2019-2020 | LOYOLA UNIVERSITY MARYLAND
A calendar, planner, and services handbook for the Loyola graduate student
Contents Page Table of Contents………………………………………………………………………… 2 Welcome from Graduate Student Services………………………………………………... 3 Welcome from the Graduate Student Organization………………………………………. 4 Welcome Back to Baltimore Event…………….………………………………………….. 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 (Recreational Sports)…………………………………………… 23 Graduate Student Organization (GSO) Meet and Compete Event…………………………. 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 Commitee)……………. 30 Records Office……………………………………………………………………………… 31 Student Support and Wellness Promotion………………………………………………….. 32 Study Area: The Study……………………………………………………………………… 33 Technology (Student Technology Center)………………………………………………….. 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.
Dear Graduate Students, Welcome to the eleventh edition of the Graduate Planner and Services Handbook, updated for the 2019-2020 academic year, and now bigger than ever in an 8.5” x 11” format. All of the content herein has been assembled with you in mind. We want you to feel welcome, and to be reminded that, as a graduate student at Loyola, you matter. You may have completed your last degree only months ago, here at Loyola, or perhaps it has been decades since you last attended a college or university. Regardless, we recognize that graduate study will be likely be a time of increased focus for you: time becomes more precious as you devote resources to the attainment of a degree that will advance you professionally. You may be challenged to effectively balance time between academics, career, family, or other relationships. Perhaps you need to acclimate to a new housing situation, a new academic discipline, new expectations, or even a new country. While graduate study can often feel like a solitary endeavor, please know that you are not alone. You will find many resources within this handbook to help you succeed academically, to feel more a part of Loyola, and to help you know “where to go for what.” Whether you are new, or continuing at the university, please also consider this publication to be your invitation to visit or contact any of the departments listed within. I particularly encourage you to participate in one or more events sponsored by the Graduate Student Organization (GSO) this year. As a graduate student, you are already a member of the GSO, and are welcome at any of its programs. Please visit www.loyola.edu/gso for more information, or www.loyola.edu/gradfriday for upcoming events. All the best to you this year! Sincerely,
Mark Lee Director, Technology and Graduate Student Services email@example.com www.loyola.edu/gradstudents
Join us for a graduate student event this year!
Whether it’s a happy hour, a paint night, a ball game, a cooking class, or a service project, we’re always looking for ideas that would be of interest to our fellow graduate students. Join our programming board, and you can attend paid events for free! Meet once a month.
Find us on Facebook: Loyola University Maryland Graduate Student OrganizaƟon www.loyola.edu/gso www.loyola.edu/gradfriday
University of Baltimore Angelos Law Center
About us: Graduate Students • • • • •
Fall 2018 Enrollment: 1766 75 percent of us are part-time students About 72 percent of us are female Over 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 Hearing Sciences Theology Kodály Music Education Educational Technology
Montessori Education Psychology Finance Emerging Leaders MBA School Counseling Cyber Security Certificate
Distribution of graduate students by college:
Sellinger School of Business and Management
47% School of Education
Headcounts include graduate students in Master’s and Doctoral degree programs
Graduate Centerâ€”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 Business Park, a 10 minute walk - The MTA CityLink RED drops at Timonium Rd. & Greeenspring Dr. - See mtamaryland.gov for more information.
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: • • •
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 only available during the academic year and is restricted to Monday through Friday, 6 a.m. to 10 p.m. • 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, firstname.lastname@example.org 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.
ALANA Services (African, Latino, 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: • Academic counseling and support • Identity development groups such as MAN2MAN and Sister to Sister • Books and magazines centered around the interests of ALANA students in the Center for Intercultural Engagement and Library • Annual multicultural programming • Meaningful dialogue and reflection about multicultural issues and diversity • 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 email@example.com www.loyola.edu/alana
Loyola Greyhounds Athletics
For schedule information visit our website www.loyolagreyhounds.com
Loyola Athletics competes at the NCAA Division I level as part of the Patriot League in 18 sports: Men’s Soccer
Men’s Basketball Men’s Lacrosse
Women’s Basketball Women’s Lacrosse
Men’s Swimming & Diving
Women’s Swimming & Diving
Men’s Cross Country Men’s Tennis Men’s Golf
Women’s Indoor Track & Field
Women’s Cross Country Women’s Tennis
Women’s Outdoor Track & Field
Tickets are required for men’s and women’s soccer, basketball and lacrosse. Check the website for ticket prices and availability. Graduate students may receive one complimentary ticket to a game at the box office on weekdays or on gamedays. Box Office is located in the DeChiaro College Center. Hours are 11 a.m. – 7 p.m. weekdays during the academic year Soccer and lacrosse home games are at the Ridley Athletic Complex. Basketball home games are at Reitz Arena. Season Tickets are available for soccer, basketball and lacrosse.
Check the website at www.loyolagreyhounds.com/tickets for more information.
GO GREYHOUNDS! 13
September 15 December 6 January 24
Ecumenical Evening Prayer (Evensong) First Thursday of every month at 5pm: Chapel
Connecting Campus + Community for a more just and equitable world Students, faculty and community partners are invited to connect through: •
Academic Service-Learning Courses Community Development Initiatives
Research and Scholarship
Service and Volunteerism
Advocacy, Civic Engagement and Justice Programs Visit us online to learn more or pop our offices between 9-5pm weekdays: Humanities Building, Suite 142
(adjacent the Diane Geppi-Aikens Field)
4501 North Charles Street Baltimore, MD 21210
York Road Initiative Annex (small building with the green awning)
5104 York Road Baltimore, MD 21212
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. In fact, it’s not surprising that many graduate students find themselves at times feeling anxious, overwhelmed or depressed. It takes 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 free and confidential, short-term individual counseling for full-time graduate students. Individual counseling may occur on a weekly or bi-weekly basis. For graduate students who may benefit from longer-term therapy and/or are enrolled in on-line programs, the Counseling Center can assist with our comprehensive referral services to help you connect with therapists and other resources in your community. Group counseling is also available to all graduate students who are able to attend the weekly meetings that are held at the Evergreen campus (Baltimore). Weekly group sessions, often continuing throughout the academic year, bring together five to eight students with shared concerns. Led by one or two counselors, group sessions last 60-90 minutes and offer opportunities to talk confidentially about your concerns; share them with others who have similar challenges; receive support from group members and counselors; and learn alternative ways of looking at personal problems. Some groups that are available include Understanding Self and Others, Balance: A Support Group for Graduate Students of Color, and In, Out, & In Between. Please check out our Group Counseling page for more information (www.loyola.edu/groupcounseling). Counseling Center staff can provide workshops to groups of graduate students as requested. Examples include stress management, coping with work-life balance, and overcoming academic demands. We also offer a wide array of information, including suggestions that are designed specifically for graduate students, and self-guided interventions on our website (www.loyola.edu/counselingcenter) - the most popular of which include a self-assessment and our Relaxation and Meditation pages. Check it out! We are staffed by licensed clinicians and post-doctoral fellows. Graduate students may make an appointment for an initial consultation that ranges from one to three sessions 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. You may not even be sure what’s causing you to experience the feelings you are having—and that’s OK. We can work together to identify the issues you are facing and develop a plan to address them. To make an appointment to meet with Counseling Center staff, call (410) 617-CARE (2273), Monday-Friday, 8:30 a.m. to 5:00 p.m. No appointments are needed if you are experiencing a personal psychological emergency. The Counseling Center is located on the Evergreen campus in Humanities Center 150. If it is an emergency, after hours or on weekends, please call the Office of Public Safety at 410-617-5911.
Work-Life Balance in Graduate School Being a graduate student comes with a lot of responsibilities. You have classes, assignments, and exams to prepare for. Sometimes, you may even have clinical rotations to be involved in. However, being a graduate student is not your only identity or thing that you are involved with. 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. As graduate students, there seems to be so much to do with so little time to do it in. Learning how to balance the multiple responsibilities while in graduate school 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 a work-life balance. Work-Life Balance Considerations: 1. 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 and plans 2. Self-Care Plans • Be intentional about activities that either you calm you or energize you • Example: Reading for leisure, listening to music, deep breathing exercises, qui et time, unplug from social media, or fitness • Work to incorporate one self-care activity per week 3. Have conversations with family and friends about this phase of your life • It is important to share with family and friend about what you are involved in and how support can be shown for you 4. • • •
Plan for the week AND for the weekend Be mindful about having fun and enjoyable activities planned for the weekend Think about the possibilities about boundaries for the work week and weekend If work needs to carry into the weekend, be intentional about time management and self-care
5. Do some inventory of your responsibilities • Take a moment to review what responsibilities that you have, how you need to prioritize them, and what activities can you remove for a temporary time 6. Get connected and get support
• Know that support is available, both through on-campus resources and community resources, as graduate students. For more information, visit www.loyola.edu/counselingcenter
Disability Support Services Extends a Warm Welcome to New and Returning Graduate Students! □
Do you have a history of receiving disability-related accommodations at another college or on a job?
Do you have a chronic illness or a physical or mental health condition which may impact your ability to 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 require reasonable accommodations during graduate school. 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 at https://www.loyola.edu/department/dss/register. 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. 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. For more information or to schedule an appointment, please contact: Disability Support Services (410) 617-7380 / 2750 / 2062 firstname.lastname@example.org
Join us for our eleventh annual celebration in April, 2020! Details TBA
SUBMIT YOUR PRESENTATION or RSVP: www.loyola.edu/emergingscholars
OFFICE OF GRADUATE FINANCIAL AID
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 half‐time 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 email@example.com or 410‐617‐5020. 22
The Fitness and Aquatic Center www.loyola.edu/recsports 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: • • • • • • • • • • • • • •
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
GRADUATE FRIDAY @ the FAC
A free event featuring dinner, games, and (optional) friendly competition, especially for graduate students and their guests.
Bring your appetite and your game face! The whole family is welcome!
FRIDAY, SEPT. 20, 5:30 - 8:00 P.M.
FITNESS AND AQUATIC CENTER (THE FAC) EVERGREEN CAMPUS: FREE PARKING Register by Sept. 17 so that we may plan food appropriately.
REGISTER AT: www.loyola.edu/gradfriday Co-sponsored by your Graduate Student Organization and Graduate Student Services Missed this event? Visit the website for more “Grad Fridays!”
For all new graduate students, Congratulations and welcome! Our staff at the Student Health Center works hard to promote Healthy Hounds and hereâ€™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. Payment is with cash, check, or Evergreen only.
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
Loyola University Marylandâ€™s
OFF-CAMPUS HOUSING SERVICE
Student Housing Simplified
Do you need a roommate? Do you need a place to live? Visit www.loyola.edu/gradstudents/housing Start your search today at Places4Students.com! CONTACT US: firstname.lastname@example.org 1-866-766-0767 www.places4students.com
Ofϐice of International Student Services
The Of�ice of International Student Services (OISS) is committed to providing services and programs bene�icial to a culturally diverse academic environment that enhances the international student experience. OISS support the international student community from the time of admission to graduation and beyond, working closely with campus partners to ensure a smooth and successful transition to student life in the U.S.. 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 them to succeed in a diverse, global environment. Some of the services we provide include: new international student orientations, immigration and visa advising, academic support, personal counseling, employment assistance, trips and activities.
Services Provided by OISS:
F-1 Student Visa Immigration Advising and Support
International Student Orientation, Programs, Trips and Activities
Cultural Adjustment Support
Compliance with Federal Immigration Regulations
Campus Programs and Events
U.S. Taxes (Non-Resident Alien Taxes)
Legal Issues and Concerns
MD Driver’s License and MD Non-Driver IDs Assistance
Advocacy for International Students
There are international students from over 40 countries studying at Loyola! Countries Represented in Loyola’s International Student Population Bahamas Belize Bolivia Brazil Canada China Colombia Costa Rica Ethiopia France Germany Guatemala India Indonesia Ireland Jamaica Japan Malaysia Mexico Mongolia Myanmar Nepal Nicaragua
Nigeria Norway Panama Peru Philippines Russia Saint Lucia Saudi Arabia 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
www.lndl.org Need research help? www.lndl.org/help/ask-librarian Chat 24/7 ♦ 410.617.6801 ♦ Askemail@loyola.edu ♦ Visit the Help Desk ♦ Schedule an in-person or online consultation with a Research Librarian
See What the Library Has to Offer! 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 for subjects and courses Streaming media Dissertations and theses
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) Request books from our consortium schools and pick them up within a few days at LNDL or at the Columbia and Timonium Graduate Centers. You can r etur n books at all thr ee locations, too Pick up and drop off books in person at other USMAI libraries with your Loyola ID card LNDL can mail books and media items directly to off-campus students upon request Graduate students can check out books for four months and renew books online or by contacting the Help Desk at (410) 617-6801
What if we don’t have the item you need? Request books and articles via Interlibrary Loan – for free! Please allow delivery time of 1-2 days for articles and 5-8 days for books.
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.
See What the Library Has to Offer! USMAI Member Libraries LNDL shares our catalog with sixteen University System of Maryland and Affiliated Institutions (USMAI) Libraries. A complete list can be found at www.usmai.org/about-us/member-libraries.
Other Partner Libraries You can also visit the following non-USMAI libraries in person and check out books with your Loyola ID: Goucher College ♦ McDaniel College ♦ Maryland Institute College of Art ♦ Stevenson University
But Wait, There’s More! Come visit us for these additional resources:
The Innovation Station, a Makerspace with Virtual Reality, 3-D printers, a 3-D scanner, a digital sewing machine, a button-maker, a recording studio, and more! Digital Commons on the main level Collaborative work spaces and reservable group study rooms Permanent exhibit of the St. John’s Bible Accessible technology The Copyright Information Center
Library Hours For information about Library hours, visit www.lndl.org/about/hours. The library is open 24/7 during exams. 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.
The EducaĆ&#x;on for Life CommiĆŠee 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
Whatâ€™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.
Use Inside Loyola, https://inside.loyola.edu, WebAdvisor for Students to: Register for Classes Request a Transcript Place classes on your preferred sections list
View Class Schedule Review Degree Audit
Electronic or Paper Delivery
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: • Educational outreach • Assistance for students who exhibit significant emotional distress and
who seek cohesive and comprehensive support systems while they continue through school • Alcohol and other drug screenings for conduct-related sanctions • Collaborative wellness promotion efforts that focus on eight primary wellness
areas, including the: 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 32
The Study Academic support for Loyola graduate and undergraduate students •
Tutoring in select subjects online or in person Academic Success Workshops Time Management and OrganizaƟon Coaching
Quiet study space located on the quad
Jenkins Hall 3rd oor 410-617-2104 email@example.com www.loyola.edu/thestudy
TECHNOLOGY SERVICES Knott Hall 003, Evergreen Campus 410-617-5555 firstname.lastname@example.org 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 Lynda.com 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.
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 women in the Loyola community. -----------------------------------------------------------------------------------------------------------------------------------------------------------------
Seton Court 4504A (Evergreen Campus) www.loyola.edu/womenscenter -- email@example.com
Loyola Writing Center Peer Tutoring for Graduate Students
Make Your Appointment Today M
! 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 Loyolaâ€™s distance learning platform to accommodate grad students who canâ€™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
firstname.lastname@example.org | 410-617-5415 www.loyola.edu/department/writing-center
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
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.
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.
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
Attentiveness to their own experience and to others’
Trust in God’s direction of their lives
Respect for intellect and reason as tools for discovering truth
Skill in discerning the right course of action
A conviction that talents and knowledge were gifts to be used to help others
Flexibility and pragmatism in problem solving
A desire to find God working in all things.
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 Attentive 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
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 â€œWhen the heart is touched by direct experience, the mind may be challenged to change.â€? The key movement that begins this process of learning and change is paying attention. 2. Be
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.
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. Be
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 canâ€™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.
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.”
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.
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.
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 aloneâ€”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 Chicagoâ€™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
A calendar, planner, and services handbook for the Loyola graduate student
Published on Jul 18, 2019
A calendar, planner, and services handbook for the Loyola graduate student