St. Ignatius University
“GO FORTH AND SET THE WORLD ON FIRE” ST. IGNATIUS OF LOYOLA
Dear Prospective Student. Thank you for your interest in St. Ignatius University. Enclosed you will find the many unique opportunities at our school. From exploring during your semester abroad, to late-night chats while living on-campus, to cheering at football games, we know you will find ways to get involved and give back to the St. Ignatius community. For years students have traveled across the world to study at our University. Students come willing to share and thirsty to learn. With our small class sizes you will have the opportunity to form relationships with fellow students and faculty members and received individualized attention. You will be known here. We recognize that learning does not just occur in the classroom, which is why we strive to provide as many opportunities as possible to connect classroom knowledge to experiences outside the classroom. Our Jesuit mission demonstrates a desire to develop engaged global citizens who will make a positive impact in the world, and is evident in our campus community. In alignment with our living mission,18 we strive to develop you holistically; mind, spirit, and body, to help you find and focus your passions. Our graduates work across the globe and we hope you will join us to continue to set the world on fire. Peace, President James Martin S. J.
St. Ignatius Fast Facts: 4-year Liberal Arts Institution 4,000 Undergraduate Students Predominately Full-Time 55% Female 45% Male Faculty to Student Ratio: 18-1 Highly Selective Institution 35% Minority Students Average Class Size: 18 85% of students study abroad 90% of students graduate in 4 years Average ACT score : 26 All students receive some type of financial aid
Our Location Sidebar Subtitle Text
Corvallis, Oregon Located just outside of Corvallis, Oregon, our location is the perfect avenue to explore nature’s wonders. Spanning over 1,000 acres, our campus includes an arboretum used by nature enthusiasts and students alike. Full of trails and ponds, our arboretum includes many opportunities for students to apply and utilize classroom knowledge.30 Approximately 50,000 people live in the town of Corvallis. Sustainability is a frequent theme around the town, with many restaurants serving local food, alongside plenty of green spaces, and gardens.30 Within a hour of Corvallis one can visit the coast, hike mountains, and explore large cities such as Portland and Eugene.23 Corvallis consistently ranks among the best and safest cities to live in the U.S., as well as among the most environmentally responsible.23, 30 Situated in the Willamette Valley, temperatures are mild year-round, and winters are normally wet and rainy.23 Our location provides many opportunities to explore the outdoors, experience city life, as well as engage in a local community.30 Our campus is located one mile outside the center of Corvallis city, which provides a clear boundary of where campus begins and ends, yet also provides opportunities to participate in the city.30
“Corvallis has become my second home. This town provides opportunities to engage in the community and utilize my business skills and desires to serve others.� Ally Taubert, Junior Management and Social Work Major
OUR MISSION St. Ignatius University strives to prepares students intellectually, spiritually, and morally, to succeed in and positively impact a rapidly changing global society. Our Jesuit tradition and liberal arts perspective prepares the whole person, developing knowledge, values, and responsibilities for others. 15
St. Ignatius Values St. Ignatius is guided by seven core values: Community, Diversity, Equality, Excellence, Integrity, Justice and Stewardship. These enduring values are the basis of the College’s mission.
Community. We are committed to the cultivation of positive relationships between, and common experiences among, students, faculty, and staff.14
Diversity. We are committed to creating an academic institution where a variety of persons and perspectives are welcome. We are committed to providing an environment where students from all cultures and backgrounds may succeed.14
Integrity. We are committed to creating a community that acts with honesty and forthrightness, holding ourselves to high academic and ethical standards, and dealing with everyone with respect.14
Equality. We are committed to creating an institution and a society where everyone is appreciated and judged based on their contributions and performance rather than gender, race, religion, physical abilities, sexual identity, or socio-economic condition. Through the work of this institution, we will both create awareness of, and work to eliminate, individual and institutional racism.14
Justice. We are committed to the peaceful resolution of conflict, sharing of economic and natural resources, and parity in educational opportunity.14
Stewardship. We are committed to making decisions that will ensure the long-term survival of this institution. We must maximize the value of our human, financial, and physical resources in ways consistent with our Jesuit heritage.14
Excellence. We are committed to setting high standards of academic rigor in courses and creating high expectations for achievement by everyone. We seek the personal and intellectual transformation of our students through the liberal arts.14
OUR HERITAGE Founded in 1919 by the Jesuit order, St. Ignatius started as a school for teachers, to educate those from underprivileged backgrounds. Named for the founder of the Jesuit tradition, St. Ignatius of Loyola, the school’s mission focused on holistic education. Seeing greater educational needs in the young adults in the surrounding area, St. Ignatius decided to expand it’s mission. In 1952, St. Ignatius became a University and has been developing students holistically since.
As a result of graduating from St. Ignatius: Students will think critically: St. Ignatius graduates will be able to think critically. They will be able to gather, analyze, and sift through knowledge, from a variety of sources, to objectively come to their own ideas and conclusions. Students will know a core set of knowledge: Prescribed from the core curriculum and the liberal arts tradition, students will leave with an ample understanding of a foreign language and a thorough grasp of basic math, art, and science concepts. Students will communicate effectively: St. Ignatius graduates will leave prepared to communicate clearly and effectively both in oral and written form. They will be able to express themselves through both professional and personal means. Computer and media literacy is also included in this learning outcome.
Students will engage and serve in local and global communities: Given the increasingly diverse world, students will develop the awareness, skills, and knowledge to actively engage with others different from them. Graduates will also develop passions for active citizenship. Students will develop personal awareness, and values, and explore their spirituality: At St. Ignatius, students will have explored their own personal values and beliefs, as well as formed a spiritual identity, in order to live a meaningful and congruent life. Students will leave with a desire for lifelong learning: At St. Ignatius, we believe that learning never stops. Thus, graduates will leave with the tools and desire to continue exploring, learning, and growing beyond graduation.
How We Achieve our Learning Outcomes Center for Religion Office for & Study Abroad Meaning-Making
Office of Service Learning
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Communication
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Personal Awareness/ Spirituality
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Life-Long Learning
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The Curriculum A combination of CORE REQUIREMENTS and personal interests As outlined in our learning outcomes, each graduate leaves with a core set of knowledge, also known as our core curriculum. Eight categories, including our core intellectual experience and senior capstone, constitute our core curriculum Each student is required to take at least one class from each category. This further supports our liberal arts focus, as we believe students should leave with a breadth of knowledge to be adequately prepared for the world.28 Additionally, writing and critical thinking is strongly emphasized in all courses, regardless of the topic. Foreign Language Studies: These courses not only teach students how to communicate in another language, they also go beyond words to help students understand history and the intersections between language and culture. Students must complete 3 levels of the same language, which can be completed while abroad.
Art Studies:3 These courses, embracing visual art, music, and dance, underscore the importance of art in our society. Students explore how art has shaped our history and continues to shape the present and future. Students must take one art course, and attend 8 Fine Art Experiences (FAEs).
Global Studies:3 These courses focus on the world and other cultures. Students discover the similarities and differences, as well as investigate the historical, social, and political relationships between countries and cultures. These courses support our learning outcome, becoming global citizens. Students must take two courses, of which one may be completed while abroad.
Spirituality Studies: Exploring one’s spirituality, values, and identity, structure these courses. Students also have the opportunity to critically examine religions and traditions from around the world. Students must take two courses.
Heritage Studies:3 These courses explore history, focusing on the events, people, and ideas that have shaped our world and culture today. Students must complete two courses.
Science and Math Studies:3 In this category, students understand the patterns of the natural world and see interconnections between different sciences and mathematics. Scientific literacy is also part of this category. Students must take two science courses and one math course.
All courses at St. Ignatius are discussion-based and writing intensive. With 18 students in each class on average, students have the opportunity to truly engage in the discussion and the learning opportunities. Regardless of the department or class, students are expected to demonstrate critical thinking skills and clear writing abilities. Faculty across the curriculum are firmly dedicated to active learning pedagogies in the classroom. In addition to the core requirements, students must complete 40 hours of community service and attend 8 fine art events (FAEs) in order to graduate. We believe that by contributing and volunteering in the community, students have the opportunity to learn from each other and the world around them. They also have the opportunity to apply class knowledge to their experiences. Attending FAEs develops students’ appreciation of the visual and performance arts. Students can support each other by attending student art shows, orchestra concerts, or attend the many professional and/or cultural performances we bring to campus.
The Curriculum A combination of CORE REQUIREMENTS and personal interests
Common Intellectual Experience (CIE) Solely for first-year students, CIEs last an entire year and focus on developing strong written and oral communication skills, in addition to developing critical reading and thinking skills, two of our institution’s learning outcomes. Students stay with the same group of students for the entire year to foster relationships. Furthermore, the faculty member serves as the academic advisor for the 18 students in the class for their first two years.17 CIEs differ only in topic areas. Sample topics include, “World Epidemics,” “Greek and Roman Civilization,” and “Food for Thought.” Time in class also focuses on developing strategies to manage the transition to college, and introducing students to traditions within St. Ignatius, and in the community of Corvallis, Oregon.13
This is Your Classroom Senior Capstone
Mark Mox, Sophomore Business Wants his Senior Capstone to be a new business model for non-profit organizations.
The senior capstone course is the culmination of the students’ experience at St. Ignatius. Students split their time between two areas. The first part of the semester, students review the major areas of thinking within their discipline.3 The second part of the semester, students have the opportunity chose a project that demonstrates integration and application of knowledge. Students are put into small groups, and with oversight from faculty members, independently work to complete their projects. As part of the assessment of this project, students must demonstrate how they have achieved the l earning outcomes of our curriculum. In the past students have chosen a variety of projects, however projects must be approved on an individual basis.17 Sample projects include:
Research project with faculty Student teaching Directing a student play
Community service project Thesis/Research paper Portfolio
Internship Creative project Co-teaching a CIE
The Curriculum A combination of core requirements and PERSONAL INTERESTS In addition to the core curriculum, students choose a major field of study. When undertaking a field of study, students explore and appreciate the history, implications, and the ethical and/or moral issues facing that discipline today.3 Fields of Study include: African American Studies Art Asian Studies Biology Business/Management Chemistry Classical Languages (Greek and Latin) Communication Computer Science Dance Education English
Environmental Studies Finance French German History Human Services International Studies Italian Latin American Studies Leadership Studies Liberal Arts Math Peace Studies
Performance (Dance and Music) Philosophy Physics Political Science Psychology Sociology Spanish Theology Women’s Studies Urban Studies
“The combination of the core curriculum and my major encouraged me to reflect and connect ideas across many disciplines. I feel that I know more about myself and the world around me as a result of my education” Elise Cooper, Senior Performance Major (Dance)
Self and Peer Evaluations A unique part of the St. Ignatius experience is the opportunity to evaluate yourself and your peers at the end of each semester. In addition to letter grades, students have the opportunity to reflect on their efforts and learning in a 300-500 word essay. These essays are submitted to their professors and are incorporated into students’ final grade. This reflection and assessment provides more opportunities for students and faculty to interact and form relationships, as well as the opportunity for students to reflect on their own growth and progress, which aligns with our core value of integrity.17
Writing Center In order to help students succeed in our writing intensive courses, St. Ignatius created the Writing Center. Located in the library, the writing center is open from 10 a.m. to 10 p.m. each day and provides online tools to better accommodate busy lifestyles. The tutors of this writing center are predominately students, which in turn provides opportunities for students to work and learn from each other. This center helps us achieve our learning outcome of preparing effective communicators.17
The Curriculum A combination of core requirements and PERSONAL INTERESTS The Break Down of Graduation Requirements: 64 Credits of Core Curriculum 44 Credits of Major Studies 20 Credits of Elective Courses 128 Credits Total to Graduate 30 Hours of Service Learning Attendance at 8 Fine Arts Events
Each fall St. Ignatius sponsors a COMMON READING EXPERIENCE. All students are required to read a common book during the summer. The book is chosen each year by a committee of students, staff, and faculty and serves as the campus community theme for the year. Every other year St. Ignatius invites the author to come and speak to the campus community. This year the book chosen was, “The Omnivores Dilemma” by Michael Pollan. Each incoming first-year is required to write a paper before orientation, and then discuss the book in their orientation groups and CIE course. Additionally, all campus offices are required to host a program or book club to continue the learning and integration of the book’s theme into all student, staff, and faculty experience. This helps develop community with all campus members.
Each Spring St. Ignatius cancels classes one day for our annual “SCHOLARHSIP DAY.” This day offers the opportunities for faculty and students to share their knowledge and learn from others. It is a time of celebration and recognition of the wonderful scholarship that our community participates in each year. All students, faculty, and staff are encouraged to engage, learn, and attend events throughout the day. This event demonstrates our campus’ dedication to scholarship and life-long learning.
Why Get Involved? Here at St. Ignatius, it’s impossible NOT to get involved. Opportunities are endless here to explore passions, meet new people, and find new ways to give back. With over 150 clubs and organizations, we guarantee you’ll find something to pique your interest. We strongly encourage all students to take risks and challenge themselves to try something new. Who knows, you may end up finding something new you like…. Dean of Students, Lisa Holliday “Participating in the various programs sponsored by the Office of Multicultural Affairs challenged me to think critically and examine my personal values. The information I learned exposed me to new ideas and new ways of thinking. I feel I am a better student leader as a result.27”
“As a first-year student, I found my place at St. Ignatius in Student Life. Through my time spent with the Office of Service Learning and participating in floor programs in my Living Learning Community, I met some of my closest friends. It made my transition to college easier because I found the support I needed.13” Mary Wood, Sophomore Urban Studies
Kevin Capellini, Junior Communication Studies
Center for Religion and Meaning-Making Here at “the Center,” people of all backgrounds, beliefs, and values are welcomed. Our staff strives to provide a safe space to explore life’s big questions such as, “Who am I?” “Why am I here?” and “Who is God?26” No question is too small or insignificant to ask or answer. With a commitment to social justice, we provide the opportunity for students to initiate inner-faith dialogue to understand oneself and others around them. Our center works to enact the St. Ignatius mission by allowing students to explore their spirituality and personal values. We strive to develop the student beyond the mind, to get to the soul. We believe that by exploring one’s spirituality, one begins the journey to understand one’s personal values and how those values influence their worldview.12 We also provide opportunities for students to learn from each other, as we believe this nurtures engaged global citizens.11 Additionally, we coordinate closely with the Office of Service Learning to provide opportunities to serve in the local Corvallis community. “Before attending college, my faith was based around my family. But through interacting with other students and by joining Magis, I was able to create a faith uniquely my own. In learning about other religions and values, I solidified my own. My faith is much stronger as a result.27, 4” Celina Diaz (far right), Junior, Theology Major
While we offer mass on Sunday and daily prayer Monday through Friday, we provide information regarding different services and religion ceremonies in nearby communities. All students are welcome to any service we offer. Students utilizing the meditation room during our weekly meditations on Tuesday nights from 7 p.m.—8 p.m. This meditation room is open to any St. Ignatius student and is open at all hours.
Sunday Mass: 10:00 a.m. and 9:00 p.m. St. Ignatius Chapel Daily Prayer (Monday—Friday): 7:00 a.m.– 7: 30 a.m.
Meet the Director: Kelly Corbitt We at the Center for Religion and Meaning-Making are so excited you are considering St. Ignatius. At “the Center” we are committed to social justice, we are advocates, and we are continually learning, exploring, and doing. We invite you to join us. Our doors are always open.
Every Wednesday night the Magis community congregates for a night of praise and worship. Regardless of your denomination, all are welcome. Between music sets, a student, faculty or staff member shares a personal story or spiritual insight. Our mission is to give MORE to the greater glory of God. We also coordinate social or service events once a month and host a large concert in the Spring.
Magis Community
Magis
Faith in Action Communities (FAC)
Spiritual Direction
Inspired by our Catholic, Jesuit, and ecumenical heritage, the Faith Communities Ministry (FAC) believes that people of all faiths and backgrounds are created in love, to give and receive love. By joining people of all faiths in community, we seek to bring greater understanding and peace to our campuses and the world. Through respectful dialogue, faith sharing, fellowship, and prayer, we explore the strengths of our common values and the richness of our differences so that we may come to better understand our call to live the mystery of life. Students are randomly sorted into groups of 4-6 and stay within the same community for the rest of their time at St. Ignatius, providing stability and support through their college career.6
Spiritual Direction MSC
Visit with an experienced mentor about your personal journey. Spiritual Direction includes the integration of spirituality and prayer, tools for discerning vocation, and a deeper longing for justice. A religions background is not required for this service. Muslim Student Community (MSC) “Finding the Muslim Student Community was the best thing that happened to me. I was nervous going to a Catholic University as a Muslim student, but I have felt so welcomed and accepted here. My faith and understanding of myself has grown tremendously as a result of opportunities offered at ‘the Center’.” Student at St. Ignatius
Our Muslim community is spirited and diverse- a hub of emerging visionaries and leaders. The individuals who make up our community come in through many doors- some arriving with an extensive understanding of their faith, and others with no religious background. Diversity- in all of its forms- is a key feature of our community’s barakah. Whether it’s through academic assistance, personal development, or spiritual direction, the community is here for you. Join us Monday nights to see what we’re all about.20
The Office of Residence Life strives to foster a safe living-learning community that challenges and supports residential students in all their endeavors at St. Ignatius. We strive to create an experience where students and staff with diverse backgrounds and beliefs come together to learn, create authentic relationships, cultivate accountability, and foster community. Our staff is committed to helping students develop and maintain a community of respect in which every person is valued for who they are.31
Community is the defining word for our on-campus residents. While living oncampus is required for three years, most students choose to live on-campus all four years. As a result of living on-campus, many students form relationships that last beyond their time at St. Ignatius.
We promote on-campus living because we believe it develops the St. Ignatius community, encourages relationships, and increases students’ openness to diversity. Additionally, students report increased critical and communication skills as a result of living on-campus,27 two of our institution’s learning outcomes.
“Living on-campus increased my understanding of others. I found my group of friends by living on-campus and met people so different from me. I loved my on –campus living experience.”
Each floor community is assigned a Resident Advisor (RA); an upper-class student who acts as a resource and community developer. Each residence hall is overseen by a Hall Director, a masters-level full-time professional.
Alysia Clark, First-Year Music Performance (Voice)
Unique to our Residential Life program, students undergo a sequential experience. Students are grouped together by class year to nurture relationships and to build skills catered to the unique challenges students may face during differing years.
During their first-year, students are grouped into livinglearning communities (LLCs) or themed communities that focus on a specific topic area and include faculty participation, class components, and advising or mentoring.29 Each living community includes a faculty member from a related major, who lives in the residence hall and coordinates additional events and programs for residents. Students in LLCs take a specific 1 credit course along with their other community members. At the end of each semester, students complete an evaluation to ensure campus learning outcomes are met. At St. Ignatius we believe this informal faculty and student interaction encourages additional learning and promotes academic success. Additionally, LLCs encourage peer relationships, which in turn helps students stay more involved.1
“I loved living in the civic engagement living-learning community. It helped me meet new people with similar passions and connectThere are 10 living-learning community options, ranging in size from 50 ed knowledge from my classes students to 150 students. Living learning community topics include: susand extratainability, civic engagement, social justice, education, and Global Studcurricular exies, all of which further develop our core values and learning outcomes. periences to my living exLounges for informal student interaction are located on every floor in addition to one or two large programming spaced on the first floor of each residence hall. These communities perience. I highly recomconsists of double and single rooms, and community bathrooms.30 mend this exProgramming expounds on students experiences in their CIE courses and include managing perience to anyone.” 13
the transition into a new environment, learning how to interact with diversity, and working through conflict. Our programming further enhances our student learning outcomes of critical thinking, local engagement, effective communication, and many of our core values.
The largest LLC on campus, the Afrikan Heritage houses approximately 200 students, creating a family atmosphere that extends beyond the building and into the larger campus community. This LLC is the center of activity for students who want to heighten their understanding of cultures, traditions, and issues among African, African-American, and Afrikan-Caribbean societies. The Afrikan Heritage LLC is a designated safe space for residents and students of the African Diaspora.22
The house has two Faculty-in-Residence who work closely with the African American Studies Department to coordinate events, typically including Soul Sessions, art shows, poetry nights, and a Kwanza Festival.22 “As a faculty-in-residence, I have the opportunity to meet students who I never would have otherwise. I get to know my students on a deeper level, which helps create profound classroom conversations. Additionally, this specific LLC provides African American students a safe space on a campus that helps them grow, develop, and come to a deeper understanding of themselves.30”
In the Afrikan Heritage LLC, students develop the learning outcomes of global engagement, critical thinking, effective communication, and personal awareness. To assess these learning outcomes are met, faculty host a forum once a semester to discuss what students are taking away from their experience, in addition to formal evaluations. The combination of these assessments, creates a comprehensive picture of student learning.
Professor Bill Khole Assistant Professor African American Studies Faculty-in-Residence for the past two years
“A year to deepen your roots and get involved” Programming emphasis during the sophomore year:
Finding a vocational path Choosing a major Finding summer internships Exploring study abroad options Increased autonomy Communicating through conflict
During their sophomore year, students live in suite-style apartments which consist of single and double occupancy rooms. Each suite comes with a small living room and 1-2 bathrooms. Varying between 4 and 6 people of the same sex, students can preference to live with their friends while still have the opportunity to interact with neighbors and other community members. The newest Residence Halls on campus, our value of Stewardships guided our plans as these buildings are LEED gold certified.
Upper-class student housing is apartment style. In these apartments, 2-4 students each have their own single room but share a living room, kitchen, and two bathrooms. This living situation offers students the autonomy to develop independence by cooking and cleaning on their own.5 Additionally, each apartment includes laundry facilities. Apartments are clustered together in separate courts, which develops community as students learn to foster relationships with their neighbors. Furthermore, “the Commons” is a building located in the center specifically set aside for large programming and includes an industrial-size kitchen, study areas, and a room with TVs, pool, foosball, and Ping-Pong.
“Developing Life Skills”
Programming Emphasis for Upper-Class Students: Life-Skills Budgets Car Maintenance Managing School Loans Cooking/Cleaning Career Management Job Interviewing
Since many of our students study abroad during junior year or participate in semester-long internships senior year, we offer housing on semester-long contracts.
The mission of the Office of Study Abroad (OSA) is to provide high quality academic opportunities abroad to facilitate global and intercultural learning for the St. Ignatius community. OSA offers 16 faculty-led semester study abroad programs. In addition, we coordinate with other offices and academic departments to offer more than 20 short-term international options each year; including credit-bearing study abroad, internships, and volunteer programs. Our unique faculty-led program structure means that over one-third of our faculty have taught abroad. Their long term interaction with an international curriculum has laid the basis for a campus culture that highly values intellectual preparation for the 'global century'. Using our own faculty to lead study abroad programs permits a high level of control over the quality of teaching and learning. This practice has also improved the quality and expertise of our faculty which, in turn, benefits all students throughout their four years at St. Ignatius. Having more than 16 faculty leading semester-long programs and 10-20 leading short-term programs every year helps the colleges forge and maintain strategic relationships with international institutions, revitalize contact with strategic alum populations, recruit international students, and develop research and academic partnerships with international faculty to internationalize the campuses.7 The Office of Study Abroad offers many scholarships to students who wish to study abroad. While study abroad is optional, it is highly encouraged. For those students who chose not to study abroad, they can fulfill their global studies component by taking classes in the core curriculum. We also offer two weeks or one month long study abroad programs, during school breaks, which creates more convenient opportunities for students to study abroad.
Over 80% of St. Ignatius students study abroad during their academic career. Over one-third of faculty have led study abroad programs. St. Ignatius offers over 200 courses with global and intercultural content. 10 percent of faculty teach international languages7
“Study Abroad is the most unbelievable learning experience you can go on. You learn about the country, culture, etc., but you also learn about yourself. I loved seeing the history of Italy and what the country had to offer. I was able to connect what I learned at St Ignatius, to what I experienced while abroad. Study Abroad has formed the individual I am and cultivated a desire to become a world traveler. I feel like I can travel anywhere! It gave me a different view on those places I have been, but also on the world itself. “ Ben Rogalla, Senior Classical Languages7
Study Abroad Program Highlight: South Africa South Africa has been on the world's main stage for several years. A country of great diversity in its people, geography, wildlife and economy, South Africa is not easily explainable or forgotten. St. Ignatius students on the South Africa program travel to Port Elizabeth (PE), situated on the Indian Ocean near the southern tip of the African continent. It has a sunny, dry, temperate climate similar to that of Southern California, combined with the wind of Chicago. Academics Students study in classrooms at Nelson Mandela Metropolitan University (NMMU). Students choose from seminar courses designed specifically for our program including political science, literature, South African music, and marine biology. In addition, all students enroll in the Study Abroad Seminar taught by their faculty director. St. Ignatius students have access to library, computer lab, recreation and sports facilities with South African and other international students at NMMU. Many choose to get involved with the local clubs and organizations, further developing their cross-cultural skills.32 Volunteerism and Service Learning are major components of this program. All students enroll in a Community Service Learning course and participate in one of two projects sponsored by St. Ignatius. Each week students spend 6 to 8 hours on-site in some of PE's most impoverished areas. Accommodations Participants live in apartments at Langerry Holiday Flats which overlook the beach. Each flat is fully furnished and equipped so students have the facilities to prepare their own meals. The flats are located approximately two miles from NMMU's campus. Students can use the public transportation system between NMMU and their flats, or walk, which develops students self-efficacy.19 Program Highlights South Africa is at the same time a first world and a third world experience. Excursions to Cape Town, the frontier, and other local attractions are included in the program. Ability to volunteer in the community. The cost of living in South Africa is quite affordable compared to many other programs. Daily expenses can be lower than many other metropolitan areas.7
Why Study Abroad?
Increased worldview9 Increased cross-cultural skills32 Personal development (including self-efficacy and self-confidence)19 Life-changing experience
Study Abroad helps the St. Ignatius students develop the following learning outcomes: Effective Communication Personal Awareness/Spirituality Global Engagement Critical Thinking
What is Service Learning? Service-learning is an educational experience based upon a collaborative partnership between college and community. Learning through service enables students to apply academic knowledge and critical thinking skills to meet genuine community needs. Through reflection and assessment, students gain deeper knowledge of course content and the importance of civic engagement.2 Volunteer Opportunities Here at St. Ignatius we engage students in service, but we also provide opportunities for leadership and learning. Our center serves as both operational base and service site for a host of programs. What makes our programs unique is the fact that students serve as Program Managers and staff for each of the service-based programs we host. Their responsibilities include recruiting and training volunteers, planning and executing weekly program activities, facilitating team meetings, and mentoring team members to develop the same skills. We use a leadership development model that emphasizes peer mentoring, students sharing knowledge with each other, and developing student leader facilitators. Our programs exemplify the success we have with nurturing student leaders and living the practice of learning through service.2
Our Purpose: Service-learning staff work with faculty and community organizations to design collaborative projects that address community issues and that allow students to develop and apply academic and critical thinking skills.2 Service-learning experiences and structured reflection provide students with the opportunity to make connections between academic course content and community issues, in the broader context of civic engagement. Service-learning also facilitates the exchange of ideas, knowledge and resources between St. Ignatius University and the local community, the Willamette region, and beyond.2 In just a few years, service-learning has become a significant feature of the academic program. The number of service-learning courses taught each semester has increased, new programs for faculty and community partner development have been established, and support for service-learning collaborations has grown.2 Our community partners include non-profit agencies, community organizations, and schools. These organizations work in different ways toward providing needed services, promoting greater educational and economic opportunities for the local community, addressing poverty issues, and working toward a more just, sustainable, and peaceful world.2
“Taking advantage of the many volunteer opportunities through the Office of Service Learning educated me on the many complex issues facing our community and world. I was forced to critical examine my personal values and stereotypes. I’ve come to recognize how complicated our world is and how I can make a difference.� Kayla Williams, First-Year Sociology Major
Other Opportunities in the Office of Service Learning: Alternative Spring Breaks In conjunction with the Office of Study Abroad, our office offers a variety of break trips to increase students’ knowledge of other communities and offer volunteer opportunities. These trips offer a positive alternative to the tradition “spring break.’ With trips offered during Winter and Spring break, students travel across the nation and the globe to encounter communities different from their own. Each trip is coordinated by two student leaders, allowing student leadership opportunities. These trips are characterized by reflection and engagement in the community.
Service-Learning Course Expo At the end of each term, OSL hosts a Service-Learning Course Expo to highlight the service-learning work that has taken place that semester. Faculty, students and community partners present exhibits about their service-learning projects at this event, which is open to the campus and the broader community. The OSL Course Expo is a great place to increase understanding of service-learning and to talk with others about ideas for future service-learning collaborations.2
Service-Learning Workshops OSL offers occasional service-learning workshops for faculty, community partners, and students. These professional development opportunities are designed to increase understanding and improve practice of servicelearning.2
Service Learning in the Classroom:
At St. Ignatius we promote service learning….
Service Learning is incorporated into the curriculum as many classes have a service-learning component and all students are required to complete 30 hours of service work in order to graduate. For the classes that require servicelearning, faculty members include reflection as part of the experience. Reflection helps students make sense of their experience and connect experiences to classroom content
because service learning is an educational experience. Numerous studies and experiences prove that students who engage in service learning stay civically engaged in both local and global communities beyond college. Students in service learning are challenged to think critically, and reexamine their personal values. 27 Additionally, service learning enacts our core values of community, justice, and equality, and aligns with our mission to develop students holistically.
Mission Statement: The Office of Multicultural Affairs (OMA) provides leadership in supporting St. Ignatius stated mission and core values of community, diversity, equality, and justice. We believe that campus diversity can lead to intentional educational opportunities both in and out of the classroom. St. Ignatius strives to encourage and maintain a learning environment that honors multiple perspectives and works toward equity and social justice. The OMA provides leadership and resources to the campus community to help address these efforts with intention and integrity.33
Safe Zone Training: The Safe Space Training, through education, advocacy, visibility, and skill development, supports faculty and staff in becoming allies for GLBT students and colleagues. It is designed to radically reduce prejudice and discrimination on the basis of sexual orientation, gender identity, and gender expression and to create a safer, more affirming campus for all students, faculty, and staff.8
Here at the Office of Multicultural Affairs, we strive to provide a safe space for all students, regardless of their background. Additionally, we offer opportunities for students to learn about others, themselves, and the world around them through the many annual events, student organizations, programs, and resources we coordinate and provide.33
Educational Program Offerings: Privilege Continuum: What are your opinions on issues of privilege? Do you think everyone has the ability to be successful or do you think there are systems set up to stop others from learning? Attend this session to discuss where privilege begins and where it ends and find out more about these issues.8
Retreat on Race and Ethnicity (RORE): The RORE Program is a three day retreat that creates a safe atmosphere for intercultural dialogue and learning at a deep The Gender Box: Participants will engage in an interactive exercise that raises level. RORE prepares its participants to work with people of awareness in regard to gender stereotypes and the social con- different races, ethnicities and cultures. Participants engage in insightful discussion and activities that bring the realities structs of gender. Students will participate in a discussion 8 that helps them see gender constructs as both enhancing and of racism, privilege, bigotry, and class to the forefront. limiting. In seeing the constructs of gender, students can better assess their leadership identity and try to avoid gender pitfalls.8 The Gender Gumby: What does gender mean anyway? How does it affect our leadership? Participants in this class will engage in fun and unique activities that help them understand the various aspects of gender and the different meanings it has in different environments. Students will learn first had how gender can be a social construct by creating their own definitions and participating in discussions that help them understand gender's impact on leadership.8 Stereotype Taboo: Are stereotypes inherently positive or negative? Play a game of “Taboo” and discover what determines your stereotypes about yourself and others. Do stereotypes impact your ability to be an effective leader? Come find out!8
Students on the RORE retreat, participating in active learning activities.
“Taking part in the variety of educational programs sponsored by the Office of Multicultural Affairs taught me so much, including how to incorporate the St. Ignatius core values into my daily life.” Elizabeth Bennett, Senior English Major
Annual Events Asian and Pacific-Asian Heritage Month: Every November, St. Ignatius celebrates the heritage of our Asian and Pacific-Asian students. Sample events include a salmon bake, food festival, and showings of documentaries highlighting historical events within this identity group. The month ends with a luau, which on average over 500 students attend.25
Social Powwow The annual powwow is held in April and draws thousands of dancers and spectators from throughout the Pacific Northwest. In the past, St. Ignatius has hosted drums from all over the U.S. and Canada: Starblanket Jrs, Northern Cree, Southern Cree, Black Lodge, Yellow Jacket, Southern Thunder, Kicking Woman, to name a few. All students have the opportunity to learn traditional Native American dance.24
Black Student Union (BSU) The purpose of the Black Student Union, BSU, is to promote activities of common interest, as well as cultural and educational benefits for the African American student body. In addition, the BSU is the "umbrella" organization of many of the African American student organizations, providing a forum for them to voice their differences, goals, and ideas. Furthermore, BSU encourages cooperation between its member organizations and the African American student body.16
Kwanzaa Celebration This is a chance for BSU members to learn about the traditions of Kwanzaa, watch performances, fellowship, and enjoy traditional African American food. Each year this event occurs during the first week of December. All students are invited to come and learn about this celebration.16
What BSU means to me: "An opportunity for personal advancement and development. An opportunity for people to engage socially with people that look like you. An opportunity to help out the community. An opportunity to network. An opportunity to get involved with other organizations that fit your personality. At the end of the day, an opportunity to become a more refined person than you are today.16" Bronson Blackwell, Senior BSU President, Finance Major
Still Undecided about St. Ignatius? Here are the top 8 reasons to enroll: 1) Obtain a world-renown education. 2) Study abroad and undergo an inspirational and life-changing experience to travel the world and learn about other cultures. 3) Interact with our faculty in our living-learning communities, senior capstone projects, and first-year advising. 4) Be part of a community larger than yourself and form relationships that last a lifetime. 5) With our diverse study body, you have the opportunity to interact with and learn from others different than you. 6) Over 150 clubs and organizations to join and discover. 7) Make an impact in the world with our many opportunities to volunteer and serve. 8) Enjoy, experience, and learn from the breathtaking beauty of our natural surroundings.
How We Assess our Work At St. Ignatius we strive to always do better. This positive restlessness15 defines our community. One way we continue to improve is through the assessment of student learning. We assess to make sure that the opportunities we provide offer the best learning experiences possible. Below are few of the assessment options we conduct: Grades: Students are graded on a 4.0 grading scale at the end of each semester. Students are graded on a combination of papers, exams, presentations, participation, and group projects. When compiling grades, all faculty allow students to submit self evaluations. This introspection allows students to reflect on their learning and present another opportunity to provide quantitative evidence of learning. Additionally, all students are required to submit peer evaluations, explaining how their peers have or have not reached learning objectives. We believe this 360Âş evaluation offers a better picture of student learning.
Evaluations:
Don Negri, Director of Institutional Advancement
At the end of each school year, students complete online evaluations based on the University’s learning objectives. This ensures that students are growing in the outcomes each year and that our learning outcomes are achieved in every educational offer we offer.
Capstone: All seniors must complete a capstone course. The first part of the course reviews the major areas of thought within the discipline,. Students will demonstrate that knowledge through a paper or exam, as determined by the faculty member. The second part of the course focuses on a student project. As part of the project, stu-
dents must demonstrate how they have achieved the learning outcomes of our curriculum throughout their time at St. Ignatius.
NSSE: St. Ignatius participates in the national student involvement study called the National Study of Student Engagement (NSSE). This study helps us understand how are students are learning and what more we can do to promote student success21.
Now that you have the facts, hear from one of our students‌. Dear Prospective Student, My name is Shelly Twain and I am a senior at St. Ignatius, majoring in Women’s Studies. It was only four years ago I was in your shoes, looking to find a community in which to learn, grow, and belong. I found this at St. Ignatius and here is how: At St. Ignatius University, you matter. Faculty and staff go out of their way to get to know you beyond the classroom. They are concerned about me and I matter to them. They want me to succeed.17 They may hold high expectations for me, but they work with me to help me achieve them.17 Additionally, faculty and staff trust me. They continually offer opportunities to be part of campus-wide conversations. My voice matters and I truly make a difference. Whether it’s living in one of many living-learning communities, leading an alternative Spring break trip, or participating in a campus-committee, I can see the positive results from my engagement within the community.5 Staff continually work to develop me into a better person and encourage me to become an ethical and values-oriented leader. Additionally, I learned by becoming involved.1 I participated in service-learning, became a RA, and even worked as a writing tutor. By my involvement across campus, I formed relationships with a diverse range of people. I walk across campus and people wave and say hello to me. St. Ignatius is a safe, secure, and welcoming community. Our community comes together with a sense of purpose that is guided by our Jesuit living mission and values.18 From all the opportunities here I campus, I found my place. I found my place, a place where I belonged. And you will too. I invite you to join the community at St. Ignatius and find a University that provides a world-renown holistic education that truly develops students to go forth and set the world on fire. Sincerely, Shelly
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