2021-2022 | LOYOLA UNIVERSITY MARYLAND
GRADUATE PLANNER
A calendar, planner, and services handbook for the Loyola graduate student
MORE THAN READY. LOYOLA READY.
2021-2022 | LOYOLA UNIVERSITY MARYLAND
GRADUATE PLANNER
P R O P E RT Y O F
ADDRESS
PHONE #
We would love your feedback on the Graduate Planner and Services Handbook. Please complete our brief feedback survey at: goo.gl/LOEPVA.
The information in this book was the best available at press time. Watch for additional information and changes.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form without getting prior written permission of the publisher. © 2021. SDI Innovations. All Rights Reserved. 2880 U.S. Hwy. 231 S. • Lafayette, IN 47909 • 765.471.8883 http://www.schooldatebooks.com • sdi@schooldatebooks.com
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Contents
Page Table of Contents……………………………………………………………………...…… 2 Welcome from Graduate Student Services…………………………………………………...3 Welcome from the Graduate Student Organization………………………………………….4 Baltimore Collegetown Network………...…….……………………………………………. 5 Loyola University Maryland Graduate Demographics…………………………………….….6 Graduate Center Information ……………………………………….….………………… 7-8 Parking and Transportation……………………………………………...………………. 9 Evergreen Campus Map……………………………….......................................................10-11 ALANA Services…………………………………………………………………………….12 Athletics………………………………………………………………………….….……….13 Campus Ministry……………………………………………………….…………………14-15 Career Center…………………………………………………………………………..…… 16 Center for Community Service and Justice……………………………………..…………… 17 Counseling Center…………………………………………………….….…………..........18-19 Disability Support Services…………………………………………………………………. 20 Emerging Scholars Celebration of Graduate Research……………………………………….21 Financial Aid ………………………………………………………………………………. 22 Fitness and Aquatic Center (Recreation and Wellness)……………………………………… 23 Graduate Student Organization (GSO)………………………….……….…………………. 24 Health and Education Services………………………………………………………………25 Housing Registry / Roommates…………….…………………………………….…. ……...26 International Student Services………………………………………………………………. 27 Library……………………………………………………………………………………28-29 Money for Conferences / Grant Opportunities (Education for Life Committee) …..………. 30 Records Office……………………………………………………………………………… 31 Student Support and Wellness Promotion…………………………………………………. 32 Technology Services………………………….………………….…………………………...33 Tutoring; Study Skills and Time Management Workshops (The Study)…………………… 34 Women’s Center……………………………………………………………………………. 35 Writing Center……………………………………………………………………………… 36 Pocket Guide to Jesuit Education……………………………………….…………….......37-46
Note: This datebook is designed to supplement the Graduate Catalogue as well as any materials distributed by your academic program. In cases where information conflicts, such materials take precedence.
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Dear Graduate Students, Welcome to the thirteenth edition of the Graduate Planner and Services Handbook, updated for the 2021-2022 academic year. As mask mandates begin to be lifted, and as glimpses of normalcy begin to appear, we may react in different ways: perhaps with excitement, with caution, or even trepidation. Things are still not “normal,” and we recognize this. And yet, the life of a graduate student is also hardly ever described as a normal thing. You are (or will be) spending disproportionately large amounts of time studying, reading, and researching, and are (or will be) in contact with people and situations that are likely to be unfamiliar and challenging. Finding life balance may be more difficult than ever as the demands of your program compete with relationships and responsibilities at home and work. For most of you, life as a graduate student is a temporary, transitory state, but the skills and experiences you are gaining promise to be of value the rest of your life. Many of you have indeed fought for this non-normal opportunity: may you embrace it, and make the most of it as a new or continuing graduate student! The purpose of this Handbook is to introduce (or re-introduce) some resources that are available for you as a graduate student at Loyola. These resources may help you succeed academically, feel more a part of the Loyola community, or help you know “where to go for what.” Whether you are new or continuing at the university, please consider this publication to be your invitation to visit or contact any of the departments listed within. Consider, too, becoming involved with the Graduate Student Organization (GSO) in some way. As a graduate student, you are already a member of the GSO. Please visit www.loyola.edu/gso or www.loyola.edu/gradfriday for more information and our monthly newsletter. Here’s to a successful academic year for you! Sincerely,
Mark Lee Director, Technology and Graduate Student Services mslee@loyola.edu www.loyola.edu/gradstudents
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Dear Loyola graduate students, Welcome (or welcome back) to the Loyola community! The Graduate Student Organization (GSO) was created to address student needs, and help graduate students feel more a part of Loyola. As a graduate student, this is not a club which you join: you are already a member of the GSO! We know that you wear many hats in addition to being a student. This planner is our small gift to you to help you organize your day, and plan for your upcoming year. You may only have the occasion to come to one of the Loyola campuses in order to go to class, or you may only be attending “vitually,” and this is fine! However, we would like to invite you to learn more about what is available to you as a graduate student, and to meet other students like yourself! One way to do this is to become familiar with some of the services and resources in the following pages. Many students don’t realize there are free tutorial services available for many courses, or assistance in writing papers, for example. Another way is to attend GSO programs or events, which we plan with your help to be of interest to the graduate community. These events might be happy hours or social occasions, or they are sometimes opportunities to provide service to the community. This year, we are not sure what our programming will look like, and we will particularly depend on suggestions from you for ideas. Watch for our events on Facebook (Loyola University Maryland Graduate Student Organization), or in our monthly newsletters. Even better, help us plan something new! Please contact us at gso@loyola.edu and introduce yourself! We hope to meet you soon, and we wish you the best of luck on your graduate journey.
Team GSO www.loyola.edu/gso www.loyola.edu/gradfriday gso@loyola.edu
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About us: Graduate Students • • • • •
Fall 2020 Enrollment: 1460 72 percent of us are part-time students About 71 percent of us are female About a third of us are students of color Virtually all of us commute to one or more of the Loyola campuses at Baltimore, Columbia, and Timonium
Many graduate students aren’t aware of the many graduate programs are available at Loyola, such as: Data Science Emerging Media Speech-Language Pathology Theology Kodály Music Education Educational Technology
Montessori Education Psychology Finance Emerging Leaders MBA School Counseling Master of Accounting
Distribution of graduate students by college:
Sellinger School of Business and Management
26%
27% Loyola College
47% School of Education
Headcounts include graduate students in Master’s and Doctoral degree and Certificate of Advanced Study programs 6
Graduate Center—Timonium Campus
2034 Greenspring Drive, Timonium, Md. 21093
Directions: - I-695 to I-83 North (Harrisburg Expressway)
- Exit 16A, Timonium Road East - Greenspring Dr. is the first right turn after leaving I-83 - The Loyola parking lot is the second right turn
Public Transportation: - The closest Light Rail stop is Timonium, a 1 minute walk
- The MTA CityLink RED drops at 5LGJHO\ Rd. & .XUW] $YH D PLQXWH ZDON - See mtamaryland.gov for more information.
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Graduate Center—Columbia Campus 8890 McGaw Road, Columbia, Md. 21045
Directions from I-95: • • • •
I-95 to 175 West (towards Columbia) Exit onto Snowden River Parkway South Turn right on McGaw Road (2nd light) Loyola is on the right, at the intersection of McGaw and Dobbin Road (2nd light)
From the Baltimore Beltway 695: • • • • •
695 to Exit 16-A, I-70 West Left exit to 29 South Exit onto 175 East Turn right on Snowden River Parkway South (4th light) Loyola is on the right, at the intersection of McGaw and Dobbin Road (2nd light)
Public Transportation: • • •
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Public transportation is not the ideal means of reaching the Columbia Graduate Center. Buses #310 and #320 stop the closest to the Columbia Graduate Center. Get off at the Snowden River Park and Ride, and it's about an 18 minute walk. See www.mtamaryland.com for more information.
PARKING and SHUTTLE BUSSES
https://www.loyola.edu/department/parking-transportation Parking: • For the Evergreen campus, graduate commuter students may park at 5104 York Road and the Cathedral of Mary Our Queen on Charles Street. • The Cathedral lot is available 7 am to 10 pm, Monday through Friday, University holidays excepted, during Fall & Spring Academic semesters only. • Cathedral Express shuttle runs 7 am to 7 pm; requests for service to the Cathedral Lot after 7pm is on-demand from any shuttle in operation during the 7pm – 10pm timeframe during the academic year • Graduate student parking is also available at the Butler/Hammerman lot between the hours of 4 p.m. and 6 a.m. Monday through Friday, and all day Saturday and Sunday. • Graduate students must pay a $10 registration fee for the Evergreen campus only. • Graduate students attending classes at either Columbia or Timonium need not pay the fee but they must complete the parking registration form for Columbia or Timonium. • Hang tags issued for Columbia and Timonium locations will differ from those issued for the Evergreen campus. Any graduate student attending classes at Evergreen may use that hangtag for Columbia and Timonium. • Contact Student Administrative Services in Maryland Hall 140, 410-617-5047, sas@loyola.edu for help with parking permits. Loyola University Maryland Shuttle: The Loyola University Shuttle offers 4 different routes on the Evergreen campus. Routes reach locations such as the York Road parking lot and administrative buildings, the Cathedral parking lot, the library, Sellinger Hall, and the Ridley Athletic Center. For real time tracking of shuttles, visit loyola.doublemap.com, or download their app.
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ALANA Services (African, Latin[, Asian & Native American)
ALANA Services is committed to providing support, services and programs that facilitate the success of all ALANA students at Loyola University Maryland. Through intentional programming and a myriad of services, we foster the academic, cultural, personal, spiritual and leadership development of ALANA students. We seek to create and maintain an environment of respect and awareness, while advocating for ALANA students and responding to their needs. The ALANA Services office is a resource center for: x Academic intervention and support x Identity development groups such as MAN2MAN and Sister to Sister x Informational resources centered around the interests of ALANA students in the Center for Intercultural Engagement and Library x Multicultural programming x Meaningful dialogue and reflection about multicultural issues and diversity x A space to study, network and relax
Stay connected with us via Twitter and Instagram (@ALANA_Services), as well as via Facebook at www.facebook.com/ALANAServices
3rd floor Andrew White Student Center, E315 410-617-2310 alana@loyola.edu www.loyola.edu/alana
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Loyola Greyhounds Athletics
www.loyolagreyhounds.com
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GO GREYHOUNDS! 13
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Career Services at Loyola University Maryland serves all students and alumni in discovering fullling career paths, preparing to present their best selves to the world, and maximizing available resources to achieve their goals.
CAREER COUNSELING AND COACHING INTEREST/PERSONALITY ASSESSMENTS
RESUME/CV and COVER LETTER POLISHING JOB/INTERNSHIP SEARCHING NETWORKING
Appointments, jobs, internships: Loyola.edu/Handshake
Networking with Greyhounds: Loyola.edu/Connect Interview practice: Loyola.edu/BigInterview Drop-In Hours: Rizzo Career Center, M-F, 1-3 Interested in Career Counseling as a career path? Inquire about Graduate Asssistantship/Externship opportunities: thecareercenter@loyola.edu
Other quesƟons? Visit our website: Loyola.edu/careercenter Contact us: thecareercenter@loyola.edu|410-617-2232
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Connect With Us Life as a graduate student is full of new experiences – opportunities and challenges – that call for adaptive and flexible coping skills. Balancing classes, work, family and friends can place competing demands on your time. It’s not surprising that many graduate students find themselves at times feeling anxious, overwhelmed or depressed. It can also take more energy for graduate students to feel connected. You aren’t alone in your feelings, and you don’t have to be alone in working through them. The Counseling Center provides a range of free and confidential services including: •
brief individual counseling for full-time graduate students;
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Let’s Talk single sessions that provide a solution-focused, goal-oriented, one-time space for graduate students to meet with a counselor;
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comprehensive referral support for graduate students who may benefit from longer-term therapy and/or are enrolled in on-line programs;
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group counseling options available to all graduate students (www.loyola.edu/groupcounseling); and
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workshops by request on topics such as stress management, coping with work-life balance, and exploring the intersection of graduate student experiences and cultural identity.
As the University adjusts to the ongoing changes posed by the COVID-19 pandemic, the Counseling Center will continue to adapt its services to meet the evolving needs of students and the Loyola community. If you are interested in services, we encourage you to contact the Counseling Center to discuss your counseling needs. The Counseling Center remains committed to supporting the emotional well-being of our students. If you are hoping to learn more about our services and resources, we offer an array of information on our website (www.loyola.edu/counselingcenter) including suggestions that are designed specifically for graduate students and selfguided interventions - the most popular of which include a self-assessment and our Relaxation and Meditation pages. Also, check us out on Instagram (@loyolamd_counselingcenter) for self-care tips, resources, and Counseling Center updates. The Counseling Center team is staffed by licensed clinicians and advanced doctoral extern, and we strive to provide services that are affirming and inclusive. Graduate students may make an appointment for an initial consultation to determine recommended treatment options. Unfortunately, due to high clinical demand, we are unable to provide counseling services for students seeking to fulfill the counseling requirement of their graduate program. Please consider us as an option for support as you embark upon your graduate school journey. To make an appointment to meet with Counseling Center staff or to speak with a counselor for urgent support, call (410) 617-CARE (2273), Monday-Friday, 8:30 a.m. to 5:00 p.m. On weekends and after-hours, an emergency counselor is available by calling (410) 617-5530. The Counseling Center is located on the Evergreen campus in Humanities Center 150.
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Work-Life Balance in Graduate School Graduate school comes with a lot of responsibilities - classes, assignments, exams, internships, and balancing multiple roles. Being a graduate student is not your only identity or involvement. Most graduate students are also working (part-time or full-time) and hold other identities, including but not limited to, being a parent, a partner/spouse, or a caregiver. It can feel like there is so much to do with so little time. Learning how to balance multiple responsibilities is important. When imbalance occurs, it opens the door for stress, anxiety, worry, burnout, and sometimes depression. Below are some things to consider when trying to navigate healthy work-life balance. Practice compassionate time management •
Set small, realistic goals for yourself and set specific times to accomplish tasks
•
Use a planner or organizer to write down your commitments, plans
Create a self-care plan •
Be intentional about activities that calm and energize you
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Incorporate one rejuvenating activity to your schedule per week (i.e. reading for leisure, listening to music, deep breathing exercises, unplugging from social media, or dancing) Plan for the week AND the weekend
•
Be mindful about having fun and enjoyable activities planned for week and the weekend
•
Think about boundary setting for the work week and weekend
Get connected and reach out for support •
Know that support is available, both through on-campus and community resources, as graduate students.
•
For more information, visit www.loyola.edu/counselingcenter
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Disability Support Services Extends a Warm Welcome to New and Returning Graduate Students! ප
Do you have a history of receiving disability-related accommodations at another college or on a job?
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Do you have a chronic illness or a physical or mental health condition which may impact how you perform certain academic tasks or clinical work?
If you answered “yes” to either of the above questions, we encourage you to contact Disability Support Services (DSS) to discuss whether you may want to request accommodations in order to have equal access to the courses, programs and services offered in your graduate program. Students can request accommodations by submitting an online application and documentation of their disability. Documentation is maintained confidentially by the DSS office. Information about the registration process, including our documentation guidelines, is available under the “Register” tab on our website. Unsure of what to request or how your disability may impact you once you enter an externship or the clinical component of your program? DSS can help you assess your needs or initiate a conversation with your program director to get more information about program requirements. We encourage you to reach out to us early as possible, so that reasonable accommodations can be arranged in a timely manner. Accommodations are determined on an individualized, case-by-case basis and may include things such as extended time on exams, a less-distracting testing location or access to assistive technology in the classroom or externship/clinical site. DSS is located in Room 107, Newman Towers West on the Evergreen Campus. We can, upon request, schedule appointments at the Columbia or Timonium graduate centers, as well as virtual appointments. For more information or to schedule an appointment, please contact: Disability Support Services (410) 617-7380 / 2750 / 2062 dss@loyola.edu
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Join us for our eleventh annual celebration in April, 2022! Details TBA
SUBMIT YOUR PRESENTATION or RSVP: www.loyola.edu/emergingscholars
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OFFICE OF GRADUATE FINANCIAL AID
www.loyola.edu/gradfinaid
The office of graduate financial aid administers several types of financial assistance for graduate students. Loan assistance is available through the federal government and private lenders. Assistantships are available through several academic and administrative departments. Additionally, individual departments offer a limited number of fellowships, scholarships and grants to assist students with their education expenses. QUICK LOAN FACTS Who can apply? Federal Direct Unsubsidized Stafford Loans are available to all graduate students who are enrolled at least halfͲtime in degree seeking coursework and who meet federal financial aid eligibility requirements.
When can I apply? Application procedures are updated on the graduate financial aid web site every mid to late February. Students must reapply every academic year. The academic year begins in summer and ends with spring. What forms must be completed? • Free Application for Federal Student Aid (FAFSA) www.fafsa.ed.gov. • Loyola Federal Direct Stafford Loan Student Information Sheet • Federal Direct Stafford Loan Electronic Master Promissory Note (first time borrowers) • Federal Direct Stafford Loan Entrance Counseling (first time borrowers)
A complete financial aid application must be submitted at least four weeks prior to registration if loan proceeds will be used for tuition and fee payments. Course registrations submitted before the completion of the loan application process must include full tuition and fee payment. To learn more about graduate financial aid, go to www.loyola.edu/gradfinaid. You may contact the office of graduate financial aid at gradfinancialaid@loyola.edu or 410Ͳ617Ͳ5020.
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The Fitness and Aquatic Center www.loyola.edu/recwell The Fitness and Aquatic Center (FAC) is located just one block north of the Charles Street Bridge at the Baltimore Campus. Graduate students are eligible to purchase a membership. Refer to our website for facility hours, usage policies, guest use policies and fees.
Facility Features: x x x x x x x x x x x x x x
Aquatic Center: 8 lane, 25-yard swim course, shallow lane, and diving well; on-deck sauna and hot tub. 6,000 square foot Fitness Center: Treadmills, bikes, ellipticals, stair climbers, free weights, and more. Two-Court Gymnasium Multi-Activity Court: Features a Sport Court surface ideal for indoor soccer, volleyball and inline sports. Equipment Room: Available to all members with a valid Loyola ID or membership card. General recreation equipment check-out, locker and towel service. Indoor Rock Climbing Wall: A 30-foot-high climbing wall and bouldering area designed for all skill levels; instructional classes available. Locker Rooms Elevated Walking/Jogging Track Two Group Exercise Studios: Classes are available throughout the academic year. Outdoor Adventure Center: Offers expansive resource library, gear rental and meeting location. Two Racquetball and Two Squash Courts Outdoor Grass Field Functional Fitness Area: This area includes a Functional Trainer, TRX, turf and more. Erg (Rowing) Room: 15 machines for general usage.
Search for: Loyola FAC
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Join us for a graduate student event this year!
WH GRQ W NQRZ ZKDW RXU HYHQWV ZLOO ORRN OLNH WKLV \HDU EXW RXU JRDO LV WR IDFLOLWDWH FRPPXQLW\ DPRQJ XV :KHWKHU WKDW VWLOO ORRNV VRFLDOO\ GLVWDQFHG RU YLUWXDO ZH ZLOO EH ORRNLQJ IRU ideas of interest to \RX our fellow graduate students. Join our programming board, and you can attend paid events for free! Meet oQce a month. Find us on Facebook: Loyola University Maryland Graduate Student OrganizaƟon
ŐƐŽΛůŽLJŽůĂ͘ĞĚƵ www.loyola.edu/gso www.loyola.edu/gradfriday
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For all new graduate students, Congratulations and welcome! Our staff at Student Health Services works hard to promote Healthy Hounds and here’s our hit list of the top things you need to know about us!
ealth form completion The Health Form, including required immunizations, needs to be completed by full-time graduate students. They should be returned to your program office.
nroll in a Health Insurance Plan Most full-time graduate programs require students to have health insurance coverage. You can enroll in the school-sponsored insurance plan, or waive it if your insurance meets our waiver criteria. More information is available at https://www.loyola.edu/department/studenthealth/health-insurance/graduate-info. You will be asked for your insurance card when you are seen at the health center.
ppointments are available by calling the Health Center We are open to all students, 8:30-5:00 weekdays during the school year. There is a per illness charge of $25 for graduate students. There are also charges for any testing that we do or medications we dispense in the health center.
ook at our website www.loyola.edu/studenthealth You can find our links to social media there as well!
he flu shot GET IT! It is best done in September/October to cover you through the fall and spring semesters. This is especially important if you are interning in a school, health care setting, or in the community.
elp is always available Even when we are closed, there is a physician on-call anytime we are not open. Student Health Services 4502A North Charles Street, in Seton Court 410.617.5055
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Need Off-Campus Housing? Check out the Loyola University Maryland Off-Campus Housing Website! • Loyola’s official off-campus housing website • Search a wide variety of housing listings • Create and search roommate profiles • Students can post a FREE sublet or roommate listing • Resources section with valuable off-campus living information
offcampushousing.loyola.edu
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Ofϐice of International Student Services
We have international students studying at Loyola from all around the globe! The Ofϐice of International Student Services (OISS) is committed to providing services and programs beneϐicial to a culturally diverse academic environment that enhances the international student experience. We work with our international undergraduate, graduate and exchange student community from the time of admission to graduation and beyond, working closely with campus partners to support a smooth and successful transition to Loyola. OISS provides services and programs to welcome and assist international students with their acclimation to the U.S. and Loyola, serves as a resource during their studies, and helps prepare students to succeed in a diverse, global environment. Our services range from international student orientations, to advising sessions, to immigration and visa assistance, to cultural adjustment and support.
Services Provided by OISS:
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F-1 Student Visa Immigration Advising and Support
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International Student Immigration Clearance Sessions
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SEVIS Administration
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Visa and Immigration Paperwork
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Cultural Adjustment Support
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Compliance with Federal Immigration Regulations
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Assistance with Academic and Personal Matters
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Campus Programs and Events
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U.S. Tax Workshops (Non-Resident Alien Taxes)
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Advise Students on Available Resources (U.S. Cell Phone, Bank Accounts, etc.)
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Promotion for International Education
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Advocacy and Support for International Students
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MD Driver’s License and MD Non-Driver IDs Assistance
•
Assistance with International Student Legal Concerns
Countries Represented in our International Student Community Bahamas Belize Bolivia Brazil Canada Chile China Colombia Costa Rica Egypt Ethiopia France Germany Guatemala Hong Kong India Indonesia Ireland Italy Jamaica Japan Jordan Malaysia Mauritius Mexico Mongolia Mozambique
The Netherlands Nepal Nicaragua Nigeria Norway Panama Peru Philippines Russia Rwanda Saudi Arabia Serbia Singapore South Korea Spain Taiwan Tanzania Thailand Trinidad & Tobago Turkey United Arab Emirates United Kingdom Uruguay Venezuela Vietnam Zambia Zimbabwe
Ofϐice of International Student Services 4501 North Charles Street Humanities Building, Suite 141 410-617-5245 OISS@loyola.edu
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www.lndl.org Need research help? www.lndl.org/help/ask-librarian Chat 24/7 Ƈ 410.617.6801 Ƈ Askemail@loyola.edu Ƈ Visit the Help Desk Ƈ Schedule an in-person or online consultation with a Research Librarian
See What the Library Has to Offer! Some services and resources may be unavailable or modified due to COVID-19. Check the Library’s website (www.lndl.org) for status updates before visiting. If the building is closed, librarians will be available via 24/7 chat and e-mail (askemail@loyola.edu) to help with research and locating materials.
Access to Online Resources Go to the library’s website (www.lndl.org) to access: ¡ Over 100 databases ¡
Online journals, magazines, and newspapers
¡
eBooks
¡
Research guides with discipline-specific tutorials and sources
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Streaming video
¡
Dissertations and theses
Off-Campus Access to Online Resources Use your Loyola username and password to access our databases, e-books, and your library account from off campus.
What if we don’t have the item you need? Request books, book chapters, and articles via Interlibrary Loan – for free! Please allow delivery time of 1-2 days for articles/book chapters and 5-8 days for books.
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See What the Library Has to Offer! Access to Print Resources ¡
Over 9 million items are available to check out between LNDL and the sixteen other schools in our library consortium (USMAI). A complete list can be found at www.lndl.org/help/borrowing
¡
Request books from our partner schools and pick them up within a few days at LNDL
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LNDL can mail books and media items directly to off-campus students upon request
¡
Check out books for four months and renew books online or by contacting the Help Desk at circulation@loyola.edu
But Wait, There’s More! ¡
Access Google Scholar through the Library’s website to avoid paying for articles
¡
Visit the Innovation Station, a makerspace with Virtual Reality, 3-D printers, a 3-D scanner, a digital sewing and embroidery machine, a button-maker, a recording studio, a laser cutter and more
¡
Study in a variety of work space options on our four floors
¡
View a permanent exhibit of the St. John’s Bible
¡
Use accessible technology
¡
Get help with copyright and intellectual property at the Copyright Information Center
¡
Consult with a Librarian on a research data management plan
Library Hours For information about Library hours and closures, visit www.lndl.org/about/hours. A Loyola ID is required for entry. 24/7 chat is available year-round for research questions.
Parking The Library parking lot is located at 200 Winston Avenue, Baltimore, MD, 21212. Parking is $2 per hour from 8 a.m.- 5 p.m. Monday-Friday, and free after 5 p.m. and on weekends. For directions to the Library, visit www.lndl.org/about/directions-parking.
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need funding?
The EducaƟon for Life CommiƩee invites grant proposals for programs and ideas that extend learning outside the classroom. This includes conference attendance / presentations, ideas for graduate student events, and speakers
loyola.edu/educationforlife
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What’s the Spin on the Records Office? The Records Office serves the University with maximum efficiency and customer satisfaction, in an atmosphere of respect and understanding. The office also serves as the custodian of all student academic records, ensuring accuracy, integrity, and security.
$FFHVV 6HOI 6HUYLFH XVLQJ https://inside.loyola.edu WR Register for Classes
Request a Transcript
Place classes on youU preferred sections list
Electronic or Paper Delivery
View Class Schedule Review Degree Audit
View Final Grades Apply to Graduate
Access you academic progress
Request an Enrollment Verification A free service provided by the National Student Clearinghouse (NSC)
For more information: The Records Office website is located at www.loyola.edu/records or visit the Records Office at the Baltimore campus in Maryland Hall Room MH141 31
Office of Student Support and Wellness Promotion www.loyola.edu/sswp Our office provides the following services: x Assistance for students who exhibit significant emotional distress and
who seek cohesive and comprehensive support systems while they continue through school x Alcohol and other drug screenings and referrals for conduct-related sanctions. x Collaborative wellness promotion efforts that focus on eight primary wellness
areas, which include: o o o o o o o o
Academic Social Spiritual Physical Emotional Multi-cultural Professional Environmental -------------------------------------------------------------------------------------------
Loyola University Maryland Evergreen Campus Seton Court 02B (West side, next to Health Services) 410-617-2928
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TECHNOLOGY SERVICES Knott Hall 003, Evergreen Campus 410-617-5555 ots@loyola.edu www.loyola.edu/ots Technology Services provides and supports technologies used by the Loyola community for instruction, research, administration, learning, and socializing at the university. Some of the services provided include the following: • Microsoft
Office 365 is free for students • Network storage and personal Web space • Free virus and spyware removal for personal computers • Student e-mail account with enhanced Microsoft collaboration tools • Free software training via LinkedIn Learning using your Loyola credentials • Service and support for student personal computing devices • General purpose computer labs located in academic buildings and residence halls • Campus-wide printing and copying systems
For complete details on these and other technology services, as well as usage and ethical guidelines, please use your Loyola account to login to our website at www.loyola.edu/ots.
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The Study &ƌĞĞ Ăcademic support for Loyola graduate and undergraduate students x
x x
x
Tutoring in select subjects online or in person Academic Success Workshops Time Management and OrganizaƟon Coaching
Jenkins Hall 3rd Ňoor
Computer staƟons
thestudy@loyola.edu
410Ͳ617Ͳ2104 www.loyola.edu/thestudy
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Loyola's Women's Center is dedicated to empowering everyone by educating the University and its surrounding community on issues of gender that are of particular interest to women. The Center supports Loyola’s mission to learn, lead, and serve in a diverse and changing world. Our core pillars are service, wellness and connection. The Center actively works to promote an environment of equality and acceptance for all people of all religious beliefs, ethnic backgrounds, and sexual orientations. The Women’s Center offers confidential and free support and services to any student, undergraduate or graduate, who experiences sexual assault, dating violence, domestic violence or stalking. In collaboration with other offices and departments across campus, the Center provides information, offers advocacy, and plans educational programs for faculty, staff, students, and, when appropriate, the general public. The Center is a resource open to all members of the Loyola community, serving both as a haven where women’s issues may be freely discussed and as a beacon which guides the community toward genuine gender equity. The Women’s Center welcomes graduate students’ involvement in its programs and initiatives and invites them to form groups that would benefit all students in the Loyola community. -----------------------------------------------------------------------------------------------------------------------------------------------------------------
Seton Court 4504A (Evergreen Campus) www.loyola.edu/womenscenter -- womenscenter@loyola.edu
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Loyola Writing Center Peer Tutoring for Graduate Students
Maake Your Appointment Today
Writing Center Mission Students from all degree programs can collaborate with peer tutors at any point in the writing process. Face-to-face and online appointments are available.
Focus on the Graduate Writing Process Our tutors will help you improve your knowledge of the graduate writing process. We focus on promoting critical thinking and writing through non-directive dialogue that centers on your work and ideas.
Online Workshops Interactive online workshops supplement instruction for specific aspects of the graduate writing process. http://www.loyola.edu/department/writing-center/online-workshops
Online Tutoring We provide synchronous online appointments through Loyola’s distance learning platform to accommodate grad students who can’t always get to campus. Details are available on our website.
APA Style Extensive APA Style resources are available online: http://www.loyola.edu/department/writingcenter/resources/ apastyle
lwc@loyola.edu | 410-617-5415 www.loyola.edu/department/writing-center
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A Pocket Guide to Jesuit Education Courtesy of Intersections Program J.A. Appleyard, S.J., former Vice President for University Mission and Ministry, Boston College
BEGINNINGS
The first Jesuit college opened at Messina in Sicily in 1548, but the roots of Jesuit education reach back to an earlier event. In 1521, a young man training for a career at the Spanish court was wounded in a military engagement with the French. Ignatius Loyola was the youngest child in a family of feudal lords in the Basque region of northern Spain. He returned to his family’s home to recover from his wounds. There, he passed the time reading a life of Christ and a book about the saints, which led him to reflect deeply about his own life and to experience a calling to abandon his career at court and to follow Jesus instead. Calling himself a “pilgrim,” he traveled across Spain to the ancient monastery at Montserrat where he dedicated his sword to Mary as a symbol of his new life. In the nearby town of Manresa, he spent months alone in prayer, reflection, and service of the needy, trying to learn the rudiments of the spiritual life on his own. In spite of his mistakes, he slowly learned how to distinguish between what led him in a good direction and what did not. He later said of this part of his life that God was teaching him the way a schoolmaster deals with a child. He discovered he had a talent for helping others find the freedom to respond to God’s invitation in their lives. He began to keep notes about his own spiritual experiences and his conversations with those who came to him. These became the basis for a small book he later put together for those helping others to grow spiritually, which he called Spiritual Exercises.
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JESUITS
Ignatius decided that to serve God effectively he needed an education. This quest brought him to the University of Paris, where he became the center of a group of friends. Using his spiritual exercises, he challenged them to think about how they were going to use the unique gifts and personalities God had given them. After receiving their degrees, they decided they would stay together as a group and “help people” as Jesus and his disciples did. Gradually, they came to the decision to form a new kind of religious order. They were ordained Catholic priests and, in 1540, they received the approval of the Pope and called themselves “The Society of Jesus.” Later, critics derisively called them “Jesuits” and this is the name that has stuck. HOW DID JESUITS GET INVOLVED IN SCHOOLS?
At first, no single activity defined the new religious order. The early Jesuits preached in the streets, led men and women through the Spiritual Exercises, taught theology in universities, instructed children in the catechism, and cared for plague victims and prostitutes. Others went off to work in distant parts of the world, as Francis Xavier did in India. They were discovering their mission by doing it, adapting to change, taking risks, and learning by trial and error. Nonetheless, the early companions were all graduates of the best university of Europe and they thought of themselves as specialists in “ministries of the word.” Gradually, they came to realize that there was one emerging activity that connected their intellectual training, their world-affirming spirituality, their pastoral experience, and their goal of helping souls. When citizens of Messina asked Ignatius to open a school for their sons, he seems to have decided that schools could be a powerful means of forming the minds and hearts of those, who, because they would be important citizens in their communities, could influence many others. When the college in Messina proved a success, requests to open schools in other cities multiplied and soon education became the characteristic activity of Jesuits.
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WHY WERE JESUIT SCHOOLS SO SUCCESSFUL?
The simple answer is that they met a need. Europe entered the modern world almost overnight in the early 16th century. The voyages of exploration to the Americas and the Indies, the Protestant revolt, and Gutenberg’s printing press changed people’s understanding of the globe, redistributed wealth, and turned Europe into a battleground of ideas. A prosperous middle class wanted an education that would prepare their sons for the opportunities of this new world that was unfolding around them at a dizzying pace. When Jesuits began their schools, two models were available. One was the medieval university, where students prepared for professions such as law, the clergy, and teaching by studying the sciences, mathematics, logic, philosophy, and theology. The other model was the Renaissance humanistic academy, which had a curriculum based on Greek and Latin poetry, drama, oratory, and history. The goal of the university was the training of the mind through the pursuit of speculative truth; the goal of the humanists was character formation, making students better human beings and civic leaders. Jesuit schools were unique in combining these two educational ideals. Perhaps the most important reason for the success of the early Jesuit schools was a set of qualities that Jesuits aspired to themselves and which they consciously set out to develop in their students: •
Self-knowledge and discipline
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Attentiveness to their own experience and to others’
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Trust in God’s direction of their lives
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Respect for intellect and reason as tools for discovering truth
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Skill in discerning the right course of action
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A conviction that talents and knowledge were gifts to be used to help others
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Flexibility and pragmatism in problem solving
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Large-hearted ambition
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A desire to find God working in all things.
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These qualities were the product of the distinctive spirituality that the early Jesuits had learned from Ignatius and that Ignatius had learned from his own experience. Jesuits hoped, in turn, to form their students in the same spiritual vision, so that their graduates would be prepared to live meaningful lives as leaders in government, the professions, and the Church. JESUIT EDUCATION IS A PROCESS
How does this spiritual vision get translated into an educational vision? The early Jesuits struggled to describe what they called “our way of proceeding.” Their accounts varied but it seems that they thought of their distinctive spirituality as a three-part process. It begins with paying attention to experience, moves to reflecting on its meaning, and ends in deciding how to act. Jesuit education, then, can be described in terms of three key movements: 1. Be Atte ntive We learn by organizing our experience and appropriating it in the increasingly complex psychological structures by which we engage and make sense of our world. From infancy, learning is an active process but in our early years it happens without our being aware of it. Once we become adolescents, though, whether we will continue to learn is largely a choice we make. Conscious learning begins by choosing to pay attention to our experience---our experience of our own inner lives and of the people and the world around us. When we do this, we notice a mixture of light and dark, ideas and feelings, things that give us joy and things that sadden us. It is a rich tapestry and it grows more complex the more we let it register on our awareness. Ignatius was convinced that God deals directly with us in our experience. This conviction rested on his profound realization that God is “working” in every thing that exists. (This is why the spirit of Jesuit education is often described as “finding God in all things”). So, our intimate thoughts and feelings, our desires and our fears, our responses to the people and things around us are not just the accidental ebb and flow of our inner lives but rather the privileged moments
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through which God creates and sustains a unique relationship with each of us. How do I pay attention? By observing, wondering, opening myself to what is new, allowing the reality of people and things to enter my consciousness on its own terms. This is why Jesuit schools have traditionally emphasized liberal education, a core curriculum, and the arts and the humanities---studies that can enlarge our understanding of what it means to be human and make us more sympathetic to experiences different from our own. This happens outside the classroom too---for example, in service programs, when we enter into the lives of others. Referring to students engaged in working with the poor, Peter Hans Kolvenbach, the former leader of Jesuits across the world, has said “When the heart is touched by direct experience, the mind may be challenged to change.” The key movement that begins this process of learning and change is paying attention. 2. B e
Re flective
The outcome of paying attention to our experience may be a complex variety of images, unrelated insights, feelings that lead in contradictory directions. To connect the parts of our experience into a whole, we need to examine data, test evidence, clarify relationships, understand causes and implications, weigh options in light of their possible consequences. We need, that is, to see the patterns in our experience and grasp their significance. Reflection is the way we discover and compose the meaning of our experience. Figuring out our experience can be an inward-looking activity---identifying our gifts and the future they point us toward or confronting the prejudices, fears, and shortcomings that prevent us from being the kind of people we want to be---but it can also mean looking outward---at the questions that philosophy and theology pose to us, at subjects like biology and finance and economics and the different ways they organize and interpret the world and help us understand ourselves. In either direction, the goal is the freedom that comes from knowing ourselves, understanding the world, and finding the direction that God is disclosing for our lives in and through our experience.
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Reflection is a kind of reality-testing. It takes time and care. Ultimately, it is the work of intelligence, which is why Jesuit education has always emphasized intellectual excellence. There is no substitute for using the minds God gave us, to understand our experience and discover its meaning. 3. B e
Loving
Being attentive is largely about us and how God is working in us through our experience. Being reflective moves our gaze outward, measuring our experience against the accumulated wisdom of the world. Being loving requires that we look even more closely at the world around us. It asks the question: How are we going to act in this world? In part, this is a question about what we are going to do with the knowledge and self- understanding and freedom that we have appropriated by reflection. How shall we act in ways that are consistent with this new self and what it knows and values? But we can’t move very far in the direction of answering this question without discovering that it is not only a question about how our lives can be authentic. It is also a question about our relationship to the world around us and what the world needs us to do. We are not solitary creatures. From the womb, we live in relationships with others, grow up in cultural, social, and political institutions that others have created for us. To be human is to find our place in these relationships and these institutions, to take responsibility for them, to contribute to nurturing and improving them, to give something back. We can understand this in quite secular terms if we choose to, but through the eyes of faith there is an even more compelling reason for thinking and living this way. Ignatius ends his Spiritual Exercises with a consideration of love. For him growing in love is the whole point of the spiritual life. He suggests two principles to help us understand love. One is that love shows itself more by deeds than by words. Action is what counts, not talk and promises. This is why Jesuit education is incomplete unless it produces men and women who will do something with their gifts.
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More profoundly, Ignatius says that love consists of communication. One who loves communicates what he or she has with another. Thus, lovers desire each other’s good, give what they have to one another, share themselves. It is easy to see this communication in two people in love. For Ignatius, however, love was most dramatically evident in the relationship that God has with human beings. Two examples of this are central in the Exercises. First, God creates the world and gives life to everything in it. People and things come into existence because God communicates God’s own self to them. And God continues working in each person and thing in its own specific reality and at every moment. God keeps wanting to be in relationship with us, even when we fail to respond. Second, surpassing even the gift of creation is the gift God has given us in the person of Jesus. God’s taking on our human nature in order to heal our brokenness is the ultimate evidence of God’s love for us. Jesus’ life and death are, for Ignatius, the model of how to love in return. If every human being is so loved by God, then our loving relationships do not stop with the special people we choose to love, or with our families, or with the social class or ethnic group we belong to. We are potentially in love with the whole world. So, for Jesuit education, it is not enough to live authentically in the world. We have to participate in the transformation of the world (the Hebrew phrase tikkun olam conveys the same idea, of mending or repairing the world). For more than 400 years, it has been said that Jesuit education educated “the whole person.” Today, we live with an increasingly global sense of what it means to be human. A person can’t be considered “whole” without an educated solidarity with other human beings in their hopes and fears and especially in their needs. We can’t pay attention to our experience and reflect on it without realizing how our own lives are connected with the dreams of all those with whom we share the journey of human existence, and therefore with the economic, political, and social realities that support or frustrate their dreams. This is why Jesuit education is so often said to produce “men and women for others.”
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THE HABIT OF DISCERNING
Jesuit education, we have said, is a process that has three key parts, being attentive, being reflective, and being loving. It results in the kind of good decision-making that Ignatius called “discernment.” The goal of Jesuit education is to produce men and women for whom discernment is a habit. We can think of discernment as the lifelong project of exploring our experience, naming its meaning, and living in a way that translates this meaning into action. We can also think of this process as something we focus on with special intensity at particular moments in our lives -- during the four years of college, for example, or when we have to make important decisions and want to do so freely and with a sense of what God is calling us to. At these times, we might be especially conscious of using spiritual exercises to help us negotiate the process. But we can also think of these three movements as the intertwined dynamics of daily life, the moment-by-moment activity of becoming fully human. Arguably, it is the daily exercise of discernment that grounds the other kinds of spiritual growth---the regular practice of attentiveness, reflection, and choosing through which our lives take on a meaningful direction. In fact, Ignatius thought that the most useful kind of prayer is to spend a few minutes each day deepening our awareness of how God works in the events of the day and how we respond, a practice he called an examen. I begin by calling to mind that God is involved in shaping the direction of my life and I ask for light about this. Then, I review the events of the day, especially those where my feelings have been most engaged, positively or negatively. I notice the patterns and the emerging insights about which experiences lead me towards God and which lead away. And I end by looking ahead to tomorrow and asking to live with a growing sense of God’s trust in my future.
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For Ignatius, a key element of discerning is the exercise of imagination. In doing the examen, he suggests we use our imaginations to elicit the feelings that have pulled us one way or another during the day and to picture how we might live differently tomorrow. In the Exercises, when he is advising us how to pray, he urges us to take a passage from the Gospels and imagine ourselves present in the scene, listening to the words of the people there, experiencing their feelings, and he asks us to elicit our own feelings in response. And, in the account of his very earliest spiritual experiences, he tells us that, while he was recovering from his wounds, he used to lie on his bed by the open window of his room and contemplate the stars, lost in reveries about the great deeds he would accomplish, at first for the princess he was in love with, and then for Jesus. Even in old age, when he spent his days sitting at a desk in Rome administering the affairs of the Society, he would go to the roof of the Jesuit residence in the evening and look at the stars in order to see his life as God saw it. Finding images that embody our dreams can be a lifelong form of prayer. In the practice of discerning, we grow in being able to imagine how we are going to live our lives. We discover our vocations. The novelist and theologian Frederick Buechner describes vocation as “the place where your deep gladness and the world’s deep hunger meet.” When we arrive at this place, and understand the fit between who we are and what the world needs of us, Ignatius urges us to be unafraid to live with the consequences of this realization, to respond with generosity and magnanimity because this is the way we can love as God loves. Jesuit tradition uses the Latin word magis or “more” to sum up this ideal, a life lived in response to the question: How can I be more, do more, give more? Jesuit education is complete when its graduates embody this vision of life and work.
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JESUIT EDUCATION TODAY
In the United States, there are 28 Jesuit colleges and universities and 59 high schools. The first of these was Georgetown, established in 1789. Loyola University was the ninth when it was founded in 1852. Around the world, there are more than 200 Jesuit secondary schools--- including 93 in India alone—and more than 130 institutions of higher education, along with numerous centers of social and cultural analysis. Jesuit education is still growing. In recent years, U.S. Jesuits and lay men and women have created 14 inner-city middle schools, along with five high schools modeled on Chicago’s Cristo Rey School.* Increasingly, all these institutions are staffed and administered by men and women who are not Jesuits and may not even be Catholic or Christian but who are animated by the vision of Jesuit education and the spirituality of Ignatius. Jesuit education continues to adapt old ideals to new times and new needs. *at the time this essay was written
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NOTES
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