Loyola University New Orleans Bulletins - 2011-2012

These bulletins include the most accurate information available at the time of publication. Requirements, rules, procedures, courses, and informational statements are subject to change. The university reserves the right to make changes as required in course offerings, curricula, academic policies, and other rules and regulations affecting students.

College of Business

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College of Social Sciences

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Interdisciplinary Programs

About Loyola

Loyola University New Orleans is a Catholic institution that emphasizes the Jesuit tradition of contributing to the liberal education of the whole person.

The university's mission is to search for those students who are not satisfied with the ordinary, but who thrive on challenge.

Our purpose is to provide quality education for a select group of students.

Loyola University New Orleans is a Jesuit university founded by the Society of Jesus and chartered on April 15, 1912, with ownership vested in the Loyola community of Jesuit Fathers. The university was authorized to grant degrees by The General Assembly of Louisiana for the year 1912.

Today, Loyola still operates under its founding purpose of offering a liberal arts education on the undergraduate level to all who seek knowledge and truth.

Loyola University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, GA 30033, (404) 679-4500) to award bachelor, master, and doctor (juris doctor) degrees.

All educational programs and activities are open to all qualified persons without regard to age, color, disability, national origin, race, religion, sex/gender, or sexual orientation in the true spirit of Christian love and charity and the Jesuit commitment to social justice.

Loyola is a medium-size university with a total enrollment of more than 4,585 students, including more than 2,655 undergraduate students, and 1,930 graduate, law, and other students.

Loyola’s student body is geographically diverse. Students represent all 50 states, the District of Columbia, Puerto Rico, and 62 foreign countries. Students also represent a wide range of social and economic backgrounds.

Loyola is located in a residential area of uptown New Orleans known as the University Section. Fronting on tree-lined St. Charles Avenue where streetcars are the mode of public transportation, the main campus faces Audubon Park directly across the avenue. The 19-acre campus is a collection of beautiful Tudor-Gothic buildings and modern architecture. Two blocks up St. Charles Avenue is the four-acre Broadway Campus.

In recent years, Loyola University New Orleans has consistently ranked among the top regional colleges and universities in the South and as one of the top 60 in the United States by U.S. News & World Report’s special issue "America’s Best Colleges."

Loyola is committed to the task of equipping its students to know themselves, their world, and their potential. It operates from the belief that to perform that function properly, it must strive to be an academic community composed in a manner fitting today’s pluralistic society and ecumenical age. Students of all beliefs and faiths are welcome at Loyola.

Mission Statement

Loyola University New Orleans, a Jesuit and Catholic institution of higher education, welcomes students of diverse backgrounds and prepares them to lead meaningful lives with and for others; to pursue truth, wisdom, and virtue; and to work for a more just world. Inspired by Ignatius of Loyola’s vision of finding God in all things, the university is grounded in the liberal arts and sciences, while also offering opportunities for professional studies in undergraduate and selected graduate programs. Through teaching, research, creative activities, and service, the faculty, in cooperation with the staff, strives to educate the whole student and to benefit the larger community.

Approved by Loyola University New Orleans Board of Trustees, March 5, 2004

Vision Statement

As a Catholic, Jesuit University, Loyola University New Orleans is an academic community dedicated to the education of the whole person. By thinking critically, acting justly students are to embody the Ignatian ideals of faith, truth, justice, and service. To meet these goals, the University will strive to become an increasingly selective university with outstanding liberal arts and sciences, professional, and graduate programs grounded in intellectual rigor and reflecting the more than 450 year Ignatian tradition.

Approved by Loyola University New Orleans Board of Trustees, May 2010

Statement of Educational Purpose

Loyola is a comprehensive Catholic university that embodies the standards of academic excellence synonymous with Jesuit education. As a community united in the search for truth and wisdom, Loyola’s faculty, students, and staff are committed to scholarship, service, and justice. Consistent with its Jesuit and Catholic heritage, the university is open to all qualified persons.

As enunciated in Goals of Loyola and elaborated in the Loyola Character and Commitment Statement, the mission of Loyola University is to provide a rigorous education grounded in values for an academically able student body selected from diverse geographic, ethnic, and economic backgrounds. While reaffirming its commitment to the educational needs of the citizens of New Orleans and of Louisiana, Loyola will continue to seek students from throughout the region, the nation and the world.

To achieve its goals, Loyola recruits faculty who are dedicated to instruction and advising, to research that enriches their teaching, and to service both to the university and to the larger community. To preserve its Jesuit character, Loyola seeks to maintain a substantial presence of Jesuits as faculty members. Acknowledging that education is not limited to the classroom, the institution employs staff who are committed to the education of the whole student. Through the curriculum, advising, campus ministry, co-curricular activities, and student life programming, faculty and staff strive to provide a supportive but challenging environment in which students can realize their individual potentials while coming to recognize their responsibility to serve others. To meet the diverse needs of its students, Loyola offers a curriculum rooted in the liberal arts and sciences and fully supportive of a wide range of pre-professional and professional programs. Though its principal focus is undergraduate education, the institution offers selected graduate programs that are consistent with its mission.

In the Ignatian tradition, Loyola University endeavors to develop students into a new generation of leaders who possess a love for truth, the critical intelligence to pursue it, and the eloquence to articulate it. The goal of a Loyola education is not mere technical competence but wisdom and social responsibility.

As approved by the Board of Trustees, "Goals of Loyola" is Loyola University’s mission statement; the "Loyola Character and Commitment Statement" is an amplification of the institution’s Jesuit and Catholic identity and tradition; the "Loyola Statement of Educational Purpose" is a distillation of these two documents to be used for planning and assessment purposes.

Approved 03/03/94—Mission Effectiveness Committee/Board of Trustees

Approved 03/17/94—University Planning Team

Approved 03/24/94—Academic and Faculty Affairs Committee/Board of Trustees

Approved 05/19/94—Board of Trustees

 

Goals of Loyola University

The following statement represents many months of work by faculty, administrators and students at Loyola. It was mandated by the Council on Academic Planning, approved by the Standing Council for Academic Planning and approved in July 1971 by the Board of Trustees. Revisions proposed by the Standing Council for Academic Planning and approved by the Board of Trustees in July 1973, January 1977, and May 1983 are incorporated in this edition of the Goals Statement.

Loyola University is a Catholic institution

Loyola, as a Jesuit university, is committed to the belief that Christianity presents a world view which is meaningful in any age. Although the message of Christianity is not wedded to any given philosophy, science, art, or politics, it is still not compatible with every point of view.

The person is central in a Catholic university. Its task is to equip its students to know themselves, their world, their potential and their Creator. To perform this function properly, it must strive to be one academic community composed of administrators, faculty, and students, both laypersons and clerics. This community must be composed in a manner fitting to our pluralistic society and ecumenical age. It can, therefore, be made up of many whose modes of commitment to university aims differ: of those who have dedicated their lives to the Christian faith commitment, of those who live non-Christian faith commitments, and of some who live no formal faith commitment at all. Religious and non-religious, Christian and non-Christian, all will dedicate themselves to the mission of this Catholic university, each in his or her own way. All will cooperate in the search for truth, either by exploring the inner dynamism of Christianity and its implications for the present or by provoking the quest for truth in others. All are bound together by a common search for knowledge. All are dedicated to the discovery and promulgation of truth.

The community in quest of truth has a reverence for creation, not only the creations of God and the creations of people, but for life itself as a fountain of creativity. Reverence for creation fosters universal concern and dedication. All who are concerned for and dedicated to the truth are welcome in the Loyola community. Only those who condemn the commitments of those who seek the truth will not find a home here.

The Catholic university must foster among its students, its faculty, and the larger community a critical sense. To think critically one must have a place to stand. Criticism must be based upon agreement on basic values and principles. Without this there can be no meaningful disagreement. Loyola stands on its Catholic commitment. This commitment is not the end of a search, but the beginning of an inquiry into other traditions, other regions, other religions. Loyola seeks to hand down a heritage even as it learns and teaches methods of thinking which will revivify the heritage and breach new frontiers of knowledge.

Because Loyola is committed to the Christian tradition, it should support excellence in theological instruction and scholarship as well as recognize the pre-eminent place of theology among the disciplines of higher learning. Catholic teaching should be presented in some structured way to aid the student to form her or his own world view.

Rapid change is a feature of contemporary life. Education should equip students to meet the rapid developments they will encounter and should enable them to make sound judgments as values undergo constant scrutiny. It is the tradition of the Society of Jesus to discern what is good and true in the movements of history. Loyola pledges itself to educate its students to meet change with equanimity, good judgment and constructive leadership. Innovations in the direction of a more Christian and just structure for society are expected of the Loyola University community, its alumni and its friends.

Loyola is committed to a serious examination of those conscious and unconscious assumptions of contemporary American civilization that tend to perpetuate societal inequities and institutional injustices. In this endeavor it is particularly concerned with those prevalent economic, judicial and educational attitudes which are inconsistent with the social teachings of the Church.

Loyola concentrates on liberal education

Loyola intends to achieve its goal of integrating the vision of faith with the remainder of human knowledge by concentrating on the liberal education of its students. While Loyola emphasizes studies in the liberal arts, it is also committed to professional study. Liberal studies assist a student to broaden and deepen convictions; professional studies assist a student to actualize convictions. Planning and efforts, therefore, are to be centered on the achievement of excellence in liberal and professional education.

Loyola is aware of the need for innovation in undergraduate education. Because of its size and independent status, Loyola is in a unique position to explore new programs and approaches in education. Loyola should experiment with the full realization that lack of change often implies more risk than change itself.

Loyola’s spiritual and material resources will be dedicated to the support of graduate programs if they fulfill one or both of the following criteria:

(a) they are necessary for strengthening undergraduate programs;

(b) they fulfill serious community needs.

Loyola recognizes its community responsibilities

Loyola looks forward to its place in the community of the future. The American university of the future will be more involved in community service than the university of earlier decades. Loyola stands ready to do whatever is in its power as an independent Catholic university to solve the problems of American society today.

Loyola should make a serious effort to probe and uncover the latent unity of the Southern people so that together they may build a richer future for their children. Loyola should make conscious efforts to prepare the educationally underprivileged for college life and to make a college education available to them. In particular, Loyola recognizes its obligation to provide such educational opportunities to the Black community, which historically has been deprived of this advantage.

Within the limits of available resources, institutes and programs will be created, developed or discontinued as the need arises under the scrutiny of the Standing Council for Academic Planning. Among present programs are those that serve high school students and teachers, the educationally and economically disadvantaged, nurses, law enforcement agencies, and labor.

Loyola is a community of scholars

Loyola aims at developing and maintaining a distinctive community of scholars. The bond of this community is the desire of teachers and students to reach academic excellence in their pursuit, not of knowledge alone, but of truth and Christian wisdom. In such a community, students and faculty are in contact with centuries of accumulated wisdom and should be active in shaping this wisdom for a new day. By reason of their formative life within this community, they should be conscious of the achievements and failures of all of human history, particularly those of their own culture and time. As a result, they should be capable of principled judgment in the face of complexity and ambiguity, and humanely moved or divinely inspired to leave behind them a better world than they found.

Such a mission will best be accomplished in our day by a community drawn from many religious, ethnic and cultural backgrounds, and through firm, vigorous and dynamic programs in the arts, humanities, sciences, and law. It can be accomplished especially well by programs of studies which cross traditional disciplinary lines. Faculty and students are encouraged to collaborate in the formation of interdisciplinary curricula and programs.

The university’s libraries comprise an essential component in the development of a community of scholars. The expansion and improvement of library resources are major objectives of the university. Therefore, Loyola should continue to participate in cooperative efforts among universities designed to reduce unnecessary duplication of library resources and to experiment with innovations such as information retrieval technology.

In sum, Loyola wishes to assist each person in becoming more aware of the problems of society and of his or her ability to correct these problems. Such a person would have a firm moral conviction to live up to his or her obligations to himself or herself to community and to God.

The future of the university

Loyola is potentially strong in three areas that are in some significant way unique: communications, music, and religion. By achieving excellence in these unique areas and sustaining its strong undergraduate departments, Loyola will be a significant force in higher education.

The university should aim at a gradual and studied increase in size of the student body consistent with maintaining quality programs, close student-faculty contact and maximum use of existing resources.

Loyola should increase and make more effective its ties with other colleges and universities in the New Orleans area. The New Orleans Consortium is a good example of how such effective bonds can be forged.

There is an obvious relationship between certain fields of study and the institutions and social movements of the modern city, state, and nation. A portion of studies such as business and the social or behavioral sciences should be done off-campus with students examining and working in institutions and agencies actually practicing in these fields. Such study can be an academic activity. It should be undertaken as part of regular academic programs because it is directly related to the subjects for which Loyola takes educational responsibility.

Priorities involving planning

One of the principal responsibilities of the Standing Council for Academic Planning (SCAP) is to direct an orderly and systematic planning sequence that will ensure that Loyola is prepared for the future. To fulfill this role, SCAP must carefully examine not only all the elements of any new programs but also assess the viability and quality of existing programs. Economic constraints, educational and professional needs and community expectations are necessary considerations in all recommendations.

As an additional responsibility, SCAP should be active in lending its support to the extension and development of the New Orleans Consortium so that fuller use of the combined resources of facilities, faculties, and staff may be made.

Priorities involving students

Loyola recognizes that value-oriented education must occur in the context of total human development and is founded upon an appropriate integration of the religious and intellectual development of the student and the education of the whole person. Loyola students should be provided with a foundation of learning experiences which will enable them to develop further their personal values and life goals. For this reason, Loyola expects students to accept responsibility in determining policies, programs and curricular requirements. The university involves students in the planning of their education and the shaping of their environment and encourages student participation in the deliberations of faculty and administration.

Loyola is committed to the development of a culturally and educationally diverse student body and is pledged to represent this diversity in all programs and services which affect student life. One of Loyola’s greatest assets is a student body which reflects the cultural diversity of metropolitan New Orleans. Loyola will make every effort to attract a sizable percentage of students from outside of Louisiana and the Deep South to increase the cultural, intellectual and demographic diversity of the student body. Special efforts will be made to encourage students to share their differing cultural perspectives in contributing to the campus community and its programs. In order to ensure this diversity and balance in the student body and maintain the quality of admitted students, the Admissions Office will continue a careful evaluation of every applicant. Based upon this commitment to diversify the student body, Loyola balances ability and need in making its financial awards.

In keeping with its commitment to educational excellence, Loyola will continue to enrich the student population with outstanding students who will attract other good students and faculty and stimulate all to greater efforts. In support of this goal, special enrichment programs have been established and will be continued and strengthened. Loyola also maintains a strong commitment to the average and the underachieving student and provides programs to facilitate his or her adjustment to the academic environment.

The university recognizes the importance of providing programs to facilitate the integration of the new student into the university community and to encourage the development of harmonious relationships among the diverse elements of the student body. Loyola provides counseling at every level. Academic counseling should be systematically organized and supervised by the deans, and faculty members should recognize their counseling responsibilities. Personal counseling, growth opportunities and support programs to help the student meet the normal problems associated with making the transition from one life stage to another are provided by the Counseling Center. Loyola will continue to establish programs led by professionally trained personnel to facilitate students’ continuing personal and social growth, to help students to develop the skills necessary to cope with academic demands, and to aid them in identifying and pursuing purposeful career goals and future aspirations. Personal and spiritual counseling should complement one another. Campus Ministry does play a special role in assisting students to adjust both to university life and to understanding the full scope of a Loyola education. Programs which strengthen the student’s social, cultural and academic environment outside the classroom should be supported. Student activities and co-curricular programs which are educational and which prepare students for further leadership will be expanded. Such programs include student government and organizations, prayer groups, organized recreational activities and the Loyola Community Action Program (LUCAP).

Loyola is cognizant that the student body increasingly includes senior citizens, career persons returning for further education, women preparing to re-enter previous careers and other students in non-traditional programs. As part of the education at Loyola, it is important that these students be strongly encouraged to participate in campus life and to see the university as able to make a significant contribution to their lives outside regular classroom experiences. Facilities, programs and services will be developed to support the active participation of such students utilizing professional staff, peer assistance and community referral.

Priorities involving faculty

A university is a community of teachers and learners. The knowledge and teaching ability of the faculty place it in a unique position of leadership. The faculty has primary responsibility for such fundamental areas as curriculum, subject matter, methods of instruction, research, faculty status and those aspects of student life which relate to the educational process. The faculty sets requirements in courses, determines fulfillment of the requirements, and approves degree candidates for presentation to the President and Board of Trustees.1

Within the framework of excellent liberal and professional education, faculty activities should be a studied balance among teaching, research, and community service. These goals can best be realized by a stable, financially secure and professionally active faculty. Faculty participation in university governance reflects its concern with academic excellence through teaching, research, other scholarly activities and the maintenance of an atmosphere of academic freedom and responsibility. It is expected that Loyola faculty will have active professional interests which will contribute to the vitality of its work in the classroom.

Priorities involving curriculum

The university curriculum provides the students, faculty, and administration with a common reference system for the pursuit of academic excellence and scholarship. Loyola is committed to a steady exploration in and experimentation with curriculum design. Curricular reform should be planned and conducted by faculty-student committees working in cooperation with the dean of their college.

So that each undergraduate can achieve a liberalizing education, the curriculum should ensure that instruction be given in the traditional areas of the humanities, sciences, and the fine arts, regardless of the major field of study. This common portion of the contribution reflects Loyola’s commitment to participation in the Judeo-Christian intellectual tradition. To achieve this objective, the curriculum must convey a grasp of religious thought and philosophical discourse which frees from ignorance and from mindless conviction and commitment. Each degree program must fulfill all university and college requirements but remain flexible enough to meet the changing needs of the field of study involved.

Differences in the educational objectives of the undergraduate colleges may result in variations in the extent of their participation in the common curriculum. However, the number of major courses required by each program should not be so great as to produce over-specialization of the student. Periodic reviews of the degree requirements should be conducted.

The development of a high degree of ability in expressing ideas both verbally and in writing should form an essential part of each student’s education. Moreover, the student should be encouraged to develop a basic competence in those languages that best complement his or her own program of study. In keeping with this, Loyola should continue to explore innovations in instruction in both human and machine languages and encourage utilization of presently available technical aids including computer-assisted instruction. Loyola should also explore the possibility of greater inter-university cooperation and specialization in the areas of language, arts and computer science.

Because of its intrinsic importance, education in the physical and life sciences has held an important place at Loyola. Loyola will continue to make every effort to inculcate scientific literacy in all of its students. Many patterns of thought in our time are grounded in the methods employed by the sciences. College students should be exposed to the disciplines of the natural sciences. Thus, Loyola will continue to devote sufficient resources to maintain its excellent program of service courses for undergraduates in other fields and will make every effort to recruit talented majors in these programs.

An ordered society needs men and women trained in the law and business administration. Loyola has produced and will continue to produce leaders in law, government and business administration. Because Loyola is committed to the Christian tradition, it should provide the leaders of tomorrow with those values which strengthen our society.

Law and graduate students should be offered a liberalizing education, and their respective curricula should insure that instruction is given in the areas of ethics, professional responsibility and the humanistic concerns of their respective disciplines. Legal and graduate education at Loyola should also reflect Loyola’s commitment to participation in the Judeo-Christian intellectual tradition.

The School of Law is committed not only to a theoretical and practical understanding of the law, but also to the highest ideals of social justice and professional responsibility. The law school offers a comparative law approach to legal education through its complete common law and civil law programs. It is unique in the community in providing a legal education in the evening.

All Loyola disciplines should provide opportunities for study through seminars, honor courses, discussion courses, independent study, research projects and courses designed by students. Loyola will continue its tradition of close student-faculty contact which has always constituted the basis of quality education.

Accreditation

Loyola University publishes the name of its primary accreditor, Commission on Colleges of the Southern Association of Colleges and Schools (SACS), in its bulletins in the manner specified by SACS. The following statement is found in the Undergraduate, Graduate, and Law School Bulletins:

Loyola University New Orleans is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, GA 30033 (404) 679-4500) to award bachelor, master, and doctor (juris doctor) degrees.

Loyola Character and Commitment Statement

The following statement represents many months of work by both Jesuit and lay faculty, staff and administrators at Loyola. It was written by the Task Force on Jesuit Identity and approved by the Board of Trustees in November 1980.

  1. Loyola faces the years ahead with confidence. Relying on God’s providence and assiduously practicing the virtue of discernment, we will plan for what lies ahead. Our society is marked by increasingly rapid change, growing complexity, and a burgeoning pluralism. These realities are not without their impact upon our community. Loyola is today a larger, more complex institution than it was thirty years ago. The student body and the faculty are more numerous and more pluralistic in their composition. Moreover, the proportion of Jesuits at Loyola has declined and may show further decline in the immediate future. It appears beneficial, therefore, that we take stock at this juncture and articulate, without diffidence or defensiveness, our self-understanding and our educational vision.
  2. Our starting point as a community is our recognition and acceptance of the goodness of all God’s creation and the ideal of human solidarity and community under God. Further, we acknowledge the Lordship of Jesus and affirm that God was in Christ reconciling the world to God. Around this central confession of faith we hope to shape our lives. It would be meaningless for Loyola to label itself Catholic and Jesuit were it not to center its self-understanding upon these truths. Though our world is broken and fragmented by evil, both personal and social, the enfleshment of God’s Son as our brother grounds our hope for the eventual and ultimate victory of goodness and order. God in Christ has called us to choose freely and to follow in the footsteps of our Lord and to do what in us lies to nurture the Reign of God that is aborning in this world where divine and human activities intersect.
  3. Motivated by the Christian vision of reality, Loyola undertakes its task as a Catholic institution of higher learning in the Jesuit tradition. Loyola’s Jesuits have publicly stated that their "mission is essentially religious but specifically intellectual and educational in the broadest and deepest sense." In all phases of this academic endeavor the university community must strive to achieve the excellence that has come to be synonymous with the Jesuit tradition of learning. As a community of educators and scholars, Loyola’s faculty and staff must be dedicated to excellence in teaching, in research, and in service to the larger community. The university must provide an environment conducive to growth of its faculty and staff and the development of scholarship and understanding of personal values that is so much a part of the Christian tradition. At the same time, concern for the student as a person is central to the Jesuit educational mission. Above all, Loyola will endeavor to develop in its students a love for truth, the critical intelligence to attain it, and the eloquence to articulate it. By word and example, Loyola will dedicate itself to educate our students in the Christian tradition, which we recognize as "not wedded to any given philosophy, science, art or politics...but still not compatible with every point of view." (Loyola University Goals Statement)
  4. While academic excellence and liberal education are the immediate goals of our university community, they cannot be, in view of our commitment as a Jesuit university, the ultimate raison d’etre. Academic excellence stands in the service of the full human development of persons as moral agents. In this regard, it would be well to recall the role of the Spiritual Exercises of Ignatius Loyola in the development of every Jesuit. After the Gospel, the Exercises are the wellspring of the Jesuit spirit. They endow Jesuit activity with a distinctive quality. Some understanding of the Exercises, therefore, is necessary to understand the ultimate aim of the Jesuit educational endeavor. The Exercises aim to enable a person, with God’s help, to make a Christian choice in regard to the most significant truths and values of life. The choice may be a fundamental option or a conversion affecting the totality of one’s existence. Again, it may simply issue from a periodic reassessment of priorities. Whatever the matter of choice may be, the decision-making process should be marked by certain characteristics. First, it ought to be disentangled from inordinate attachment, disordered affectivity. It must purge itself of bias, prejudice and stereotypical thinking. Only so can it be genuinely free. Second, any significant option ought to be illuminated by human and divine wisdom. No pertinent light that comes to us from history, science, art or religious experience should be ignored. Third, significant choices must not remain merely notional. They must be woven into the texture of one’s life; choice must incarnate itself in action. In the light of the Ignatian ideal, choices are to be made with a commitment to pursuing the greater good in any course of action. Capacity for truly human action is what Jesuit education hopes ultimately to achieve.
  5. Because education at Loyola is person-centered and concerned ultimately with choice and action, the curriculum, spiritual life and student life must on all levels and in all areas be concerned with values. Our goal is wisdom, not mere technical competence. In this regard it is well to recall that the Spiritual Exercises, as the Gospels before them, while world-affirming, condemn self-aggrandizement and promote service to others. Jesus, the man for others, is for us the archetype. Solicitude for others, not mere efficiency or mere bureaucratic convenience, must motivate us to a concern for all members of the university and to ever-widening circles of concern for our city, our state, our region, our nation and our planet. Because of our human solidarity, a concern for one, even the least of his brothers or sisters, is a concern for all.
  6. It is understandable then that in the face of our contemporary situation Jesuits the world over have recently determined that the best way to embody their commitment to the Gospel and the Ignatian Exercises is through the promotion of justice animated by faith. Accordingly, Loyola as a Jesuit university embraces the conclusion of the 32nd General Congregation of the Society of Jesus that Jesuit education must be a catalyst for needed social change, hence dedicated to fostering a just social order.
  7. This commitment to social justice can be shared by all who are of good will, thus capable of enlisting the support of our entire community in all its ecumenical diversity and ideological pluralism. We must, therefore, in our policymaking, in our administration, in our entire curriculum, and in the totality of our campus life, strive to bring to life concern for justice to which our Jesuit and Christian heritage commit us. Further, we must challenge all assumptions in light of this commitment. Consequently, as an institution we must be person-centered, not merely bureaucratically efficient.
  8. All members of the university community, regardless of their personal faith-commitment or value system, are urged to collaborate in the promotion, clarification and pursuit of the objectives set forth in this statement. With full respect for the complexities of a pluralistic culture, with wholehearted commitment to the ideals of religious and academic freedom, and with renewed dedication to the ecumenical spirit of Vatican II, Loyola University is open to any person who sincerely seeks for truth and value. Dialogue and debate concerning controversial issues, even religious ones, are not only tolerated but encouraged. Yet, it should be recognized that the university has an identity defined by its mission that relates to every aspect of institutional life. Deliberate derogation from or subversion of these objectives is incompatible with the university’s mission, destructive of its identity, and disruptive of the university community well-being. The university community should make every effort to reconcile any member who finds himself or herself in conflict with these objectives.
  9. More could be said about Loyola’s identity. However, what has been said should suffice to spur reflection and dialogue. Loyola is a community given to the pursuit of excellence in teaching and scholarship, personal and spiritual development, and to the promotion of justice and faith in accordance with its nature as an institution of learning. One of the leading challenges to any university today, and especially to Loyola in view of its Jesuit and Catholic character, is to teach an ethic of selfless service and sharing that decisively breaks with the present obsession with joyless and insatiable consumption. Education at Loyola succeeds only to the extent that it leads our community to examine how faith relates to society’s systemic injustice. Moreover, it fails if it does not demonstrate how faith can be coupled with love to move us to action in the pursuit of justice. Jesuit education, then, is the education of persons for others, persons who will seek to act justly, to love tenderly and to walk reverently in the spirit of Jesus as the man for others.

The Story of Loyola University New Orleans

The Jesuits were among the earliest settlers of New Orleans and Louisiana. A Jesuit chaplain accompanied Iberville on his second expedition, and the fathers are credited with introducing the growing of sugar cane to Louisiana, paving the way for one of the state’s prime industries. They probably brought this from their West Indies farms and planted it on the plantation they bought from former Governor Bienville in 1725. This tract, used by the fathers as a staging area or supply base for their activities in ministering to the needs of settlers and Indians in the up-country, was located "across the common" (now Canal Street), running along the Mississippi River to what is now Jackson Avenue. When the Jesuit order was banned from the French colonies in 1763, the land was sold at public auction.

The city’s leaders, including Bienville, had long hoped for a Jesuit college. After the Jesuit order was restored, the Bishop of New Orleans implored the Jesuits in France to come to the city. In 1837, seven Jesuit priests arrived. After weighing several sites, they decided that Grand Coteau, in St. Landry Parish, was a better site for their boarding college than the fever-ridden city.

Meanwhile, New Orleans continued its dramatic growth, despite yellow fever. The desire for a Jesuit college here intensified in both the citizens and the fathers. In 1847, the priests bought a small piece of the same land they had owned nearly a century before, and in 1849, the College of the Immaculate Conception opened its doors at the corner of Baronne and Common streets.
This college became a well-established and beloved institution. As the city grew, however, it became obvious to Rev. John O’Shanahan, S.J., superior general of the province, that the downtown area would become too congested for a college. He began looking for a suburban site.

The Cotton Centennial Exposition in 1884 had given impetus to the development of the uptown section of the city, especially around Audubon Park. This area was reached by the New Orleans and Carrollton Railroad which ran from Lee Circle to the City of Carrollton on the present roadbed of the St. Charles streetcar line. Father O’Shanahan learned that a large site directly across from the park was available. This was the site of the Foucher Plantation, owned by Paul Foucher, son of a New Orleans mayor and son-in-law of Etienne de Bore, famed as the granulator of sugar from cane syrup.

The entire Foucher site was offered to Father O’Shanahan for the sum of $75,500. It included the land now occupied by Loyola and Tulane universities, and Audubon Place. The priest’s advisers dissuaded him from purchasing this lest the acquisition of such a large tract bring on the charge of commercialism. He acceded, but said later he wished he had not since he could have within 10 days sold enough of the property "to pay for the entire tract I bought and to put aside a sinking fund for the education of our young men."

The section of the Foucher estate Father O’Shanahan bought in 1886 fronted on St. Charles and ran approximately to the Claiborne canal. It was purchased with the assistance of Chief Justice Edward Douglass White, a Jesuit alumnus, and the Brousseau family. The price was $22,500, paid in three installments at six percent interest. On the day the act was signed, the fathers were offered $7,500 more for the property.

In May 1890, the parish of Most Holy Name of Jesus was established for the area. Rev. John Downey, S.J., was the first pastor. A frame church, known affectionately among Orleanians as "Little Jesuits," was built, and Mass was celebrated in it in May 1892.
In 1904, the long-planned Loyola College, together with a preparatory academy, opened its doors. First classes were held in a residence located to the rear of the church on what is now Marquette Place. The first president was the Rev. Albert Biever, S.J., who was appointed by the provincial, Rev. William Power, S.J.

The college grew steadily. Father Biever promised and did give a holiday when the student body reached 50. In 1907, Father Biever called a meeting of prominent Catholic laymen to plan for a new building. Acting chairman was W.E. Claiborne. Out of his group grew the Marquette Association for Higher Education with B.A. Oxnard as chairman. In 1910, this group, with the assistance of its ladies auxiliary, was responsible for the building of Marquette Hall, queen of Loyola’s buildings and centerpiece of its campus horseshoe. Strongly encouraged by Archbishop Blenk and prominent New Orleanians, the Jesuits and the Marquette Association had several years previously begun to make plans for expansion to a university.

In 1911, the Jesuit schools in New Orleans were reorganized. Immaculate Conception College became exclusively a college preparatory school and was given the preparatory students of Loyola College. The downtown institution relinquished its higher departments—what are now known as college programs—to Loyola, which was in the process of becoming a university.

On May 28, 1912, a bill was introduced in the Louisiana Senate by Senator William H. Byrnes, Jr., of Orleans Parish which proposed to grant a university charter to Loyola. It was passed unanimously and sent to the State House of Representatives. There was some backstage opposition, and Father Biever, fearing a fatal snag, made an impassioned speech to the house. The bill passed, and on July 10, 1912, the governor signed the act authorizing Loyola to grant university degrees.

Under the direction of the dynamic Father Biever and with the advice and financial support of New Orleans citizens, the new university grew dramatically. Thomas Hall, residence for the fathers, was dedicated in 1912. The new church known as the McDermott Memorial, with its soaring tower, arose in 1913.

In that year also the New Orleans College of Pharmacy, incorporated in 1900 by its founder, Dr. Philip Asher, chose to affiliate with Loyola. In 1919, the college merged completely with the university. The college was discontinued in 1965.

The School of Dentistry was organized in 1914 with Dr. C. Victor Vignes as first dean. First classes were held in Marquette Hall. The school was transferred to Bobet Hall when that building was completed in 1924. The college was phased out between 1968 and 1971.

The School of Law also was established in 1914 with Judge John St. Paul as founding dean. First classes were held at night in Alumni Hall near the College of Immaculate Conception. However, after the first year they were moved to the new university.

Dr. Ernest Schuyten had founded the New Orleans Conservatory of Music and Dramatic Art in 1919. It was first located at Felicity and Coliseum streets and later moved to Jackson Avenue and Carondelet Street. It was incorporated into Loyola University in 1932 as the College of Music. The next year it moved to the Loyola campus with Dr. Schuyten as dean.

The roots of educating adult students date back to 1919 when evening courses were first offered at Loyola for students who were unable to pursue full-time degree programs. By 1949, the demand for such evening courses had grown to an extent that the university decided to establish an Evening Division to serve the educational needs of working adults. In 1970, the Evening Division, with an enrollment of 1,200 students, was chartered as City College, with its own full-time faculty. In 2006, the university made each college responsible for educating undergraduate adult students. City College was discontinued as an administrative unit and its faculty became department members in the other colleges.

From 1926 to 1947, a four-year degree program leading to a bachelor of science degree in economics was offered by the College of Arts and Sciences. In 1947, the Department of Commerce of the College of Arts and Sciences expanded into the full-fledged College of Business Administration granting a bachelor of business administration degree. The college moved into Stallings Hall shortly thereafter. Dr. John V. Conner was the first dean. In 1950, the college was admitted to associate membership in the Association to Advance Collegiate Schools of Business, and in 1957, the college was admitted to full membership. In 1983, the college was renamed the Joseph A. Butt, S.J., College of Business Administration in honor of the Jesuit priest who taught generations of Loyola business students. The college moved to Miller Hall, its present home, in 1986.

The university thus has a colorful and distinguished history marked by the zeal and scholarship of the Jesuit fathers and the valued advice and support of leading citizens of New Orleans. Hundreds of the city’s top leaders received their education from the Jesuits at Loyola University, or its predecessor, the College of the Immaculate Conception. Teachers, scientists, attorneys, pharmacists, musicians, and business executives call Loyola their alma mater.

Loyola has a colorful sports history. A double-decker stadium on Freret Street was the scene of exciting football games, including the first collegiate night game in the south. Olympic and national champions have worn the maroon and gold. In 1945 the basketball team won the National Intercollegiate Basketball Championship Tournament. The intercollegiate athletics program was discontinued in 1972 but reinstated in 1991, following a student referendum in which students voted for its return. The Wolfpack currently competes in the N.A.I.A. (National Association of Intercollegiate Conference) for both men and women.

In 1964, Loyola completed major physical plant expansion with the dedication of three new buildings, a 404-student residence hall, a university center, and a central heating/cooling plant. In 1967, Buddig Hall, a 412-student women’s residence, was dedicated.

In 1969, the university completed the largest academic structure in its history, the 180,000-square-foot J. Edgar Monroe Memorial Science Building. Today this impressive structure houses science-oriented departments and is known as Monroe Hall.

In 1984, the university purchased the 4.2-acre Broadway campus, formerly the campus of St. Mary’s Dominican College. The Broadway campus, located on St. Charles Avenue at Broadway, is a few blocks from Loyola’s main campus. Major renovations were completed to two existing buildings in 1986, creating modernized housing for the School of Law and Law Library.

In 1986, a 115,000-square-foot Communications/Music Building was dedicated. The building, constructed on the corner of St. Charles Avenue and Calhoun Street, houses the Department of Communications and the College of Music. The building boasts, in addition to the latest technology for broadcasting and music studios, the 600-seat Louis J. Roussel Performance Hall.

The six-level Recreational Sports Complex was dedicated in February 1988. The RecPlex includes two floors of racquetball, tennis, basketball, and volleyball courts; a natatorium with diving pool, whirlpool, sauna, and steam room; an elevated jogging track and weight room. The building also houses a four-story parking garage.

The Activities Quad, between Bobet Hall and the Danna Center, was renamed the Plaza De Los Martires De La Paz in 1989 to honor the six Jesuits, their cook, and her daughter who were slain in El Salvador. The Jesuits taught at the University of San Salvador. Eight trees were planted in the Peace Quad as a permanent memorial to these contemporary martyrs.

In 1989, historic Greenville Hall on the Broadway campus was renovated to provide office space for the Division of Institutional Advancement (alumni/parent relations, development, and public affairs/publications/marketing communications). This outstanding Italianate structure was built in 1892 for St. Mary’s Academy, a girls’ school established in 1861 by Dominican nuns from Cabra, Ireland. In 1864 when the nuns acquired the property on which the building sits, the area was known as the village of Greenville, a community which was annexed by the City of New Orleans in 1870. In 1910, the academy became St. Mary’s Dominican College. In 1984, the same year Loyola bought the Broadway campus, Greenville was designated a historic landmark by the Orleans Parish Landmarks Commission.

Loyola’s Broadway campus today also includes the School of Law, Cabra Residence Hall, and the Department of Visual Arts in St. Mary’s Hall.

In 1993, Loyola purchased Mercy Academy at the corner of Calhoun and Freret streets. The facility was renovated in 1994 – 95 and a number of departments moved in including the Office of Human Resources, the Office of International Student Affairs, the Women’s Resource Center, and Physical Plant.

In 1996, Loyola officially changed its name to Loyola University New Orleans to distinguish itself from other Jesuit institutions with similar names.

Loyola continues to grow and expand physically. A new 500-car parking garage was completed on West Road in 1996. The 150,000-square-foot, 550,000-volume-capacity J. Edgar and Louise S. Monroe Library opened its doors in January 1999 and was dedicated in February 1999. Thresholds: The Campaign for Loyola University New Orleans supported the library project and provided funding endowment for faculty and staff support and endowment for student financial aid. The $50 million capital campaign, the largest in Loyola’s history, exceeded its goal within its established five-year framework (1993 – 1998) with a total of over $51 million raised. Carrollton residence hall was also completed in 1999.

In 2003, athletic scholarships were once again awarded to men’s and women’s basketball players.

In 2006, following the devastating effect of Hurricane Katrina on New Orleans, Loyola implemented Pathways: Toward Our Second Century. This plan restructured the existing colleges and departments into five distinct colleges: Business, Humanities and Natural Sciences, Law, Music and Fine Arts, and Social Sciences. Under the plan, the School of Mass Communication and the School of Nursing were also created and housed under the College of Social Sciences.

In 2007, the College of Law opened its Wendell H. and Anne B. Gauthier Family Wing. The four-story, 16,000-square-foot addition, located at the corner of Pine and Dominican Streets, seamlessly connected to the main law building.

Also in 2007, the Danna Center was renamed the Danna Student Center, and the Recreational Sports Complex became the University Sports Complex.

In 2008, the Loyola Institute for Ministry (LIM) celebrated its 40th anniversary.

Also in 2008, Loyola completed an extensive renovation of the Danna Student Center. In addition, two classrooms in Bobet Hall were redone, and the Gregory R. Choppin Chemistry Wing in Monroe Hall was renovated.

Loyola University New Orleans is one of 28 Jesuit colleges and universities in the United States. It is open to students of all faiths.

Association of Jesuit Colleges and Universities

One Dupont Circle, NW
Suite 405
Washington, D.C., 20036
Telephone: (202) 862-9893

ALABAMA
Spring Hill College, Mobile

CALIFORNIA
Loyola Marymount University, Los Angeles
Santa Clara University, Santa Clara
University of San Francisco, San Francisco

COLORADO
Regis University, Denver

CONNECTICUT
Fairfield University, Fairfield

DISTRICT OF COLUMBIA
Georgetown University

ILLINOIS
Loyola University Chicago

LOUISIANA
Loyola University New Orleans

MARYLAND
Loyola University Maryland

MASSACHUSETTS
Boston College, Boston
College of the Holy Cross, Worcester

MICHIGAN
University of Detroit Mercy

MISSOURI
Rockhurst University, Kansas City
Saint Louis University, St. Louis

NEBRASKA
Creighton University, Omaha

NEW JERSEY
Saint Peter’s College, Jersey City

NEW YORK
Canisius College, Buffalo
Fordham University, New York
Le Moyne College, Syracuse

OHIO
John Carroll University, Cleveland
Xavier University, Cincinnati

PENNSYLVANIA
Saint Joseph’s University, Philadelphia
University of Scranton, Scranton

WASHINGTON
Gonzaga University, Spokane
Seattle University, Seattle

WEST VIRGINIA
Wheeling Jesuit University, Wheeling

WISCONSIN
Marquette University, Milwaukee

Correspondence Directory

Address Correspondence to:

Loyola University New Orleans
6363 St. Charles Avenue
New Orleans, LA 70118
Main Telephone:
(504) 865-2011

Admissions Information:

Dean of Admissions and Enrollment Management
(504) 865-3240, 1-800-4-LOYOLA
E-mail: admit@loyno.edu

Residential Life:

(504) 865-3735

Meal Plans:

Loyola Dining Services
(504) 865-2127

Early Registration/Student Records:

(504) 865-3237

New Student Orientation:

(504) 865-3676

Scholarships:

Office of Scholarships and Financial Aid
(504) 865-3231

On-campus Student Jobs:

Office of Human Resources
(504) 864-7757
www.loyno.edu

University Administrators

Board of Trustees 2011-2012

Officers

  • J. Kevin Poorman, Chair
  • John J. Finan, Jr., M.B.A. '70, Vice Chair
  • Rev. Kevin Wm. Wildes, S.J., Ph.D., University President
  • Rev. Peter Rogers, S.J., Vice President
  • Rev. Robert "Bob" Gerlich, S.J., Secretary and Treasurer

Members

  • Rev. R. Bentley Anderson, S.J.
  • Virginia Angelico-Tatum '75, D.D.S
  • William Blase
  • Rev. James M. Bowler, S.J.
  • Robert "Bob" Brown
  • Robin R. Burgess
  • James A. Caillier, Ed.D.
  • Carolyn Callahan '88
  • Rev. Gerald Cavanagh, S.J.
  • Dennis C. Cuneo, J.D. '76
  • Donald Faust '73, M.D.,
  • David M. Ferris, J.D. '96
  • Anne B. Gauthier
  • S. Derby Gisclair '73
  • Gail W. Jock '62
  • Rev. T. Frank Kennedy, S.J.
  • Barry D. LeBlanc, M.B.A. '82
  • Robert LeBlanc '00
  • Joseph E. Mahoney, Jr., '76
  • Floyd J. Malveaux, M.S. '64, M.D., Ph.D.,
  • Elissa F. Moran
  • Rev. Joseph M. O'Keefe, S.J.
  • Sean O'Keefe '77
  • Rev. Kevin P. Quinn, S.J.
  • Rev. Richard P. Salmi, S.J.
  • Rev. Stephen Sauer, S.J.
  • Robert A. "Bobby" Savoie, M.B.A. '81
  • Ashley C. Schaffer '98
  • N. John Simmons, Jr., '76
  • Rev. Paul Soukup, S.J.
Trustee Emeriti
  • Adelaide W. Benjamin
  • Donna D. Fraiche, J.D.,'75
  • Theodore "Ted" Frois, J.D. '69
  • Rita O. Huntsinger
  • John P. Laborde '96
  • John B. Levert, Jr.
  • Jerome J. Reso, Jr., '58, J.D. '61
  • Betty S. Sherrill
  • Jeanne Wolf

University Administrators

President's Office
President Rev. Kevin Wm. Wildes, S.J.
  Executive Assistant to the President Gail Howard
  Executive Assistant to the President for Board Relations Kristine Lelong
  Administrative Assistant Tammy Jackson
  Director of Government Relations Tommy Screen
  General Counsel Gita Bolt
  Internal Auditor V. Lynn Hoffman, Director
Academic Affairs
Provost and Vice President for Academic Affairs Edward Kvet, D.M.E.
  Special Assistant to the Provost Roger White, Ph.D.
  Senior Vice Provost for Academic Affairs Lydia Voigt, Ph.D.
  Vice Provost for Faculty Affairs Melanie McKay, Ph.D.
  Vice Provost for IT and Chief Information Officer Bret Jacobs, B.S.
  College of Humanities and Natural Sciences Dr. Jo Ann Cruz, Ph.D., Dean
  Associate Dean Dr. Judith Hunt, Ph.D.,
  College of Social Sciences Luis Mirón, Ph.D, Dean
  Associate Dean Philip J. Frady
  Loyola Institute for Ministry Thomas Ryan, Ph.D., Director
  Twomey Center for Peace Through Justice Ted Quant, B.S., Director
  Lindy Boggs National Center for Community Literacy Petrice Sans-Abiodun, Ph.D., Director
  College of Business William Locander, Ph.D., Dean
  Associate Dean of Educational Systems Angie Brocato Hoffer, M.A.
  College of Music and Fine Arts Donald R. Boomgaarden, Ph.D., Dean
  Associate Dean Anthony DeCuir, Ph.D, Associate Dean
  College of Law María Pabón López, J.D., Dean
  Associate Dean of Academic Affairs Lawrence W. Moore, S.J., J.D.
  Associate Dean of Student Affairs Stephanie W. Jumonville, M.Ed., J.D.
  Assistant Dean of Admissions K. Michelle Allison-Davis, J.D.
  University Library Deborah Poole, M.L.I.S., Interim Dean
  Vice President for Enrollment Management and Associate Provost Salvadore Liberto, M.A.
  Admissions, Director Keith E. Gramling, B.S., B.A., Director
  Scholarships and Financial Aid, Director Cathy Simoneaux, M.B.A., Director
  Academic Resource Center Sarah M. Smith, M.Ed., Director
  Center for Intercultural Understanding Lisa Martin, M.A., Director
  Grants + Sponsored Programs Heidi Davis, Ph.D., Director
  Information Technology Bret Jacobs, B.S., Vice Provost for IT and Chief Information Officer
  Institutional Research Cynthia Dorsa Caire, Associate Director
  International Education Debbie Danna, M.A., J.D., Director
  Loyola Intensive English Program Erika Heppner, Director
  Service Learning Kelly Brotzman, Director
  Student Records  
  Administrative Services Michael Rachal, B.S., Director
  Registration Services Kathy Gros, Director
  University Honors Program Naomi Yavneh, Ph.D., Director
  Women’s Resource Center Karen Reichard, Ph.D., Director
Finance and Administration
Vice President for Finance and Administration Jay Calamia
  Associate Vice President for Financial Affairs Leon Mathes
  Bursar Shannon Duplantis, Director
  Controller Michael Connick
  Portfolio Coordinator Michael C. Hubbard
  Purchasing Bret Pennison, Director
  Student Finance Judy Vogel, Director
  Assistant Vice President for Administration Paul C. Fleming, B.A.
  Construction and Safety Robert S. Oehlke Jr., Director
  Facilities Operations Ann Moss, Director
  Facilities Systems Charles B. Marshall, Director
  Mechanical Systems Charles B. Smith, Director
  University Police Patrick Bailey, Director/Chief
  Human Resources Ross Matthews, Director
  Risk Management Richard W. Bell, Director
Institutional Advancement
Vice President for Institutional Advancement William Bishop, M.A.
  Associate Vice President for Development Chris Wiseman, Ph.D.
  Development Suzanne Valtierra, B.A., Senior Development Officer
  Advancement Research Mary Ellen Fleury, M.A., Director
  Planned Giving Robert S. Gross, J.D., Director
  Associate Vice President for Marketing and Communications Terrell F. Fisher, M.F.A.
  Marketing and Publications Jennifer Schlotbom, B.A., Director
  Creative Services Allee Parker, B.F.A., Art Director
  Public Affairs and External Relations Meredith Hartley, Director
  Web Communications Jacee Brown, B.F.A., Director
  Advancement Records Martha Bodker, Director
  Alumni Relations Monique Gaudin Gardner, J.D., Director
  Annual Giving Marcel M. McGee, B.S., Director
Mission and Ministry
Vice President for Mission and Ministry Rev. Ted Dziak, S.J.
  Associate Director of Mission and Ministry and University Ministry Director Kurt Bindewald
Student Affairs
Vice President for Student Affairs and Associate Provost M.L. "Cissy" Petty, Ph.D.
  Assistant Vice President for Student Affairs and Director of Danna Student Center Robert Reed, M.Ed.
  Athletics and Wellness Michael F. Giorlando, D.D.S., M.Ed., Director
  Counseling Center Alicia Bourque, Ph.D., Director
  Career Development Center Roberta Kaskel, M.A., Director
  Co-Curricular Programs Heather Roundtree, Director
  Dining Services Ben Hartley
  Residential Life Craig W. Beebe, Director
  Student Health Services Alicia Bourque, Ph.D., Director

 

Academic Support Services + Facilities

Academic Resource Center

WEBSITE: http://www.loyno.edu/arc

The Academic Resource Center provides tutoring across the curriculum and a broad range of other academic support services free of charge to all Loyola students.

Academic Counseling and Assessment

Each student is individually assisted in formulating a personal strategy for achieving academic success. The plan may involve Academic Resource Center tutoring or referral to other university services.

  • Individual assessment of the student’s learning strengths and weaknesses.
  • One-on-one academic counseling based on the student’s specific needs.

Tutorial Services

The Academic Resource Center provides peer tutoring under the supervision of the professional staff. Before being assigned to a tutor, students meet with an academic counselor to determine the best course of action.

The Academic Resource Center provides course-related tutoring across the curriculum. Subject areas include:

  • Accounting
  • Biology
  • Chemistry
  • Classics
  • Common Curriculum
  • Communications
  • History
  • Music Literature
  • Music Therapy
  • Philosophy
  • Physics
  • Political Science
  • Psychology
  • Religious Studies
  • Sociology
  • Statistics (Business and Social Sciences)

Every effort will be made to provide tutoring in areas not listed.

Study Skills

The Academic Resource Center offers a one-hour course called Protocols of Learning, SPST A105, and non-credit weekend and evening seminars for all undergraduate students. The course is designed to allow the students to apply study skills to their current coursework. The syllabus is designed with input from the students taking the course. Topics may include time management, note taking, memory, effective reading, critical thinking, learning styles, and research skills.

Programs for Entering Freshmen and Transfer Students

To assist new students, there are comprehensive programs for entering freshmen and transfers around the year, including the Bridge, Fall Enrichment, and Spring Enrichment programs.

Fall and Spring Enrichment

The Fall and Spring Enrichment programs are designed to assist entering freshmen and transfer students in meeting the academic demands of their first two semesters at Loyola. Students take a Study Skills course and meet once a week with a member of the Academic Resource Center staff and an Academic Resource Center peer tutor to apply study skills to their actual coursework.

Bridge

The Bridge program allows students to begin taking their first-year courses from mid-June through the last week in July. It also affords students the opportunity to experience life on campus while earning seven hours credit. The Bridge professors are outstanding members of the faculty and work closely with the Academic Resource Center’s professional staff to provide an excellent beginning in college. The Academic Resource Center also provides academic counseling and peer tutoring under the supervision of the professional staff. Students are admitted through the Office of Admissions.

Disability Services

Disability Services was created to help provide equal access for students with disabilities. Our staff assists students in meeting the demands of university life by coordinating campus services for students with disabilities and offering academic support services. These services include but are not limited to the following:

  • Verification of a documented disability
  • Specialized counseling for students with disabilities
  • Advocacy services
  • Implementation of accommodations
  • Note-taking and transcription services
  • Tutorial services
  • Support groups
  • Assistance in obtaining other services

Information Technology

WEBSITE: http://www.loyno.edu/infotech/

Information Technology provides current technology, prompt service, and a robust network to allow the fair, accurate and free interchange of educational content, information and ideas throughout the Loyola community and the world.

Network Access
LoyolaNet, a state-of-the-art computer networking system, provides access to electronic mail, news groups, home pages, mailing lists, library resources, course offerings, student records, and financial information as well as a high-speed connection to the Internet and World Wide Web. All faculty and administrative offices, classrooms, residence halls, and common study areas provide outlets for connecting personal computers to the network. Wireless network access is also provided in many areas of the campus.

Computer Labs
More than 300 Dell and Macintosh computers are available for student use along with word processing, spreadsheet, database, graphics, and web-browsing software. A variety of printers, including laser printers, are available in the labs.

In addition to general access computer labs, special-purpose computer labs have been established for writing and english composition, math basic skills, music technology, business and accounting, law school, visual arts and communications.

Mainframe computer services for online registration and access to the university libraries’ online card catalogue and bibliographic services are accessed from the LoyolaNet network on campus or from off campus using any connection to the internet.

Computer Store
Software, accessories, and supplies are available in the University Bookstore located in the Danna Student Center.

Technical Support and Training
The Information Technology Help Desk, a hotline for computer related technical support, is available M-F 8:30 a.m. to 4:45 p.m.  After-hours emergency calls will be returned as soon as possible. The Help Desk may be reached at 865-CALL (865-2255).

Telephone Services

The Loyola community enjoys state-of-the-art telephone services including electronic voice messaging. Individual direct long-distance services and voice messaging are also provided to students in the residence halls.

Technical Support and Training
The Information Technology Help Desk, a hotline for computer related technical support, is available M-F 8:30 a.m. to 4:45 p.m.  After-hours emergency calls will be returned as soon as possible. The Help Desk may be reached at 865-CALL (865-2255).

J. Edgar and Louise S. Monroe Library

WEBSITE: http://library.loyno.edu/

The J. Edgar and Louise S. Monroe Library won the 2003 Excellence in Academic Libraries Award, given by the Association of College and Research Libraries (ACRL) and Blackwell's Book Services, in recognition of programs that deliver exemplary services and resources to further the educational mission of the university. In addition, the library received the 2004 H.W.Wilson Library Staff Development Award, and for the last three years has ranked in the top 10 in the "Best College Library" category of The Best 361 Colleges by The Princeton Review.

The state-of-the-art, 150,000-square-foot library offers a variety of seating for more than 700 students and provides abundant wired and wireless access to the Internet. The library offers three computer labs, two multimedia classrooms, four seminar rooms, 15 group study rooms, and an art gallery. The library houses a multimedia production classroom featuring computer workstations loaded with video, audio, imaging, and music production software. The library can accommodate a collection of up to 500,000 volumes and features a reading room for the use of its valuable archival and special collections.

The Monroe Library is committed to creative thinking, collaboration, and enhancement of the educational experience. This is expressed in the library's Learning Commons, a learning space that encompasses the first floor. In the Learning Commons, students, faculty, and staff come together to study, learn, teach, create, and socialize. At the Learning Commons desk, users can get assistance with standard circulation, reference, and technology questions. Those wanting or needing more in-depth knowledge are connected to appropriate experts, materials, programs, and workshops. The Learning Commons offers a variety of learning spaces, including the Living Room, a laptop collaboration area, computer carrels for individual or group work,  multimedia workstations, and listening stations.

The Monroe Library works with faculty to ensure that Loyola students have the skills needed to find, retrieve, analyze, and use information. The library encourages faculty to adopt best practices for incorporating information literacy standards in the classroom; supports the innovative use of instructional technologies in teaching and learning; advances faculty research; and builds partnerships to enhance student writing, career development, and lifelong learning.

The Monroe Library houses the Lindy Boggs National Center for Community Literacy, which serves as a national clearinghouse for information, research, and resources pertaining to literacy; Special Collections and Archives, housing the Walker Percy and His Circle Collection, the Archives of the Southern Province of the Society of Jesus, and the Frere Joseph Aurelien Cornet Collection on the art and culture of the Congo; and the Visual Arts Center and Collins C. Diboll Gallery, the fourth-floor exhibition, archival, and lecture space.

The Monroe Library's holdings include more than 382,000 volumes, access to more than 27,000 e-books and 36,000 print and electronic journals, 11,500 music scores, 90,000 microform units, and 4,700 media titles. Faculty and graduate students enjoy borrowing privileges at most of the areas academic libraries. Loyola and Tulane Universities offer reciprocal library borrowing privileges to undergraduates through the TULU program. The library's interlibrary loan service provides materials not available at Loyola's libraries.

Mathematics Center

WEBSITE: www.loyno.edu/mathlab/

The Loyola Mathematics Center was established in 1981 with the original purpose of providing assistance to students in basic skills (developmental) mathematics courses. It has since evolved into a multimedia resource center for virtually all Loyola  students taking mathematics courses. The Math Center is commonly referred to as the Math Lab, where economics, chemistry, biology, and physics students frequently use it as  a working center. Well-qualified students provide one-on-one tutoring for students taking mathematics courses. Interactive computer software is available to those who prefer this method of assistance. Scientific Notebook, Matlab, SPSS, Visual Basic, Java, and other programs are available on our computers for the use of our students and staff. Textbooks, instructor's manuals, and other reference materials are available for almost all undergraduate math courses taught at Loyola.

Ross Foreign Language Center

WEBSITE: chn.loyno.edu/mfllits/rflc/index.html

The Ross Foreign Language Center, located in Bobet Hall 114, was established in 1988 and named for Rochelle Ross who taught Russian at Loyola from 1967-82. Staffed by student workers under the direction of a faculty member, the center provides peer tutoring and audio CDs for the language courses taught at Loyola in Arabic, Chinese, French, German, Italian, Japanese, and Spanish. Additional materials that support language learning are also available in Bobet 114, including bilingual dictionaries, grammar reviews, and magazines.

Upward Bound

WEBSITE: www.loyno.edu/upwardbound/

The Loyola University New Orleans Upward Bound Program is a federally funded program that falls under the national umbrella of TRiO Programs. Upward Bound was established by the Higher Education Act of 1965 with the mission of helping high school students prepare for post-secondary education. Participants receive instruction, traditionally on a college campus, in literature, composition, mathematics, and laboratory science. Instruction is conducted after school, on Saturdays and during the summer. After high school graduation, Upward Bound provides a “bridge” program to aid in the transition from high school to college. To date, 971 programs are in operation throughout the United States.

Since 1966, the administration, faculty, and staff of the Upward Bound Program at Loyola University New Orleans have continued to provide educational assistance to high school students in the Metro New Orleans area. Currently, the Program serves four target schools on the Westbank of Jefferson Parish: Helen Cox, John Ehret, L.W. Higgins, and West Jefferson High School. Along with serving these four schools, the Upward Bound Program also serves students living in the target areas surrounding each school.

The Loyola University New Orleans Upward Bound Program consists of three program components: a six-week summer component, an academic year component conducted on Wednesday evenings and Saturday mornings and a summer bridge component for college pre-freshmen. During each program component, tutoring, counseling and individualized assistance is given to each program participant. For further information, please visit our website or contact the Program office.

Whelan Children's Center

WEBSITE: www.loyno.edu/whelan/

Whelan Children’s Center is a high quality childcare program for the children of the faculty, staff, students, and alumni. The center, located on Loyola’s campus, provides a safe and stimulating educational environment with a highly qualified, experienced, nurturing staff. Twelve full-time teachers, twenty-five work-study students, and sixty-two children ranging in age from four months to five years make up the center’s population. Teachers of three- to five-year-old children have a B.S. in education with certification in early childhood. Teachers of one- and two-year-olds have associate degrees in early childhood and certification in early childhood education; teachers of infants and toddlers have extensive experience in working with young children. All teachers are certified in Infant and Child CPR and Pediatric First-Aid. Teachers attend the annual Greater New Orleans Association for the Education of Young Children conference and workshops throughout the year. Children are grouped by ages: infants, toddlers, one-year-olds, two-year-olds, three-year-olds, and preschoolers. A developmental program based on all areas of development: physical, social, intellectual, and emotional. Activities as well as the physical environment are carefully planned to enhance the growth and development of young children. For example, two-year-olds learn about cultural activities, music, and letter and color recognition. Older children develop social skills and academic concepts which prepare them for the kindergarten level. The center supports the philosophy that children are happiest when actively involved in learning.

Writing Across the Curriculum

WEBSITE: www.loyno.edu/wac

Writing Across the Curriculum
Writing Across the Curriculum (WAC) supports excellence in critical thinking and writing in all undergraduate programs and classes at Loyola.  WAC offers a variety of services to help students improve their writing and to assist faculty in designing effective writing assignments.

Student Tutoring  Services
WAC provides free tutoring on writing assignments, including

  • Analytical essays
  • Argumentative essays
  • Response papers
  • Research papers in all majors
  • Book reports and reviews
  • Film and drama reviews
  • Lab reports
  • Critiques
  • Proposals, business reports, letters, and memos
  • Service learning writing projects

Students receive help with all phases of the writing process, from brainstorming ideas to synthesizing sources, tightening arguments, and revising for clarity and style.  WAC tutors do not edit or correct students’ papers;  instead, they work with students to help them strengthen their critical thinking skills and improve their own writing.

Tutor Training
WAC writing tutors, who are drawn from a broad range of majors, are trained to help students with the rhetorical conventions, formats, writing practices, and citation demands of the differing academic disciplines. All first-semester writing tutors enroll in English 491, “Practicum in Teaching Writing,” and take additional tutoring workshops throughout subsequent years on staff.  In addition, beginning tutors are paired with experienced tutors who mentor them during the first year, include them as observers in tutoring sessions, and answer questions that arise about tutoring situations and resources.

Resources
WAC administers a writing center and electronic classroom in Room 100 Bobet Hall where students can conduct Internet research, draft papers, consult with writing tutors, and revise their work. The writing center makes available a library of print and online resources for writers, including discipline-specific guides to college writing, dictionaries, handbooks, grammar guides, style and citation guides, and other resources.

Locations
WAC’s tutorial services are available on a drop-in basis and by appointment seven days a week; tutoring is offered in a variety of locations, including

  • The WAC Writing Center, Room 100, Bobet Hall
  • The Reference Desk, First Floor, Monroe Library
  • Off-campus via phone consultations and e-mail

Faculty Services
WAC provides one-on-one consultation services to faculty who want to incorporate writing as a learning tool in their classes.  In these consultations, WAC professional staff work with faculty to design sequenced writing assignments for their courses, prepare guidelines for students on approaches to each assignment, and develop grading rubrics that help students identify the strengths and weaknesses of their writing.  WAC staff also offer workshops on these topics as well as others upon request.

Centers + Institutes

Center for Arts and Music Entrepreneurship

WEBSITE: cmfa.loyno.edu/center-arts-and-music-entrepreneurship

The Center for Arts and Music Entrepreneurship produces events involving industry professionals from the entertainment centers of the country, clinics and "how-to" tutorials for artists and musicians, video tapes and broadcast events produced by the member schools and by other arts and educational institutions in the region, and aggregates content produced by others.

Center for Environmental Communications

WEBSITE: www.loyno.edu/lucec

The mission of the Center for Environmental Communications is to educate students in the field of environmental communications, to stimulate communications among environmental stakeholders, to provide the public with unbiased discussion of environmental issues, and to be a resource to the media for environmental information. Instead of focusing only on journalism, the Loyola program includes the following sequences: print journalism, broadcast journalism, broadcast production, public relations, advertising, photojournalism, and film studies. This diversity allows students to interact with faculty and students who approach communications issues with different perspectives. A hallmark of Loyola’s program is the Institute of Environmental Communications (IEC). Citizens from business, the scientific and environmental communities, government, and the rest of the Greater New Orleans community are encouraged to participate. The IEC consists of a semester’s worth of meetings during which participants will be exposed to a variety of environmental concerns and issues with discussion led by the region’s environmental leaders. Additionally, Loyola faculty and students are actively working on several projects that are increasing the communication among industry and its many stake-holders. This environmental intervention is intended to enhance the potential for win-win solutions to environmental issues. Loyola’s Center for Environmental Communications will focus on those issues unique to the Louisiana region, as well as those traditionally targeted by environmental programs (population, global warming, ozone depletion, etc.).

Center for Environmental Law and Land Use

Inaugurated on the anniversary of Hurricane Katrina, Loyola’s Center for Environmental Law and Land Use, seeks to become a leader in legal environmental education and service in the Gulf Region. 

As part of this mission, the Center supports Loyola’s Certificate in Environmental Law Program.  Under this program, law students concentrate their studies in the areas of natural resources, pollution control, and land use, and receive a certificate upon graduation along with their degree.

The Center also organizes and hosts a variety of conferences, workshops, and lectures designed to educate the public and to spark collaborative efforts in research and service among academics and students.  Much of its activity now centers on environmental and land-use issues associated with Hurricane Katrina and the rebuilding of the Gulf Coast. 

Center for Faculty Innovation

WEBSITE: www.loyno.edu/cfi

The Center for Faculty Innovation was established in 2008 to promote new modes of teaching and scholarship that foster an integrated curriculum and learner-centered pedagogies. The Center is dedicated to nurturing connections among faculty as learners, teachers and scholars and supporting the intellectual life of the Loyola community within the context of our unique Jesuit mission and identity.

The Center now supports faculty development through workshops, a new faculty seminar, support for teaching with technology, instructional design for online and hybrid courses, summer faculty academies on teaching and learning, a resource library, one-on-one consulting and support for faculty research and publishing.

Center for Intercultural Understanding

WEBSITE: www.loyno.edu/ciu 

In the Jesuit and Catholic tradition, the Center for Intercultural Understanding was established to create and maintain a campus environment where students, faculty, and staff will be able to recognize, respect, and celebrate our differences and commonalities. These differences include, but are not limited to, age, social and economic status, sexual orientation, educational background, marital status, ethnicity, gender, individual traits, ability, race, cultural heritage, and religious beliefs.

The center will provide proactive leadership in fostering respect for the rights of others, including the right to be different. It strives to create a supportive and inclusive campus environment through programming, services, advocacy, research, and curriculum transformation, responding to the needs of students, faculty, and staff for the common good.

Center for International and Comparative Education

WEBSITE: www.loyno.edu/ip

The comparative and international law programs at Loyola University New Orleans College of Law reflect Louisiana’s unique status as a mixed civil law and common law jurisdiction. The private law of Louisiana—comprising such areas as the law of persons, property, obligations, donations, and successions—is based on an eclectic civil code tradition. The French Code Civil of 1804 comprises the strongest influence, but there are significant Roman law and Spanish law elements as well. The public law of Louisiana— including state constitutional law, legislation, criminal law and procedure, civil procedure, and evidence—is based largely on the Anglo-American common law. Louisiana’s commercial law has both civil law elements (as in the law of sales) and common law aspects (based on Louisiana’s adoption of most portions of the Uniform Commercial Code).

Center for International Education

WEBSITE: www.loyno.edu/cie

The Center for International Education (CIE) at Loyola University New Orleans promotes the internationalization of the university by initiating, developing and supporting a wide range of international and intercultural educational opportunities for members of the Loyola community. CIE sponsors numerous cultural programs including International Education Week, the Country Fair, the Education Abroad Fair, and many others. Through these opportunities, CIE encourages students to develop an appreciation of other cultures and of their own, and to maximize their intercultural experience whether here at Loyola or on an education abroad program.

International Students

CIE provides innovative programs and services to the more than 100 international students currently enrolled at Loyola. International students include students with F-1 student, J-1 exchange visitor, or other nonimmigrant visas; students who are not citizens of the United States; students whose first language is not English; and students who do not reside within the continental United States. CIE helps these students adjust to life at Loyola and ensures that they are well integrated into the Loyola community. For non-immigrant F-1 students and J-1 exchange visitors, CIE provides assistance for all immigration issues, particularly those related to SEVIS, the Student and Exchange Visitor Information System.

All non-immigrant F-1 students and J-1exchange visitors are required to have health insurance which includes medical evacuation, repatriation, and other requirements listed on the CIE website. Non-immigrant students will be billed for and enrolled in an international student health insurance plan, administered by The Lewer Agency, unless their insurance company completes an insurance waiver available at www.loyno.edu/cie/healthcare-medical-insurance/ by the deadlines listed on the website.

Education Abroad

For students wanting an education abroad experience, the Center for International Education is the first stop with advising and information on both Loyola and non-Loyola programs, financial aid, and scholarships. A study abroad advisor along with experienced study abroad peer advisers works with students to help them find the right program that will meet their academic and personal goals, financial situation, and interests. Students must also meet with their academic adviser, the associate dean in their college, and the study abroad advisor in the CIE prior to applying to a non-Loyola study abroad program.

Numerous programs are available for Loyola students. There are semester and year-long programs, community service and immersion programs, components to academic courses, and summer study abroad. While the majority of students study abroad for short summer programs, a growing number of students are selecting semester or year-long programs. Students can attend both Loyola and non-Loyola programs, but Loyola financial aid can usually only be applied to Loyola programs. The university has a number of affiliations with study abroad programs that provide limited scholarships or discounts for Loyola students. All the information that a student needs can be found at studyabroad.loyno.edu

Loyola Intensive English Program

The Loyola Intensive English Program (LIEP), founded in 1976, prepares students from around the world to use English in academic, professional, and social settings through an innovative, academically rigorous curriculum. Because LIEP is small and personal, students receive individual attention both in and outside of class. LIEP offers English instruction at the intermediate and advanced levels. Classes meet five days per week for a total of 20 weekly hours. Instruction focuses on communication skills in spoken and written English as well as a thorough grounding in English grammar. A unique and very popular feature of LIEP is the tutorial program. The tutors are advanced Loyola students, all native speakers of English, who have a special interest in language teaching and in other cultures. Students meet individually with their tutor twice a week for additional conversation and practice outside the classroom. For more information and an application, go to the website, http://www.loyno.edu/cie/liep

Loyola courses for academic credit

Intensive English students at the advanced level may qualify to take two LIEP courses for academic credit while enrolled in two other academic classes. An application for admission as an academic student, along with a high school or university transcript, must be submitted to Loyola University. For more information, visit the Pilot Program website

Center for Latin American and Caribbean Studies

By supporting scholarly and academic programs, the Center for Latin American and Caribbean Studies—El Centro—attempts to bring together the university students, staff, and faculty, with the Latino community and the New Orleans community at large. El Centro is a multifaceted effort to increase interdisciplinary educational experiences and promote the active engagement of the university with the worlds around it and to build from and promote the spread of Jesuit values through the global community.

 El Centro supports Loyola’s role as a leading comprehensive university in the southern tier of the country and is a symbol of Loyola's continued efforts to strengthen it ties to the city, surrounding region, and hemisphere. 

Center for Spiritual Capital

WEBSITE: www.loyno.edu/spiritual-capital

The Center for Spiritual Capital at Loyola University New Orleans is a new research, education, and outreach organization that works with scholars, policy experts, and business leaders to connect academic learning and real-world practice. The mission of the center is to promote sound interdisciplinary research to produce innovative ideas that advance in a sustainable way a free, prosperous, and responsible civil society.

The center seeks to establish a home for, and a new network of, business leaders, academic leaders, religious leaders, and community and political leaders in general, to focus on the search for new ethical norms to guide the evolving economic relationships of the post-modem era. Special efforts will be made to bring a variety of religious traditions to bear on the traditional functions and roles of today's corporations.

Center for the Study of New Orleans

WEBSITE: www.loyno.edu/csno

Building on the scholarly resources of Loyola University, the Center for the Study of New Orleans promotes research into the city's history, culture, and society. By integrating social justice and analytical thinking into courses, internships, research, and public programming, the Center fosters a critical understanding of New Orleans and an opportunity to aid its renewal.

Gillis W. Long Poverty Law Center

WEBSITE: www.loyno.edu/gillislong

The Gillis W. Long Poverty Law Center was established in 1985 at Loyola School of Law by act of the United States Congress in memory of the late Congressman from Louisiana whose career exemplified service to the needs of the disadvantaged. The center provides training and financial summer internships in law offices that provide legal services to the poor; opportunities for law students to do pro bono work while in law school; loan forgiveness assistance to graduates providing legal assistance to the poor; sponsor lectures and other public interest events; and, provide support to organizations who are involved in the delivery of legal services to the poor. The Gillis Long Poverty Law Center is a vital part of the overall commitment of Loyola University to excellence in scholarship and the pursuit of social justice.

Gillis Long Student Pro Bono Program

In accordance with the Jesuit tradition of social justice advocacy and the promotion of Gospel values, students enrolled at the Loyola University College of Law must satisfy the law and poverty requirement by enrolling in the Law and Poverty course, the Law Clinic Program, the Street Law Program, or the Gillis Long Student Pro Bono Program. Each of these programs stresses the professional obligation of each student, as a future lawyer, to work for the common good. The Gillis Long Student Pro Bono Program allows students to provide legal services to indigent clients in the greater metropolitan area. Students enrolled in the program gain practical legal experience and provide legal assistance to those who are unable to afford it. The pro bono program places students in various fields of law, both civil and criminal, where students are asked to complete a minimum of 50 hours of legal work under the supervision of licensed attorneys. No grade is received for the work, nor are credit hours given. However, students successfully completing the pro bono program do fulfill the law and poverty requirement needed for graduation.

Institute for Continuing Legal Education

WEBSITE: law.loyno.edu/cle

The purpose of The Institute for Continuing Legal Education is to keep practitioners abreast of new legal developments and trends in the legal community. The Institute works to improve lawyer understanding of ethical and professional responsibilities encountered in the practice of law.

Institute for Quality and Equity in Education

WEBSITE: www.loyno.edu/iqee

In the struggle to recover Post-Katrina, the New Orleans public education system was transformed from a single board-operated system to three sperate entitie: The Orleans Parish School Board, the state-operated Recovery School District and an increased number of independent charter schools. The increasing state leadership and privatization of local schools have resulted in an unprecedented experiment in urban education. With the inauguration of the Loyola Institute for Quality and Equity in Education, Loyola University New Orleans will link local and nationally recognized researchers with school policymakers and community stakeholders to pursue the research critical to understanding, evaluating, and assessing policy issues that arise with schools choice.

Institute for the Study of Catholic Culture and Tradition

WEBSITE: www.loyno.edu/iscct 

The mission of the Loyola Institute for the Study of Catholic Culture and Tradition is to foster and promote the distinctive Catholic identity of Loyola University New Orleans across the curriculum and throughout the university community. With a sense of special responsibility for the intellectual and moral education of the young, the institute seeks to foster the formation of students who are familiar not only with the content of the liberal arts tradition, but also with the extent to which that tradition both illuminates and is illuminated by the Catholic faith. While the institute affirms the varieties of ways in which this may be accomplished in all aspects of the university’s life, it commits itself to the specific task of developing an interdisciplinary approach, which seeks to foster the growth and understanding proper to a mature and reflective Christian mind. Specifically, the institute will administer resources to promote the interdisciplinary study of Catholic intellectual, cultural, and moral traditions. To this end, the institute will draw upon the talents and intellectual commitment of the university faculty through sustained dialogue and by supporting those faculty initiatives which further the goals of the institute. The institute will sponsor the development of curricular offerings, extracurricular faculty-student seminars, lectures, research projects, and other initiatives including the development of appropriate library collections. When possible, these courses and other programs sponsored by the institute will be structured so as to be of interest and benefit to a larger audience including, among others, students from Notre Dame Seminary, members of religious congregations, and religious education teachers.

Institute of Environmental Communications

WEBSITE: www.loyno.edu/lucec/institute-environmental-communication
The Institute of Environmental Communications (IEC) brings together a diverse group of citizens (environmentalists, scientists, journalists, industrialists, Brown Field community people, politicians, government employees, teachers, and business persons) for 14 — 20 evening sessions to discuss issues of vital environmental importance to the region and nation. The Fellows Program is modeled after the highly regarded Institute of Politics that has been offered by Loyola University since 1968. The IEC’s first sessions began in fall 1999.

Institute of Politics

WEBSITE: www.loyno.edu/iop

The Institute of Politics (IOP), an independent foundation that is housed on the Loyola campus, trains community leaders in practical politics. Its program is geared to the development of new political leadership in the area. The IOP educates selected young men and women in the practice and practicalities of politics, through a recognition of the professional character of politics and the need for broader understanding and training in politics. Meeting weekly at night, participants represent a broad cross-section of the metro area, geographically and professionally. Approximately 30 participants per course study voting patterns, issues and problems, organizing and conducting political campaigns, the uses of television and advertising, and political polling. Speakers represent local, state, and national levels of politics.

International Business Center

WEBSITE: www.loyno.edu/ibc

The primary purpose of the International Business Center (IBC) is to support and strengthen the international business (IB) programs of the College of Business (CoB) at Loyola University New Orleans. Since its inception in 1992, the IBC has carried out 10 externally funded projects that have included applied IB research studies, community outreach services, the enhancement of the CoB’s IB curricula, and several publications. The center supports the CoB's international internship, summer study abroad, and international student exchange programs. Also, the IBC houses a mini-library with a specialized collection of IB journals and studies. The IBC coordinates and supports the activities of the CoB's International Business Advisory Board (IBAB) and Loyola’s International Business Organization (LIBO), the latter being open to all students at Loyola. The IBAB’s more than 40 community leaders in the IB field meet twice per year to review the CoB’s IB strategy and give advice to the CoB’s IB faculty and administration. IBAB members come regularly as guest speakers or panelists to events sponsored jointly by LIBO and the CoB, offer internships and jobs (after graduation) to students from the CoB, and support financially the CoB’s IB programs. Finally, the IBC maintains relations with external organizations, such as the World Trade Center, the Port of New Orleans, GNO, Inc., the Asian Chamber of Commerce of Louisiana, the Hispanic Chamber of Commerce in Greater New Orleans, the U.S. Department of Education, the Inter-American Development Bank, and the Institute of International Education.

Jesuit Center

WEBSITE: http://www.loyno.edu/jesuitcenter/

The Jesuit Center works to enhance the Jesuit mission and identity of Loyola University New Orleans.  It seeks to share the Jesuit traditions with the larger Loyola community.   It seeks to promote teaching and research integrated with Jesuit Educational pedagogy and Ignatian spirituality.   It invites Loyola community members -- faculty, staff, students, alumni, and families -- to deepen their faith commitment in light of the faith does justice and service.

Included among its many and varied activities are:  activities in spirituality that range from day-long retreats to offering Ignatius Loyola’s Spiritual Exercises; activities in service that offer international immersion trips to Jamaica, Belize and Mexico for students, faculty, staff & alumni. 

The Center also provided orientation and on-going development on the Jesuit heritage and vision of the university for faculty/ staff and students.  It also sponsors lectures, seminars and forums on issues relating to Loyola’s Jesuit mission and identity.   Among its activities is Loyola Week, a week-long university-wide celebration of Loyola’s Jesuit character held each fall. 

It’s office is located on the first floor of Bobet Hall, and its door is always open to all.

Jesuit Social Research Institute

WEBSITE: www.loyno.edu/jsri

From a tradition based upon the principles of Catholic social thought, the Institute offers participatory research, social analysis, theological reflection and practical strategies for improving the social and economic conditions in the Gulf South states and in select countries of the Caribbean and Latin America, with a particular focus on issues of migration, poverty, and racism. Through fostering close collaboration with faculty, staff, and students of Loyola University -- within a network of Jesuit social centers in the United States, partnering countries, and links with other universities -- the Jesuit Social Research Institute combines academic research, education, and social action in a new paradigm based on the union of faith and justice, the integrating factors of all Jesuit ministries.

Lindy Boggs National Center for Community Literacy

WEBSITE: www.boggslit.org/

Located in the J. Edgar and Louise S. Monroe Library, the Lindy Boggs National Center for Community Literacy is dedicated to promoting adult literacy as a vehicle for personal, economic, and community empowerment. The Boggs Center seeks to nurture collaborative partnerships between Loyola and its surrounding metropolitan community. Through its collaboration with local literacy providers, faith-based, social, and community service organizations, business, government, civic and philanthropic leaders, the center serves as the intermediary to ensure that adult literacy programs and other institutions that impact the lives of adult learners and their families have access to national research and best practices and technical support.   Solutions are within reach, if we take these steps:

Form Links
An effective response to the challenge of adult literacy in this region requires new partnerships between literacy providers and community institutions.

Train Teachers
Based on the latest reading research, we must shift from relying on volunteer tutors to trained teachers.

Create Opportunity
Effective literacy instruction must be tailored to the needs of the region.  We must link literacy instruction to local employers.

Start Strong
New Orleans’ adult literacy numbers will never change significantly until K-12 public education reform succeeds.  Our children must get a solid foundation allowing them to learn at and beyond high-school literacy.

Loyola Institute For Ministry (LIM)

WEBSITE: lim.loyno.edu/

The Loyola Institute for Ministry offers a master’s degree in religious education (M.R.E.), a master’s degree in pastoral studies (M.P.S.), and a post-master’s certificate in pastoral studies both on campus and through distance education. On-campus (LIMOC) M.P.S. focus areas include small Christian community formation, pastoral care and counseling, pastoral life and administration, religion and ecology, African-American ministries (on-campus only), Christian spirituality for pastoral ministry, marketplace ministry, Hispanic ministry, youth ministry, and the opportunity for an individualized program of study. The institute also serves the continuing education needs of adults on campus and in extension by offering a certificate in religious education (C.R.E.), a certificate in pastoral studies (C.P.S.), and a post-master’s and an advanced continuing education certificate in pastoral studies. The students, faculty, and staff of the Loyola Institute for Ministry form a learning community gathered to enhance the quality of pastoral ministry in the Church. The institute serves as an educational resource for professionals and paraprofessionals engaged in, or preparing for, ministry and religious education, as well as laity who want to address themselves intentionally to their ministry in the world. The institute seeks an integration of Christian theology with skills in pastoral leadership, a facility in social and cultural analysis, and an awareness of one’s self and one’s abilities and limitations.

Loyola Pastoral Life Center

WEBSITE: lim.loyno.edu/lplc/

The Loyola Pastoral Life Center (LPLC) is a continuing education division within the Institute for Ministry (LIM). The mission and programs of the Loyola Pastoral Life Center flow directly from the mission and work of LIM. The mission of the LPLC is to provide continuing education opportunities, ministry studies programs, and spiritual enrichment for women and men involved in various aspects of the church’s life and ministries. The LPLC thus furthers the mission of the church community to promote the reign of God and the primary purpose of LIM: to educate persons for leadership in Christian ministries. In pursuing its important mission, the Loyola Pastoral Life Center is particularly dedicated to helping the national church, diocesan pastoral offices, and ministry leaders in local churches improve the quality of grass-roots level Christian life and ministry. The LPLC does so by providing seminars, training programs, resources, and networking opportunities, around emerging ministry issues, for these parties. In doing its work, the LPLC remains particularly attentive to the multicultural and ecumenical dimensions of the church in the United States, to smaller dioceses and Christian home missions, and to local church communities with new and emerging forms of lay pastoral leadership.

Louisiana Small Business Development Center Greater New Orleans Region

WEBSITE: www.business.loyno.edu/small-business-development-center

Loyola University New Orleans is a collaborative partner of the Louisiana Small Business Development Center Greater New Orleans Region (LSBDC GNOR). LSBDC GNOR provides business counseling, technical assistance, and business training for owners, operators, or managers of existing and new small businesses in the Greater New Orleans area. Business counseling services are no charge to the business owner. Assistance is provided in many areas such as business planning, loan package preparation, website development, logo design, marketing, management, research, finding sources of funding, accounting, and legal issues. Student internships are available through the LSBDC GNOR.

Shawn M. Donnelley Center for Nonprofit Communciations

WEBSITE: www.loyno.edu/~dcenter/

Housed in the Department of Communications, the Shawn M. Donnelley Center for Nonprofit Communications was established in 1997 to allow students to work on real projects under the direction of a faculty supervisor for nonprofit clients who have advertising and public relations projects. Not only is this work used by the organizations, but the work by advertising students for nonprofit clients consistently wins Addy Awards from the Advertising Club of New Orleans. The center’s facilities consist of 16 PowerMac G4 computers, six flatbed scanners, one black and white laser printer, two color laser printers, two film/slide scanners, and a vast array of graphic and multimedia design software. Student assistants supervise the center about 60 hours per week to assist students with their work. The diverse clientele includes New Orleans Area United Cerebral Palsy, Greater New Orleans Youth Orchestra, YMCA of Greater New Orleans, American Red Cross, Bishop Perry Middle School, Each One Save One, U.S. Pirg, Habitat for Humanity, Cafe Reconcile, and many others. The work has been as simple as a flyer or as complex as a full-scale integrated communications campaign. To learn more about the Donnelley Center and to view a portfolio of works visit the website at www.loyno.edu/~dcenter

Stuart H. Smith Law Clinic and Center for Social Justice

The Law Clinic provides senior law students an opportunity to practice law in state, federal and administrative courts pursuant to Rule XX of the Louisiana Supreme Court. Students work under the supervision of faculty attorneys as they investigate and prepare cases and conduct trials in the areas of criminal, employment, family, housing and immigration law. They may also opt to obtain experience in mediation. Students must commit to two semesters of work for which they receive a total of three credits per semester. In addition to providing excellent practical training, the Law Clinic introduces the law student to ways in which to provide and expand the delivery of legals services to those in our community who do not have the financial resources to secure competent legal representation.

Twomey Center for Peace Through Justice

WEBSITE: www.loyno.edu/twomey/

The goal of the Twomey Center for Peace Through Justice is to shape social justice consciousness through education and to take action on critical social issues confronting society. Thus, the center seeks to put into practice the principles enunciated in Goals of Loyola: Loyola is committed to a serious examination of those conscious and unconscious assumptions of contemporary American civilization that tend to perpetuate societal inequities and institutional injustices. These goals are achieved through programs including Blueprint for Social Justice, Bread for the World, the Global Network for Justice, Resolving Conflict Creatively Program (RCCP), the Twomey Training Center. The accomplishments of the center are reflected in the successes of these programs in addressing the critical issues of poverty, racism, violence, and education. Several of the programs have become model programs in the community. The Twomey Center also manages the Twomey Print Shop, which provides low cost printing to the university and does limited publishing.

Walker Percy Center for Writing and Publishing

WEBSITE: www.loyno.edu/wpc

The goal of the Walker Percy Center for Writing and Publishing is to foster literary talent and achievement to highlight the art of writing as essential to a good education, and to serve the makers, teachers, students, and readers of contemporary writing by providing educational and vocational opportunities in writing and publishing. We envision the Center as a vital part of the University's commitment to the educational needs of its students and of the citizens of New Orleans, as specified in Loyola's Statement of Educational Purpose.

By naming the center for Walker Percy, we honor the memory and contributions of this prominent American author, Catholic, and former Loyola faculty member. By establishing such a center and encouraging publication, we can draw on and further the strengths of several arts departments on campus, including English, mass communication, music, theatre arts and dance, and visual arts.

Women's Resource Center

WEBSITE: www.loyno.edu/womenscenter/

The educational mission of the women’s studies program and of the university as a whole is supported by the programs and services offered by the Women’s Resource Center. The Women’s Center, located in Mercy Hall room 103, aims to provide Loyola women and men with a positive college experience by responding to their needs as gendered human beings and by fostering an environment that is free of sexism and other forms of institutional and individual forms of oppression. It strives to create a supportive and inclusive campus environment through programming, services, and advocacy. The Women’s Center encourages and promotes the interdisciplinary exchange of knowledge about women amongst faculty by supporting research and course development in those areas. In all its endeavors, the center seeks to include and respond to the needs of staff members. To ensure that the community be involved in activities of the center and so that students can also find feminist role models and mentors outside of the university, the center maintains and encourages contact with alumni and the local community and links to other women’s centers, especially at Jesuit institutions. The center’s mission is to create a campus environment that addresses and responds to issues of concern relevant to the lives of women on campus, in the metro area, and beyond. In doing so, women’s services at Loyola form an integral part of the Jesuit mission in higher education.

The following resources are available at the Women’s Resource Center:

  • information about women’s studies courses;
  • information on Women’s Center programs and events;
  • information on graduate programs in women’s studies;
  • information about resources for women in the New Orleans metro area;
  • programming in support of the Women’s Studies minor and about issues relevant to women;
  • leadership initiative;
  • a comfortable conference and meeting room;
  • student-run support and consciousness raising groups;
  • support for the Women's Initiative for Learning and Leading Learning Community
  • support and resources for persons affected by sexual assault;
  • a library of feminist-friendly magazines and women's studies books

 

Spiritual Formation

University Ministry Mission Statement

University Ministry within the Office of Mission and Ministry at Loyola University New Orleans serves the holistic education of our students by attending to the spiritual formation of the university community. In collaboration with student leaders, staff, faculty, and administrators, we promote a vision of the "way of proceeding" set forth by St. Ignatius Loyola, the founder of the Society of Jesus. Embracing our common human dignity created in God’s image and likeness, we foster a greater respect for the truth, goodness, and grace to be found in a diversity of faith traditions and people of every culture, race, language, and economic status.

Our Christian, Catholic, and Jesuit traditions commission us to offer a welcoming environment and supportive services to all members of the university community. We assist the formation of our students as contemplatives-in-action: God’s spirit illuminating them with an ever deeper experience of the love of God and inspiring a more generous response to that love by their passionate commitment to service and justice as men and women with and for others.

Spiritual Growth and Faith Development

University Ministry supports the spiritual formation and faith development of the entire Loyola community through:

Pastoral Counseling and Spiritual Direction

University Chaplains are trained and available to assist the Loyola community with their spiritual formation and counseling needs. They offer a welcoming and trusting place to find a listening ear, an understanding heart, and a companioning mentor. Contact the University Ministry office or a university chaplain of your choice to inquire about pastoral counseling and spiritual direction. http://mm.loyno.edu/university-ministry

Worship and Communal Prayer

All faith communities are strengthened and missioned by their worship and prayer. University Ministry is dedicated to providing quality liturgies where community members actively participate in prayer, word, and sacrament. We offer a variety of worship opportunities and encourage students to share their gifts as a liturgical minister or volunteer.

Mass is celebrated on the main campus in Ignatius Chapel, Bobet Hall, Monday through Friday at noon, Monday through Thursday at 9:00pm, and Sunday at 10:30 a.m. and 9:00 p.m. On the Broadway campus, Mass is celebrated weekly in the Martha and Mary Chapel in Greenville Hall. Contact Arlene Wiltz, 504-861-5494, for the weekly Broadway Campus schedule. For further information and for all listed Mass times, contact: http://mm.loyno.edu/university-ministry/area-church-services

The sacrament of Reconciliation is celebrated on the main campus from 8:15 to 8:45 P.M. on Sundays and by appointment with any priest. Contact the University Ministry office at 504-865-3226 to schedule an appointment. http://mm.loyno.edu/university-ministry

Sacramental Preparation

In addition to regularly administering the sacraments of Eucharist and Reconciliation, University Ministry provides instruction and guidance for students who are preparing for Confirmation and/or Marriage in the Catholic Church. For students considering joining or learning more about the Catholic Church, the RCIA (Rite of Christian Initiation of Adults) process will help them discern their decision and prepare them for the sacraments of Baptism, Holy Eucharist, and/or Confirmation. We also provide Anointing of the Sick as needed. Contact the University Ministry office for details about the formation process for any of the above mentioned sacraments. http://mm.loyno.edu/university-ministry

Retreats

University Ministry provides a variety of opportunities for retreats, discernment and days of reflection. This can be a time to experience God’s love more profoundly and intimately, to find rest and renewal, and to reflect upon God’s active presence in all the experiences of your life. For a complete list of retreat opportunities, please visit the retreat page at http://mm.loyno.edu/university-ministry/retreats.

Christian and Spiritual Life Communities

Ignatian spirituality and the Jesuit vision of education include: prayer, community, service, and working for peace and justice in the world. This tradition serves as a model for small groups of women and men who come together in a more intimate community for faith sharing. Christian Life Community (CLC) members meet on a regular basis to break open the word and to support and encourage each other in living out the gospel. Members also form a supportive community that socializes together and engages in works of social justice outreach. For people who would prefer to be involved with an interfaith community, there are opportunities to join a Spiritual Life Community (SLC) which centers their faith sharing on a rich diversity of spiritual resources. For further information on CLC, please visit the CLC page at http://mm.loyno.edu/university-ministry/christian-life-communities.

Interfaith and Ecumenical Opportunities

University Ministry provides many ecumenical and interfaith opportunities for students to celebrate their diverse faith and cultural traditions. We provide training for lay ministry and encourage involvement in a diversity of prayer experiences. We also facilitate relationships with local ministry offices from other faith traditions. Through our shared ownership and prayer, we seek enrichment through our differences while working to create community.

Faith Doing Justice

From the belief in the power of the Gospel to transform the world, University Ministry provides a variety of opportunities for a student to live a reflective life of action for service, justice, and peace. For more information, visit our web page at http://mm.loyno.edu/community-service.

LUCAP (Loyola University Community Action Program)

LUCAP provides numerous opportunities to serve, educate, and advocate for the poor and marginalized within the local community. LUCAP participants also meet weekly for reflection and mutual support. LUCAP provides the ideal environment for the integration of one’s deep motivational faith-based beliefs with their expression in action and world transformation. "Contemplation in Action" has long been a hallmark of Jesuit education. For more information, visit http://mm.loyno.edu/community-service/loyola-university-community-action-program.

Ignacio Volunteer Immersion Programs

In partnership with the Jesuit Center, University Ministry provides immersion opportunities in the U.S. and in various areas of the developing world with the Ignacio Volunteer Program. Contact the Jesuit Center, 504-865-2304, for more details. For more information, visit http://mm.loyno.edu/community-service/ignacio-volunteer-programs.

Office of Mission and Ministry Staff:

Vice President for Mission and Ministry / Director of the Jesuit Center: Fr. Ted Dziak, SJ

Director of University Ministry / Associate Director of Mission and Ministry: Mr. Kurt Bindewald

Executive Assistant for Mission and Ministry: Mrs. Deborah LaMarca

Assistant Director of University Ministry/ Associate Chaplain, Christian Life Communities and Retreats: Ms. Laura Quigley 

Assistant Director of University Ministry/ Associate Chaplain, Service Justice and Sustainability: Mr. Joshua Daly

Associate Chaplain/ Faith and Sacramental Preparation: Fr. Gregg Grovenburg, SJ 

Associate Chaplain/Liturgy and Music: Mr. Kenneth Weber

Associate Chaplain/College of Law Chaplain: Mrs. Arlene Wiltz

University Ministry Administrative Assistant: Mrs. Kathy Plasse 

University Ministry Intern: Mr. Joseph Albin 

University Ministry Interfaith Coordinator: Mr. Samuel Bradley 

Assistant Director of the Jesuit Center: Dr. Ricardo Marquez

Jesuit Center Coordinator for University Programs: TBA

Jesuit Center Administrative Assistant: Mr. Eric Walsh 

Mission and Ministry Fellow for Service and Justice Programs: TBA 

Loyola University Ministry: Main Office, 104 Bobet Hall, 504-865-3226, http://mm.loyno.edu/university-ministry.
Jesuit Center: 110 Bobet Hall , 504-865-2305 http://mm.loyno.edu/jesuit-center.