Engaged Learning Courses
The Center for Engaged Learning, Teaching, and Scholarship (CELTs) is committed to supporting instructors. These resources offer help with the transition to online learning, reflection questions, videos, and links to external sites.
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.
Faculty Development Programming
The Center for Engaged Learning, Teaching, and Scholarship (CELTs) provides a number of professional development programs for faculty and staff. Visit the CELTs website for current learning opportunities.
Additional Resources:
- Reflection Resources for Engaged Learning: A variety of strategies and reflection activities for Engaged Learning courses duirng a on-campus disruption.
- 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, and the Chicago community.
- 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.
- Reflection and Discussion Resources - Ignatian Critical Reflection
- Learning Portfolios at LUC: Portfolio publishing with Weebly tutorial
- External resources:
Engaged Learning Courses:
Loyola University Chicago is continuously working to preserve the continuity of teaching and learning in emergency situations. 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.
Teaching an Engaged Learning Course:
For faculty teaching Engaged Learning courses, 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.
The Center for Engaged Learning, Teaching, and Scholarship (CELTs) is committed to supporting instructors. These resources offer help with the transition to online learning, reflection questions, videos, and links to external sites.
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.
Faculty Development Programming
The Center for Engaged Learning, Teaching, and Scholarship (CELTs) provides a number of professional development programs for faculty and staff. Visit the CELTs website for current learning opportunities.
Additional Resources:
- Reflection Resources for Engaged Learning: A variety of strategies and reflection activities for Engaged Learning courses duirng a on-campus disruption.
- 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, and the Chicago community.
- 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.
- Reflection and Discussion Resources - Ignatian Critical Reflection
- Learning Portfolios at LUC: Portfolio publishing with Weebly tutorial
- External resources:
Engaged Learning Courses:
Loyola University Chicago is continuously working to preserve the continuity of teaching and learning in emergency situations. 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.
Teaching an Engaged Learning Course:
For faculty teaching Engaged Learning courses, 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.