and retain a diverse student body as well as a diverse, culturally competent staff committed to the principles of Jesuit education (University Strategy 2), the wider Division should achieve proficiency in multicultural competence.

 

Short Term Action Items (before January 1, 2012)

  • Roll out information about the Cultural Competency component of the annual Division staff performance evaluation.
  • Establish learning opportunities to examine power and privilege.

 

Intermediate Term Action Items (before July 1, 2012)

  • Develop on-going programs and initiatives for staff to participate in.
  • Identify campus Departments and resources to assist with learning.
  • Develop recommendations for staff development initiatives in the area of cultural competency and social justice education to support marginalized student populations.

 

Long Term Action Items (after July 1, 2012)

  • Create a self-sustaining space for staff to dialogue about issues of cultural competence and responsibility
  • Develop a list of services available at Loyola and beyond.
  • Evaluate staff learning and cultural competency opportunities

 

Responsibility: Cultural Competence Committee

 

 

 

 

 

Divisional Goal 4—Help students to develop a reasoned set of values and ethical standards consistent with our Jesuit Catholic Mission.

 

 

Objective 4A.  Train Division staff how to engage students in purposeful reflection.

 

Rationale: Since the university is committing itself to the delivery of transformative education as understood within the Jesuit tradition (Strategy 1), staff should be adept in the ways of how discerning and reflecting, both personally and corporately, in an intentional and purposeful manner.

 

Short Term Action Items (before July 1, 2011)

  • Outline a series of initiatives that serve to assist staff in facilitating reflection upon co-curricular experiences (i.e., web, direct programming, workshops).

 

Intermediate Term Action Items (before July 1, 2012)

  • Deliver the program/workshop at a Division-wide development event in the forms of reflection guides and materials, in-service programs, prayer books, etc.

 

Long Term Action Items (after July 1, 2012)

  • Establish a required menu of formative materials and experiences that serve to orient and train new Student Development personnel in the areas of reflection, prayer and discernment practices that illustrate the Jesuit mission as identified in the Transformative Education document.

 

Responsibility: Division-wide Jesuit Education Team, with Professional Development Group.

 

Objective 4B: Develop a comprehensive plan for developing The Student Promise as a tradition and hallmark of the Loyola Experience.  The plan will include articulated learning outcomes and specific activities for different class years that relate to appropriate developmental expectations of that year (University Strategy 1, Tactic 4).

 

Rationale: The Student Promise is a student written document that serves as an inspiring symbol of student empowerment, pride, and student-to-student accountability.  A comprehensive plan would infuse The Student Promise more concretely into the undergraduate experience.

 

Intermediate Term Action Items (before July 1, 2012)

  • Develop learning outcomes for The Student Promise.
  • Create a general framework for the initiative, including exploring the connections between The Student Promise, social justice education, and interfaith cooperation.

Long Term Action Items (after July 1, 2012)

  • Determine ways to incorporate the Loyola Student Promise into residential students’ sense of community (Fall ’12).
  • Implement programs targeted to class years (for AY 2012-13).

 

Responsibility: Director of Office of Student Conduct and Conflict Resolution.

 

Objective 4C.  Thoroughly review The Student Handbook, including Community Standards, student conduct procedures, and menu of available sanctions to maximize the development of ethical reasoning and personal values.

 

Rationale: Since involvement with the student conduct system provides a rare leveraged opportunity to engage students in reflection while simultaneously supporting a culture of safety, civility, and accountability on campus, it is critical to evaluate (and when necessary revise) relevant policies, processes, and remedies to provide maximum impact.

 

Intermediate Term Action Items (before July 1, 2012)

  • Develop a comprehensive Resident Handbook that speaks to what it means to be a member of a community and includes policies and operational information for residents.
  • With select campus partners, conduct a thorough review of The Student Handbook, reformatting as needed to ensure clear communication of Community Standards to entire university community.

 

Long Term Action Items (after July 1, 2012)

  • Enhance the menu of available sanctions to provide an educational/ developmental component to every student found responsible for misconduct.
  • Develop a clear plan for the future expansion of conflict resolution services offered through the OSCCR.

 

Responsibility: Director of the Office of Student Conduct and Conflict Resolution, Director of Residence Life.

 

 

 

 

 

Divisional Goal 5—Develop and utilize ongoing systemic assessment of Division programs to enhance the quality of the student learning experience.

 

 

Objective 5A: Establish assessment as a priority for the Division.

 

Rationale: In order to establish a shared understanding of assessment for the Division, it is imperative that a position be created that is responsible for assessment to provide the leadership and management of a division-wide assessment plan.

 

Short Term Action Items (before July 1, 2011)

  • Develop a position description for a staff position dedicated to assessment.

 

Intermediate Term Action Items (before July 1, 2012)

  • Explore the feasibility of creating a Center for Student Development and Learning that would oversee divisional assessment.
  • Coordinate StudentVoice campus visit for multiple training sessions for members of the Division.
  • Provide appropriate training opportunities for the departments and the division.
  • Create and launch an assessment website.

 

Long Term Action Items (after July 1, 2012)

  • Establish a Division-wide template/system for annual evaluation.
  • Establish and engage in an administrative program review/self-study on an ongoing basis.
  • Create an online template to collect information from departments for the Annual Report.
  • Each department within the Division of Student Development will utilize assessment to answer one question that the department has not previously adequately explored.  This question should be focused on student outcomes or success.  The question should not be focused on student satisfaction.
  • Develop a way for each department to make the results of their assessment question (see above) available to others in the department - either through a lunch and learn or through a published report or both

 

Responsibility: Vice President for Student Development, Chair of Assessment Committee, Staff member responsible for assessment.

 

Objective 5B: Connect assessment efforts to divisional and departmental learning outcomes.

 

Rationale: To be able to assess the work being done in individual departments and ensure that the co-curricular experience is indeed transformational (University Strategy 1), it is essential that each area have outcomes that are measureable.

 

Short Term Action Items (before July 1, 2011)

  • Conduct staff training on fundamental overview on writing learning outcomes by providing template, framework, and resources for assistance.
  • Each department/area develops a set of learning outcomes appropriate to their work.

 

Intermediate Term Action Items (before July 1, 2012)

  • Each area develops on-going assessment plan for departmental learning outcomes.

 

Responsibility: Assessment Committee and Area Directors.

 

Objective 5C: Develop and implement an Administrative Program Review for individual administrative units.

 

Rationale: To be able to assess the work being done in individual departments and ensure that the co-curricular experience is indeed transformational (University Strategy 1), each administrative unit should be reviewed, as an individual unit, on a periodic basis, including an evaluation by an external review team.

 

Short Term Action Items (before July 1, 2011)

  • Select an administrative unit for a pilot Administrative Program Review.
  • Pilot the Administrative Program Review process.
  • Establish a calendar of Administrative Program Review for each department in the Division over the next five years.

 

Intermediate Term Action Items (before July 1, 2012)

  • Implement Administrative Program Review process.

 

Responsibility: Office of the Vice President.

 

Objective 5D: Create a template to identify and track programs that engage students in reflecting upon experiences.

 

Rationale: In an effort to ensure that all students experience the transformative nature of reflection done in the Ignatian tradition (University Strategy 1), the template will identify which subsets of the student population are developing this skill.

 

Short Term Action Items (before July 1, 2011)

  • Research uses of an e-portfolio, recognize its potential to track experiences of students that are transformative in nature.

 

Intermediate Term Action Items (before July 1, 2012)

  • Draft a template and system for utilizing it, i.e. an e-portfolio.

 

Long Term Action Items (after July 1, 2012)

  • Introduce system to all members of the Division and begin tracking.
  • Identify gaps and work with appropriate departments to fill gaps.

 

Responsibility: Division-wide Programming Committee.

 

 

 

 

 

Divisional Goal 6—Develop and implement coherent programs for first, second, third and fourth year, graduate, and continuing students.

 

 

Objective 6A: In an effort to create a true “Loyola experience,” provide a symbolic representation of engagement (“Key Experiences”), which will allow bonds to form among students, connections to be made with alumni, and create a stronger affinity with Loyola.

 

 Rationale: By providing students with a clear recognition of our values and the programs that support them, students can more intentionally construct their experience at Loyola to be a transformational one (University Strategy 1).

 

Short Term Action Items (before July 1, 2011)

  • Create an initial plan to describe the initiative and to establish both philosophy and structure.
  • Solicit buy-in and participation from departments within Student Development.
  • Introduce program at New Student Convocation.

 

Intermediate Term Action Items (before July 1, 2012)

  • Introduce the initiative to a broad range of student groups.
  • Determine the appropriate format for awarding “keys” to participants.
  • Solicit buy-in and participation from departments outside of Student Development.

 

Responsibility: Associate Dean of Students (WTC) and Associate Dean of Students (LSC).

 

Objective 6B: Rooted in student development theory, "The Loyola Experience: The Four-Year Plan for Student Transformation" provides a framework to "promote the development of the whole person through an integrated curricular and co-curricular program.”  (Loyola's Strategic Plan, 2009-2015)

 

Rationale: By educating stakeholders about the multiple dimensions of learning that are inherent in a transformative education, faculty and staff can facilitate dialogue that will enhance students' personal formation and academic success at Loyola.  In turn, students will experience a shared Loyola narrative that allows them to make the most of their Loyola experience.

 

Short Term Action Items (before July 1, 2011)

  • Develop a plan that incorporates the CORE curriculum, Key Experiences, and co-curricular programs that are developmental and sequential in nature.
  • Devise a comprehensive marketing strategy that utilizes artwork, signage, personal communication, give-aways, and online information and tracking, to integrate the 4-year plan into the language and culture of Loyola. 
  • Introduce the plan to undergraduates at Discover Loyola and the New Student Convocation.

 

Intermediate Term Action Items (before July 1, 2012)

  • Present the 4-year plan to stakeholders in the Divisions of Student Development and Academic Affairs.
  • Establish an implementation committee to determine appropriate steps for broad-based implementation across campus.
  • Solicit participation from departments across the university.

 

Long Term Action Items (after July 1, 2012)

  • Complete implementation of all phases of the 4-year plan, ensuring that the university, and its students, faculty, and staff, are incorporating the plan's reflection questions, goals, milestones, and Key Experiences for our students to acquire the skills, knowledge, and values reflective of a Loyola education.

 

Responsibility: Associate Dean of Students (WTC) and Associate Dean of Students (LSC).

 

Objective 6C: Develop incremental faith formation programs developmentally appropriate for undergraduate students.

 

Rationale: In order to ensure that the undergraduate experience delivers a transformative education, it is essential that all Loyola’s undertakings be “infused with a conviction regarding the sacred character of all reality. . .  (and) the mutually informing dynamic between faith and reason” (in keeping with University Strategy 1).  

 

Short Term Action Items (before July 1, 2011)

  • Create catechetical outline for each undergraduate year with particular emphasis upon social justice education and interfaith cooperation.
  • Pilot formation programming for First Year Experience, Second Year Initiatives, and Juniors and Seniors.  

 

Intermediate Term Action Items (before July 1, 2012)

  • Assess pilot programming to improve and expand programming.
  • Implement formation programming across campus.

 

Long Term Action Items (after July 1, 2012)

  • Develop formation programs for upper class students not in residence halls.

 

Responsibility: Campus Ministry, in hopeful collaboration with the Jesuit Community, Theology faculty, the Institute of Pastoral Studies, and Residence Life.