CONNECTIONS
I M PA C T R E P O R T 2 0 1 4 - 2 0 1 5
CENTER FOR EXPERIENTIAL LEARNING
Center for Experiential
Learning Mission
Advancing Loyola's Jesuit Catholic
mission of "expanding knowledge
in the service of humanity through
learning, justice, and faith," the
Center for Experiential Learning is an
undergraduate curriculum center that
collaborates with community, staff,
and faculty partners as co-educators,
to coordinate, develop, support, and
implement academic experiential
learning for students.
LETTER FROM
THE DIRECTOR
Several years ago, while visiting Loyola students at the UCA
in El Salvador, I found myself sitting across from Fr. Dean
Brackley, S.J. After he asked about my work at Loyola, I
explained I am the Director of Experiential Learning and his
eyes lit up: That is very important work it is at the heart
of a Jesuit education. I am reminded of his famous words
quoted below challenging us to walk with others in life
and accompany them in solidarity. His challenge for higher
education to connect students to the social reality to
understand the real world remains: Catholic education
should help students discover their vocation in life above
all, their vocation to love and serve. (Higher Standards, 2006).
CO N T E N T S
2 3 Service-Learning
4 5 Academic Internships
6 7 ePortfolio Program
8 9 Community Partnerships
10 11 Student Engagement around Chicago
Just as the L connects the city of Chicago, the work of
the Center for Experiential Learning contributes to this
goal of higher education by serving as a connector.
Connecting students to experiential learning courses and
opportunities in the community, connecting faculty to new
ways of teaching through engaged learning, connecting
community-based organizations to capacity development
through partnership opportunities with Loyolaall of
these connections are demonstrated in this annual report.
Through engaging in undergraduate research, servicelearning, academic internships and learning portfolios,
students listen, let their hearts be broken, fall in love, and
get ruined for life in the reality of their learning.
The impact is clear: Loyola students learn more deeply,
faculty engage differently, and community partners
become co-educators. As the work of Center for
Experiential Learning continues to deepen at Loyola
University Chicago, students connect their learning to
new ideas grounded in reality a richer understanding of
social justice, new knowledge, well-developed skills, and
community-centered values to love and serve.
In service,
Patrick M. Green, Ed.D.
Director, Center for Experiential Learning
Clinical Instructor of Experiential Learning
12 13 Undergraduate Research
14 15 Undergraduate Research and
Engagement Symposium
16 17 Community-Engaged Academic
Internship Program
18 - 19 Social Justice Internship
20 - 21 Experiential Learning Faculty Fellows
Have the courage to listen.
Have the courage to receive.
Have the courage to let your heart be broken.
Have the courage to feel.
Have the courage to fall in love.
Have the courage to get ruined for life.
F R . D E A N B R A C K L E Y, S . J .
3
| IMPAC T REPORT 2014-2015
S E R V I C E - L E A R N I N G
I felt in touch with my community, and it
ignited a passion in me to want to do more for
the community in which I live in here in Chicago.
CONNECTING COURSE
CONTENT WITH
COMMUNITY EXPERIENCE
2453
Service-Learning at Loyola University Chicago is a credit-bearing
academic experience that invites students into our surrounding communities
in ways that stimulate their academic, civic, social, vocational, moral, ethical, and
spiritual growth and development while they contribute to the common good.
90
Each semester approximately 50 faculty members at Loyola facilitate servicelearning experiences with their students.
Exploring and connecting faith and service is important work for students at
percent
Loyola and is one example of how our students connect course content with
community experience. Through the Faith and Service Initiative, Theology students
examine faith narratives through history while participating in the ongoing stories
of congregations and their members through service-learning. Students observe
diverse forms of worship in congregations in Loyolas neighboring communities,
meet with clergy and lay leaders to better understand the connections between
faith and service, and participate in the service and ministry work of the
congregation in shelters, soup kitchens, and clothing centers and with senior
citizens, neighborhood children, and youth. Students seek to make and understand
connections between their own faith and
engagement in the world.
believe, making an important contribution
93
86
percent
percent
90
percent
92 90 9392
percent percent
90
92
percent percent
90%
of studentspercent
percent
agreed that the SL experience
created opportunities to
explore diversity
93
percent
percent
8693
percentpercent
86
86
percent
percent
93% of students were able
to learn about the broader
social context of the issues
they addressed through their
service experience
92% of students agreed that
they were able to have a positive
impact on the community
86% of students agree
that they are now better
equipped to solve problems in
community settings
Service-learning is making powerful
connections for Loyola students and, we
92
TOTA L S T U D E N T S
110, 550
TOTA L H O U R S
to the common good.
101
COURSES
31
D E PA R T M E N T S
I had never before experienced meeting people
like this. I had always sort of strayed away from those who
were homeless or looked like they were having trouble in
life; it made me uncomfortable, and I felt awkward. However,
meeting so many people at the Community Feast was
not awkward; it was enlightening.
I N T E R N S H I P S
ed in academi
Stu
de
nt
hip
ns
s with 545
52 % N O N - P R O F I T
15% G O V E R N M E N T
academic internship
classes in
33% F O R P R O F I T
artn
yp
ers
subject areas
integrates knowledge and theory learned in the classroom
with practical application and skill development in a
professional setting. Students receiving academic credit for
internships enroll in a course led by a faculty instructor, and
with community partners as co-educators, students learn by
doing in real world professional experiences and reflect upon
their learning in the coursework.
After receiving an offer to become an intern at PAWS
Chicago, a no-kill animal shelter, Lauren Rogers
(History 16) enrolled in an academic internship course.
Lauren was asked to reflect on her internship experiences
at PAWS through readings, class discussion, and reflective
assignments with themes around leadership, organization
theory, and civic professionalism:
It is so easy to get caught up in school, work, etc. and
not think about the significance of ones impact on the
community. Coming to a place like PAWS where the
animals depend on your work for a meaningful life is a
huge eye opener and helped me to become more humble,
compassionate and understanding . . . . PAWS has changed
me more than I have changed it. I have become a more
determined leader and a more passionate individual. I have
found purpose in my life that I never knew existed. I have
developed an importance of civic duty not only to the
Chicago community, but also to the world.
1,273 STUDENTS
ENROLLED IN ACADEMIC
INTERNSHIP COURSES
Academic internships foster experiential learning that
As a History major with minors in Journalism and
International Studies, Lauren explored how her internship
experiences connected with her academic studies. In Spring
2015, after consulting with her Faculty Mentor, Dr. Elliott
Gorn, Lauren was awarded a Loyola Undergraduate Research
Opportunities Program Provost Fellowship to research dog
fighting and abuse in Chicago, an issue she became more
interested in during her internship at PAWS Chicago.
Research is something I never thought about before PAWS.
I thought it was for scientists or chemists, certainly not
20-year-old girls majoring in History. However with the
help of my professor and Loyolas Undergraduate Research
program, a whole new world has been opened to me.
21
60%
of students enrolled in academic
internship courses were service interns at
non-profit or government agencies
I am more myself now than I was
before and I owe that all to PAWS and
this course. When everyone says that
you find yourself through the service
of others, I suppose they really do
know what they are talking about
I am a more passionate and dedicated
individual than I ever was before, and
now I finally have direction in my life.
LAUREN ROGERS, HISTORY 16
of students enrolled in academic
internship courses were receiving
compensation for their work
n it
32
co
m
m
u
195
CONNECTING
TO COMMUNITY
LEADERSHIP
c in
t
er
se
ag
ng
| IMPAC T REPORT 2014-2015
AC A D E M I C
P R O G R A M
CONNECTING
KNOWLEDGE, SKILLS
AND VALUES
The ePortfolio Peer Mentor team served over
4,000 students and 150 classes, and won the
Ignatian Spirit Award, given to a group of student
employees who exemplify qualities of teamwork
and show commitment to the Jesuit ideals.
Visit Justins
ePortfolio at:
HT TP://JUSTINHOCH.INFO
An ePortfolio (electronic portfolio) allows Loyola students
to demonstrate their knowledge, skills, and values through
a digital collection of their work. Loyola students begin building a
learning portfolio in their first year seminar course, and continue
documenting their learning and reflecting on their Loyola
experience. Students work culminates in a professional portfolio.
3,439
learning portfolios created by
students through academic and
co-curricular courses/programs
to facilitate intentional learning,
reflection, assessment, and
professional development
3,296
learning portfolios created by
students outside of a course or
program requirement
29,283
Developing an ePortfolio is a way to reflect upon ones
experience, articulate the takeaways from the experience, and
develop a new action plan for engaging the world in a more
responsible and just way ePortfolios are meant to be shared.
Sharing ones experiences of social justice and service through
an ePortfolio inspires others to think about their role in the
structures of society. J U S T I N H O C H , T H E O L O G Y 1 5
academic artifacts* uploaded to
course or program-based ePortfolios
*An artifact is a piece of evidence included in
an ePortfolio that demonstrates skills, abilities,
values, competencies, or knowledge.
In The Loyola Experience: A Four-Year Plan for Student Transformation, students have
the opportunity to achieve milestones and participate in key experiences during their
four years at Loyola University Chicago. The Center for Experiential learning facilitated
the Year 3 Engagement Key, focusing on the integration of a students engaged learning
course and co-curricular leadership experience through the creation of an ePortfolio.
Students earn an actual key embossed with Engagement and the Loyola logo.
50
students earned
the Year 3
Engagement Key
this year
7
| IMPAC T REPORT 2014-2015
e P O R T F O L I O
PA R T N E R S H I P S
of community partners had regular
conversations with students
about their learning.
93
CONNECTING
TO OUR NEIGHBORS
LIVED EXPERIENCES
700+
Mutually beneficial relationships lie at the heart of
the work of the Center for Experiential Learning, and
relationships with community partners form the backbone of
Loyola student learning off-campus. Students are able to expand
O R G A N I Z AT I O N S
their learning beyond the classroom through meaningful
interactions with organizational staff and clients, highlighting
hosted Loyola students for
academic internships and servicelearning placements.
the fact that everyone is both teacher and learner. As students
help build capacity of our partner organizations, they have the
opportunity to apply their learning to real-world situations and
connect it to the lived experiences of their neighbors.
The Loyola students weve had
here in the past year show strong
dedication and conscientiousness
which results in higher morale and
output for our organization
their organization
t
a
nts
de
96%
h th
w it
e work of Loy
o
l
as
tu
Out of all of the college volunteers we have,
I always feel like the students from Loyola
are here because of their mission-driven
passion to serve others. This is an enormous,
intangible benefit to the work we do.
isfied or very s
a
sat
t
isf
re
i
Seeing our younger generation
volunteer their time to the
organization is inspirational.
ommunity
% of c
par
96
tn
er
sa
of community partners
indicated that Loyola students
contributed to the building of
organizational capacity, such
as expanding volunteer pools and
developing or expanding services
and programs.
ed
96%
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CO M M U N I T Y
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E NETN T E N G A G E M E N T
E N G AG E M E N T
UDN CDH ICC H
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EXPERIENTIAL LEARNING
4
5
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Skokie Public Library
1 Service-Learning student
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Misericordia Heart of Mercy
!!! !!
7 Internships and 38 Service-Learning students !
Internship Sites
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United Church of Rogers Park
5 Service-Learning students
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50 or more students
! ! !!! !!!!
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1-2 students
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Service-Learning Sites
North Park Village Nature Center
2 Internships and 7 Service-Learning students
50 or more students
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Kartemquin Films
1 Internship
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Maryville Childrens Healthcare Center
1 Internship
!
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Chicago
Boundary
LIFT Chicago
9 Internships and
4 Service-Learning
students
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1 student
!!
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20 or more students
!!
Undergraduate
Research Sites
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Swift Elementary School
26 Service-Learning students
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Friedman Place !
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9 Service-Learning students!
1-2 students
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Shriners Hospital for Children
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1 Service-Learning student
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Girls in the Game
!
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5 Internships and 21 ServiceLearning students
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Loyola Medicine Center for Health
20 Internships
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Catholic Charities
of the Archdiocese
of Chicago
!
4 Internships and
!55 Service-Learning
!
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students
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Time Out Chicago
!
2 Internships
!
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Edward Hines VA Hospital
25 Internships
!
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Growing Power
21 Service-Learning students
!
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Field Museum of
Natural History
1 Undergraduate
Research student
! !
1 in = 2 miles
!
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NBC
4 Internships
13
R E S E A R C H
1 1 2 TOTA L M E N TO R S :
14 G R A D UAT E S T U D E N T S 98 FA C U LT Y
16 D I F F E R E N T LU R O P F E L LO W S H I P S
38 M A J O R S R E P R E S E N T E D
CONNECTING
TO KNOWLEDGE
CREATION
14 T R AV E L G R A N T S
The Loyola Undergraduate Research Opportunities
Program (LUROP) includes funded fellowships for mentored
Launched 2 new fellowships:
the Interdisciplinary Neuroscience Fellowship and
the Social Entrepreneurship & Social Innovation
Fellowship for 2015-2016
research, guides to external research opportunities, travel grants,
Jori Rappaport works on her research
poster for the Undergraduate Research
and Engagement Symposium.
workshops on research and presentation skills and a symposium
to showcase undergraduate research. In an effort to expand
Loyolas efforts in social justice, new LUROP fellowships include
the Social Justice Research Fellowship and for 2015-2016 the
Social Entrepreneurship and Social Innovation Fellowship.
PROVOST
F E L LO W S H I P F O R
U N D E R G R A D UAT E
RESEARCH:
NUMBER OF
F E L LO W S H I P S
BY PROGRAM
236
TOTA L
Biology Research Fellowships
Biology Summer Research Fellowships
Carbon Undergraduate Research Fellowships
10
Carroll and Adelaide Johnson Scholarships
Center for Urban Research and
Learning (CURL) Fellowships
Institute for Environmental Sustainability (IES)
Undergraduate Research Fellowships
20
McNair Postbaccalaureate Achievement Program
Molecular & Computational Biology
Summer Research Fellowships
58
Mulcahy Scholars Fellowship
72
Provost Fellowships
14
Research Mentoring Program Fellowships
Ricci Scholarships
Rudis Fellowships
11
Social Justice Research Fellowship
WISER
10
CURL
I have developed many valuable skills
throughout my fellowships. I gained vast
experience in collecting, analyzing, reporting,
and presenting research data. Additionally, the
working one-on-one and in a group setting with
adolescents has fostered my leadership skills. I
am confident that my experiences in my research
and fellowships will support my endeavors in
graduate school. Jori Rappaport (Psychology 14)
The most valuable aspect of the fellowship
experience so far has been building relationships
with the grad students and learning skills that I will
use for the rest of my life as a clinical psychologist.
M E L I S S A H A G G E R T Y, P R O V O S T F E L L O W S H I P
| IMPAC T REPORT 2014-2015
U N D E R G R A D UAT E
15
CONNECTING
KNOWLEDGE TO
THE COMMUNITY
Being able to conduct research with other
students, setting up my own projects, and
applying learned theories and techniques from
lecture in the real world have truly enhanced my
understanding of the scientific world in general.
SAMIR MARTINI, PROVOST FELLOWSHIP
The Center for Experiential Learning organizes the annual
Undergraduate Research and Engagement Symposium. Over
300 Loyola students showcased their research and community
engagement projects at this event during Loyolas 2015
Weekend of Excellence. In addition to research posters and oral
presentations, students presented their ePortfolios, servicelearning projects, and academic internship experiences.
I learned that I want to use my skills in researching and
communicating history to inform our current generation on past
social justice issues and the individuals or groups who spoke out in
the name of change. I am extremely thankful to LUROP for giving
me the means to conduct this research extensively and for allowing
me to not only become passionate about this era of history but also
for helping me in bringing this social justice issue to a wide audience.
A L B E R T S A L AT K A , S O C I A L J U S T I C E R E S E A R C H F E L LO W S H I P
PRESENTERS
193 P O S T E R
P R E S E N TAT I O N S
40 FA C U LT Y, S TA F F,
A N D G R A D UAT E
STUDENTS SERVED
A S E VA LUATO R S
329
53 O R A L
P R E S E N TAT I O N S
| IMPAC T REPORT 2014-2015
U N D E R G R A D UAT E R E S E A R C H
& E N G AG E M E N T S YM P O S I U M
17
| IMPAC T REPORT 2014-2015
CO M M U N I T Y - E N G AG E D
AC A D E M I C I N T E R N S H I P
P R O G R A M
CONNECTING
STUDENTS TO CAREERS
IN THE COMMUNITY
Each year, approximately 60% of Loyola students
enrolled in academic internship courses are in service
internships putting in 8-10 hours of volunteer work each
week at Chicagoland organizations. While this high impact
learning experience is valuable, it can also put extra pressure on
many students who have to divide their time across a number
of important areas including their courses, co-curricular
activities, volunteering and part-time jobs.
Recipients were serving at non-profits and
government agencies, including:
48th Ward
Office Chicago
Archdiocese of Chicago
Catholic Charities
LIFT Chicago
Lincoln Park Chamber of
Commerce
Chicago Police Department
MarianJoy Rehabilitation
Hospital
Cook County Adult Probation
Department
Pediatric Developmental
Center
Cook County Juvenile
Probation and Court Services
Department
Refugee One
Cornerstone Counseling
Center of Chicago
Deborah's Place
Seven Generations Ahead
United States Hispanic
Leadership Institute
Zacharias Sexual
Abuse Center
In a signature program made possible through College of Arts
and Sciences (CAS), fifteen CAS undergraduates who were
enrolled in academic internship courses and demonstrated
financial need, received a $1,500 award to recognize their
commitment to learning in a service internship.
Laressa McCloyn (Psychology 15) was one of fifteen
students to receive a financial award through the
Community-Engaged Academic Internship programs
inaugural year. She reflected on her experience
in her ePortfolio:
Being an intern at [Advocate Masonic Illinois Hospital]
Pediatric Developmental Center (PDC) and being in the
PSYC 390 course has shown me that my passion really is for
helping children and confirmed that I want to pursue my
career in child psychology and be a child psychologist I
am getting my Masters in Clinical Mental Health Counseling
specializing in child and adolescent [counseling] and after
that getting my PhD to become a child psychologist.
Laressa found class discussion with her professor as well
as peers to be invaluable to her experience.
Being in my engaged learning class taught me a lot. You
can go about your day and take for granted what you
have done or learned. My engaged learning class did not
allow that because reflecting on my experience I have
soaked in everything I could and I am eternally grateful for
the opportunity I received to take part in this class and my
internship at PDC. By participating and giving my services
to PDC I have grown and expanded my knowledge.
$22,500
DISTRIBUTED
Recipients were enrolled
in academic internship
courses in:
Criminal Justice & Criminology
Environmental Studies
Health & Human Services
International Studies
Political Science
Psychology
65 A P P L I C A N T S
15 R E C I P I E N T S
J U S T I C E
19
I N T E R N S H I P S
CONNECTING
TO COMMUNITY
DEVELOPMENT
The Social Justice Internship Grant Program is a year-long,
paid internship opportunity for Loyola undergraduate
students. Through an intensive cohort model, students reflect
upon their internship experiences and connect educational,
professional, and personal development with issues of social justice
and community development. During the 2014-2015 academic
year, students engaged at one of two Chicago non-profits: Catholic
Charities and Misericordia Heart of Mercy. For 2015-2016, we are
excited to add LIFT Chicago to the program!
| IMPAC T REPORT 2014-2015
S O C I A L
Visit Samys
ePortfolio at:
HT TP://SAMYRIVERA.INFO
When she first started at Madonna House, Social Justice
Intern Samy Rivera was anxious about her role. As a
first generation college student and immigrant to this
country, I needed to grow personally in my confidence
[learning] that I was well-equipped to excel in new
situations, she said.
At Madonna House, a Catholic Charities shelter for
women and children, Samy took on a variety of tasks,
working with other staff to support the residents
personal and professional development. Throughout her
year as an intern, she learned quite a bit: At first I felt that
I needed to prove my competency by doing everything
myself and never asking for help. But as I received
feedback, I came to realize that it was not about me or
any other individuals on staff standing out. It was about
making sure that the people we serve get the most out
of it. In an effort to maximize the benefit of the people
she served, Samy complemented her direct service work
at the shelter by getting involved with the campaign to
increase the minimum wage in Chicago.
While her year with Madonna House is complete, the
experience is a continuation of work shes done on
campus and in the community, and she cites collaboration,
mentorship, listening to understand, and taking initiative as
common themes throughout them all. A key component
that is too often ignored in any learning experience is
immense gratitude for all those who guide us along the
way. Anything that I have accomplished is a result of the
help of others. I see it as my responsibility to pay it forward
with every person I meet.
2014-2015 SJI Positions
Misericordia Heart of Mercy
Developmental Training
Personal Effectiveness Program
Recreation and Leisure
Social Services
Loyola students are
very passionate
and well prepared
students.
Catholic Charities
Immigration and Naturalization
Madonna House
Refugee Resettlement
Volunteer Relations
10
Number of Loyola students serving
as Social Justice interns with
Catholic Charities of Chicago and
Misericordia Heart of Mercy
The LU students weve had brought a
sense of mission along with strong
professionalism which makes managing
and teaching them much easier.
:
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$66
21
Left: Dr. Kyle Roberts helps a student
engaged in undergraduate research
utilizing the universitys valuable
archives and library resources.
CONNECTING
TO ENGAGED TEACHING
AND LEARNING
Dr. Becky Silton surrounded by
some of her undergraduate
research students as they prepare
for graduation day.
The Center for Experiential Learning supports faculty
Stefan Kanzok, Ph.D., Associate Professor, Biology
in their teaching of engaged learning courses through faculty
The fellowship allowed me to take the students to the annual Midwest Symposium on Neglected
Infectious Diseases (MNID) at Notre Dame University, IN. For most students this is the first time they
are presenting their data to other researchers from the field of infectious diseases, including faculty,
postdocs, and PhD students, from other universities. First and foremost the collaboration with CEL
has widened my horizon about experiential learning beyond the natural sciences. It allows me to
become a better advisor to my students.
development programs, curriculum development consultations,
experiential learning resources, and connections to communitybased organizations. Some faculty are nominated and selected for
the Experiential Learning Faculty Fellows program, based on their
engagement in experiential pedagogies, and work to enhance and
share their engaged teaching and learning strategies with other
Kyle Roberts, Ph.D., Associate Professor, History
Loyola faculty members.
In my time as a Faculty Fellow I have had the opportunity to meet colleagues across the university
who continually inspire me with their creativity and dedication to engaging students in experiential
learning. The Center cuts across the disciplinary boundaries that often separate faculty at the
university and fosters an environment through its programming that allows for new connections
to be made. I particularly enjoyed the opportunity to work with CEL's stellar staff. Collaboration
with CEL has given my students crucial resources for doing this work in the spaces where the past
happened and in the repositories that preserve the traces of those people and events. But CEL has
also helped me better understand how to engage students in reflecting on not only the way in
which their own position shapes the way they understand the past, but also how doing the work of
History is changing them in the process.
Stacy Neier, Ph.D., Marketing Instructor,
Quinlan School of Business
The support of CEL has been instrumental for me
to transform student projects by providing access to
cutting-edge tools and travel to community events.
The fellowship has kickstarted opportunities for
students to be in the field and use tools that industry
professionals are also learning to use. The fellowship
has allowed coursework to be modern and yet still
grounded in our Jesuit tradition of reflection and
action. My teaching and learning has been infused
with a sizable dose of imagination! Together, my
students and I practice curiosity together: because the
enhancements to the coursework can feel like work-inprogress, we are able to navigate uncertain scenarios
together as an engaged classroom community.
Becky Silton, Ph.D., Assistant Professor, Psychology
CEL has greatly supported my students and research mentoring/teaching via providing numerous
funded research grants for undergraduate students. The strong undergraduate research grant
program (LUROP) not only provides fiscal support for students' research studies, but it also teaches
students how to write grants as well as conceptualize study designs and then carry out many
aspects of a research study. These are critical skills for students who are serious about careers in
research to get exposed to as undergraduate students. My work is improved through having a
community of active and engaged students in my lab. These students ask critical questions and
help motivate research in new directions.
Top: Dr. Neier brings her Marketing Research
students to visit to GFK Chicago office.
A student engaged in biomedical
research in Dr. Kanzoks laboratory.
| IMPAC T REPORT 2014-2015
E X P E R I E N T I A L L E A R N I N G
FAC U LT Y F E L LO W S
Patrick Green
Andrew Miller
Director/Clinical Instructor of Experiential Learning
Community Partnerships Coordinator
[email protected]
[email protected]
Jason Burkett
Jon Schmidt
Office Coordinator
Service-Learning Program Manager
[email protected]
[email protected]
Danielle Forchette
Lillianna Franco
Academic Internship Program Manager
Outreach and Marketing Graduate Assistant
[email protected]
[email protected]
Kevin Kaufmann
Jori Rappaport
Undergraduate Research Program Manager
Engaged Learning Graduate Assistant
[email protected]
[email protected]
Michelle Kusel
ePortfolio Program Manager
[email protected]
C E N T E R F O R
E X P E R I E N T I A L
L E A R N I N G
1032 W. Sheridan Road, Chicago, IL 60660
773.508.3366 | [email protected]
LUC.edu/experiential
