Time and Depth for and with Loyola University Maryland: Reimagining the Undergraduate Curriculum
(VPAA letter to faculty, Sep 2015)

Criteria for a reimagined curriculum

1. Does the reimagined framework nurture an intentional and thoughtful relationship between students and the courses they are taking?
2. Is the reimagined framework nimble?
3. Can we develop a framework that values and creates time for extended, concentrated engagement within and across areas of study?
4. Can a reimagined curricular framework take intellectual development into account?

Process and Engagement Opportunities

Time & Depth			fall 14	Time & Depth for and with Loyola  (VPAA address)
Informal faculty conversation and discovery			spring 15	Big Questions on Time & Depth  (VPAA white paper)  Time & Depth Faculty Conversations (summary)  (summary, 3 pages)  Time & Depth Faculty Conversations (full notes)  (full notes, 24 pages)  National and Institutional Background  (Board of Trustees slides)
Reimagining: listening sessions			fall 15	Time/Depth for Gritty, Sticky Learning   (VPAA address)                                                              VPAA Charge to the Reimagining Team  (VPAA letter and examples)  Reimagining Team Response  Relationship to Shared Governance Listening Sessions Summary
Reimagining: drafting			spring 16	Elements of our current framework    Course requirements by major  (current framework)  Letter to Community                                 (from the Reimagining team)  Spring Listening Session: data analysis  Pressure Points on Current Curriculum (key data)  Draft Proposed Framework  (from the Reimagining team)   VPAA Note to Community   (preliminary notes and reflections on framework)
Academic Senate Inquiry and Deliberations			fall 16	Charge for an ad hoc committee of the Academic Senate  (adopted 10/25/16)  Nov 11 Faculty Assembly: The Future of Liberal Education  and Jesuit Education Panelists: Carolyn McNamara Barry (Psychology); Allen Brizee (Writing); John Conley, SJ (Philosophy/Theology); Ramon Goings (Educational Leadership); Lisa Scheifele (Biology); Norm Sedgley (Economics)  Faculty Assembly Presentation Dec 8 and 9, 2016  Faculty Comments from December Assemblies  Announcement of Committee Dec 19, 2016
Ad Hoc Reimagining Committee			spring 17	Faculty Assembly Presentation Jan 20, 2017  Faculty Assembly Presentation Feb 17, 2017  Guidelines for Proposals  Questions Posed by Committee to Departments  Departmental Responses to Questions
Institutional Research Data requested by ad hoc Reimagining Committee			spring 17	NSSE 2015 Student Perceptions  Degrees by Division vs. Benchmarks  (chart of data)  Classes of 2015/2016 Student Engagement Data  NSSE 2015 Loyola vs. Benchmarks  2017 Loyola Student Focus Groups on the Undergraduate Curriculum  Institutional Research Fact Book 2016  Reasons Given for Withdrawing from Loyola 2012-2016  Faculty, Student, and Alumni Perspectives on Mission and Core 2011  Admitted Student Survey 2014  Minor Counts 2012-2015  Average Language Courses Taken by Non-Language Students
Proposals			spring 17	Reimagining Proposals
Final Report			fall 17	ad hoc Committee on Reimagining the Undergraduate Curriculum Final Report for the Senate 9-5-17  ad hoc Committee on Reimagining the Undergraduate Curriculum Final Report Supplement Oct 31 2017

Resources and Entry Points

On pedagogy and student learning (e.g., high impact practices)

• Great Jobs, Great Lives: The 2014 Gallup Purdue Index Report, surveys more than 30,000 graduates across the country. One key finding is that regardless of college or university type, levels of engagement and “well-being” are influenced by such things as whether a student participated in some sort of experiential learning and whether they worked on a project that took a semester or more to complete.
• LEAP Initiative: Liberal Education and America’s Promise, American Association of Colleges & Universities (AAC&U)
• Student Learning & Faculty Research: Connecting Teaching and Scholarship, Teagle Foundation White Paper (2007)
• What Matters to Student Success: A Review in Literature, Kuh, Kinzie, Buckley, Bridges, Hayek, Commissioned Report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success  (2006)

On interdisciplinary inquiry

• How to Engage in Collaborative Curriculum Design to Foster Undergraduate Inquiry and Research in All Disciplines, Pukkila, DeCosmo, Swick, Arnold (2007)
• Innovations in Teaching & Learning, Interdisciplinary Undergraduate Education, The Council of Independent Colleges (CIC) (2015)

On the Jesuit education model today

• Some Characteristics of Jesuit Colleges and Universities: A Self-Evaluation Instrument, Association of Jesuit Colleges and Universities (AJCU, 2010)
• Depth, Universality, and Learned Ministry: Challenges to Jesuit Higher Education Today, Adolfo Nicholas, S.J. (2010)
• Themes of Jesuit Higher Education, Peter-Hans Kolvenbach, S.J. (1989)

On the liberal education model today

• How to Live Wisely, Richard J. Light, Chronicle of Higher Education (July 2015) 
• Lessons from the Wabash National Study of Liberal Arts Education, Ernest T Pascarella and Charles Blaich (2013)
• Catching the Wave: Energy and Renewal in Liberal Arts Education, program from the meeting of Phi Beta Kappa (PBK) and the American Conference of Academic Deans (ACAD) (2016)
• Not for Profit: Why Democracy Needs the Humanities, Martha Nussbaum (2010)
• Securing America’s Future: The Power of Liberal Arts Education, The Council of Independent Colleges (CIC) current campaign (2015).
• The State of the Humanities: Higher Education 2015, Humanities Indicators from the American Academy of Arts and Science (from: humanitiesindicators.org)

On the future of undergraduate education

• Progress and Prospects for the Reform of Undergraduate Education Today: Results from the Latest Survey of AAC&U Members, AAC&U (2016)
• College: What it Was, Is, and Should Be, Andrew Delbanco (2013)
• Inspector Bucket's Plan for Student Recruitment, Robert Weisbuch, Chronicle of Higher Education (2014) 
• Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why they Should be Learning More, Derek Bok (2008)