READI Impact Report

IMPACT REPORT OFFICE OF INSTITUTIONAL DIVERSITY, EQUITY, AND INCLUSION

OFFICE OF INSTITUTIONAL DIVERSIT Y EQUIT Y AND INCLUSION

R E A D I I M PA C T R E P O R T

“

A M ESSAG E FROM OU R CHIEF DIVERSITY OFFICER

Friends and colleagues,

Diversity, Equity, and Inclusion is not something we do; it is who we are.

It is with deep gratitude and great pride that I share this inaugural Impact Report.

In just a few short years, our university community has made remarkable progress—laying a strong foundation, building bridges across our differences, and fostering spaces where members of the community are seen, heard and valued.

These achievements are a testament not only to our collective effort, but to our Jesuit Catholic values rooted in human dignity, the pursuit of justice, and care for the whole person (cura personalis).

The work of diversity, equity, inclusion, and belonging is not separate from our identity—it is a powerful expression of who we are. In a world often marked by division, our commitment to inclusive excellence calls us to lead with courage and compassion, to form individuals who are not only for others but with others.

This work is not always easy. It requires resilience, humility, and hope. And yet, as this report shows, the impact is undeniable—and growing.

As we look ahead, may we stay grounded in our values, energized by our progress, and unwavering in our pursuit of a more just and inclusive campus. The journey continues, and each of us has a role to play.

With gratitude and resolve,

Dominique Jordan Turner Chief Diversity Officer and Inaugural Vice President Institutional Diversity, Equity, and Inclusion

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O F F I C E O F I N S T I T U T I O N A L D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N

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THE MISSION O F L OYO L A . . .

...IS ENHANCED

BY OUR WOR K.

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

As a Jesuit Catholic University, the work of diversity, equity, inclusion and belonging is deeply interwoven into our mission as we embrace our commitment to justice, compassion, and holistic education. Grounded in the Jesuit principle of cura personalis, or care for the whole person, our initiatives strive to create inclusive environments where every individual is recognized and valued.

To foster a human-centered culture of belonging, the Office of Institutional Diversity, Equity, and Inclusion (OIDEI) serves as vocal advocates, engaged allies, and collaborative change agents. We empower faculty, staff, and leadership to champion inclusive excellence by connecting, consulting, coaching, and capacity building in support of igniting our students’ full human potential.

A sustained commitment to diversity, equity, inclusion, and belonging efforts demonstrates alignment with our Jesuit Catholic values and institutional mission. Ultimately, our work promotes Loyola’s reputation as a welcoming, inclusive place to learn and work.

STU DE NT SUCCESS IS AT THE T H E FO U N DAT I O N O F O U R WO R K .

Diversity, equity, inclusion, and belonging is grounded in our Jesuit identity and ways of proceeding.

CENTER OF OUR MISSION.

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INSTITUTIONALIZING THE WORK

O U R S T R AT E G I C P R I O R I T I E S

Racial justice, equity, accessibility, diversity and inclusive excellence (READI) form the backbone of our practices. Our READI framework acknowledges the pluralistic nature of our faculty, staff, and student population. As we seek to institutionalize this work, we recognize that we can’t do it alone. A multipronged strategy coupled with resources and support networks allows us to have collective impact.

OIDEI is focused on five strategic priorities. These priorities align with our belief that the purpose and goals of diversity, equity, inclusion, and belonging are people focused—it’s why the work matters. Our strategic plan is designed to provide the greatest impact among our faculty, staff, and leadership because we know that investing in faculty and staff leads to better student outcomes and academic excellence. On the following pages, we focus in detail on the three priorities directly within OIDEI’s sphere of influence: Learning & Development, Culture & Climate, and Structures & Systems.

CONSULTED + INFORMED

RESPONSIBLE + ACCOUNTABLE

OIDEI owns these strategic priorities to guide faculty, staff, and leadership

1 R E A D I A DV I S O RY B OA R D A leadership group created to advise, support, and champion the strategic plan, priorities, and tactics that lead to diversity, equity, inclusion, and belonging.

R E A D I I M PAC T AWA R D S Annual awards given to departments or units that demonstrate a commitment to our mission and vision.

R E A D I CO M M U N I T Y O F P R AC T I C E

R E A D I N E WS L E T T E R

A group of leaders responsible for advancing inclusive excellence goals for their respective unit who come together to share knowledge, improve skills, and seek collective impact.

A monthly communication to our broader community to share updates, increase awareness of efforts across campus, celebrate our impact, and ultimately enhance alignment of efforts.

R E A D I COAC H E S Faculty members who serve as leaders, experts, and internal consultants to advance the university’s mission and inclusive excellence goals.

R E A D I I N N OVAT I O N F U N D A fund created to invest in innovative initiatives aligned with our mission and values.

Learning & Development

D E V E LO P M E N T S E R I E S A four-part learning series that support faculty and staff in better understanding and incorporating the values of diversity, equity, inclusion, and belonging.

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Culture & Climate

Structures & Systems

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Recruitment & Retention

Scholarship & Teaching

P R I O R I T Y 1: LEARNING & DEVELOPMENT We provide ongoing learning and educational opportunities to equip our faculty, staff, and leadership with the knowledge and skills to be able to fully engage and function across differences in an increasingly pluralistic society.

PROGRAM

ACTION

IMPACT

READI Professional Development Series

Designed and launched a professional development series using the READI framework

Reached 250+ faculty/staff through 48 sessions on 3 campuses.

Unit-Level Customized READI Professional Development

Delivered customized professional development to units across Loyola.

Reached 450+ faculty and staff through 12 sessions in 10 units.

Courageous Conversations Series

Launched a series of online discussions for Loyola faculty and staff to create a space for building community and belonging.

Reached 150+ faculty and staff through 7 sessions.

READI Coach Program

In partnership with the Office of Faculty Affairs, established a cadre of READI Coaches to further inclusive excellence goals.

Hired 7 READI coaches who trained 400+ faculty on inclusive faculty hiring strategies.

READI Connect Community

Established an online group of faculty and staff members who identify as advocates and ambassadors for diversity, equity, inclusion, and belonging.

Connected a network of over 350 faculty and staff DEI advocates to advance our institutional commitment to inclusive excellence.

READI PROFESSIONAL R E A D I CO N N E C T CO M M U N I T Y A group of faculty and staff members who identify as advocates and ambassadors for diversity, equity, inclusion, and belonging.

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OIDEI prepares and supports faculty, staff, and leadership within their individual units

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PRIORIT Y 2: C U LT U R E & C L I M AT E

PR I O R IT Y 3: STRUC TU R ES & SYSTE MS

We proactively foster an inclusive and welcoming campus climate for all students, staff, and faculty to live out more fully our

We ensure that our institutional structures, policies, and procedures promote equity and inclusion for all members of our community.

institutional commitment to social justice and care for the whole person.

We will seek to remove unjust barriers that prevent the institution from realizing its commitment to inclusive excellence.

PROGRAM

ACTION

IMPACT

PROGRAM

ACTION

IMPACT

Signature Events

Curated experiences designed to transition our university from reflection to action in creating a human-centered culture of belonging.

Hosted 12 events and co-sponsored 6 events that brought faculty, staff, and students together to create community.

READI Innovation Fund

Solicited innovative project ideas from the community and provided seed funding to sustain and grow these efforts.

Provided grant funding for 4 innovative DEI projects at Loyola.

Community of Practice

Established a community of faculty and staff with the goal of institutionalizing the work across all campuses.

Trained 53 faculty and staff to execute the institutional vision for inclusive excellence at the unit level.

READI Advisory Board

Affinity Groups

Launched a variety of brave spaces that offer an opportunity to build community, increase sense of belonging, and break down silos.

Reached 300 faculty and staff through 7 affinity groups.

Data-Informed Decision-Making

Established a process to ensure that leaders can reflect on unit-level data for continuous improvement and goal setting.

Supported 7 units in reflecting on data for continuous improvement and goal setting.

READI Newsletter

Sent monthly university-wide communication from an equitable lens sharing updates and offering opportunities for engagement.

Published 25 issues with an open rate of 49 percent.

DEI Committees

Offered coaching and consulting to current and growing unit-level DEI committees.

Supported 14 units in establishing or restructuring their committees.

Campus Climate Survey

Partnered with the Office of Institutional Effectiveness and the Climate Survey Working Group to establish and publicize Loyola’s first regularly scheduled campus-wide climate survey for faculty, staff, and students.

The Rankin Climate Survey was launched in March 2025 and exceeded expected response rates for faculty and staff.

DEI Strategic Plans

Provided guidance on assessing unit needs and using racial justice examen reports to inform strategic plans.

Supported 10 units in incorporating DEI into their strategic plans

READI Impact Awards

Celebrated and provided recognition through annual awards to those doing impactful work at Loyola.

Recognized 12 units and 14 teams for their impact.

University Committee Representation

Brought an equity-minded lens to structures and systems change through committee participation.

Placed members of our team on 7 committees across Loyola.

Belonging Dialogues

Gathered university leaders and administrators to create a definition unique to the University.

Established a series of dialogues to create a shared definition of belonging.

Established a board of advisors among faculty, staff, and administrators at Loyola to oversee our work and hold us accountable to meeting our goals.

Presented progress toward goals through a quarterly review with a 20 member board.

“

The world is changing, and so are our students. We must change with them, and that change requires us to build inclusive educational environments that make students feel seen, heard, and valued.

Dr. Johnnetta Cole

FORMER DIRECTOR, SMITHSONIAN INSTITUTION

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O F F I C E O F I N S T I T U T I O N A L D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N

FA C U LT Y/ S TA F F A F F I N I T Y G R O U P S

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READI PROFESSIONAL DEVELOPMENT SERIES Since we launched the READI Professional Development Series in summer 2023, participants have explored definitions and terminology, identity and intersectionality, and compassionate listening and inclusion, and assessed the landscape for tangible actions to create belonging at Loyola through reflection, group discussion, and experiential activities.

Alongside offering regular sessions to all faculty and staff (READI 101–READI 401), we also work with individual units to assess needs and provide customized READI content.

Research shows that employees’ sense of belonging directly influences retention and job satisfaction.

OIDEI believes in the power of Loyola’s faculty and staff to break down institutional silos, build community across campuses, and traverse bridges across difference.

Launched by our office, faculty and staff affinity groups help to achieve these goals by creating space for professional development, deepening colleague

Current Affinity Groups ADMINISTRATIVE SUPPORT Rachel Guy, rguy1@LUC.edu, or Suzan Cibulskis,

From DEI to READI: Loyola University Chicago

Cory Barnes, cbarnes9@LUC.edu

by our faculty and staff colleagues across Loyola. Affinity

Bizzy Stephenson, estephenson@LUC.edu

CUSTOM Our Roles in DEIB and What We Do about It

groups help to achieve our collective goals of increasing for like-minded individuals and allies to connect.

Affinity groups proudly promote inclusion and

a sense of belonging at Loyola University Chicago.

They are open to all Loyola faculty and staff who support the mission and vision of the group.

I NTE R E STE D I N STAR TI N G A G R O U P ?

If you’d like to launch an affinity group for Loyola faculty and/or staff, contact us at institutionaldiversity@LUC.edu.

Thriving in Difficult Conversations

BLACK FACULTY & STAFF

EARLY-CAREER PROFESSIONALS

inclusion and feelings of belonging by offering a space

Understanding Identity & Identity Intersections

scibuls@LUC.edu

relationships, and tackling shared challenges—all driven

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O F F I C E O F I N S T I T U T I O N A L D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N

JEWISH FACULTY, STAFF, & ALLIES Laurence Bolotin, lbolotin@LUC.edu

LA LOYOLA: LATINE FACULTY & STAFF Wendolyn Gomez, wgomez2@LUC.edu

MINDFULNESS & MEDITATION Dianna Stencel, dstence@LUC.edu, or Christopher Dickman, cdickman@LUC.edu

PRIDE NETWORK Cami Christopulos, cchristopulos@LUC.edu

READI PD Customized to Individual Units

700+ 60+ 2x 97% 4 REACHED

SESSIONS

MORE CONFIDENCE

POSITIVE RECOMMENDATIONS

CAMPUSES

The READI professional

With the success

Those who participated in

An overwhelming

READI PD has

development

of these sessions,

the entire READI Series were

majority of

offered sessions on

participant network

we’ve expanded

twice as likely to indicate

participants who

all four campuses:

has been steadily

the offerings to all

confidence in Loyola’s

completed the series

Health Science,

expanding every

campuses and added

commitment to diversity,

say they would

Lakeshore, the

semester through word

expert facilitators to

equity, and inclusion.

recommend it to

Rome Center. and

of mouth and full-unit

handle the increased

This was especially true for

other faculty and

Water Tower.

sessions.

capacity.

faculty and staff of color.

staff at Loyola.

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O F F I C E O F I N S T I T U T I O N A L D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N

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S I G N AT U R E E V E N T S

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2024 D I V E R S IT Y S N AP S H OT What would diversity at Loyola look like if we had 100 students?

We host various events each year to foster community and capacity building.

Below are some of the notable leaders we have invited to inspire and educate our community of faculty, staff, and students.

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47

15

Graduate

White

Pell Recipient

23

13 Asian

12

FirstGeneration

10

Part-Time

8

3

Hispanic/Latine

Black

International

Undergraduate Student Outcomes: 10-Year Average Research highlights the importance of looking at data for specific identity groups in order to observe inequities in outcomes. The institutional data below shows retention and graduation rates at Loyola disaggregated by race/ethnicity, Pell recipient status, and first-generation college student status. Groups of students whose outcomes fall below that of the University as a whole are experiencing equity gaps. Our mission is to reduce barriers for these students, who have been historically marginalized in the United States, to close equity gaps in retention and graduation rates.

MARC LAMONT HILL Black History Month Reception 2025 Journalist, Scholar, and Activist

DAMON WILLIAMS Kick-off Celebration 2024 Author of Strategic Diversity Leadership

One-Year Retention Rate

Six-Year Graduation Rate

Four-Year (On-Time) Graduation Rate

84%

74%

67%

Asian

87%

76%

69%

Hispanic/Latine

79%

66%

57%

Black/African American

77%

62%

52%

First-Generation

78%

66%

59%

Pell Recipent

79%

68%

61%

NIKKI GIOVANNI Black History Month Reception 2024 Renowned Poet, Activist, and Educator

All Loyola Undergraduates DISAGGREGATED BY GROUP

TARA JAYE FRANK Winter Summit 2024 Author of The Waymakers

ROBERT LIVINGSTON Kick-off Celebration 2022 Author of The Conversation

XAVIER RAMEY Winter Summit 2023 CEO of Justice Informed

Note: Retention rate shown is the 10-year average (Class of 2018 through Class of 2027); Graduation rate shown is the five-year average (Class of 2018 through Class of 2022) Source: Office of Institutional Effectiveness Enrollment, Retention, and Graduation rates dashboards

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HIGHLIGHTING EXEMPLARS AT L OYO L A Schools and colleges at Loyola that focus on inclusive excellence are improving student outcomes.

Research in higher education has shown significant

With diversity, equity, and inclusion under attack at higher-

One-Year Retention Rate

Six-Year Graduation Rate

not only fostering the feeling of belonging campus-wide, but

SES

LOYOLA

SES

LOYOLA

88%

84%

80%

74%

Hispanic/Latine

88%

79%

76%

66%

Black/African American

100%

77%

100%

62%

84%

79%

70%

68%

also tying it to tangible measurable outcomes like retention, persistence, and graduation rates.

All Undergraduates

Through this work, we hope to provide a process and

educational benefits for students who participate in certain

framework for other units at Loyola to leverage existing

high-impact practices. This is especially true for those from

resources and high-impact practices to address frequently

groups that have been historically underrepresented in

overlooked inequities in student outcomes and bolster student

higher education.

success throughout the college experience, supporting our

We explored the unique approach of schools at Loyola

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HIGHLIGHTING EXEMPLARS S C H O O L O F E N V I R O N M E N TA L S U S TA I N A B I L I T Y

education institutions, we want to highlight the importance of

DISAGGREGATED BY GROUP

faculty and staff throughout the journey.

who are using high-impact practices to purposefully

Several schools are intentionally creating impact for

influence student outcomes through socioemotional,

historically marginalized students at Loyola. In the following

academic, or financial interventions.

pages, we highlight two schools as exemplars in this work.

This should be especially insightful to deans and program directors who share these goals, since research shows that students from historically underrepresented groups are typically less likely to experience these high-

Pell Recipent

impact practices.

After a 2024 school-level analysis of retention and

Source: Office of Institutional Effectiveness Retention and Graduation Rates dashboards

graduation patterns at Loyola revealed some promising trends, we explored these patterns and identified

High-Impact Practices at SES

certain schools within the University that consistently

SES has adopted several high-impact practices that have led to exemplary outcomes for students who hold marginalized identities.

showed higher-than-average retention and graduation rates, particularly for students from historically underrepresented groups.

Within these schools, Black and Hispanic/Latine students, Pell recipients, and first-generation college students were persisting at higher rates as well as successfully exiting programs on time at an unprecedented rate (80–100 percent), often exceeding those of majority group students.

Through a series of in-depth interviews with deans and DEI committee members, we were able to glean evidencebased high-impact practices that were put into place at these schools years ago, including establishing a cohort model, building community through summer camps and workshop weekends, creating community impact through partnerships with local organizations, and hiring for new roles focused on student engagement and retention.

Student-Facing Culture

Undergraduate Research Opportunities

•

•

SES culture emphasizes being highly available, approachable, and primarily in

“

the building.

•

Equity isn’t just about providing access to education; it’s about removing the barriers to success for all students, no matter their background.

Zaretta Hammond E D U C AT O R A N D A U T H O R

“

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O F F I C E O F I N S T I T U T I O N A L D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N

Empathetic, helpful faculty and staff who are excellent facilitators for students.

•

Offer semester-long undergraduate research projects with SES faculty.

•

Sponsored by SES Undergraduate Research Programs or LUROP funding.

•

Support an average of 42 projects per

Maintaining expectations that students

academic year plus summers. Several

are responsible for meeting faculty

projects are strategically placed within

halfway to ensure their own success.

BIPOC communities.

Paid Internships

Learning and Restoration Opportunities

•

•

Offer an alternative to student

Include summer field courses, Saturday

part-time jobs.

Restoration Days, and Weekend

•

Sponsored by SES gift funding.

workshops sponsored by SES.

•

Provide students with hands-on

•

opportunities that build skills, knowledge, and a sense of belonging.

•

Include external internships with SES partner institutions, and 100–150 internal internships at SES annually.

•

Use a cohort model to improve bonding.

Engage students in cocurricular activities and internships.

•

Explore factors contributing to a sense of belonging at SES.

•

Measure progress toward better student engagement, retention, and graduation rates.

Academic Advisors

•

Focused on first- and second-year students.

•

Provide early access to advising about SES courses.

•

Room and board sponsored by SES gift funding.

•

Student Engagement Managers

Hosted at Loyola’s Retreat & Ecology campus in Woodstock, Illinois.

•

New Roles That Improve Retention

Provide information about cocurricular opportunities.

•

Connect students to the student engagement manager.

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HIGHLIGHTING EXEMPLARS MARCELLA NIEHOFF SCHOOL OF NURSING Six-Year Graduation Rate

One-Year Retention Rate MNSON

LOYOLA

MNSON

LOYOLA

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HIGHLIGHTING EXEMPLARS R E C O M M E N D AT I O N S T O I M P R O V E STUDENT OUTCOMES The following is a list of high-impact practices that we compiled from our conversations with the deans of seven schools across Loyola. We encourage you to reflect on these as you engage in the strategic planning process in your school.

All Undergraduates

89%

84%

82%

74%

Recruitment •

DISAGGREGATED BY GROUP

Create opportunities

Data-Based Decision-Making

for schools to be able to

•

influence recruiting.

Hispanic/Latine

86%

79%

72%

66%

•

Enlish faculty and alumni as

•

enrollment ambassadors to

First-Generation

85%

87%

79%

78%

74%

80%

68%

66%

Source: Office of Institutional Effectiveness Retention & Graduation Rates Dashboard

•

•

High-Impact Practices at MNSON At the Marcella Niehoff School of Nursing (MNSON),

•

admissions process

alternate sources of revenue

(with GPA cutoffs) with

for scholarship funding.

a holistic admissions

Create a centralized

process that considers

Track individual student

Work with the Dual Credit

who receive a D or an F or

funding opportunities.

Office to expand to more CPS

withdraw and intervene

schools.

with faculty when

Work with the Financial

necessary.

•

scholarships for more CPS

improvement model

students.

where faculty adapt

Strengthen district

teaching practices based

partnerships through

on what is working.

•

Work with the Office of

Develop the doctoral student

Institutional Effectiveness

to faculty pipeline.

to examine current

introduced new roles aimed at enhancing retention and

support and success strategies. One core approach is

engagement. Peer mentors provide guidance and build

data trends and build

the intrusive advising model, which proactively

community among students, while Learning & Retention

prediction models.

engages students through both faculty and staff

specialists offer targeted academic support and

advisors. These advisors build strong, personal

intervention strategies. These roles are integral to

relationships with students, offering tailored guidance

fostering a culture of persistence and achievement.

In addition, MNSON is committed to offering

serve as crucial liaisons between faculty and students,

structured professional development programs that

ensuring clear communication and support across all

prepare students for leadership within the healthcare

aspects of the educational experience.

sector. The Seminars for Success series equips

Another vital component of MNSON’s support system

students with essential academic and professional

factors other than GPA.

•

•

Increase schools’ autonomy in the admissions process.

Advising Enable schools to make contact with first- and

Adopt a continuous

high-impact practices are deeply embedded in student

throughout their academic journey. Staff advisors also

•

regularly updated with new

institutional investments.

In response to evolving student needs, MNSON has

donors, and partners to find

scholarship database

•

Replace the centralized

analyst on staff.

Track the rate of students

Aid Office to establish

•

•

Consult with financial aid,

intervention.

Schools.

Pell Recipient

Admissions

•

Have a dedicated data

progress for timely

recruit within Chicago Public

Financial Support

second-year students so they have the opportunity to specialize earlier.

•

Have a dedicated retention specialist on staff.

“

Culturally relevant pedagogy is about allowing students to recognize themselves in the curriculum, thereby creating a sense of belonging and possibility.

is the integration of alumni mentors and supplemental

skills, while the Leadership Development Program

instructors. Alumni provide students with insights into

cultivates emerging leaders. The Inclusive Excellence

the nursing profession and real-world advice, helping to

Student Council, guided by a faculty mentor, also plays

Dr. Gloria Ladson-Billings

bridge the gap between classroom learning and professional

a key role in promoting equity and belonging through

E D U C AT I O N A L T H E O R I S T

practice. Supplemental instructors—students who have

diverse programming and initiatives.

previously excelled in challenging courses—are

A combination of these high-impact practices has

employed to tutor peers currently enrolled in those

contributed to higher-than-average retention and

courses. This peer-to-peer model reinforces learning

graduation rates for Latine, first-generation, and Pell

and builds a collaborative academic environment.

students.

“

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O F F I C E O F I N S T I T U T I O N A L D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N

R E A D I I M PA C T R E P O R T

R E AD I COACH E S The READI Coach Program was created to help us expand and institutionalize our collective commitment to diversity, equity, inclusion, and belonging.

The program enables existing faculty to serve as a resource for institutional leaders looking to amplify and execute their strategic inclusive excellence goals.

In partnership with OIDEI and the Office of the Provost, READI coaches serve as leaders, experts, and internal consultants to advance the University’s mission and strategic goals. They deliver Learning & Development workshops to promote diversity, equity, inclusion, and belonging, serve as diversity advocates on hiring committees, and act as consultants for departments and units committed to these values. This role was created to be proactive in attracting diverse talent and also to ensure that the culture, climate, policies, and practices reflect our institutional commitment to inclusive excellence.

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MEET THE TEAM Meet the 2024–2025 READI Coaches BROOK ABEGAZ ALMA BEGICEVIC JOSE CASTELLANOS SARAH CULLEN FULLER BRIAN KELLY TANIA LUMA Faculty Director tavis jules

READI coaches trained more than 400 faculty members on inclusive hiring strategies to assist them in being efficient and effective in conducting faculty hires.

Behind every milestone in this year’s impact report is a small but mighty team whose dedication proves that big change doesn’t require big numbers—just bold vision and unwavering commitment.

The OIDEI team’s passion, expertise and collaboration across campus drive meaningful progress, showing that when people come together with purpose, even the smallest group can spark lasting transformation.

This team leads with an eye toward impact while embracing joy along the way.

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The OIDEI Team NAYANTARA ABRAHAM RACHEL GUY MARSHAWN RAZOR ISABEL TAMAS DOMINIQUE JORDAN TURNER

Never doubt that a small group of thoughtful committed individuals can change the world.

In fact, it’s the only thing that ever has.

Margaret Mead

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O F F I C E O F I N S T I T U T I O N A L D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N

A M E R I C A N C U LT U R A L ANTHROPOLOGIST AND AUTHOR

O F F I C E O F I N S T I T U T I O N A L D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N LEWIS TOWERS, W TC 111 E PEARSON ST., STE. 416 CHICAGO, IL 60611

312-915-6231

LUC.edu/diversityandinclusion

institutionaldiversity@LUC.edu

@loyoladiversity