Loras College Transitions

LAUNCH INTO STUDENT SUCCESS: A Resource Guide for New Students

About

SPECIAL THANKS TO Molly Burrows Schumacher for copy editing the resource manual and Claire Connery and Demeri Mullikin for designing the manual.

Welcome Letter

Art Sunleaf

Dear First-Year Duhawk,

Congratulations on choosing Loras College for your continued educational path. Your first college decision was a great one! However, you will no doubt have many more important decisions to make as your way through your Loras experience.

This course has been specially and specifically designed to help you better navigate your life at Loras. You will not only learn about the rich and varied resources we have in both our curricular and cocurricular offerings, but also build important and lasting relationships with your peers, as well as with our faculty and staff members. I hope that in years to come, you will look back on what you learned in this course and remember it as one of your most engaging, meaningful, and rewarding classroom experiences.

Along with what you learn in class, the classroom support system provided by your faculty and peer assistant will be invaluable. Please also use this guide as a tool to help you navigate Loras more efficiently and effectively. Your personal and professional growth, not only as a student, but also as an individual are important. All involved in this process are pleased to help you navigate your college journey.

I am here to support you. My door is usually open, please stop by! I love hearing about what students find enjoyable during their time on campus. I also have many years of experience helping students make plans to better manage their struggles. The Loras College community truly helps students live their best life, please seek us out.

Best regards,

Art Sunleaf, Ed.D. Vice President of Student Development

The First-year experience Course Sequence:  Engaging Communities and Engaging Differences

William Kanyusik

Welcome to Loras College and to the first-year experience course sequence! We are excited that you are joining the vibrant community of students, teachers, and staff members that make up our campus. Your first year at Loras will be an exciting time of discovery and learning as you meet new people, learn about new topics, and develop your own unique interests and talents and begin to explore all that Loras College has to offer. With a focus on student success and the active involvement of each student, the first-year experience course sequence provides opportunities for students to learn critical collegiate success skills, be a part of a meaningful and mutually supportive group during both semesters of your first year of college, and learn about your new community.

Over the course of your college career, you will consider your life’s purpose in relation to your personal talents and the needs of your communities, learning to

Launch into Loras and Engaging Communities

The first-year course sequence at Loras begins in August of your first year with Launch into Loras, an immersive experience that serves as your entry point to the college and continues during fall semester with the Engaging Communities course. This course guides you to engage in productive dialogue with peers on a multitude of issues, exploring the reciprocal relationship between self and community.

The Engaging Communities course is also designed to provide you with regular support and contact with three key individuals: your FC professor, your peer advisor, and the student success coordinator who is assigned to your section of FC.

Your Engaging Communities professor will serve as your academic advisor until you officially declare your major. In addition to serving as the lead instructor for your FC section, they will serve as your primary point of contact for questions and concerns during your first year at Loras. You will meet with your advisor at least once per semester to discuss your curricular and co-curricular goals, as well as your future and their connection to your education. Your academic advisor will also discuss your course selection each semester prior to registration. Once you declare your major, you will begin working with an advisor associated specifically with your major.

apply knowledge from different contexts and cultural competencies to advance human dignity and serve the common good. During your time as a student at Loras, you will also participate in many learning experiences that will hone your abilities as an active learner and a reflective thinker, ultimately preparing you to act with justice and compassion as a responsible contributor in various future professional, personal roles, and to the communities to which you belong.

The two courses that make up the first-year course sequence, Engaging Communities (FC) and Engaging Differences (FD), will serve as a crucial resource as you embark on a journey of lifelong learning, serving you well beyond the next four years. These courses emphasize active learning and reflective thinking as you develop your abilities in critical analysis and information literacy—two key skills that you will utilize in many courses during your college career.

Your peer advisor is an experienced Loras student who has been paired with your course instructor, who serves as another primary point of contact for you during your first year at Loras. The peer advisor participates actively in Engaging Communities classroom discussions and assists you with your transition to college by offering helpful lessons in time management, study skills, and helping you plan your spring schedule in the lead-up to spring semester registration.

The third individual who will be a part of the team delivering your Engaging Communities course is your student success coordinator, a staff member who will be working with your professor and peer advisor to help facilitate classroom discussions, and to assist in immersing you in the Loras College community. In addition to helping facilitate the class, this individual serves as your liaison to various offices and resources on campus that will be a crucial part of your success at Loras.

Ultimately, the goals of Engaging Communities is to help you to understand your role as a student and your relationship to the various groups that make up the Loras College community. You will be introduced to the value of a liberal arts education through a focus on learning and wellbeing during your first semester.

Engaging Differences

Engaging Communities is the second course in Loras’ first-year course sequence. This class is also taken by all incoming first-year students and builds on the Engaging Communities course by introducing you to broader considerations of community through continued discussions of belonging in the context of Loras College’s commitment to human dignity.

In this course, you will learn about Loras College’s commitment to human dignity and how this commitment serves as a foundation to our engagement with issues related to diversity, equity, and inclusion. Each section of the course is organized around a unique topic, chosen by the professor teaching the course, with an emphasis on learning how to have respectful conversations in the college classroom and beyond.

Below, you will find a short statement that reflects Loras’ commitment to human dignity:

Explorations

“Loras is committed to creating an environment where every member is beloved and accepted. Grounded in the Catholic intellectual tradition and guided by Catholic social teaching, the Loras community supports diversity, equity, and inclusion and together creates a culture of mutual respect and understanding for one another. [. . .] We believe all persons have equal, inherent dignity [and] actively work towards the creation of a more just society.”1

The Engaging Differences course also focuses on helping you develop your oral communication skills through a formal speech and other related assignments, and continues Engaging Communities’ emphasis on critical analysis and information literacy. Together, the Loras College first-year experience courses will immerse you in the vibrant community of teachers, staff, and students who make Loras a truly special place. It will help prepare you to embark on a journey of learning and discovery over the next four years.

Reflect on your academic experience in high school. How was this experience different from your initial experience in college? What new expectations have you become aware of in your first few weeks as a Loras student?

What campus resources have been most helpful to you? What is at least one campus resource you have not utilized and you plan to look into before the end of the semester?

What is most important to you as a student in the classroom environment? What do your teachers or your fellow students do that helps you to learn? How can you contribute to ensuring a healthy and meaningful classroom dynamic?

What specific skills or talents have you begun to identify as a student at Loras, either through your coursework or co-curricular involvement in campus life? What initial experiences at Loras have been most meaningful to you in helping you identify your place on campus and your goals for your time as a student?

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College is a Compass

Erin VanLaningham

Many people have the misperception that college is simply a means to an end, a training place to get a job, a place to focus on a single pathway of success. This is not what arriving at college—and especially Loras College— represents. No matter the journey that has brought you here, college is about exploration, evaluation, and expansion of your ideas, your skills, and your identity. It includes reflection on professional possibilities by preparing you to consider all aspects of living a life that allows you—and others—to flourish.

It might help you to think about college as a compass that can help direct you as you navigate the multiple routes in your future map of life. It gives you ways to understand how to get from point to point, but it also allows you to see the big picture. This compass can guide your journey to what James J. Farrell calls “good work” which is more than just the work you do for a career. “In good work,” he suggests, “we enjoy both the intensive pleasures of the workplace and the extensive pleasures of knowing how good work supports a good society and a good earth.”1

Using these two images—a map and a compass—you can approach a college education with a sense of reality and possibility. First, consider what the points are on your map of your life experience, including places you’ve been and people you cherish, current aspirations and concerns, and hopes for your future. These include goals about career, but also ways to contribute to family life and civic life. The map is not just about your individual journey but your journey alongside others. Notice where your map connects (or could connect) with the routes of neighbors, coworkers, family members, friends, strangers. Consider how your map overlaps with the map of the natural world and global world. As you settle into college life, you’ll want to think about how you are currently connected to the campus community—what does it mean to be connected to your peers, your faculty and staff mentors, your coaches, your workplace supervisors? How can you learn to be part of this new network of people and places?

A college education certainly provides us with skills and experiences that will lead to fulfilling careers and professional pathways. It does this within a much larger context, however, and for good reason. You likely will not have only one job or career path in your life, nor will you be able to predict what the future holds in all aspects of your life. What is certain, however, is that we can prepare

you to problem solve and to think critically about yourself and society—what William Cronon describes as significant parts of “connection” in a liberal arts education.2

When we think about college as a compass, this is a compass that might point you in directions that are confusing, surprising, and new. It will take you along many roads that are challenging (uphill or downhill in literal and metaphoric ways at Loras). It will ask you to be responsible for your own learning as well as helping others thrive. College offers you a chance to evaluate, explore, and expand what your interests, talents, and dreams. This can be difficult and rewarding, as most education is. It will involve you taking risks, hearing feedback, and thinking “outside the box.” College is a compass in an unconventional way—it helps you take the next step without necessarily knowing the end destination, allowing you to adapt to new pathways and even change course mid-way through. It can help you narrow and widen your focus all at once.

College is a compass that helps you figure out the direction you are going each semester, each year, and beyond. It is a frame of reference that will help you zoom in and out on personal and professional goals, and link these to the needs of communities and the environment. Seeing your map as connected to the map of others is part of responsibly educating yourself. The compass of a college education allows you to lead through “good work” in all aspects of life, starting with your vocation as a student at Loras College and into the various communities of which you are a member. As Farrell says, “The vocation of a student, like it or not, is searching and re-searching for insight into the ways that our lives might be good not just for us, but for other people and planet we collaboratively inhabit.”3

This sort of exploration can be described as the pursuit of meaning and purposeful work. It can be described as a calling to work and leadership that impacts not just you, but those around you. It is about a way to live a life that includes our responsibilities to family and community, and also to local and global neighbors who we may not know. Sometimes we call this “vocation”—a way to live a good life which contributes to others’ good lives. It is a way to orient according to the compass linking me and we.

Therefore, your good work starts in college in the work you do daily as part of the college community and as you contribute to the network of communities of which you are a part. As you continue to explore new paths on your map, pay attention to the compass of education. It will give you the tools to reflect and act with purpose, explore new possibilities, and contribute to society through personal, professional, and communal roles.

Explorations

Draw a map according to the directions in paragraph three. Then, write a few short paragraphs that explain how you see your map unfolding at Loras. What new pathways do you hope to pursue?

How does your map connect to others’ maps in the Loras community? How does this change or enhance your map?

What does your “good work” look like now? How can you imagine your “good work” supporting others in your various communities: family, workplace, community, world?

How does your college education create a compass for you, so far? What are the ways it is helping you explore new ideas and experiences?

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Goal Setting

Art Sunleaf

Congratulations, Duhawk! You’ve made it through your K-12 years and now find yourself a member of the first-year experience at Loras College. For many of our students, college is the first time students truly get to make their own decisions. Sometimes, this can be overwhelming. Goal setting is a good way to focus on what you want to accomplish. Setting goals and attaining them helps you stay on the path to success and increases your confidence in what you can do.

SMART goals follow specific guidelines and can be used for any type of goal (personal, academic, financial, etc.) Setting SMART goals is not only smart, but easy! But first, let’s learn more about what the acronym SMART stands for.

Specific: goals should be specific and not easily misinterpreted or confused

Measurable: you should be able to track your progress as you progress through attaining your goals

Attainable: goals need to be realistic

Relevant: goals should relate to your values, dreams, and ambitions

Time-bound: set a target date for completion

As you can see, setting goals takes a little bit of preparation. Remember, you don’t want to make them too hard or too easy to attain, and they should be personally satisfying. Stay flexible. If something isn’t working, tweak your goals, don’t just abandon them when things get tough! Keep in mind, goals are more satisfying and easier to achieve when they’re chosen by you, not for you.

During your four years here, you will set lots of long-term and short-term goals. Both goal types are future focused and should motivate and inspire you. Long-term goals might include becoming a resident assistant, graduating with honors, or getting into graduate school. It’s ok if your longterm goals change as you navigate college life and gain more experience. Short-term goals are things like eating healthy meals every day, exercising five times a week, and getting involved on campus.

What are some long-term goals you have?

What are some of your short-term goals?

You can also divide your goals into categories like someday goals, one-year goals, semester goals, and right-now goals. With this method, you set your someday goal first, then work backwards. For example, let’s say your someday goal is to get into medical school. This will likely motivate you to have a goal to graduate with a GPA of 3.75 or better. To graduate with a strong GPA, you know you’ll need to earn at least a B in L.CHE230 (Organic Chemistry I). To do well in organic chemistry, you will have to do well on your labs and exams; this may lead to setting a goal to schedule an appointment at the Learning Commons for tutoring. Another thing you could do right away is to email your professor or attend office hours; it’s the small things you do right now that will get you one step closer to your someday goal!

Think about the life you want to have after you graduate from Loras College. Now, think about what you need to do in the next four years to achieve that life.

Describe your life four years from now:

To achieve this, the grades I will need to earn are:

Spending time every day paying attention to goal setting will pay off. Block out some time for yourself to sit down and place tasks, meetings, and activities on your calendar. This is easy to do electronically on your phone , college laptop, or you can write things down in a paper planner. Make sure to include study time on your calendar. Ask yourself if you get more accomplished in the morning, afternoon, or early evening. Set yourself up for success by scheduling studying or accomplishing assignments during this time of day.

How often I will study:

My social life is:

How is what I’m doing now getting me what I want in the future?

Students at Loras College have many sources of support. Over the next four years, you should take full advantage of our fitness center, academic support at the Learning Commons, Health and Counseling Services, Spiritual Life, Student Life, and the Center for Experiential Learning. Get to know your faculty members and utilize their office hours for support and mentoring opportunities.

Who on campus will help me achieve my goals? Which offices should I visit often?

Remember, goal setting isn’t a “one and done” activity.  Set your goal, review your goal, and tweak as necessary to achieve success. After you achieve one goal, set a new one to work toward. If you did not achieve your goal, ask yourself “why” and honestly answer what you could have done, and what you will do differently next time.

Explorations

What goal setting techniques make the most sense to you?

List some goals you have set in the past. Did you achieve these goals? What worked? What did you struggle with?

What else may prevent you from achieving your goals?

What other skills can you hone as you work at being an effective goal setter?

Loras College History and Tradition

Mike Gibson

When you chose Loras College to continue your education, you chose an institution rich in history and tradition. In 1839, a 47-year-old priest, named Mathias Loras stepped off a Mississippi River steamboat at a lead-mining frontier community recently named Dubuque. He was the first bishop of the Dubuque Diocese, and it was his vision which would have a dramatic impact on the community and Catholic higher education.

A native of a highly aristocratic family in Lyon, France, Loras had been a professor at Meximieux Seminary at the age of twenty-two. Nine years prior to his arrival in Dubuque, he also served as president of Spring Hill College in Mobile, AL. He saw the need not only for a seminary to educate priests, but also for a college for classical studies and an “English and mathematical” academy for high school age boys. On August 15, 1839, the roof was placed on a small building known as St. Raphael’s Seminary and Iowa’s oldest college was born. In 1850, Bishop Loras moved the institution three miles south of the city to Key West and re-named it Mount St. Bernard’s Seminary. One of the original buildings still exists today as a private residence. Loras died in 1858 and is buried in the crypt in St. Raphael’s Cathedral.

For several years during and after the Civil War, the college experienced financial difficulties, lack of faculty and students, and a period of near oblivion. In 1873, under the guidance of Bishop Hennessy, the newly named St. Joseph’s College, became firmly established in its final resting place on “The Hill” at fourteenth St. (Loras Boulevard) in the old marine hospital previously occupied by the BVM sisters. At one time, Civil War veterans were also cared for in the hospital. In 1878 the old building was demolished, and a much larger structure was constructed with later additions including a chapel and auditorium. In 1914 the name changed to Dubuque College to honor Julien Dubuque, the earliest French-Canadian settler and lead miner and namesake of the city. Confusion arose because another college, originally a Presbyterian seminary, was named Dubuque German College. A compromise was reached in court whereby both colleges changed names---the former became Columbia College and latter University of Dubuque. For the next nineteen years, including through WWI, Columbia College continued to expand with new building construction and enrollment increases. It was decided there were

too many educational institutions using the Columbia College name. In 1939, on the one hundredth aniversary of the founding, a more unique name was chosen—Loras College.

The Loras crest contains the words “Pro Deo et Patria” (For God and Country) and Loras has always embraced this motto.

When it comes to serving country, the college held several WWI and WWII training programs on campus. In 1918 the Student Army Training Corps (S.A.T.C) and eight priests served as chaplains in WWI. During the Second World War the R.O.T.C was active as well as the Civilian Pilot Training Program for students in ground school and flight instruction. The Navy V-5 started in 1942 where cadets received technical class training on campus and flight training at the old city airport. In addition, the War Activates Committee on campus sold war bonds as one of the few Midwestern colleges to do so. After the war, veterans using the GI bill, attended Loras and provided a dramatic increase in enrollment.

Over fifty Loras-educated clergy served as military chaplains in WWII. Perhaps the most notable was Chaplain Aloysius Schmitt ’32 who was the first chaplain to die in WWII while serving on board the USS Oklahoma during the attack on Pearl Harbor in 1941. Lieutenant Schmitt was the recipient of the Congressional Medal of Honor and later the Silver Star. A few years ago, his remains were found buried in a mass grave in a Hawaiian cemetery and identified through DNA testing. They now rest in a vault inside Christ the King Chapel, which had been built in 1946 in his honor.

Historically Loras had been an all-male college. But the presence of females began in 1879 when Bishop Hennessy brought the Franciscan Sisters to campus where they provided domestic duties for eighty years. Of course, the major event which brought women to campus was the decision to become a coeducational college. Since Loras was a diocesan college, the Board of Regents reasoned it should be available to all members of the diocese—men and women. The baby boom of the postwar years had come to an end creating a smaller pool of college-bound students and enrollments were declining. In the fall of 1971, the first female students were admitted to the college bringing a whole new era to the history of Loras.

Loras College recognizes the significance of being Iowa’s oldest college and cherishes its heritage. It has moved into the 21st century by adopting a new core curriculum, launching study abroad programs, emphasizing active learning, and becoming a technology-rich campus. It also looks forward to its future as an academically challenging, faith-centered,

Loras College Fight Song

Hail Loras Varsity

Cheer them along the way.

Onward to Victory,

We will win this game today.

socially stimulating Catholic liberal arts college. Relating the rich liberal arts tradition to a changing world, Loras strives to develop active learners, reflective thinkers, ethical decision makers, and responsible contributors in their diverse professional, social, and religious roles.

Let’s hear a cheer for the Varsity, long may they reign supreme,

Shout ‘til the echoes ring, for the glory of our team.

What is a Duhawk? Who is Dewey?

The early Loras athletic teams didn’t have specific names and simply had the name of the college written on their jersey—St. Joseph College (SJC) or Columbia College (CC). In October 1924, the Columbia College football team played a game in Michigan against the University of Detroit. The name Duhawk was coined by a reporter of the Detroit Free Press who wrote an article before the game referring to the “mighty Duhawks from Columbia College.” Columbia suffered a 7-3 defeat, but the name Duhawk (Dubuque Hawk) became synonymous with the college.

The Loras mascot Dewey first appeared only as a

The Presidential Mace

Several colleges have ornate maces, as a symbol of authority which are carried at academic functions including presidential coronations and commencements. In 1960, Louis Fautsch, a prominent Dubuque attorney and president of the Loras College Alumni Association, presented college President Rt. Rev. Dorrance V. Foley a mace as a gift from an anonymous alumnus. Made of base metal, plated in gold of both satin and glossy finishes, a fleur-de-lis atop represents the French foundation of

caricature in the yearbooks in the early 1960s. A floral ornament Dewey first appeared on homecoming parade floats in the early 1970s but it wasn’t until 1975 that a person appeared in a costumed Dewey. The Dewey image has changed in appearance over the years and while still the official mascot, recent changes in the athletic department’s redesigned logo, less emphasis is placed on Dewey especially appearing on athletic sportswear.  Designed in 2018, the new logo updates the typography as well as the color palette. Incorporating a true gold color replacing the more yellow-gold and a slightly different hue of the Loras purple.

the city and Diocese of Dubuque with both Julien Dubuque and Bishop Mathias Loras. The coat of arms on the square node is that of Loras College. Seven diamond-shape designs represent the seven spheres of Knowledge. A carpenter’s square is symbolic of the college patron, St. Joseph. The mace was first carried for the dedication of the Wahlert Memorial Library and continues to be carried by the faculty chair at all commencements.

Loras College History and Tradition

Mike Gibson

The Victory Bell

The legend is that this bell once hung in the bell loft of Mount. St. Bernard’s Seminary in Key West and was found after the Civil War and presented to St. Raphael’s Cathedral. It was long forgotten and then sometime after WWI it was donated to Dubuque College (Loras) and placed in the college museum. The senior class of 1940 built a wooden frame and hung it in a courtyard on the north side of Hennessy Hall.

Did You Know?

It later acquired the name Victory Bell and was removed from the courtyard and placed on wheels. It was used at Duhawk football games and became a tradition to ring the bell when the team scored a touchdown. In recent years first-year students ring the bell upon enrolling in school and then again when they graduate signifying another victory.

Established by Bishop Mathias Loras in 1839, as St. Raphael Seminary, Loras College is the oldest college in Iowa; the sixth-oldest Catholic college or university in the United States; the oldest Catholic diocesan college in the United States; as well as the second oldest Catholic college west of the Mississippi River.

Loras is one of only eleven Catholic archdiocesan colleges. Thirty-one bishops of the Catholic Church have attended Loras.

The Loras College library is the oldest, private academic library in Iowa. It contains original parchment manuscripts dating to the twelfth century; one of the nation’s largest collections of the works of the poet Horace; over 500 books belonging to Bishop Loras; and the nation’s largest collection of books related to the game of checkers.

The Loras Players, founded in 1910, is the oldest continuously operating amateur theater troupe west of the Mississippi River.

The largest crowd to attend a football game in the Rock Bowl was in 1947 when over 8,000 fans witnessed the Duhawks win over rival St. Ambrose by a score of 20-6.

Fr. William Menster ’34 was the first clergyman to set foot on Antarctica during the 1946 South Pole Expedition.

Loras graduate, Fr. Aloysius Schmitt, was the first Catholic chaplain to lose his life in WWII while serving on the USS Oklahoma at Pearl Harbor on December 7, 1941.

A young Senator from Massachusetts, John F. Kennedy, later to become US President, gave the 1956 commencement address on his first-ever visit to the state of Iowa.

In 1922, Fr. Norman DuKette was the first Afro-American student to receive a bachelor’s degree from Loras.

The first foreign student to be listed in any official registry was R. Ashe from Cork, Ireland, in 1880.

The term Duhawk (Dubuque Hawk) was first coined in an article in the Detroit Free Press in 1924 referring to the Columbia (Loras) football team in a game against the University of Detroit.

Elmer Layden, a member of Knute Rockne’s “Four Horsemen” at Notre Dame, coached football and basketball at Loras from 1925-1927.

Urban “Red” Faber, Baseball Hall of Famer and White Sox player, attended Loras and helped the 1909 team post 5-0 record with one game striking out twenty-four batters in nine innings.

Charles “Gus” Dorias, quarterback at Norte Dame and with Knute Rockne perfected the “forward pass,” coached football at Loras from 1914-1917.

Greg Gumbel ’67, noted TV sports commentator, played baseball for the Duhawks and received a MVP with a battling average of .378

Curly “Boo” Johnson ’86, played as a member of the Harlem Globetrotters from, 1988-2007

Notable Loras College Alumni

Fr. Aloysius Schmitt ‘32 First chaplain to die in WWII during attack on Pearl Harbor

Fr. William Menster ‘34 First chaplain to consecrete and offer mass on Antarctica

Richard “Dick” Locher ‘51 Pulitzer Prize winning Chicago Tribune political cartoonist

John W. Colloton ‘53 Director & CEO University of Iowa Hospitals and Clinics

Robert Kalliban ‘56 Actor & TV Commercials

Jack Frisco ‘60

David Rabe ‘62

Player agent Detroit Pistons

Tony Award Playwright and Screenwriter

Archbishop John Myers ‘63 Archbishop of Newark, NJ

Kenneth Quinn ‘64 U.S. Dept. of State-- Ambassador to Cambodia

Rev. John Schlegel ‘66 President Creighton University

Tom Miller ‘66 Iowa Attorney General

Greg Gumbel ‘67 NBC & CBS 50-year career national Sportscaster

William Bolster ‘67 President WNBC-TV New York

Archbishop Dennis Schnurr ‘70 Archbishop of Cincinnati, OH

Tom Tauke ‘72 U.S. Congressman & VP Verizon Communications

Kate McEnroe ‘77 CEO of AMC & Liongate Entertainment

Curley “Boo” Johnson ‘86 Member Harlem Globetrotters

Dr. Mike McCrae ‘88

Neuroscience consultant U.S. Military & NFL Green Bay Packers

Pam Jochum ‘97 Iowa Senator, President Iowa Senate

Molly Tomlonmovic Norton ‘07 Education & Operations Director--U.S. Anti-Doping Agency

Explorations

What is the most interesting thing you’ve learned about the history of Loras College?

Why are traditions important?

If you could create a new Loras tradition, what would it be?

What is your favorite place on campus? Why?

What are the things that make you the proudest to be a Duhawk?

If you were listed in the “Notable Alumni” section one day, what would you want your profile to say?

REFERENCES:

Auge, Thomas E., Man of Deeds: Bishop Loras and the Upper Mississippi Valley Frontier, ed. by Amy Lorenz, 2008, Dubuque, IA.: The Loras College Press  Friedl, Rev. Msgr. Francis P., The Loras College Story-150 Years, 1990, Dubuque, IA.: The Loras College Press  Hoffmann, M.M., The Story of Loras College 1839-1939, 1939, Dubuque, IA.: The Loras College Press

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Loras College Mission and Values

Mission Statement

Loras, as a Catholic liberal arts college, creates a community of active learners, reflective thinkers, ethical decision-makers and responsible contributors in diverse professional, social and religious roles.

Vision Statement

Inspired by the Catholic intellectual tradition and rooted in the transformative power of learning, Loras enriches lives and serves humanity.

Values

The Loras College community embraces core values that define the way we work, behave and relate with others.

Truth: We are dedicated to the pursuit and communication of truth. We rely on the integrity of each individual to create a community that engages freely and creatively in the search for truth and grapples joyfully with intellectual and moral issues.

Respect: We cherish and treat each person as an individual created in the image and likeness of God. We value the dignity, diversity and uniqueness of each person.

Responsibility: Individuals are responsible for their own actions and for the common good.

Excellence: We strive for excellence in teaching and in every other aspect of the Loras experience.

Service: We encourage each member of the Loras community to serve others in an extraordinary way.

Explorations

1. What are some of your personal values? Why?

2. How do you see yourself living the Loras College mission while a student?

REFERENCES

https://www.loras.edu/campus-life/student-handbook/

Catholic Identity

Catholic identity keeps us faithful to the highest standards of Catholic intellectual tradition. It inspires us as stewards of responsibility, excellence, service, and respect, creating an atmosphere where faith, scholarship and creativity can seamlessly connect.

As one of a select number of diocesan Catholic colleges, rooted in a particular region of the country, Loras’ heritage extends back to 1839 in its providential locale along the Upper Mississippi River Valley. French emigrant Bishop Mathias Loras initiated the educational mission that continues to integrate faith and reason into our study and scholarship, our professional and social interactions, and our service to communities of varying size and composition. Catholic Identity permeates and inspires the Loras College community in vivid and diverse ways inside and outside the classroom.

Catholic Intellectual Tradition

Loras College is an innovator and leader in Catholic liberal arts education. Dedicated to integrating the Catholic intellectual tradition throughout the curriculum, Loras forms students into being active learners, reflective thinkers, ethical decision makers, and responsible contributors within our communities. Through Catholic intellectual tradition we welcome all people into a dialogue to promote core values of truth, respect, responsibility, excellence, and service.

Recognizing that Christ summons us to “continual reformation” as we go our pilgrim way, we assert the following principles:

We promote an open atmosphere of critical inquiry and academic conversations that include varied voices, past and present, across Catholic and other traditions. The Catholic intellectual tradition upholds the impartial search for truth. We encourage the ongoing conversation between faith and reason based on the confident hope that there is in human life a truth founded on reality. We endorse academic freedom which makes open discussion and inquiry about truth possible.

We reverence the spirituality of each person. From the Catholic perspective, spirituality is a response to the God’s gift of divine life and friendship. Because each person is created in God’s image, we are responsible to one another and called to respect God’s creation in all its forms. Catholic tradition has stressed both the dignity of the individual and communal participation in the formation of personal conscience. The human spirit must be cultivated in such a way that there results a growth in its ability to wonder, to understand, to contemplate, to make personal judgments, and to develop a religious, moral, and social sense. We recognize the importance of personal and communal worship.

A vital dimension of a Catholic college is prayer and worship, which increases our sense of responsibility for the world. From the Catholic sacramental tradition, we affirm the idea of a God who acts in history on our behalf, a God who sent Jesus, who lived among us, who taught, who died for us, who rose from the dead, and is present in the Eucharist and alive and at work in the world today. We value the integration of the material and spiritual, through creative rituals for prayer and celebration. We seek a vision that calls for awe and reverence, sends us forth to serve, and compels hope that peace would be possible as the result of a more perfect justice among people.

We welcome the responsibility to serve.

The Catholic social tradition affirms a solidarity built according to justice, enlivened and integrated by charity, and put into practice in freedom. Called to build up the reign of God, we must meet our responsibilities to protect human dignity. Aware that the world is an imperfect place, we challenge ourselves to embrace the joy and hope, the grief and anguish of the people of our time, especially those who are poor or afflicted in any way.

We advocate respect for diversity.

As a Catholic college, we are called upon to be particularly attentive to the rich variety among the people of the world. We seek to foster dialogues that will promote understanding, cooperation, and respect. We value ecumenism and collaboration among all people. In every dimension of what diversity entails, human dignity must always be maintained. We invite all members of the community to enter serious conversations and ask hard questions that together we might promote the core values of Loras College.

Explorations

1. What does a respect for human dignity mean to you? How do you live this in your everyday life?

2. How do you welcome the opportunity to serve others, especially those who are poor or afflicted? What ways will you engage your responsibility to serve in your time at Loras?

Diversity, Equity, and Inclusion in our Campus Community

Attending college and seeking an undergraduate degree offers so much more than you can imagine and how you maximize your learning relies entirely on you! Attending Loras College provides an environment where you can learn so much about yourself as you engage difference and diversity!

For some of our Duhawks Loras College will be an incredibly diverse community, where for the first time you’re meeting someone from a major city (like Chicago, Milwaukee, etc.) or someone from a small town (Swea City, Cascade, etc.) or it may feel like it’s not as diverse or look like the home communities you come from! The reality is, all of us come from different communities, different family structures, faith traditions, political leanings, socioeconomic status (class), ability, race and ethnicity,

Sergio Perez

sexuality and gender identities and expression, and neurodiversity, (to name a few). Regardless of how Loras College may feel like, the opportunity to engage and learn is beneficial for all as long as we see diversity as a means of learning how the world operates and is seen through each of our own unique lenses.

At Loras College we see diversity, equity, and inclusion as a reality of life and a means of understanding one another’s humanity more thoroughly! In recent years several members of our community (faculty, staff, and students) worked together to create a statement to commit our community to consider how we should engage an increasingly diverse community and world. The following is the statement developed, a “Loras Community for All”.

Loras is committed to creating an environment where every member is beloved and accepted. Grounded in the Catholic Intellectual Tradition and guided by Catholic Social Teaching, the Loras community supports diversity, equity, and inclusion and together creates a culture of mutual respect and understanding for one another. This is a shared vision and a shared responsibility inspired by the life of Jesus.

Human Dignity

We believe all persons have equal, inherent dignity. At Loras, we affirm that all are created in the image of God and each individual is treated as an equally valued part of our community.

Justice and Equity

We actively work toward the creation of a more just society. As neighbors in solidarity with one another, we work for the equitable treatment of all persons. We understand that as long as any individual remains oppressed we fall short of our own full human potential. We embrace the differences among and between our community members and acknowledge our human connection for the promotion of justice.

Community

We foster a welcoming and inclusive community in which all members are encouraged to engage in mutual encounters and accompaniment. As an educational community, it is our belief that diversity, equity, and inclusion are crucial to living our mission of forming a community of active learners, reflective thinkers, ethical decision-makers and responsible contributors.

We are committed to providing an educational environment where all can discover who they are called to be in the world. Through our shared values, our understanding of interconnectedness is constantly evolving and our commitment to justice and advocacy is unwavering. As a Catholic institution, it is the shared responsibility of all members of the Loras community to foster these values through the creation of meaningful encounters that embrace the rich diversity of our global family.

Consider this statement and what it might mean for you? During your time here at Loras College how will you consider a life and experience different than your own? How will you challenge yourself to see the dignity in all expressions of humanity? How will you encourage and

challenge yourself to do something different and re-invent yourself? How will you be curious about the customs, traditions, and perspectives of those both like and unlike you? How will you let your learning guide you to a new worldview?

Often the first semester in college will challenge and expose you in ways you didn’t think it would. Take these challenges as they come and always make time to reflect on your academic and personal goals and development. Don’t be surprised if by the time you finish your first semester, or by the time you visit home the first time since starting the semester that you see the world different, speak differently, and notice your personal growth. This is the beauty and benefit of diversity, as we encounter

Loras College Resources

Center for Inclusion & Advocacy

difference we change and adjust our perspectives to consider a fuller and more complete understanding of those around us. As you enter your field of study as both students and eventually professionals, you’ll be better positioned to make decisions that consider you and others which in turn means we all benefit.

Some incredible resources to consider on campus and in the Dubuque community include the following:

Home to our Black Student Union, League of United Latin American Citizens, the Global Student Union, First Generation Scholars Program, and the Alliance, our LGBTQIA+ student organization.

Spiritual Life Office

Provide social justice leadership opportunities and trips, home to our interfaith initiatives including Better Together, Peace and Justice Center, and more!

Center for Experiential Learning

Provides opportunities around studying abroad in countries such as Portugal, Spain, Argentina, Ireland, etc.

Lynch Disability Resource and Cultural Center

Provides support and programming for our Loras community focusing on our neurodiverse community through academic accommodations, social engagement, and emotional well-being!

Dubuque Community Resources

Multicultural Family Center- The Multicultural Family Center empowers all families and community members of Dubuque to reach their potential and build unity through diversity, equity, and inclusion. https://www.mfcdbq.org/

Dubuque Black Men Coalition- The mission of the Dubuque Black Men Coalition is to improve the quality of life within our community.  https://www.facebook.com/people/Dubuque-Black-Men-Coalition/100069904210371/

Dubuque Unidos- We serve the Latinx community within the Tri-States by organizing educational and social events.  https://www.facebook.com/DubuqueUnidos/

City of Dubuque Human Rights- Works to create a more inclusive Dubuque community by assuring everyone has equitable access to government and community services.  https://www.cityofdubuque.org/215/Equity-Human-Rights

Children of Abraham- Creates an atmosphere of civic life that builds inter-religious solidarity, cooperation and friendship. We do this through careful listening and generous sharing of ideas and traditions.  http://www.cgim.org/cofabraham/

Of course, if you don’t know where to start, feel free to visit the Center for Inclusion & Advocacy and we can guide you to the right place! We’re located on the 5th floor of the Alumni Campus Center between Residence Life and Student Life offices! Our center is open 24/7 and resources and space can be used by all students! Any questions can be sent to Sergio Perez, the Director of Inclusion & Advocacy at Sergio.perez@loras.edu

Rights and Responsibilities

As you get familiar with Loras you’ll notice the campus appreciation for diversity, equity, and inclusion. You’ll see it in your engaging differences and engaging communities’ courses and general education courses. You’ll also see it throughout your academic major and in clubs and organizations. Loras challenges our community members to commit to a life of learning and consideration of others. In recent times, diversity, equity, and inclusion has become

a topic that is misunderstood and some of us might have thoughts that it does not include everyone. At Loras College that could not be further from the truth. As you’ve read in our Loras Community for All Statement, we believe all people have dignity and are worthy members of our community by the mere fact of being human and hope you consider what this approach might mean for you.

Diversity, Equity, and Inclusion in our Campus Community

To begin understanding our unique role with respect to diversity, equity, and inclusion on our campus it is important that we all start on the same page. Consider the following institutional definitions of diversity, equity, and inclusion:

Diversity refers to all the ways in which we as individuals and community show up differently.

• We show up as different expressions of the image of God

• Primary characteristics often associated with diversity traits include age, race, gender, ethnicity, ability, etc.

• Secondary characteristics can include faith, education level, class, religion, language, family structure, etc.

Equity refers to the personalized support we give each student as the college attempts to address societal and institutional barriers impacting access to a successful Loras education and experience.

We strive to develop solidarity with each of our student’s situation to know their strengths and opportunities where the college can assist so a student is able to focus on their education.

Inclusion refers to the sense of belonging developed by an individual towards Loras College resulting in their empowerment to fully immerse themselves in all the college has to offer.

• Loras College is made up of students, supporters, and alumni who can recall their favorite memories, a strong relationship with a faculty or staff member, who promote the institution as the foundation of their careers and success.

• All students should not only see themselves reflected in the Loras legacy but should feel empowered to contribute and take ownership of their experience.

Some questions to consider and reflect on include:

1. In what ways do I show up? How am I a unique expression of God and how does my lived experience demonstrate that uniqueness? In what ways does my uniqueness provide a new perspective of life for someone else? In what ways does my uniqueness limit my understanding of others?

2. What are the ways I might need specific support to be successful at Loras College? How can I advocate for myself and advocate so that each community member receives the support they uniquely need to earn their undergraduate degree?

3. What am I called to do to assist in the effort so that every Duhawk feels like they are a Duhawk? How will I adjust my own actions and involvement to ensure I am not unintentionally leaving someone behind? Ultimately, how do I make space for myself and others not like myself in class, discussions, social life, clubs, sports, etc.?

Sergio Perez

Understanding Self

One of the biggest steps you can take with respect to understand diversity, equity, and inclusion begins with better understanding yourself! Consider how the concept of intersectionality coined by legal scholar Kimberlé Crenshaw is defined by her and the National Institute of Health’s Office of Equity, Diversity, and Inclusion:

“How would you describe the different facets of your identity? Do you identify as Hispanic and/or Latinx?

A trans-man? A federal employee? A nurse? These aspects of our lives make up our identities and shape how we perceive the world, and in return, how the world perceives us as individuals.

Kimberlé Crenshaw, a legal scholar, created a term to describe our multiple identities: intersectionality. Crenshaw explains that our identities are like traffic flowing at an intersection –one identity may flow in one direction while another identity is flowing in a different direction (Crenshaw, 1989).

Crenshaw’s work initially focused on the experiences of black women. The genesis of her work was two different civil court cases defending two separate groups of black women. The defendants argued that they were experiencing the additive effects of both racial and gender discrimination in workplace hiring practices. Both groups lost their cases. The judges believed that because black men had jobs and white women had jobs with their respective employers, then the employers could not discriminate against black women. The black women argued that their discrimination was unique from black men and white women. They did not face discrimination because of their race or gender; they faced discrimination because of the cumulative effects of their race and gender. Since then, the study of intersectionality has grown to include all our intersections and identities. In 2013, The Oxford Dictionary of Social Work and Social Care broadened Crenshaw’s conceptualization of the term, defining it as the combined effects of one’s multiple identities, which includes identities such as race, gender, sexual orientation, religion, and employee status.

Our identities are not fixed or static; we are not only our race or our gender identity or our sexual orientation (Harris & White, 2013). Instead, our identities are fluid. For example, at home a person may feel more closely connected to his identity as a father; at work, that same person may feel a closer connection to his position as a biologist. Our environments and social connections cause our identities to ebb and flow, just like the traffic at an intersection.” (Flowers, 2019)”

To get you started, consider completing the following chart for the different ways you show up and whether that aspect of your identity privileges or disadvantages you. By no means are the categories listed exhaustive, there are so many more ways we show up, but for the sake of this exercise start with those. In addition, there are a few empty spaces for you to include other identities that are important to you that aren’t listed on there for you to include!

Social Identity - Groups we belong to that help define elements of who we are, it can be around race, gender, class, etc.

Membership - Some examples include being Latino (Mexican, Colombian, etc.), Black or African American, identifying as a woman, man, non-binary, coming from a wealthy, middle class, or lowincome background, etc.

Status - privileged or disadvantaged?

Has your membership in your particular social identity group advantaged or disadvantaged you?

What do you gain from understanding the ways your experience in life is unique to you? How can you learn from those around you based off how they might complete their chart differently. The importance in understanding who you are serves in helping you articulate your story. This is just the beginning of better understanding those around you!

New Relationships and New Respect

Names

As you meet your roommate, classmates, teammates, you’ll quickly notice how social norms of interactions might be similar or different than what you’re used to! You might feel anxiety around meeting new people because immediate common interests don’t arise right away, others might be social butterflies and can develop friendships rather quickly! Ultimately, both experiences are very normal and both call us to be respectful of one another and that starts with knowing one another’s name.

As you meet new people don’t be surprised if you don’t catch their name right away. Ask your peer to remind you of their name the moment you forget it…remember that you all are meeting so many new people and we need to give grace to one another when we forget. Some techniques to remember someone’s name include:

Repeat the person’s name as soon as they introduce it to you. Make sure to say the name a few times in your conversation with them. Some ways you can do this include:

Your name is ____, thank you for sharing, my name is _____

Insert Name, so what are you excited about for Loras?

Insert Name, what are you hoping to study? What made you interested in Loras?

It was so good to connect with you Insert Name hope to see you around campus!

We hope you continue to revisit this exercise as you learn throughout your academic journey here at Loras College!

As you consider your journey, if at any point you have questions or want to learn more, consider contacting any of the resources listed above! Those offices and professionals will serve you well!

The idea is that you repeat someone’s name often enough that you commit it to memory

You’ll also meet individuals that have the same name as you or might have a name that you’ve never heard before. Always show respect and ask individuals to repeat their name for you if you don’t hear it clearly. You might also alleviate the anxiety around name pronunciation by asking your peer to correct your pronunciation, especially if you’re having difficulty with it. One thing you should never do is disregard someone’s name and assign them a nickname of your choosing because it is easier for you to say. We should never anglicize someone’s name as names represent familial and cultural significance that should be met with respect. Consider the following:

• Always use the name someone asks you to use for them, if they have a nickname that they asked you to use versus their first name, use that

• Do not assign someone a nickname.

• If you notice someone has been given a nickname, defer to the individual and ask them if that is the name they’d like to be referred to or if they prefer a different name.

• Ask your peer to phonetically spell out their name so you could read it more closely to how it should be pronounced.

Diversity, Equity, and Inclusion in our Campus Community

Sergio Perez

Pronouns

Very similarly, we invite our community to consider introducing themselves with their pronouns or including their pronouns in their email signatures. Why do we do this you might be thinking? Well similarly to names, we want to show respect for all individuals here on campus. We understand the diverse community we have and are sensitive to the ongoing complexities and evolution around identity and community. Thus we strive to provide an environment where we empower our community members to identify their chosen name and pronouns. Some of us might use traditional gender pronouns such as he or she, others might identify as non-binary, genderqueer, or trans and might use traditional or gender neutral terms such as they/them.

• Introducing yourself with pronouns can be as simple as the following:

• Hello my name is Bob and my pronouns are he/him, what’s your name and pronouns?

If you don’t feel comfortable sharing your pronouns that is ok as well. Our campus won’t require anyone to share their pronouns if they’re not comfortable doing so. Our campus will stress the importance of accepting when someone does decide to share their pronouns. Any introduction or sharing of pronouns should be met with respect and with every intention to use the pronouns shared. If someone uses the wrong pronouns we should welcome correction with a commitment to do better next time!

Respecting someone’s pronouns is an extension of respecting someone’s name. You wouldn’t call someone Luis if they said their name is Bob. Same logic applies here! Lastly, you might forget someone’s pronouns, that’s ok, you can ask someone to remind you of those are at any point.

Language and Words that Burn

As you meet new friends you’ll see that we all have different experiences around language. Language can be a powerful connector of individuals but can also be a trigger for others depending on how certain words have been used in their lives. Don’t be surprised if some of the language you’re used to using back home is no longer appropriate here at Loras College. We are a community of learners and we should welcome the opportunity to learn new expressions of respect by adjusting our use of language and vocabulary that is no longer seen as respectful. The following is a list of some terms we should no longer use in our day to day interactions followed by a brief description explaining why. This is not done to be politically correct, rather as learners we understand and accept the responsibility involved with not using terms or words used in hurtful or oppressive ways. If someone used a term or called you a term that you did not like you would communicate that with the individual with the understanding and hope to not use the term again as a sign of respect. This logic applies here as well. Consider this non-exhaustive list…what terms should be added? How will you communicate this to those around you as you meet them?

Bitch

Targets and dehumanizes women, even if used towards men- including gay/queer men. Devalues women and femininity. Reinforces sexism.

N-Word

A historically racist word that targets Black and African American individuals. Often used to put down individuals. Word has a deep history in the United States of America stemming from slavery through Jim Crow and present day experiences for Black and African American individuals.

Fag/ That’s Gay/ No Homo/Pussy Stigmatizes gay and queer people. Uses their identities to describe something as bad or undesirable. Places negative adjectives with words related to the queer/ LGBTQ identity. Targets those with varying heterosexuality, masculinity, and/or traits to avoid being perceived as gay or queer. Goes to great lengths to avoid association with anything queer

Whore/Ho and Slut

Dismisses anyone seen as being “too” sexual-particularly sex workers. Women, queer people, and people of color. Perpetuates negatively toward sex itself. Promotes a sexual double standard.

Ghetto

Describes something or someone as cheap, worn-out, poor, dangerous, etc. Reference to housing communities that are impoverished and that disproportionately impact people of color. Associates people of color with these negative characteristics.

Gypped/ Jewed

targeting gypsies and Jewish people, these words are used synonymously with “cheat,” “swindle,” and “ripped off.” Uses stereotypes to describe something as negative

Illegal Alien

Reduces undocumented immigrants to something less than human. Fixates on legal status instead of people as individuals. Asserts that some people belong here more than others. Ignores political, social, and economic factors that negatively impact people of color.

Lame, Retard, any word that uses “tard” in it

Targets those with varying cognitive, emotional, and physical abilities as objects for ridicule. Used as synonyms for “worthless,” “bad,” “unintelligent,” “incapable,” etc.

Trailer/White Trash

Uses class to marginalize and dismiss white individuals like they are yesterday’s trash.

Crazy/ Psycho/ Nuts/ Insane

Often used to describe someone who might be working through a mental/brain health issue. Often minimizes the experience individuals who are diagnosed with such conditions as being incapable of controlling their mental thoughts and ultimately actions.

Bum/Bummed

uses a slang term for “homeless” to describe someone who is “lazy”. This results in demonization and blaming of homeless people without regard to their hard work or circumstances beyond their control.

Commit Suicide/ Killed Themselves/ How can someone do this?

Using language like this puts the responsibility on the victim, and to say that someone “committed suicide” suggests an almost criminal intent. Mental health advocates recommend using the term “died of/by suicide” as it removes culpability from the person who has lost their life and allows a discussion about the condition.

Bible Beaters/ God Squad/ Holy Roller/ Cafeteria Catholic

These are some terms often used to negatively describe individuals who are passionate and strong in their faith commitment. As with any religious/ faith tradition/ worldview, all efforts to respect one’s expression of their beliefs should be considered.

Using these words perpetuates violence, disrespect, and discrimination against women, people of color, queer and transgender people, those with varying abilities, and other marginalized communities. Individuals may reclaim these words for themselves as a form of empowerment. This is a personal decision. DO NOT reclaim words on behalf of others.

Addressing Bias Incidents

The last takeaway we want you to have is that there are going to be real life experiences that happen while on campus. Incidents involving racism, homophobia, classism, ableism, xenophobia, really any action or intention to limit the sense of belonging for any community member should and will be addressed.

While every effort to provide education as a means of resolving any issue that may arise between students, faculty, staff, and administration will be exhausted, it is important to know that as community members we have rights and responsibilities to one another. Our student handbook details the process in which an incident will be handled.

All incidents of bias and harm should be reported, and our Campus Safety Office is ready and able to assist in these situations. If appropriate other offices such as the Center for inclusion & Advocacy may get involved.

Incidents can be reported 24/7 at the Information Desk in the Alumni Campus Center or online via this link:  https://loras-advocate.symplicity.com/public_report/index. php/pid331127?

Loras College Leadership Framework

At Loras College, we believe that leadership:

1. Arises in everyday experience, meaning that we lead regardless of position or title, recognition or advancement.

2. Prioritizes the common good, meaning that leaders act for the good of each and every person, and of the whole person, to ensure that all are able to thrive.

3. Recognizes mutuality between personal and communal purpose, meaning that our individual and collective decisions have reciprocal impact.

4. Builds solidarity and relationships with others, meaning that we lead within collaborative relationships and seek to know and prioritize others’ experiences, especially those on the margins.

5. Transforms us, meaning that we evolve as individuals and as communities through our learning, actions, and impact.

To that end, we aim to cultivate leaders who value, understand, and demonstrate:

Self-Awareness

Self-awareness in this context means understanding one’s own strengths and limitations, developing skills, and growing in understanding of one’s values and purpose. This is a life-long process of learning and self-reflection which leads to contributions to the common good. This growth flows in and from…

Human Dignity and Inclusivity

Leaders recognize and value the inherent dignity and humanity of others. This is demonstrated through understanding and appreciating difference, civil dialogue, and ensuring all voices are heard. The fundamental belief that every person has dignity and worth motivates a commitment to understanding…

Sensitivity to Contexts and Environments

Leaders consider the intersectionality of contexts, experiences, and power dynamics of those around us before we engage in action. Environments include historical contexts, families, neighborhoods, cultures, workplaces, community gatherings, the natural world, worship spaces, and classrooms, among others. Growing in knowledge and empathy leads us to…

Responsiveness and Actions

Leaders demonstrate responsive actions in ways big and small. Responding to our environment means we lead through commitments to human dignity and selfreflection. Thus, every person is called to participate and act through a lens of responsibility to others, so that all may flourish.

REFERENCES: Loras College Strategic Plan

Loras Acronyms

Amber Forbort

What’s a BO? Where’s an AC? Learn these important Loras acronyms to help you navigate life on campus.

Buildings

MARC = Bill (A ‘52) and JoAnne Miller Academic Resource Center: the library, Math Labs, Writing Center, Center for Experiential Learning  offices, and the campus store are all located here.

ACC = Alumni Campus Center

AWC = Athletic & Wellness Center: The weight rooms, athletic training, and Lillis court are all located here.

BO = Byrne Oaks Complex: Apartment style housing complex.

CTK = Christ the King Chapel: Loras’ Catholic church.

GRAB = Graber Sports Center: The San Jose swimming pool,

HENN = Hennessey Hall

HOFF = Hoffman Hall

KEAN = Keane Hall

LMAC = Lynch-McCarthy Apartments

ROHL = Rohlman Hall

SCIE = St. Joseph Hall of Science

SMYT = Smyth Hall

WAHL = Wahlert Hall

Offices

AA = Academic Affairs

CEL = Center for Experiential Learning

CIA = Center for Inclusion and Advocacy

Res Life = Residence Life, for learning more about everything in the residence halls and meal plans

SLO = Student Life Office

Roles/Groups

FAC = Finances appropriation committee  RA = Resident Assistant AC = Area CoordinatorOL = Orientation Leader PA = Peer Advisor SC = Student Coordinator  CAB = College Activities Board

Academic Planning and Advising

Sara Glover

Academic Advising

Thinking about the path that will take you from where you are today to walking across the stage at commencement can sometimes seem a bit daunting. Along the way, there will be forks in the road (should you declare a second major or pursue a minor instead?), you may come across rocky terrain (you’ve failed an exam, now what?) and you may find yourself in uncharted territory (why are you taking a specific class? Are there other options?). Fortunately, your academic advisor can help to guide you along the way. In addition, the Loras faculty and staff you encounter on your journey at Loras are great resources to help point you in the right direction.

At Loras, advising is so much more than simply helping you to register for classes. Yes, you’ll need to meet with your advisor each semester before you can register for classes, but you will also have their support as you learn to navigate College processes and procedures, as you explore your personal and academic goals, and as you reflect on your learning and growth throughout your Loras journey. The Loras Advising Outcomes and Milestones provide a summary of the key goals we have identified for advising at Loras and the milestones your advisors will help you to reach.

Advising Outcomes & Milestones Advising at Loras is a collaborative experience that seeks to empower students to develop and achieve academic goals, explore their life’s purpose, and understand the significance of their educational experiences. Advising activities seek to assist student in achieving the following:

Advising Outcomes

Milestones

Outcome #1

Students will demonstrate an understanding of academic policies, processes, and requirements.

Outcome #2

Outcome #3

Students will identify and use (as needed) campus resources that support student success

Students will use appropriate resources to develop, adapt, & implement a comprehensive education plan (including curricular & co-curricular engagement) based on individual interests, abilities, skills, & values

Outcome

#4 Students will articulate personal & academic strengths that contribute to the student’s understanding of themselves and their overall sense of purpose

1. Understand the purpose, roles and responsibilities of advising

2. Understand the general requirements for a degree

3. Understand the requirements of the general education curriculum

4. Understand key academic policies and processes

5. Understand the requirements of the major area(s) of study

1. Identify and use campus support resources

2. Effectively use campus technology

1. Understand and use the course schedule and Undergraduate Bulletin

2. Create and adapt a success plan that includes curricular and co-curricular involvement

3. Self-register for courses

1. Identify perceived strengths and challenges

2. Explore engagement opportunities that align with strengths and offer growth/development in areas of challenge

3. Relate strengths, challenges, goals, and values to the selection of the student’s major and elective courses

4. Examine their life’s purpose in relation to their personal talents and the needs of communities

Advising Outcomes Milestones

Outcome #5 Students will thoughtfully reflect upon the purpose of the College’s Liberal Arts curriculum and the specific impact on their personal or professional achievements & goals

1. Understand the Loras mission and institutional learning outcomes

2. Understand the purpose and outcomes of the general education curriculum

3. Evaluate how their college experience relates to their emerging vocational identity

To achieve these milestones, it is important to remember that everyone has a role to play. While your faculty advisor, and other campus faculty and staff members, are there to support you, ultimately you are the captain of this expedition. Therefore, it’s up to you to be both proactive, preparing

Advising Roles and Responsibilities

yourself for each step of the journey, and responsive, adapting to changes and responding to outreach from those who seek to support you. The critical roles of the student, faculty advisor, and other professional staff are outlined below in Advising Roles and Responsibilities.

Advising is an active process and requires intentional engagement and open dialogue between students, faculty advisors, and professional staff.

Student Responsibilities

• Be proactive in seeking guidance and scheduling regular meetings with your academic advisor.

• Prepare for advising meetings by reviewing your personal and academic goals, updating your educational plan, drafting the semester schedule, and preparing questions for your advisor.

• Be open and honest in all communication with your academic advisor and other professional staff.

• Familiarize yourself with the requirements for graduation and the policies and procedures outlined in the Bulletin

• Take final responsibility for the actions and decisions that impact your academic progress

Faculty Advisor Responsibilities

• Create a community of trust with advisees that encourages open communication, regular engagement, and empowers students to take responsibility for their academic and personal success

• Assist students in developing a realistic academic plan of study and understanding the relationships between their college curricular and co-curricular experiences and their professional and personal goals

• Provide accurate information about policies, programs, and requirements

• Assist students in identifying appropriate academic resources to support learning

• Meet with student advisees during the pre-registration advising period and at least one other time during each academic semester

• Maintain student advising files

• Assist in offering and coordinating outreach to advisees in response to concerns about student success (including concerns about transitional issues, academic performance, health, etc.)

Professional Staff Responsibilities

• Foster a campus community that supports student success in all aspects of their Loras experience

• Be familiar with the general structure and purposes of the curriculum and where to direct students for more specific inquires

• Provide accurate information about policies, programs, and requirements or a referral to the appropriate office

• Facilitate student exploration and development of personal and professional goals through programming and services appropriate to your unit and role

Assigned Advisors

In your first semester, your academic advisor is the instructor of your LIB 102: Engaging Communities course. Your Engaging Communities instructor will remain your academic advisor throughout the first semester and will continue until you are officially accepted into a major.

When you declare, and are accepted into, a major you will be assigned to a faculty advisor in that academic area. If you have multiple majors, you will have an advisor in each area who can support you as you progress toward your degree.

Academic Planning and Advising

Sara Glover

Academic Planning

Creating a roadmap, or plan, for your Loras academic experience is a great way to clarify your goals, focus your efforts, and ensure you are using your time efficiently. Whether you are a wiz in Excel who prefers a color-coded spreadsheet, or someone who likes to put pen to paper and fill a notebook with thoughts and ideas, we encourage you to spend some time creating an initial plan to help guide your college experience.

Earning your degree: The Big Picture

The simplest way to begin crafting your academic plan is to start with the most basic end goal - Graduation! What do you need to do to earn your degree? To earn baccalaureate degree from Loras you will need to meet the following requirements:

1. Complete at least 120 credits. Unless you are participating in an accelerated/dual degree program with one of our partner institutions, at least 30 of your last 40 credits must be completed at Loras College.

2. Complete all Loras College General Education requirements.

3. Earn a minimum cumulative grade point average of 2.0.

4. Complete all requirements for at least one major, including the stated minimum major grade point average. In the following sections, we will break these requirements down a bit more.

Minimum Credit Requirement

To earn a baccalaureate degree from Loras you must complete at least 120 credits. To reach this goal, if you are planning a traditional four-year path to graduation, you’ll need to successfully complete at least 30 credits in each academic year. These credits can be spread across the fall, spring, and May terms. Most courses at Loras are 3 or 4 credits, so students typically take 4-5 courses in each fall and spring semester. Courses taken in May term, summer sessions, and credits accepted via transfer from other institutions and exam credits (e.g. Advanced Placement (AP) exams) can also contribute to the overall total number credits completed.

Loras College FEV Curriculum Category Descriptions

FOUNDATIONS

Engaging Communities (FC)

The First Year Experience begins in August when students arrive on campus and engage in an immersive experience with their Engaging Communities class during Launch into Loras. Engaging Communities guides students in the ability to participate in productive dialogue with peers on a multitude of issues. By applying critical perspectives through multiple lenses of inquiry, students will explore the reciprocal relationship between self and community. This exploration will include participation in experiences that encourage students to reflect on the significance and trajectory of their own life and leading lives that matter, and an introduction to foundational skills of information literacy.

Engaging Differences (FD)

Engaging Differences, the second course in the Loras College First-Year Experience sequence, introduces students to key concepts related to diverse identities, building on the foundation established in the fall semester by the Engaging Communities course. This course emphasizes active learning through critical thinking and reading and continues the development of information literacy skills introduced in the first semester, asking students to explore lived experiences of diversity, equity and inclusion through engagement with Loras College’s distinctive mission.

Written Communication (WC)

LIB 105 teaches writing as a means of conveying information, analyzing evidence, arguing positions, & evaluating and reflecting upon ideas and experience. While individual instructors will design specific assignments to address these aims, in general the sequence of writing tasks will move from personal to argumentative writing as students broaden their range of writing abilities.

Quantitative Reasoning (QR)

Quantitative Reasoning courses are foundational-level courses in which students will be introduced to the collection, analysis, and communication of quantitative information, skills which are increasingly important in our data-driven world. Through this process, students will use mathematical and statistical models to understand past behavior and make predictions regarding various real-world situations. In addition, students will learn common pitfalls and abuses in the manipulation and communication of data.

EXPLORATIONS

Creativity, Aesthetics, & Design (EC)

Students will learn to make or interpret creative works, or both. Creative works produce and reflect the conventions, histories, and traditions of the field from which those works emerge, whatever form they take, and grow out of sustained intellectual inquiry. Students will recognize that creative work provides distinctive ways to engage the world and the experience of being human.

Identity, Culture, & Society (EI)

Courses in the Identity, Culture, and Society category examine the reciprocal impact of society and culture on individual identity, and of individuals on society and culture. Emphasis is placed on analyzing society and culture as they shape human behavior; evaluating how social variables (e.g., ethnicity, race, age, gender, class or religion) influence human interaction; and interpreting the nature of human identity. A course in this category may be situated in a particular academic discipline, but also incorporates perspectives from another discipline.

Scientific Inquiry & Innovation (ES)

Courses within the Scientific Inquiry & Innovation category provide opportunities for students to participate in the process of scientific inquiry, investigation, and discovery. Students will address a question using the scientific method, connect their results to broader topics, and appropriately communicate their investigation.  In addition, students can expect to gain an understanding of what careers exist in science as well as the overall application of science to a greater worldview.

VOCATIONS

Catholic Traditions (CT)

Catholic Traditions is the introductory category within the Vocations area and serves as a pre-requisite to both Values in Action and Call to Participation.  By promoting reflective thinking about the religious dimensions of

human experience, courses within the category introduce students to the Catholic worldview, in which God’s love can be seen and experienced in and through all tangible things.  Regardless of whether courses analyze the Catholic worldview from within Catholicism or compare and contrast it to religious traditions beyond Catholicism, courses in the category will further students’ selfunderstanding of their capacity to contribute responsibly to society through their discerned call to participation in the world.  Courses within the category are taught from diverse disciplinary perspectives.

Values in Action (VX)

The Values in Action category develops aptitude for ethical decision making via active learning, reflective thinking, and responsible contributing in keeping with the mission and identity of Loras College. VX courses promote values discernment for ethical decision making, engage principled ethical perspectives, and integrate relevant aspects of the Catholic moral tradition. VX courses are oriented towards developing student abilities for applying moral principles within particular fields or contexts as well as reflection upon that application. Courses within the category are taught from diverse disciplinary perspectives and may fulfill both the general education requirement as well as specific major and/or minor requirements.

Call to Participation (CP)

Call to Participation courses focus on developing the disposition of responsible contributing. Courses engage questions about the nature, limits, and diverse forms of democracy. Students employ a Catholic Social Teaching (CST) framework through which they can evaluate and reflect on social problems, policies, or collective decisions. Questions considered include how access to economic, social, political, and cultural capital differ on the basis of, and can serve to define, group-identities. As the final course in the Vocations category, students reflect on their ever-evolving understanding of community needs and the grounds on which they are called to participate in meeting these needs.

INTEGRATIVE CAPSTONE Integrative Capstone (IN)

Taken as part of a major, the Integrative Capstone requires students evaluate the relationship between their emerging vocational identity and their curricular and co-curricular experiences. This evaluation builds on past exercises in reflecting thinking about vocation in the First-Year Experience, Catholic Traditions, and Call to Participation courses.

CONTINUED

Academic Planning and Advising

General Education

The general education requirements at Loras include the Foundations, Explorations, and Vocations (FEV) curriculum and May term requirements.

The FEV curriculum includes 33-36 credits intentionally designed to spread across the four years of your Loras experience. Typically, students will complete Foundations courses during their first year, Explorations courses during the first and second year, and Vocations courses during the second, third, and fourth years. The Integrative Capstone is taken as part of your major, usually in the final year of study, and provides an opportunity for you to reflect on your

Minimum Grade Point Average

Sara Glover

Loras experience as a whole. Descriptions of each of the FEV curriculum categories can be found below.

The May term is an intense, three-week term, that will provide you a unique opportunity to engage in experiential learning. During the May term you are enrolled in a single course that is intentionally designed to foster active learning. Some courses involve domestic or international travel, others engage students in community-based learning in Dubuque, simulations, performances, or extensive laboratory experiments. Students are required to complete two May term courses, one in the first year and one later in their Loras career.

To earn your degree from Loras, you’ll need to have a final cumulative GPA of at least 2.000. Keep in mind that your cumulative GPA is based only on the courses you have taken at Loras college, transfer credits are not included in the calculation of your Loras GPA. Other courses, such as those with an earned grade of “pass” or “no grade” and grades for the initial attempt of a repeated course are also excluded from the GPA calculation.

Calculating your GPA To calculate your GPA you must first determine the number of grade points you earned for each course you have completed. Grade points for each course are calculated by multiplying the grade points associated with the grade of a course (see the scale below) by the total number of credits for the course. Thus, in the example below, the student who earned an A in ENG 105 (a 3-credit course), earned 12.000 grade points for that course.

Once you know the grade points earned for each course, you can calculate your cumulative GPA by dividing the total grade points earned by the number of credit hours attempted.

To ensure that you are remaining on track to meet this requirement, if your GPA drops below a 2.0 in any term, you’ll likely receive an academic notification letter. Depending on your cumulative GPA and academic progress you may be placed on probation, receive a warning, or be dismissed from the college. Specific guidelines related to academic standing can be found in the Undergraduate Bulletin and your academic advisor can help you to determine next steps should you find yourself struggling academically.

Example GPA Calculation

Grade Point Scale

In addition to the minimum cumulative GPA, some majors require your GPA in courses that count toward the major to be above a certain threshold. They may require a specific grade in each course (such as a “C” or better) or an average minimum GPA for the major (such as a 2.5 major GPA). You will want to be sure you are aware of any specific requirements in your major and can ask your advisor about any major specific requirements that may apply to you.

Academic Majors

The final graduation requirement is the completion of at least one academic major. When you first enroll at Loras, you are not assigned to any specific major or area of study. Even though you may have shared your area of interest with your admission representative or your summer orientation advisor, you are not a declared major until you have completed the Declaration or Removal of Major Form on the IQ Main Page and been officially accepted into a major. In some majors, you may be required to complete specific courses, have a minimum GPA, complete an interview, or participate in other required steps before you are admitted. Your academic advisor and faculty within the program you are interested in can help you to understand the requirements for each major.

It’s not uncommon to be uncertain of your major when you first start college. Don’t worry if you aren’t sure yet what path you want to take. Enrolling in a wide variety of courses in your first year is often a good way to explore different options and begin to narrow your thinking. Talk to your academic advisor about your interests, the activities you enjoy doing (as well as identifying those you prefer not to do), what courses and activities you enjoyed in high school, and consider seeking opportunities to job shadow or volunteer in career areas you are considering. Your advisor can help you to think through your options and connect you with other resources. You don’t need to declare a major right away. We encourage students to declare a major by the end of their third semester of full-time coursework, which means you have time to explore your options.

Changing majors is also quite common. In fact, data from the U.S. Department of Education (2017) indicates that about one-third undergraduate students who have declared a major change their major at least once during their first three years of enrollment. Factoring in students who haven’t officially declared, the percentage of students who change their planned major is likely significantly higher. If you are considering a change, we encourage you to meet with your academic advisor and an academic advisor in your area of interest to help you as you make your decision.

Beyond the Classroom

While much of your roadmap to graduation will be focused on your academic requirements, it’s important to think about the out-of-class experiences that will play an important role in your journey. Do you plan to participate in student organizations, athletics, mock trial, theater, music, internships, community service, or have a job onor off-campus? Think about the experiences you might participate in and the skills you hope to gain through your participation. Do you want to sharpen your leadership skills? Enhance your resume with practical experience in your field? Promote social change through involvement in a community organization? Include these goals in your plan and share them with your academic advisor.

Advising Resources

The Undergraduate Bulletin

The Undergraduate Bulletin includes important institutional policy and process information such as policies on academic standing, academic integrity, class attendance, transfer and exam credits, and grading. It also includes a listing of requirements for the general education curriculum and all undergraduate majors and minors offered at Loras. If you have a question about a requirement or policy, there’s a good chance you’ll find the answer you need in the Bulletin. The Undergraduate Bulletin can be accessed using this link: https://catalog.loras.edu/index.php#

Advising Information & Resources on Inside Loras

Another great resource for academic planning is the Advising Information & Resources page on the Inside Loras portal. The page includes links to advising resources for each major on campus. One of the most useful resources are the sample 4-year plans that provide an outline of the course progression through a major by semester. While each student’s path will likely vary, these 4-year plans provide a framework to help you craft your own plan for completing your degree. In addition, the Advising Information & Resource page also includes information about general education requirements, information for transfer students, and links to the IQ main page, Undergraduate Bulletin, and eLearn.

The Advising Information & Resource Page can be accessed at this link: https://lorasedu.sharepoint.com/ Academics/Advising/SitePages/Home.aspx

(https://nces.ed.gov/pubs2018/2018434.pdf)

Time Management

Dan Mulligan

Without question, one of the most challenging components you will face as a first-year college student is managing your time. It’s awesome to have so much control of your schedule and your life, but it also can be a bit overwhelming as deadlines, projects, meetings, etc. can sneak up on you if you don’t have a good system in place.

While in high school, your parents and teachers may have reminded you about your responsibilities and approaching deadlines to help keep you rolling along, but in college YOU are responsible for setting up your own schedule and figuring out how you will spend your time.

First, it’s critically important to create a plan for yourself; otherwise, things can really overwhelm you and become hard to handle. Once you’ve created the plan, then it’s just a matter of having the self-discipline to stick to the plan (of course it can be improved/tweaked along the way) and being able to focus and complete work during the time frame you’ve set up.

There are some practical things you can and should do in some format or other to ensure you manage your time well, and we’ll talk about them in this section.

In looking at managing your time well, it’s best to look at your time management from various angles… you should have a “macro” whole semester view/plan of things and you should have a more “micro” view of things too where you have a weekly plan and even a daily plan to help keep yourself rolling along nicely.

If you’re not sure how you spend your time, then you’re encouraged to complete a Weekly Time-Tracker Chart.  Use the chart below to calculate how much time you are spending on the activities in your life. As you track how you spend your 168 hours each week, it can become clear whether or not you need to adjust things (cut some hours and/or add some hours here or there).  The key to doing this activity is to be honest about it.  You can gain a handle on how you spend your time and improve your use of time if you honestly track things.  Once you have a grasp on how you spend your time, you’re encouraged to talk to your advisor, your PA, your professors, a “go-to” staff member, some wise friends with your best interest at heart, your parents and/or other family members and see if this seems accurate and to discuss whether or not your use of time is efficient enough or not.

Once you have a good grasp of how you spend your time, then you can start to “gameplan” how to plan your days, weeks, semester, year, etc.  It’s helpful to complete both versions of the Semester at a Glance (macro) chart and also a Daily/Weekly Time Management chart (micro).

In addition to these planning tools, many students have shared they also create simple, daily “to do” list. This can be a Post It note, a note in your assignment notebook, an electronic note on your phone or computer, or even on a dry-erase board.

Where do you spend your time each week?

Scheduling Tools

As you prepare to tackle your semester, there are several tools you can utilize to make sure you manage your time well.

First, print out each course syllabus for your classes as they have some great time management related information contained in them.  Most (hopefully all) will have a detailed list of what is going on with the course each day and each week, and when things are due. Spend some time and put all of these dates on your “macro view” (whole semester) calendar. If you don’t have something else to use, you can use the Semester at a Glance—just fill in the dates. There is also a “Semester on a Page Planner” printed and available in the Learning Commons area on the second floor of the MARC) and in the Lynch Disability Services and Cultural Center Office (1st floor of the MARC) which can also be emailed through your respective professor as well.  The bottom line with this is to write down when everything is due, so that you can plan out your days and weeks ahead of time and make sure you have time to get everything completed.

In addition to having this whole semester view, you should also manage your time at a more “micro view”— weekly or daily planning. For this, a paper planner, your Outlook or Google calendar, or this Daily/Weekly Time Management sheet will be another great tool to help you keep track of the more immediate things you have to complete. This is something that you should make part of your weekly, so you are organized.

As you complete these weekly calendars, be sure put in your classes, any work responsibilities, your practice or rehearsal responsibilities, your exercise responsibilities, et. Then, put in times for eating breakfast, lunch, dinner, and sleeping along with times for socializing, social media, or whatever you like to include in your daily routine to keep you rolling along in a good state of mind and body. Once you’ve put in all your times for responsibilities and relaxation times, you should see where your gaps are in your schedule. These gaps are critically important to your academic success.

The best advice for any gaps in your schedule is to dedicate as many of these as you can to studying and completing work. Make these a part of your weekly routine. For example, every Tuesday I have a gap from 9:30-11:00 a.m. in my schedule. Rather than leaving this time blank, I decided that I will go to the library and get to work up in the fourth-floor study room. Then, during this hour and a half that I have, I will break this time into work chunks with a break in between. Based upon my focus ability, I know I can focus on something for twenty minutes before I get distracted so, I will work for twenty minutes and then take a five-minute break to check my phone, use the restroom, and then I get back to work. I repeat this pattern for the hour and a half and then move on to the next thing in my schedule. If I build this study routine into my weekly schedule, I’m much more likely to be productive with this time than if I had left it a blank gap on my schedule and wandered back to my room—odds are I would be distracted here and not get much of anything academic done.

Going even smaller in terms of my planning, many students find making a small, daily “to do” list to be an effective tool as well. As stated earlier, this could be an electronic note or alert, a list in your assignment notebook, a Post-It note, or even something on a dry erase board.  If choosing to do this, just make sure you make it a part of your daily routine.

The more you can make this planning stuff a part of your daily routine the more likely it will become a habit, and the more likely it becomes a habit, the more organized and successful you will be with your time management. It’s not necessarily easy or hard to do, but it takes making it a part of your routine to make it happen. If it’s not built into your everyday life, you’re much less likely to do it.

“macro view” calendar sample for planning

“micro view” calendar sample for planning

Time Management

Dan Mulligan

Check your calendars, syllabi, and eLearn often (again, make this a part of your daily routine) and you will be more likely to never miss things and to be in control of your time and organization. Make checking eLearn and your calendars a part of your morning, pre or post lunch routine, and your evening routine too.

Time Management Obstacles

*One side note is that you should also check your email at these regular, routine times as well as sometimes your professors (or others) may be sending out timely, important information that may affect your schedule. Plus, you can delete trash email as well throughout the day and keep your Inbox as manageable as possible.

So, with this all said, what are the biggest obstacles to successful time management? Surveyed Loras students have said that three main things get in the way of being a time management pro.

1. Procrastination.  Procrastination.com defines procrastination as “trouble persuading yourself to do the things you should do or would like to do.” Sometimes procrastinators do other tasks instead of a prioritized task. Sometimes procrastinators have little idea of how they spent the time they should have been using to complete a task. Many times we have to break down large assignments into smaller, more manageable chunks to help us avoid procrastinating on them. Sometimes “backwards planning”—starting with the final due date and working back to the present and creating other “due dates” along the way—can be a great strategy. We’re all procrastinators to some degree, and so we all need to put things in place to limit our procrastination. One great way is to have a productive routine and stick to it. Successful time management significantly limits procrastination.

2. Motivation. We all experience highs and lows related to our motivation levels for certain tasks, and this is something to be aware of. Set goals, have positive outlets for yourself, and talk to people to get yourself back on track if experiencing any struggles with motivation. As a rough guideline try spending two to three hours studying for every hour-long class you have.

The more you have a plan for what to do when faced with procrastination, trying to multitask too often, or motivation in general, the more likely you are able to ha overcome these time management challenges.

Multitasking can also be a challenge. When we don’t put ourselves in the right place to focus on the specific task at hand, we can sometimes fail at using our time wisely. For example, if you’re trying to type a paper that you must turn in on eLearn by midnight when you get a Snap and respond. You may get stuck in a long back and forth and forget where you were in your paper. So, according to successful Duhawk students, put your phones away or turn them off when doing school work.

If using your laptop, only have tabs open that are essential to whatever you’re working on at the time. Environment is another way to handle multitasking. Our rooms, apartments, or homes are likely wonderful places, but they aren’t the best place to get your academic work done. Ideally you will find a “go to” place on campus to get work done and make that a part of your routine. Your home base is a place to relax, socialize, and sleep, so it can be confusing to your brain to try to also make it your study spot. Try studying in some different spots until you find one in which you are most productive. There are many quiet niche spots throughout campus that may serve this purpose well for you.

One other brief note, music is awesome, no doubt, but unless working on a creative activity, most studies suggest that it is not helpful when studying. With that said, some studies have shown that brown noise, pink noise, or white noise can be effective (basically static type background noise). Some students have recently even indicated having ambient noises like a rainy coffee shop, or a train ride, or jungle noises, can be helpful. If you like noise while studying, just experiment a bit with some of these nonmusic options to see if something works for you.

More Time Management Strategies for Success

Break large assignments into smaller pieces

Create practice exams

Exercise and don’t skip meals

Build in social time in your schedule

Set study session goals

Prioritize what to do first based by deadlines/goals

Refer to calendars regularly

Schedule readings in small blocks throughout your week

Review class notes right after class and create review questions

Pomodoro Technique (look it up)

Break study times into chunks with short breaks

Sleep (7+ at night)

Finish assignments early

Plan for breaks throughout the day

Start with hardest subjects when fully refreshed

Eat the Frog (look it up) basically do the hardest thing first

There are many places you can seek support with your time management efforts. For help, please consult your professors, peer advisor, your success coordinator, resident advisor, area coordinator, or reach out to the academic success coordinator in the learning commons area of the MARC.

As you look at managing your time, it’s important to remember – GO TO CLASS!  Every missed class is $150 (or more) down the drain! From kindergarten through high school, you’ve got to be in school or someone will get in trouble. Once you get to college, the pressure’s off and you can go to class (or not) whenever you feel like it. Life is good!  Or so it may seem. But there’s another big difference with college: you have to pay to be here.

Each night plan goals for next day

Study in areas where there are no distractions

Know the format of tests and practice them

Daily Top Three 3 most important things to do each day

Set rewards for achieving weekly goals

Finish work sessions with easier subjects/assignments

Pack items for the next day the night before

Divide study sessions by subjects possibly

Make Writing Center or other tutoring part of your routine

Set study sessions rules for yourself

Phone use, etc…

Set-up daily/weekly routines

Set a time for room/household chores

Do the least favorite thing on your list first

Use your scheduled plan

Study time outside of class 1-3 hours per credit hour of class

Just how much are you paying for each class session?

Add up the cost of your tuition, fees, textbooks, and housing you pay each semester. (At Loras, the full cost of attendance is $46,880 per year, $23,440 per semester.)

Divide the cost per semester by 150, a rough estimate of the number of classes attended each semester (5 classes X 2 sessions X 15 weeks). The resulting number is how much money you are paying for each class session.

Example: $23,440/150 = $156.27 per class session.

When you skip class, you are walking away from $150 of value that is still coming out of your wallet regardless of your final grade. You are on the hook even if you don’t earn any credit for that class.

Time Management

Dan Mulligan

When a professor asks why you are late to class, skipping class, ignoring the assignment prompt, avoiding eLearn, or zoning out during a lecture, it’s because we are imagining you a few years from now when you are facing thousands and thousands of dollars of college debt and have nothing to show for it because you walked away from the very things that would have helped you succeed.

A professor’s job is to create an environment conducive to learning. We are here to help you get the experiences and skills you need to help you succeed throughout your life. We know you don’t have time for busy work—and neither do we! Everything in class—from the readings, the activities, the assignments, the links on eLearn—is included because your professor is confident it is an important resource and you shouldn’t leave college without.

Time management is about going to class so that you won’t have the stress of missing an important piece of

Explorations

1. What are your greatest concerns about time management as you navigate your Loras experience?

information you need for the test. It’s about getting a solid foundation in a general education course so you can soar in your major courses. It’s about how you will face an uncertain and precarious world when you eventually move on from Loras. Will you leave confident that you have the tools to be the best writer, problem-solver, and contributor you can be?

A switch flips when you transition from high school to college. Once you are in college, there is no compulsory education law to protect you from the millions of distractions vying for your attention every day. Now it’s up to you to prioritize your education.

So don’t come to class on time or complete your assignments or turn off your phone because you’re afraid of offending your professor. Do it because you deserve an awesome education. You deserve the full college experience and all the doors it will open for you.

2. What do you anticipate being your biggest time management hurdle? Procrastination, multitasking, or motivation? What strategies can you use to overcome this hurdle?

REFERENCES: Image source: https://media.gettyimages.com/photos/new-us-dollar-money-down-the-drain-picture-id1198497955

Connecting with Faculty

Kate McCarthy Gilmore

Faculty, or professors, are the people who teach your classes. Faculty members also do research in their area of expertise (usually the same topic they are teaching in your class), serve on college committees, and advise students. Loras is a student-focused school, so faculty are deeply committed to teaching and advising. Their main focus is your education, professors are literally here to help you succeed.

It’s important to connect with faculty outside the classroom. Given that the main goal of faculty is to support students, you should not hesitate to connect with them. There are several reasons you might talk with a faculty member outside of class:

Help with a class or coursework: If you have a question about a topic from class or about something you are studying, go to office hours or send your professor an email. Faculty are experts in what they teach, so they are well equipped to help you understand concepts. They can also answer questions about assignment instructions or requirements, they know best what makes a successful paper or exam. Faculty truly are the best resource for you to find academic support. Remember, supporting your learning is literally their job. They want you to come to their office! They want to help!

Advising and career development: Relationships with faculty, especially in your main area of academic interest, will be important to your planning and success at Loras. Faculty are the are the best resource for deciding on a major or career path, selecting classes, or picking experiential activities. Importantly, professors know which courses are needed to complete a major and what type of experience looks best on a resume.

A faculty member must get to know you before they can really support you and your goals. A professor cannot give the best advice on which internship to pursue, or which class is best if they do not have a clear understanding of who you are as a person and what your goals are. Take

time to build that relationship. Visit their office. Discuss your goals and areas of interest and establish a relationship that will ensure you are able to make the most of your experience at Loras.

That relationship is important because faculty in your major will write letters of recommendation or serve as a reference when you apply for internships, jobs, or graduate school. Faculty will get to know you in class, but you should engage with them in their offices to build strong relationships, so when the time comes, they can be one of your most vocal supporters.

Make sure you make time to connect with your faculty members by:

Utilizing office hours: Given that faculty at Loras are deeply committed to teaching and learning, they all have weekly office hours. This is an informal and easy way to get to know your professor, explore career ideas, and learn more about majors or programs. You may want to send an email to the professor before you go to office hours indicating you plan to visit, but it is not necessary. To find a professor’s office hours look on the syllabus or in their email signature.

Via email: Email is the primary way faculty communicate with students and with each other and is likely how you will receive information from your professor about class or required events. So, be sure to check your email regularly!

If you have a quick question or want to schedule a meeting, emailing your professor is the best way to do so. However, email to faculty members must be professional in tone and content. You are not sending a text message to your mom, so be sure not write as if you were.

Make

Writing a Professional Email to a Faculty Member

When writing a professional email to a faculty member, use a professional greeting, do not simply start with the content of your message. Faculty members have a wide array of degrees, some may use the title “doctor,” and some may not. The easiest way to start and email to any instructor you have is “Professor [Last Name]”

If you want to be more specific, there are several ways to find out how to address a faculty member:

• Look at how they refer to themselves on the course syllabus

• Look at their email signature, if it contains PhD or EdD you should refer to your professor as Doctor (unless they tell you otherwise)

• Ask them how they prefer to be addressed

Loras is a small school where faculty get to know their students well, but early in the semester or with a new professor it may be beneficial to introduce yourself by stating your name and which class you are taking.

Ask your question in a clear, concise, and professional manner. Tone is important via email, be sure that you are articulate and respectful in what you write.

It may not seem necessary to sign the email, but a signature is essential to a professional tone. Use your name to close the email.

Activity 1: Rewrite the email below to create a professional and clear tone.

Sample Email: Why did u give me a 5/50 on this assignment? I know I did the work, so what gives? U better respond soon.  –Luke

Edited Email:

Preparing for a Meeting with a Faculty Member

It can be nerve wracking to think about starting a conversation with a faculty member, so it is beneficial to prepare in advance. These steps can help:

1. Have a clear question in mind.

a. If you need help with an assignment, know specifically what you want to ask or where you need help.

b. If you have a question about classes or a major, write it out beforehand so you know what you want to ask.

2. Be sure to come prepared.

a. If you need help with coursework, bring your assignment with you and take it out of your bag at the meeting.

b. If you are asking about a major, courses, or other opportunities be prepared to talk about why they are of interest to you.

3. Be on time and know the location of the office.

a. Make sure you arrive on time if you scheduled an appointment or during the correct time for office hours if you are dropping in.

b. Make sure you know where the professor’s office is.

4. Engage in appropriate office etiquette.

a. Knock if the door is closed and you are there during posted office hours.

b. If the door is open, but the faculty member is not present, do not enter the office. Wait outside until they return.

Activity 2: Develop ways to prepare for the following scenario.

Scenario: You are taking a BIO 115: Principles of Biology and do not understand the concepts of mitosis and meiosis. You are also interested in becoming a biology major. You decide to visit your professor’s office hours to discuss these two topics.

Write a concrete question you would ask about to gain understanding on the topics:

How can you prepare to ask for guidance on understanding mitosis and meiosis before the meeting?

How can you prepare to ask for information about becoming a biology major?

Explorations

1. What might stop you from visiting office hours or engaging with a faculty member? Why?

2. Think of a professor important to your potential career path or who teaches a class you like: Why would it be important to visit the office of that professor? How might it have long-term impact on your college experience?

3. How could using professional email etiquette have long-term impact on your relationship with a professor?

4. In your opinion, what is the biggest potential benefit from visiting a professor’s office hours? Why?

Group Work

Hilarie Welsh

The Loras dispositions are evident in many ways across campus. You will develop your skills as active learners, responsible contributers, ethical decision makers, and reflective thinkers during your time at Loras. You will grow in these dispositions and in your communication skills by engaging in partner and small group discussions. It is important to your professors that all students in the class feel respected, valued, and accepted. You will be encouraged to speak up, share your unique perspective, and know that your individual identity (including race, gender, religion, sexuality, disability, social class, etc.) will be valued and honored.

Another way these dispositions can be practiced is through group work. There is a good chance you be assigned a group project during your first semester at Loras. In college, students are often required to complete collaborative projects in the form of activities such as group writing assignments and group presentations.

Professors assign these projects for a variety of reasons, but primarily because they allow you to learn and practice skills and strategies for working collaboratively with peers. These skills are highly valued in the working world, where collaboration and compromise are important skills that make or break a project. Employers value workers who navigate collaborative tasks well, and Loras will give you many opportunities to practice those critical collaborative skills.

For both your success in the classroom and your future career, you need to develop strong communication skills and effective ways to establish expectations, and you need to be able to work with people toward a common goal. Group work helps you accomplish all these things. Research shows that “students taught in a manner that incorporates small-group learning achieve higher grades, learn at a deeper level, retain information longer, are less likely to drop out of school, acquire greater communication and teamwork skills, and gain a better understanding of the environment in which they will be working as professionals (Oakley, Brent, Felder, & Elhajj, 2004, p. 9).

In addition to building employability skills, working in a group can help you meet new people. Students often submit a better product because of the collaboration that occurs during the process. The process of collaborating can also be frustrating at times. Collaborative skills are different from the skills needed to work independently. Students improve their collaborative skills through practice, and this growth will be cultivated during your time at Loras. Group work can be difficult, and it can feel daunting and frustrating at times. Keeping everyone on track, finding times to meet, and making sure everyone contributes their share can be challenging.

When you consider your past experiences with group work, what did you and your groupmates do to make things go well? What about the worst group experiences? What made them go poorly?

My Experience Working in Groups

CHARACTERISTICS OF BEST GROUP CHARACTERISTICS OF WORST GROUP

Group Work

Hilarie Welsh

Working Successfully in a Group

Group projects are most successful when group members work well together. Here are some tips to help group work go smoothly.

As soon as you know who your group members are, get together in person and complete the following tasks:

a. Make a list of everyone’s name and contact information

b. Make sure everyone’s Outlook Calendar is updated to help with scheduling

c. Identify each group member’s strengths and relevant skills

d. Discuss how to work together as a group effectively. Use the “Characteristics of Best Group” practices to set some ground rules. For example, “arrive on time to all group meetings” and “fairly consider all ideas and opinion” are two ground rules that help you show that you respect the members on your team.

e. Decide how you will communicate between meetings and what response time is reasonable for communications.

f. Make sure everyone has the same understanding of the assignment. Review the assignment carefully and discuss the details of the assignment. Ask your professor if you have questions or concerns.

As you begin to work together, your group should come to an agreement about what everyone is expected to accomplish individually and how each person’s work will contribute to the group’s final product. This will help avoid conflict that arises when group members feel that some members are not pulling their own weight, especially when the assignment is graded holistically rather than for individual contributions.  The chart below can help you think scheduling, delegation, and timelines.

Groups Planning

Schedule your initial group meetings and the first tasks that must be completed.

When preparing the final product, please remember the following key things:

a. If your group project culminates in a presentation, meet as a group to practice the entire presentation without stopping, make any revisions, and do it one more time from start to finish. Use this opportunity to review each other’s presentation, time your presentation, offer constructive feedback, and make necessary adjustments.

b. If your group project culminates in a paper or media presentation and you’re each working individually, assemble all the parts and have group members reach each part to ensure the final product reads well from start to finish. Is the message clear? Are the format and voice consistent? Does the flow make sense? Are the grammar and style correct?

Getting a Group Back on Track

Working in a group often presents challenges, especially when group members have different goals, backgrounds, or work styles. Among the most common complaints about working in groups is that some students don’t pull their own weight and that other students are left to pick up the slack. Although you’re likely to minimize this risk when you follow the advice given in this section, you should be aware of the danger signs and also the strategies for resolving problems if they occur.

Online Resources for Managing Work

Great, free resources and online tools to help you manage tasks, workflow, communication, and scheduling. Examples include:

• Dropbox

• Google Drive

• GroupMe

• Microsoft Teams

• Loras Email/Outlook Calendar

Group work is most effective when everyone has a common understanding of the task, a shared sense of responsibility for the final best product, and an open forum for discussion. Remember that producing a quality final product is only one of the important outcomes of group work-another is that every team member learns and practices new strategies for successful collaboration and teamwork.

Explorations

1. Consider a time you’ve worked in a group or on a team. What role did you play? What from those previous experiences will you bring into your Loras experience?

2. If you are working with a group from class where some group members aren’t pulling their weight, how would you approach the situation?

REFERENCES: Oakley, B., Felder, R. M., Brent, R. & Elhajj, I. (2004). Turning Student Groups into Effective   Teams. Journal of Student Centered Learning, 2, 9-34.

Your First College Research Project

Mary Anderson

What is Research?

Research is a process of investigation to gain knowledge and understanding, solve problems, and make decisions. We do research every day, often without even thinking about it. We look up the weather forecast, we explore online reviews to help us decide which item to purchase, and we watch YouTube videos to learn new skills. As a college student you also will do research as part of your assignments. Where do you begin?

In high school, you probably did much of your research like you do research for daily life, using Google to find websites. It is fast and easy to use and great for finding basic information. Google is not usually the best tool for

college research, however. While it provides access to millions of sources of information, it does not determine if they are accurate, trustworthy, or even the most relevant. You must sort through all the results to discover that yourself. Also, Google cannot access most of the highquality, in-depth information that is available.

Instead of general web searches, your professors expect you to use the Loras College library. Through the library and its databases, you will gain access to millions of academic resources, especially books and articles. Your gateway to these resources is the library’s homepage: https://library.loras.edu.

Research Guides are a great place to start if you are not sure where to begin. They gather resources focused on particular subject. There is a guide for every program as well as special topics and classes.

DuSearch lets you explore our book collection as well as articles from many of our databases.   Find a Database A to Z gives you an overview of all our databases from multidisciplinary ones like Academic Search Complete and JSTOR to subject specific ones like PsycInfo, ATLA Religion Database, SportDiscus, and Business Source Premier.

Loras librarians are an important resource you can connect with through the links: Get Help, Book a Research Appointment, and Chat with a Librarian. Getting assistance with your research from librarians is a normal part of college-level research. Librarians work with first-year students, your professors, and everyone in between.

Types of Sources

There is another way to think about sources and that is their content, particularly with respect to the author, audience, and purpose of the materials. Again, there are several ways to think about this, but we will focus on three: scholarly, informative, and popular.

The type of sources you need depends on why you need the information. You certainly do not need a scholarly source to help you understand the weather forecast for next week. Nor would you use People Magazine as a source for your literary analysis paper. For your college research pay close attention to the parameters of the assignment given by your professors.

Many of your professors will require scholarly or peer reviewed sources. These are written by experts, typically those with a PhD, who write for fellow experts to share their research. These works include extensive references to other scholars’ work since scholars build on the research of others as they continue the work of their discipline. Before being published, these works go through a rigorous process of peer review, where other experts in the field assess the validity of the research and its findings to determine if it is worthy of publication or not.

There are several kinds of books, but you likely will use two types the most. A monograph is a non-fiction work on a single subject usually written by a single author. An edited volume is a collection of specific chapters by different authors related by a general topic and brought together by an editor. Typically, when you are using a book as a source, you do not use the whole thing but focus on the chapters or sections which relate to your research question. You can discover these sections by using the table of contents and the index.

Articles generally come from periodicals. Periodicals written for a general audience include newspapers and magazines. Those written for experts or scholars are known as journals. Either way, these materials are published at regular intervals, such as weekly or monthly, and each issue contains a mix of articles and other short works written by more than one contributor. Since each issue will have the same title, they are differentiated by date, volume number, and/or issue number. Previously, articles were accessed through a physical periodical but now access to these materials is primarily through Library databases.

Other professors will allow informative sources as well. These are often written by journalists or other specialists and are intended for an informed but general audience. They will refer to the sources they used, but not include formal references. They also go through a review process that includes fact checking and editing, but this is not as rigorous as academic peer review.

Popular sources are less likely to be allowed as sources for your research assignments but that depends on the topic and the professor. These sources are for very general audiences, tend to have rather general or cursory coverage of the subject matter, and often are written for the purpose of entertainment.

Again, pay close attention to the instructions of your assignment to guide you in the types of sources you will being using. Whatever sources you use, you will need to assess each one to determine if it is a suitable source for your project. How to do this will be discussed in more detail below.

Your First College Research Project

Mary Anderson

The Research Process: The 5 A’s

There are different models for thinking about the research process and ultimately you will need to find the model that works best for you. Here we offer one, The 5 A’s, that has worked well, particularly for those beginning college-level research. This model boils down the research process into five steps: Ask, Acquire, Assess, Apply, and Attribute. You will formulate research questions, find information, determine if this information is suitable, use the information to create your project, and cite the information you use. Although this seems like a nice linear process, it is often more complex. You might have to backtrack, repeat some steps, and perhaps skip others, but knowing where you are going will help you through the process.

Ask: The Research Question

When you begin a research project you often have a general topic in mind, but you will need to turn this into a research question. The question cannot be so simple that it can be answered with a basic statement of fact or so broad that you could not possibly answer it within the parameters of your assignment. This is where the first step of the research process comes in: Ask. First, ask yourself, Why is this topic interesting to me? What questions do I have about this topic? The questions cannot stop there though.

Though this may seem unintuitive, to formulate a good research question, you will want to do some general research. Explore the subtopics, specific issues, and key debates and discussions that exist within the broader topic. Typically, your paper will be participating in a conversation so ultimately your research question will want to reflect that. Here are two templates that may help you formulate a good research question:

1. Is _____ true as X claims or is it _____as Y asserts?

2. What is the best solution to _____? Is it A, B, or C that offers the better option?

Notice both examples require you to focus on a particular issue of a topic but also address a conversation or debate around that issue.

Acquire: Searching for Sources

Loras Library has over fifty different databases containing books and articles to help with your research. Some are general, like Academic Search Complete and JSTOR, and cover numerous topics. Others are only for specific subject areas, like PsycInfo, ATLA Religion Database, SportDiscus, and Business Source Premier. Some are even for kinds for information like US Newsstream for newspapers and Statista for statistics. All of these databases work basically the same way, so once you know how to use one you can use them all!

There are some tricks to entering your keywords that might help you achieve better results. First, if you have a phrase you are looking for like “peanut butter”, put quotation marks around it to search for that exact phrase. Otherwise, it will simply look for those two words anywhere and in any order. Second, there are words called Boolean operators, the most common of which are AND, OR, and NOT that you can use to create combinations of search terms.

• AND narrows your search results by limiting your results to those that contain both words connected with AND. Searching “peanut butter” AND jelly will only provide results with both peanut butter and jelly in them.

• OR expands your search results by including results that contain one word, the other word, or both words. Searching “peanut butter” OR jelly will provide results with either peanut butter or jelly or both.

After you choose your database (and sometimes you may need to try more than one), you should decide on some keywords to enter in the search box. Unlike Google search where you can enter a full question, in database searching you only use the central words of your question. To identify your keywords, start with your research question and break that question down into a list of main ideas, including synonyms for each. It can take a bit of trial and error to find a combination of keywords that leads to useful results.

• NOT narrows your search results by limiting your results to those that contain the word you designate before NOT, but not the word after NOT. Searching “peanut butter” NOT jelly will eliminate all the results that have jelly in them, so the focus is on peanut butter.

Once you have a list of search results, you have many options to set some limits and focus your results further. The most commonly used limits are date, scholarly/peer reviewed, and full text. You also can try limiting by subject,

publication type, and language.  The acquire step can be the most complicated for students, so don’t be afraid to experiment a bit. Also, remember that you can always ask your librarians for assistance if you are having trouble.

Your First College Research Project

Mary Anderson

Assess: Evaluating Sources

Once you have some sources it is important to determine if they are suitable sources for your research project. Of course, first they need to be relevant to your research question, but you also want to determine if they are quality sources. You can use the 5Ws, asking the who, what, when, where, and why of each source.

• Who refers to the author and their qualifications. If you cannot even determine who the author is, that is usually a sign that you should not use the source.

• What refers to the content of source. Is it supported by evidence, is it logical, is it free of errors, etc.?

• When refers to the date the source was written. How new a source needs to be depends on the subject as well as the parameters set by the professors. Science and social science projects tend to require newer materials than those in the arts and humanities.

• Why is one of the more difficult things to determine but relates to the purpose of the article. Generally, you want informers rather than “sellers.”

• Where looks at where the source was published, either the journal, publisher, website, etc. Regarding websites specifically, you may have heard certain website domain extensions indicate a provider is more reliable than others (e.g., .org vs. .com). While this was helpful in the early days of the internet, it has become meaningless over time.

For each of the 5Ws you will want to use a technique called lateral reading to determine the quality of the characteristic. Instead of simply exploring the source in front of you, do some quick searching to learn what others are saying. For example, Google the author, the

name of the journal or website where you found the article, the main conclusions of the work, etc. Does any of the information you find indicate the work might not be reliable? If so, put that source to the side and return to the Acquire step to find a more appropriate source.

Apply: Research as Conversation

In addition to using different kinds of resources than perhaps you had in the past, you also will be expected to think about your research and writing in a different way. No longer will you simply look up information and report what you find. Now you are expected to join a conversation. Just as scholars build off the research of others in their academic discipline

Attribute: Citing Sources

Citing your sources is an important piece of the conversational aspect of research and writing. When you cite your sources, you give credit to the authors you are in conversation with, you indicate who you are talking to, and you distinguish your voice from other authors. We cite our sources to invite our readers into this conversation so that they have the information they need to explore our conversation partners on their own. We also cite sources as part of academic integrity. In coming to college, you are joining an academic community and part of living in that community means living together ethically, treating each other with dignity and respect. Properly acknowledging the work of others is an aspect of that.

You need to provide citations for your sources when you use someone else’s words and include quotation marks to enclose those words. You also need to provide citations when you paraphrase someone’s words into your own because you are still using their ideas. Finally, statistics usually require citations as well. General facts, that is information you can easily find in multiple sources, are known as common knowledge and do not require citations.

Professors at Loras usually require one of three citation styles. You are probably most familiar with MLA, and this is typically required by language faculty, such as English and Spanish. Other humanities, such as religion and history, require Chicago or its shorter form known as Turabian. Science and social science faculty generally require APA. While there are some differences in formatting, all citations require the same basic information: author, title, publication information, and date. The library has a research guide to assist you with citations (https://library. loras.edu/citations), but so you can see some of the key differences between the styles, here in an example of the same database journal article in all three formats.

Explorations

to advance their own thinking and make contributions to the field, you will be expected to do the same. You will explore particular questions, see the answers others have offered to these questions, put these views in conversation with one another, and finally add your own voice to the mix, arguing your own perspective based on what you have learned.

Works Cited/Bibliography/References

MLA  CHICAGO APA

Bratman, Eve Z. “Saving the Other Bees: The Resurgence of Stingless Beekeeping in the Zona Maya.” Conservation & Society, vol. 18, no. 4, 2020, pp. 387–98. JSTOR, https://www.jstor.org/stable/26937305.

Bratman, Eve Z. “Saving the Other Bees: The Resurgence of Stingless Beekeeping in the Zona Maya.” Conservation & Society 18, no. 4 (2020): 387–98. https://www.jstor.org/stable/26937305.

Bratman, E. Z. (2020). Saving the other bees: The resurgence of stingless beekeeping in the Zona Maya. Conservation & Society, 18(4), 387–398. https://www.jstor. org/stable/26937305

Citations

MLA  CHICAGO APA

(Bratman 387).

1 Eve Z. Bratman, “Saving the Other Bees: The Resurgence of Stingless Beekeeping in the Zona Maya,” Conservation & Society 18, no. 4 (2020): 387, https://www.jstor.org/stable/26937305.

(Bratman, 2020, p. 387).

Librarians Are Here to Help

Finally, remember that librarians are here to help you wherever you may be in the research process. Go to https:// library.loras.edu/ask to see all the ways to contact them. You can stop by any of their offices, make an appointment, chat online, call, or email them at askalibrarian@loras.edu.

1. What information in this section did you find most helpful and why? What citation style is most often required for your intended academic major? Find and share information about one solid resource you could find to help you with this citation style.

Studying and Academic Success

Kim Walsh

Preparing to Study

Studying is hard work, but you can still learn some techniques to help you be a more effective learner. Two major and interrelated techniques involve avoiding distractions to the best of your ability and creating a study environment that works to help you concentrate.

1. Avoiding Distractions

We have always had distractions—video games, television shows, movies, music, friends—even housecleaning can distract us from doing something else we need to do, like study for an exam. That may seem extreme, but sometimes vacuuming is the preferred activity to buckling down and working through calculus problems! Cell phones, tablets, and portable computers literally bring a world of possibilities to us anywhere have brought distraction to an entirely new level. When was the last time you were with a large group of people when you didn’t see at least a few people on devices?

When you study, your biggest challenge may be to block out all the competing noise. And letting go of that connection to our friends and the larger world, even for a short amount of time, can be difficult. Perhaps the least stressful way to allow yourself a distraction-free environment is to make the study session a definite amount of time: long enough to get a significant amount of studying accomplished but short enough to hold your attention.

You can increase that attention time with practice and focus. Pretend it is a professional appointment or meeting during which you cannot check e-mail or texts or otherwise engage with your portable devices. We have all become very attached to the ability to check in— anonymously on social media or with family and friends via text, chat, and calls. If you set a specific amount of time to study without interruptions, you can convince

2. Study Environment

You may not always be in the mood or inspired to study. And if you have a long deadline, maybe you can blow off a study session on occasion, but you shouldn’t get into the habit of ignoring a strong study routine. Jane Austen once wrote in a letter, “I am not at all in a humor for writing; I must write on till I am.” Sometimes just starting is the hard part; go ahead and begin. Don’t wait around for your study muse; start working, and she’ll show up.

Sometimes you just need to plop down and study whenever and wherever you can manage—in the car waiting for someone, on the bus, at the Little League field

your wandering mind that you will soon be able to return to your link to the outside world. Start small and set an alarm—a thirty-minute period to review notes, then a brief break, then another forty-five-minute study session to quiz yourself on the material, and so on.

When you prepare for your optimal study session, remember to do these things:

• Put your phone out of sight—in another room or at least some place where you will not see or hear it vibrate or ring. Just flipping it over is not enough.

• Turn off the television or music (more on that in the next section).

• Unless you are deliberately working with a study group, study somewhere alone if possible or at least away from others enough to not hear them talking.

If you live with lots of other people or don’t have access to much privacy, see if you can negotiate some space alone to study. Ask others to leave one part of the house or an area in one room as a quiet zone during certain hours. Ask politely for a specific block of time; most people will respect your educational goals and be willing to accommodate you. If you’re trying to work out quiet zones with small children in the house, the bathtub with a pillow can make a fine study oasis.

as you cheer on your shortstop. And that’s OK if this is the exception. For long-term success in studying, though, you need a better study setting that will help you get the most out of your limited study time. Whatever your space limitations, carve out a place that you can dedicate to reading, writing, note-taking, and reviewing. This doesn’t need to be elaborate and expensive—all you truly need is a flat surface large enough to hold either your computer or writing paper, book or notes, pens/pencils/markers, and subject-specific materials you may need (e.g., stand-alone calculators, drawing tools, and notepads). Your space

should be cool or warm enough for you to be comfortable as you study. What do you have now that you consider your study space? Is it set up for your optimal success?

If it is at all possible, try to make this area exclusive to your study sessions and something you can leave set up all the time and a place out of the way of family or roommate traffic. For example, Martina thought setting up her study station on the dining room table was a good idea at first. The view was calming, and the table was big enough to spread out and could even hold all her materials to study architectural drawings, her favorite subject. But then she needed the table for a small family dinner party, so she had to find a cubbyhole to hide away her supplies with some needing to go into a closet in the next room. Now she was spread out over multiple study spaces. And the family TV was in an adjacent room, not visible from the table but certainly an auditory distraction. Martina ultimately decided to forgo her view and create a smaller station in an unused bedroom so she could leave her supplies out and have a quieter area. You may have to try out numerous places to determine what works best for you.

Wherever you study, try to make it a welcoming place you want to be in—not an uncomfortable environment that makes you want to just do the minimum you must complete and leave. You should include the basics: a good chair, a work surface, and whatever materials, books, notes, and other supplies you need for the subject you are studying. If you want to make it even more of a productive place, you can look in magazines for ideas or search the web to see how others have set up simple areas or more elaborate arrangements. Don’t let decorating your workspace be an excuse to get out of studying!

You don’t need an elaborate setting, but you may want to consider including a few effective additions if you have the space:

• Small bulletin board for often-used formulas

• Encouraging quotes or pictures of your goal

• Whiteboard for brainstorming

• Sticky notes for reminders in texts and notes

• File holder for most-used documents

• Bookshelf for reference books

Debunking Study Myths

MYTH #1: You can multitask while studying. How many times do you eat in the car? Watch TV while you write out a grocery list? Listen to music while you cook dinner? What about type an email while you’re on the phone with someone else and jot down notes about the call? The common term for this attempt to do more than one thing at a time is multitasking, and almost everyone does it at some point. On some days, you simply cannot accomplish all that you want to get done, so you double up. The problem is multitasking doesn’t really work. Of course, it exists, and we do it. For instance, we walk and chew gum or drive and talk, but we are not really thinking about two or more distinct things or doing multiple processes simultaneously.

MYTH #2: Highlighting main points of a text is useful. Another myth of studying that seems to have a firm hold is that the idea of highlighting text—in and of itself—is the best way to review study material. It is one way, and you can get some benefit from it, but don’t trick yourself into spending too much time on this surface activity and consider your study session complete. Annotating texts or notes is a first-step type of study practice. If you allow it to take up all your time, you may want to think you are fully prepared for an exam because you put in the time. Actually, you need much more time reviewing and retrieving your lessons and ideas from the text or class lecture as well as quizzing yourself to accomplish your goal of learning so you can perform well on the exam. Highlighting is a task you can do rather easily, and it makes you feel good because you are actively engaging with your text, but true learning needs more steps.

MYTH #3: Studying effectively is effortless. There is nothing effortless, or even pleasant at times, about studying. This is why so many students don’t put in the time necessary to learn complex material: it takes time, effort, and, in some cases, a little drudgery. This is not to say that the outcome, learning—and maybe making an A—is not pleasant and rewarding. It is just that when done right, learning takes focus, deliberate strategies, and time. Think about a superstar athlete who puts in countless hours of drills and conditioning so that she makes her work on the field look easy. If you can also enjoy the studying, the skill development, and the knowledge building, then you will most likely be more motivated to do the work.

Studying and Academic Success

Kim Walsh

Study Strategies. Everyone wishes they had a better memory or a stronger way to use memorization. You can make the most of the memory you have by making some conscious decisions about how you study and prepare for exams. Incorporate these ideas into your study sessions:

Practicing effective memorization is when you use a trick, technique, or strategy to recall something—for another class, an exam, or even to bring up an acquaintance’s name in a social situation. Really whatever works for you to recall information is a good tool to have. You can create your own quizzes and tests to go over material from class. You can use mnemonics to jog your memory. You can work in groups to develop unique ways to remember complex information. Whatever methods you choose to enhance your memory, keep in mind that repetition is one of the most effective tools in any memory strategy. Do whatever you do over and over for the best results.

Using Mnemonics: Mnemonics (pronounced newmonics) are a way to remember things using reminders. Did you learn the points of the compass by remembering NEWS (north, east, west, and south)? Or the notes on the music staff as FACE or EGBDF (every good boy does fine)? These are mnemonics. When you’re first learning something and you aren’t familiar with the foundational concepts, these help you bring up the information quickly, especially for multistep processes or lists. After you’ve worked in that discipline for a while, you likely don’t need the mnemonics, but you probably won’t forget them either.

Practicing Concept Association: When you study, you’re going to make connections to other things—that’s a good thing. It shows a highly intelligent ability to make sense of the world when you can associate like and even somewhat unlike components. If, for instance, you were reading Martin Luther King Jr.’s “Letter from a Birmingham Jail,” and you read the line that he had been in Birmingham, you may remember a trip you took with your family last summer through Alabama and that you passed by and visited the civil rights museum in Birmingham. This may remind you of the different displays you saw and the discussions you had with your family about what had happened concerning civil rights in the 1950s,’60s, and ’70s in the United States. This is a good connection to make, but if your assignment is to critique the literary aspects of King’s long epistle, you need to be able to come back to the actual words of the letter and see what trends you can see in his writing and why he may have used his actual words

to convey the powerful message. The connection is fine, but you can’t get lost in going down rabbit holes that may or may not be what you’re supposed to be doing at the time. Make a folder for this assignment where you can put things such as a short summary of your trip to Alabama. You may eventually include notes from this summary in your analysis. You may include something from a website that shows you information about that time period. Additionally, you could include items about Martin Luther King Jr.’s life and death and his work for civil rights. All these elements may help you understand the significance of this one letter, but you need to be cognizant of what you’re doing at the time and remember it is not usually a good idea to just try to keep it all in your head. The best idea is to have a way to access this information easily, either electronically or in hard copy, so that if you are able to use it, you can find it easily and quickly.

Generating Idea Clusters: Like mnemonics, idea clusters are nothing more than ways to help your brain come up with ways to recall specific information by connecting it to other knowledge you already have. For example, Andrea is an avid knitter and remembers how to create complicated stitches by associating them with nursery rhymes she read as a child. A delicate stitch that requires concentration because it makes the yarn look like part of it is hiding brings to mind Red Riding Hood, and connecting it to that character helps Andrea recall the exact order of steps necessary to execute the design. You can do the same thing with song lyrics, lines from movies, or favorite stories where you draw a connection to the wellknown phrase or song and the task you need to complete.

Three Effective Study Strategies: There are more than three study strategies, but focusing on the most effective strategies will make an enormous difference in how well you will be able to demonstrate learning (also known as “acing your tests”). Here is a brief overview of each of the three strategies:

• Spacing: This has to do with when you study.

Hint: Don’t cram; instead, study over a period of days.

• Interleaving: This has to do with what you study. Hint: Don’t study just one type of content at a time; instead, mix up the content when you study.

• Practice Testing: This has to do with how you study. Hint: Don’t just reread content; instead, quiz or test your ability to retrieve the information from your brain.

1. Spacing:

We all know that cramming isn’t an effective study strategy, but do we know why? Research on memory suggests that giving yourself time in between study sessions actually helps you forget the information. And forgetting, which sounds like it would be something you don’t want to do, is good for your ability to remember information long term. That’s because every time you forget something, you need

Spacing Example:

CRAMMING

SPACING

2. Interleaving:

to relearn it, leading to gains in your overall understanding and “storage” of the material. The table below demonstrates how spacing works. Assume you are going to spend about four hours studying for a Sociology exam. Cramming would have you spending most of those four hours the night before the exam. With spacing, on the other hand, you would study a little bit each day.

SUNDAY THURSDAY

MONDAY TUESDAY WEDNESDAY FRIDAY

Study 1 hour

Study 3 hour

Study 1 hour

Study 30 min.

Study 1 hour

Study 90 min.

Test Test

One studying technique is called interleaving, which calls for students to mix up the content that is being studied. This means not just spending the entire study session on one sort of problem and then moving on to a different sort of problem later.

If you take the schedule we used for the spacing example above, we can add the interleaving concepts to it. Notice that interleaving includes revisiting material from a previous chapter or unit or revisiting different types of problems or questions sets. The benefit is that your brain is “mixing up” the information, which can sometimes lead to short-term forgetting but can lead to long-term memory and learning.

Interleaving Example:

SUNDAY THURSDAY MONDAY TUESDAY WEDNESDAY FRIDAY

Reread Sociology Chapter 1

Reorganize Notes

Reread Sociology Chapter 1 & 2

Take Ch 1 online quiz

Create Ch 2 concept map

Reread Sociology Ch 1-3

Take online quizzes Ch 2-3

Create practice test

Reread notes

Review items missed on quizzes

Take practice test and review challenge areas

Recognizing Strengths/Weaknesses of Preferred Study Approaches:

Most children don’t learn to ride a bicycle by reading a manual; they learn by watching other kids, listening to instructions, and getting up on the seat and learning to balance—sometimes with training wheels or a proud parent holding on, but ultimately without any other support. They may fall over and feel insecure, but usually, they learn to make the machine go. Most of us employ multiple methods of study all the time. You usually only run into trouble if you stubbornly rely on just one way to learn or study and the material you’re studying or the task you want to accomplish doesn’t lend itself to that preference.

Sociology Test for Chapters 1-3

SATURDAY

You can practice specific strategies to help you learn in your preferred learning approach. Can you think of a time when the way you usually study a situation didn’t work?

When deciding on a study approach, consider what you know about the material and the type of knowledge it involves. Is it a group of concepts related to problem-solving methods, such as those you’d find in a physics class? Or is it a literary analysis of a novel? Consider as many elements as possible about the material—and the way the material will be assessed—to help choose a study approach.

Studying and Academic Success

Kim Walsh

You should also consider your instructor’s preferred method of teaching and learning. Watching the way they teach lessons or convey necessary course information to the class. Do they almost always augment lessons with video clips to provide examples or create a memorable narrative? Do they like to show you how something works by demonstrating and working with their hands—for

Practicing Active Continuous Improvement for All Preferences:

You can certainly learn through specific approaches or according to specific preferences, but you will also need to adapt to different situations, skills, and subject areas. Don’t limit yourself to thinking you can only learn one way or another. That mindset induces anxiety when you encounter a learning situation that doesn’t match your preference. What if your instructor only uses a spoken lecture to teach concepts in your chemistry class, and you consider yourself a visual learner? Or what if the only method presented to you for learning mathematical computations is to see videos of others working problems, and you’re more hands-on? You may have to concentrate in a different way or devise other strategies to learn, but you can do it. In fact, you should sometimes work on the styles/preferences that you feel are

Explorations

instance, assembling a piece of equipment by taking it apart and putting it back together again? Echoing their teaching approach may help your study. That doesn’t mean you have to change your entire learning approach to match your instructors’ methods. Many instructors understand that their students will have different ways of learning and try to present information in multiple ways.

your least favorite; it will actually strengthen your overall ability to learn and retain information.10

Dr. Stephen Covey, famous leadership coach and businessman, called this attention to knowing and honing all your skill sets, not just your favorites, sharpening the saw. He advised that people should be aware of their strengths but should always hone their weaknesses by saying, “We must never become too busy sawing to take time to sharpen the saw.”11 For instance, in the chemistry lecture example, you may need to take good notes from the spoken lecture and then review those notes as you sketch out any complex ideas or formulas. If the math videos are not enough for you to grasp difficult problems, you may ask for or find your own problems for additional practice covering that particular mathematical concept to solve on your own.

1. How do you prepare yourself and your environment for successful studying?

2. What study strategies will be most beneficial to you?

3. What are learning preferences and strategies, and how can you leverage those to your advantage?

REFERENCES:

This information came from Section 6.2 from College Success from OpenStax College Success available at https://openstax.org/details/books/ college-success  https://creativecommons.org/licenses/by/4.0/

Learning Styles

Lynn Gallagher

What are learning styles? Learning styles, or multiple intelligences, are ways of receiving information in a manner that makes the most sense to you. Our preferred learning styles changed depending on what we are trying to learn. Many people think we are locked into one learning style but that is not always the case. We may use a kinesthetic style in a science class and a visual style another class. We also use combined styles. The most common learning styles are visual (what you see), auditory (what you hear), and kinesthetic or tactile (what you feel or do). There are many others that have been identified in the last several years such as musical (think about the ABC’s song), nature learners (going out in nature to see plants and animals in their natural habitat), individual learners (learn better alone than with others), etc.

How do you know what type of learner you are? By the time most of us get to college we have a pretty good idea of how we learn best. We just might not know the name for it! If you are someone who dives into a new technology and test it out, you’re likely a kinesthetic learner. If you read the owner’s manual for your car to determine how to set the clock, you’re a visual learner. If you want someone to explain something to you, then you’re an auditory learner.

Why does this matter? If you are a kinesthetic learner and your professor is a lecturer, you might run into difficulties understanding the material. You might want to discuss with the professor ways to put the information into hands on examples. On the other hand, if you are an auditory learner and you’re in a science lab dissecting frogs, you’re going to need some assistance from someone who can “talk you though the steps”.

Since the way you learn may determine your academic success, it’s imperative that you determine your preferred style. You may also want to spend some time creating strategies for your specific style of learning. If you are a visual learner, make sure you can graph information or put information into charts and diagrams. If you don’t know how to do this there are a multitude of templates and apps you can use. A great way to determine your learning style is to teach information to someone else. The way in which you teach is your preferred style! Find a study buddy or two, with different learning styles, and teach each other the information.

Note Taking

Lynn Gallagher

Why take notes? Notes serve as a depository of information for future use. That’s a complicated way of saying notes will help you remember important information that you’ll need to study for exams. You may as well use every available tool to be a successful college student, and notes are one of the best tools you can learn.

Notes help you become an active rather than passive learner (stay more focused in class etc). When you attend class with the intent to take notes, you already have the mindset that you will be attentive. Taking notes forces you to pay attention. This is particularly effective for students who have difficulty with attention. It is very easy to drift off into day-dreamland during class if you are not completely focused on the lecture. You are forced to think quickly when taking notes in class. You constantly have to decide what is already in your memory bank and what is new information. Additionally, telling yourself that you are interested in the subject matter goes a long way as well. Students who attend class passively, that is, they are there physically but not cognitively, won’t remember what happened in class.  Make yourself interested in the subject however you are able.

Notes are the best resource for study guides. Along with your notes from the textbook, (you DO take notes from your textbook, right?) your class notes will form the basis for study guides you create for yourself during the semester. You’ll review both sets of notes, edit, add information, and create one comprehensive study guide.

Notes help you remember information according to Matthew Pauk, creator of the Cornell System of Note Taking, information is retained at the following rate:

So, if you don’t take notes or review the information regularly, you’ll forget ninety-five percent of the information presented by the time of the final exam. That’s a total waste of your time! Take advantage of note taking and you’ll fare much better at exam time.

How to Prepare for Class so You Don’t Write Down Every Word

Review the syllabus for the class and make a note of learning outcomes for the course. Learning outcomes are the assessment for the class. Knowing the outcomes before class even begins will give you a jump start on what you’ll need to focus on. If a learning outcome is “students will know the Kreb’s Cycle”, you’ll know that is a key component of the class. As you read your textbook and attend class (and take notes), you’ll know to focus on the Kreb’s Cycle whenever that topic comes up. Most classes have at least three and up to eight or nine learning outcomes. Determine the relationship between class and textbook. Some professors lecture straight from the textbook. Some don’t lecture from the textbook at all. Most use a combination. If your professor lectures straight from the textbook you’ll have an easier time taking notes because you’ll already have read (and understand) the material before the class lecture. If the professor uses the textbook at a jumping off point for the lecture, meaning they expect you to have read, understood and partially mastered the content, then the lecture will include information NOT in your textbook. You will need to take into account what is new information and what is information already learned.  Establish some enthusiasm for the content. This can be difficult for students in a class that doesn’t interest them or a required class that the student may not want to take at all!  Question everything!  While you are reading your textbook, ask questions about the topics. In class, during the lecture, ask yourself questions about what the professor is saying. Think about what isn’t apparent. Think about what questions might be on an exam in reference to this topic.    Find a study partner to compare notes. One of the best ways to ensure you have complete notes is to compare them to someone else’s. Find someone (or more than one) in your class to meet with after class, daily if possible. Look over each other’s notes and add information as needed. You or your partner may have missed something crucial to the topic. If you have a few friends in class, compare notes with everyone. In this way, you’ll be sure to have all of the information you need.

To Use a System or Create Your Own

Some students have developed their own method of taking notes that works for them. Some use a combination of several methods. Some use different methods depending on the class content. Use whatever works for you. If your friend uses Cornell but it looks like gibberish to you, use something else.

Outline System

This is great for linear lectures. Lectures that include steps, ordering of information, and methodical information are well suited to the outline method. An example of an outline note taking system is below.

1. Causes of the Titanic disaster

a. Icebergs

b. Insufficient system for assistance (CQD v SOS)

c. Inexperience of crew

Types of Note Taking Systems Cornell System

This system was developed by Walter Pauk and uses a specific format on your paper. An example of the Cornell System is below. In this system, you divide your paper into sections and fill in the sections during each lecture. The bottom section, the summary, is great for putting the entire lecture into your own words.  (Pauk W. O., 2010)

(Pauk W. O., 2010)

Note Taking

Lynn Gallagher

Types of Note Taking Systems (cont.)

Mind Mapping

This system is very useful for visual learners. This system places the main idea at the center of the page and then has “arms” of information that are connected via spokes. You can be as detailed as you’d like with mind mapping! It’s great to include pictures, definitions, and websites to this system. This is also a great system to create a study guide with.

Chart Method

Finally, we have the chart method of note taking. This is an effective system if you have a list of topics with varying attributes. It is great for comparing and contrasting information as well.

Basic Note Taking Tips

Use your own words. You will remember information better if you put the information into your own words. Don’t just write down what the professor says, condense the information into a few words (and make them your own). Don’t try to write everything down. You’ll only waste time and frustrate yourself. If you’ve read the material ahead of time and have composed questions about those things that you don’t understand. You’ll have much less to write down. If you know something already, don’t write it down! Just write down those things you don’t already know. (Learning Essentials, n.d.)

Be brief. Single words or short phrases work best. These are notes, not a textbook. Don’t worry about spelling or grammar. You’ll edit later (with your study buddy, remember?)

Concentrate on the lecture. Think about what is being said. Formulate questions in your head and write them down if you think they may be on the exam.

Professors often pause before or after important information. They also often write important information on the board. Additionally, they’ll often repeat important information. Finally, they often TELL you “This is important!” “This will be on the exam”, etc.

(Learning Essentials, n.d.)

What to write?

• Mark ideas, themes and topics with a symbol that means something to you (star, exclamation point, etc.)

• Include examples the professor shares.

• Listen for transitional phrases such as “therefore, further, as a result, etc.) and signal words (first, most important, major development, etc.)

(Branner, 2017)

How to use your notes to create a study guide

All right, you have a semesters worth of notes. Now what? Well, to begin with, don’t wait until the end of the semester to organize your notes. Rewrite your notes every night. Why? Because the very act of writing the information will cement it in your memory. That’s what you want! Date your notes. And don’t forget to include the chapter that’s being covered and the major topics of the notes. Key tip: only write on one side of the paper. That will make it much easier to organize and study. If you have to flip papers over to see what is on the other side you’ll waste time and effort that you could be using to study!

Combine your textbook notes with your lecture notes and rewrite everything that is not fully understood and committed to memory.  Sometimes you’ll only need a word or phrase to trigger your memory.

Explorations

1. What methods of note taking have you used in the past?

Read over your notes daily. The more often you interact with information, the easier it is to transfer that information from your short term to your long term memory.

Final word of wisdom…don’t try to revamp your notetaking in a day (or a week). Try one strategy at a time to see if it works.  But once you decide to try something give it some time. Like anything else, note taking is a skill. It’s a skill that can be learned and mastered with practice.

If you’d like more information about note taking or study strategies, contact us in the Lynch Disability Resource and Cultural Center located on the first floor of the Miller Academic Resource Center.

2. How effective are you at taking notes in class?

3. How often do you read, understand, and question the text before you take notes in class?

4. Have you ever recorded a class believing that it would be helpful only to never listen to it again?

5. Have you ever compared notes with your peers? What did you learn?

6. What is one step you will take today to become a better note taker?

REFERENCES:

Branner, R. (2017). How to Take Effective Notes. Retrieved from mindmeister: www.mindmeister.com/blog/effective-notes-using-mind-maps  Janse, B. (2018). Outline Method of Note Taking. Retrieved from Toolshero: www.toolshero.com/personal-development/outline-method-note-taking  Learning Essentials. (n.d.). Retrieved from Learning Essentials: www.learningessentials.auckland.ac.nz/key-study-skills/note-taking/charting  Pauk, W. O. (2010). How to Study in College. Boston: Wadsworth Publishing.

College Writing

Naomi Clark

Have you ever noticed that when you move up the ranks of a competitive sport or artistic skill, the practice expectations ratchet up too? Maybe you’ve qualified for a travel team or for an honors choir, for example, which validated your talent and expertise. But advancing to the next level probably wasn’t a license to kick back and coast; instead, your practice sessions were likely longer than ever.

It’s a little counter-intuitive when you think about it because we often associate mastery with effortlessness and ease. Yet, at the same time, as much as we might wish our work became easier as we gained expertise, the reality of the

next level usually requires more time and attention, not less. Whether we’re advancing in gymnastics, fine art, or writing, the coaching and critiques that come with the next level can be uncomfortable and discouraging in the moment. However, the good news is, the higher expectations and longer practice sessions don’t represent a loss of ability or potential on our part. Instead, it’s because our coaches or teachers see in us the potential to grow beyond our current performance level that they urge us to keep going. It’s no different with writing at the college level, which brings us to the five secrets of successful college writing.

Five Secrets to Successful College Writing  - The first secret: 1. Every level of advancement in academic writing requires more effort—even for those who got all A’s in high school.

Maybe in high school you could crank out a paper in one evening and be satisfied with the result. However, in college your writing assignments are likely longer and the ideas more complex. As a result, deciding what to say and how to say it takes much more time to process. Sometimes wrangling our big, bold thoughts to fit into mere twodimensional words can feel as awkward as stuffing hippos into sweaters. The frustration we can feel in times like these is a hopeful signal that we have begun the process of learning something new.   The solution to this frustration is in the second secret:

2. The best writers start with terrible first drafts.

In fact, it’s virtually impossible to tell the difference between the first drafts of mediocre writers and genius writers. As much as we might fantasize about being the one exception to this truth, no one writes an amazing first draft on the first try. Part of the reason it is so difficult to reduce insightful, nuanced ideas into mere symbols on a page is because the human brain cannot create and edit at the same time. Writers who try to do both at once tend to freeze up with anxiety about missing a comma or splitting an infinitive. Productive writers consciously switch back and forth between these modes.

Thus, experienced writers get started by temporarily pausing their “editing brain” so they can write like no one is watching. They keep writing until they’ve written pages of incomplete sentences, cliches, and half-baked ideas. But hiding between the grammar errors and mixed metaphors will be a few brilliant lines they can use as starting points for future drafts. This brings us to the next secret:

3. The paths of mediocre and amazing papers diverge after the first draft has been written.

In other words, it’s very difficult to tell the difference between the first drafts of mediocre papers and amazing papers because both are usually pretty rough. In fact, the first drafts of virtually all writers would likely earn a grade of

D if they were graded as final drafts. The magic is in what happens after the first draft. To make their papers shine, successful writers begin with that first rough draft and only then unleash their “editor brain” to shape and refine their ideas into clear, well-organized papers that sparkle with originality and insight. The specifics of the revision process vary from writer to writer—and even from paper to paper. However, there are a few common practices of students who write at a consistently high level.

If you are like most students, you aren’t aspiring to D-grade papers. You want to know how to write papers at the C (average), B (above average), or A (excellent) level. But before we say more about grades and writing, let’s be clear that making your GPA your sole focus in college is a very bad idea. Any one grade is merely one data point; it cannot begin to convey all the nuances and complexity of a given essay or test—much less can your GPA fully represent the breadth of your experiences across your years of college. Yet, despite the many limitations of grading as we know it, the American educational system is centered on grades. They are a language we all understand which is why this chapter is using letter grades to talk about writing successful papers.  With that understanding in place, let’s get back to breaking down the typical practices of successful college writers and how you might adopt them as well.

Turning a D into a C

Once you have a rough draft that has the potential to become a much stronger paper, take a deep breath as you embark on your new adventure. Then consider the following practices for taking your paper to the next level.

1. Carefully reread the assignment sheet to make sure you fully understand.

2. Brainstorm by listing all your ideas on scratch paper or a white board. Review your lecture notes and course materials for more ideas that you can add to your growing collection of ideas. Group together related ideas, identify connections, and cross out irrelevant terms.

3. Develop an outline and a thesis statement. As you reflect on your brainstorming, identify your main idea and your two to four subpoints. Note the examples you will use as evidence.

4. Write a second draft that develops your ideas and presents them to your reader in clear, concise, and complete sentences. It should be easier this time because your outline can help you focus on the overarching thesis of your paper and can help steer you away from topics that don’t belong in this particular paper.

5. Reread your paper to catch any grammar or punctuation errors. Consult the assignment sheet to make sure you are formatting your paper as required, and submit the paper in the form your professor has requested.

While there are no guarantees, the odds are fairly good that if you follow these suggestions, your paper is likely to earn a C.

Turning a C into a B

While a C is a respectable grade, maybe you want to write an above-average paper. In that case, in addition to the practices above, also consider the following suggestions:

• As you carefully reread the assignment (again!), highlight any areas that are unclear to you. Jot down any questions that come to mind. Then meet with your professor to chat about their expectations and your questions and ideas for your paper. Jot down their responses and suggestions.

• Make a Writing Center appointment to brainstorm with a tutor. Take your assignment sheet, notes, and course materials to your appointment.

• After you have drafted an outline and thesis statement, invite a few classmates to discuss your individual writing projects, give each other feedback, and share ideas. (Pro-tip: Research shows that the most insightful part of peer review is what we learn from reading another student’s writing. So even if your classmates don’t give you helpful feedback, you’ll probably still benefit from reading their writing.)

• Once you have a strong second (or third) draft, make another Writing Center appointment to get the perspective of an objective reader. Ask the tutor to look for sentences that may be confusing or for points that need more evidence to support them.

• Set the paper aside for a few days and then come back to the project with fresh eyes. First, read the assignment sheet again, and then print out your paper and read it aloud, from start to finish, focusing on your main idea and how well every paragraph and sentence support that main idea. Then read it again, focusing on punctuation and in-text citations. Clean up any errors you find.

• Submit your paper and celebrate a job well done!

Turning a B into an A

Maybe you’re proud of a B, but you are still dreaming of an A—a paper that goes above and beyond, wowing your reader with your inventive, original approach to your topic. It’s not easy to earn an A, but when you add the following practices to all those above, you will certainly be much closer to it.

• When you meet with your professor, ask them what characteristics distinguish an A paper from a B paper. Make a plan to include those characteristics in your final draft.

• Rather than merely repeating what others have said about your topic, find a new perspective or a new connection for your thesis. By the end of your paper, your reader should be saying, “Wow! I never thought about _____ quite like that before, but I see what you’re saying.”

• If you are writing a research paper, meet with a librarian to make sure you are consulting the best sources available for your topic.

• Read and reread your source material very carefully to make sure you have a sophisticated understanding of the concepts in your paper.

• Once you’ve drafted your paper, meet with your professor a second time to ask for their feedback. If they tell you to make major changes, don’t wallow in your disappointment very long. Instead, congratulate yourself for seeking out an extra round of feedback. You’re approaching your writing like a professional and you get to make those revisions before your paper is graded!

Do all these steps make successful college writing sound like training for a marathon? On one hand the comparison might seem a little overblown, but the truth is that completing a challenging writing assignment that you are proud of is a huge accomplishment that is worth celebrating. Once you’ve experienced it, you’ll know, deep in your bones, the fourth secret in this chapter:

College Writing

Naomi Clark

4. Successful writing may be hard, but it’s worth the effort.

Part of what makes successful writing worth the effort is all the process teaches us that isn’t included in the final draft. The experience of putting thoughts on paper, reading what experts have to say about the topic, discussing our ideas with others, confronting our own assumptions and biases, discovering new ways of seeing the world—these parts of the process are what makes successful writing an adventure and worth the hours of sustained focus. With every experience, you gain confidence and skill that continues to grow long after graduation. Your ability to communicate effectively will continue to open doors of opportunity both personally and professionally throughout your life.  With this perspective in mind, you’ll quickly discover the fifth and final secret:

Explorations

5. Focus on learning and you won’t need to worry about grades.

Whether you’re writing an essay or studying for an exam, you’ll get the most out of your college experience by focusing your time and attention on what you can learn from the experience. Approaching experiences inside and outside the classroom with curiosity and openness will not only make college more rewarding, but it will also give you a wealth of ideas to explore in your next writing assignment.

1. Is writing something that comes naturally for you or a skill you need to work at? What are strategies for success that you bring with you to your Loras experience that have served you well in the past?

2. What resources exist at Loras to receive help with your writing projects? What resources do you think might be most helpful to you as you navigate your time at Loras?

Navigating eLearn

Molly Burrows Schumacher

An important part of your student experience will be eLearn. Each professor will upload syllabi and assignments, host discussion groups, accept submitted assignments, issue grades, and so much more through eLearn.

You are able to access eLearn by visiting https://elearn.loras.edu/ or in Sharepoint under Loras Links (select eLearn). Log in with your Loras user name (your initials and ID number— for example LD123456).

Once logged in, on the right you will see your courses on the left side and important general announcements in the center and on the right.

To explore your courses, select a course from the menu on the left side. You’ll be moved to a course specific page that shows course information, your syllabus, your assignments, and more. Navigate the page through the menus shown to learn about competencies, grades, deadlines, and other important information for the course.

Should you encounter missing information on a course specific eLearn page, please reach out to your faculty member to talk more about the information you are looking to find. If you encounter issues logging in to eLearn, please contact the Loras College IT Help Desk at 563.588.4949 via phone, helpdesk@loras.edu via email, or in person at the Help Desk on the lower level of Christ the King Chapel.

Using IQ

Amber Forbort

IQ is the platform used at Loras to register for classes, view transcripts, and access financial deposits. IQ offers different functions for students to see what classes they have completed as well as viewing GPAs, but it also has a function to see if what classes you have or have not taken for your major. It also shows you different options for if you consider exploring other majors or minors, or changing your major, it will show you which classes that you have already taken that correspond with whatever major, and which ones you would still need in order to graduate with that major or minor. IQ is a great resource for exploring options within major and minor requirements as well as viewing official documentation pertaining to you.

IQ can be accessed through the Loras Sharepoint page under the quick links section by clicking on “IQ main page”. It will then show you different academic forms and course listing, but there will also be a button that says enter IQ, and that will take you directly to IQ. As a side note,

IQ may say that you have reached the maximum number of cookies, you will need to clear your cookies, and then you will be able to access IQ.

After you sign into IQ, the opening screen will allow you to click into all the previously mentioned functions.

Express Registration

Within the registration category, there are several tabs providing information about available classes and class waitlists, and the express registration tab. The express registration function will become quite familiar throughout your years. It is how you register for classes. Once your class registration time arrives, you can only register for classes here. Each class listed has a four-number synonym number, and within express registration, place this number in the synonym spot to search for the class. For example, the synonym for the Foundations of Education class would be 5581, and that would be the number to use to search for the course.

After searching for the course, you see the action drop down box, and there are options to register, waitlist, or to remove it from your selected list. Once you are done, press submit. After that, it will show you all the classes you have signed up for.   Academic

This section allows you access your transcript, and GPA. There is also the program evaluation tab that allows you to see which core classes you still need to take for your major and the classes that you need for the general education requirement. After you click on the program evaluation tab, it will provide you with the option to view the requirements for your major, while also giving you the opportunity to see what classes you would need to take if you decided to change your major.

Profile

5581 L.EDU 200  01 Foundations of Education

Other Important Information About IQ

Loras Alert

Loras College offers a LORAS ALERT contact program available to all campus community members that shares emergency information via phone, email, and text message in the event of a campus emergency. To subscribe to the LORAS ALERT emergency notification system, please visit IQ or follow the link: https://lorasedu.sharepoint.com/SitePages/Home.aspx

On the navigation menu, hover over “Loras Links” and select “IQ Main Page” from the drop down.  Next click on the words “Click here to enter IQ”, log in with your personal information, and under the “User Account” section, select “Emergency Notification” to enter your information.

If you have entered emergency contact information in the past, this information is still stored within the system. However, it is always a good idea to review and update emergency contact information at least twice per year. If you have any questions or need assistance entering your Emergency Contact information, please reply to this email or contact Campus Safety at 563.588.4973.

Explorations

Direct Deposit Information

You can accessing your direct deposits on IQ. There is also a financial aid category that allows you to see which scholarships you have. There is also a tab to accept or decline other scholarships presented to you.

Grades, Academic Documentation, and Registration

IQ is a helpful resource for viewing academic documentations, see different options if you are contemplating changing a major, and how it correlates with the classes you already have. This is also where you register for classes every semester, so you will become quite familiar with it throughout your time at Loras.

1. Because IQ will be such an important part of your Loras experience, please log in now to ensure you have a functioning login, and explore the page navigation so that you are able to become more comfortable with IQ before using it during a critical time like registration.

2. Visit the Loras Alert section of IQ and enter emergency contact information in the Loras Alert system.

Emergency Notifications:

In the event of a campus emergency, Loras College has an emergency notification system. You can add any phone numbers and/or email addresses who you would like to receive a notification in case of an emergency.

To update your emergency notifications log into IQ and once you are logged in on the left side of the screen you

will see User Account and underneath click on Emergency Notification.

Once you click on Emergency Notification, enter the phone numbers and/or email address that you would like to be notified and then click submit.

Experiential Learning

Mary Ellen Carroll

There are many educators, philosophers, and psychologists that have written about the value of learning through experience. Common to these theorists is the fact that engaged learning does not simply happen through the act of doing something, but rather, through the integrated process of reflecting, analyzing, and synthesizing ideas related to what was done.

Loras College believes strongly in the value and practice of experiential learning. Throughout campus, experiential learning is integrated into academic programs, general education courses and co-curricular experiences. Experiential learning takes many forms including field experiences, simulations, lab experiments, study travel, cultural immersion, internships, intensive research, studio courses, and community-based learning.

The Center for Experiential Learning (CEL) located on the first floor of the Miller Academic Resource Center is one department on campus that supports students looking to grow from experiential learning opportunities. CEL staff support students with community-based learning options, academic internships, study abroad, and career services. CEL staff also work with faculty to design and implement experiential learning into May term courses.

May Term

The Loras College May term is an intense, three-week learning experience that offers students the opportunity to immerse themselves in a single course. This learning immersion comes in many forms because all May term courses have an emphasis on learning through experiences. Through their May coursework, students may participate in simulations, field excursions, faculty research projects, domestic or international travel, performance, or other hands-on opportunities. In all cases, these diverse experiences are similar to a text that students would analyze, reflect upon, and learn from.  May term courses come from all disciplines and may fulfill a general education or major requirement or allow a student to take an elective course to discover a new area of interest. Students are required to complete at least two May term courses. All first-year students will enroll in a May term course during their first year.   May term courses offer students an opportunity for learning that develops and builds upon key components of the Loras experience including experiential learning, reflective thinking, and small, effective learning environments.

Explorations

1. Visit the Center for Experiential Learning online and share opportunities you are interested in exploring further while you are at Loras?

Getting Involved

Kimberly Walsh & Melanie Buckingham

Students who get involved in college are more likely to do better in school, get higher grades, enjoy campus life, and are more likely to find employment after college (Astin, 1993; Kuh, 2003;, Pascarella and Terenzini, 2005). Additionally, students who are involved in college differentiate themselves from the other two-million graduates entering the workforce. So why should you join a student organization?

You’ll Learn more about yourself:  Joining an organization will offer many opportunities for you to learn more about yourself. Involvement will help you uncover your strengths, find out what interests you, and what you need to work on. You can learn from how others approach situations and determine what methods work for you. Self-awareness is a cornerstone of leadership and will help identify gaps as well as your strengths which in turn assists with decision making and aids with stress management.

You gain a sense of community:  Another great thing about student involvement is it allows opportunities to meet new students, make connections, and build relationships. When you meet consistently with a group of people, it allows time to share stories and experiences, enjoy social time, and to discuss issues. These are all ways to feel more connected to your peers as well as to the Loras community. Loras senior Ryne Anders says, “Being involved on campus has allowed me to gain a deeper understanding of the Loras community. Along with building a personal and professional network, being involved provides me with the ability to learn from others, make impactful decisions, and enact change on campus.

You will build self-confidence:  Students can improve their self-confidence through involvement by understanding your capabilities, successfully achieving organizations goals, and learning how to work through challenging situations. As you find success navigating the challenges and successes that involvement provides, it helps build you self-assurance to take on more challenges. According to Loras senior Ava Bradley, “Being involved at Loras helped me become more confident in my speaking skills. The skills I learned by being involved translate into the classroom through my ability to seamlessly present in front of the class.”

You’ll learn to develop and strengthen your soft skills:  Soft skills are personal attributes that enable us to successfully interact with others such as communication, attitude, critical thinking, professionalism, etc. Involvement not only helps you develop these skills but also helps you improve the skills you already have.

According to the Department of Labor, there are six soft skills that are necessary for professional success.

• Communication

• Enthusiasm/Attitude

• Teamwork

• Networking

• Critical Thinking / Problem Solving

• Professionalism

Build collaboration skills:  Student involvement allows students to gather around a common cause, interest, and/or academic area. Knowing how to collaborate is an essential lifelong skill. Participation under a shared mission encourages teamwork and collaboration. It teaches members to collectively solve problems, deal with conflict, delegate tasks, set goals, and much more. Student groups also provide opportunities for collaborative work experiences such as planning events, performing community service, or creating educational workshops.

It provides networking opportunities:  Involvement will not only help you broaden your Loras network of faculty, staff, and students but can also help you expand your network into the Dubuque community and beyond. Many student organizations allow you to grow your network with alumni and local community partners. Making connections and building relationships will help down the line when you are looking for a job or applying for graduate school. According to Forbes, a diverse network is the strongest asset anyone can have, no matter what the industry.

You’ll learn to engage with a diverse group of people:  Most involvement opportunities on campus are comprised of a diverse group of students, so it serves as a great chance to learn from others and observe how different people respond to situations. Developing skills to promote an inclusive environment will benefit you at Loras and after you graduate.

You’ll gain leadership skills:  Involvement will help you develop leadership skills that will be invaluable in all areas of life and allow you to put all those things you’ve been learning in class to the test in real-world situations. You’ll get to learn what works and what doesn’t, and you’ll be able to take that knowledge back to the classroom, and then along with you to a future career.

Getting Involved

Kimberly Walsh & Melanie Buckingham

You will have fun:  Concentrating on schoolwork is obviously important at Loras but getting involved outside the classroom gives your mind a necessary break. It’s a chance to put yourself out there, try something new, make memories and have a great time doing so. Activities can spice up mundane school weeks and help you make the most of your college experience.

It will increase your marketability:  You will get a lot out of involvement during your time at Loras, but the benefits won’t stop once you graduate. The skills you develop and the experience you acquire will make you much more attractive to employers or graduate school. According to the Ohio State University Center for the Study of Student Life, highly involved students were three times more likely to be considered for a job by employers than the uninvolved students.

There are many ways for you to get involved on campus. You could:

Join a Student Organization:  Chances are that Loras offers an organization on campus that meets your interests or academic, professional, and social needs. Student organizations are a great way to gain marketable skills and meet fellow students on campus. Student organizations do a great job of bringing students together by hosting events, activities and generating a sense of community. Can’t find an organization that suits your needs? You can create your own!

Attend a Campus or Athletic Event:  Not only are they fun but attending events gives you a chance to meet and support your fellow Duhawks!  Loras offers a wide array of events to meet everyone’s interests.

Find a Campus Job:  Campus jobs are great because they allow students to gain real-world experience. In addition, you will be able to connect with other faculty and staff members.

Participate in Intramurals:  If you love sports, intramurals are a great involvement opportunity. With intramurals, you can compete with minimal commitment. Playing is not only a lot of fun but also a great way to get exercise.  Intramurals offers a lot of options for involvement from basketball, ultimate frisbee, volleyball, pickleball, and more.

Get Involved in Your Residence Hall:  The upside of living on campus is the short distance between neighbors. You can meet new people that live only a few feet away, and there’s plenty of fun things to do in each other’s rooms. You can play video games, board games, and watch movies. Additionally, each residence hall on campus offers events and activities.    Community Service and Trek Trips:  Loras offers a variety of service and social justice experience trips throughout the year. Every year, over one hundred Loras students, faculty, and staff go out on a single day to week-long trips across the country & abroad. These opportunities are not only good for building connections, but they give you a sense of pride and identity.

So how can you get involved on campus?

Step 1: Reflect on how involvement can best enhance your Loras experience. How can involvement meet your academic goals, social needs, and personal interests? What are your reasons and motivations to get involved? How much time do you have to dedicate to involvement?

Reflect: 1.  What are my interests and passions? These can include academic, social, personal, spiritual, athletic interests, etc.

2. How much time each week/month do I want to dedicate to involvement?

3. What do I hope to learn/gain from being involved at Loras? (Examples, meet people, build resume, develop skills, etc).

4. How can I best contribute my skills and talents?

Step 2:  Explore the numerous ways that you can get involved at Loras College. Below are some places to explore student organizations and opportunities on campus.  Be sure to bookmark the following links and check them frequently:

• Explore DuConnect, to search for student organizations and events that Loras offers.  https://loras.campuslabs.com/engage/

• Check the athletic website to find sporting events:  duhawks.com

• Attend Campus Fest during Launch into Loras to connect with organizations and meet other students with similar interests.

Step 3:  Try and Commit:  Once you determine what involvement opportunities you are interested in, it is time to try them out. As you begin to commit to what interests you, remember that balance is important. Below are some strategies you can use to maintain a balance between your academic and involvement activities:

• Don’t overburden yourself:  Prioritize what you really want to do instead of participating in every activity.

• Schedule time:  To help maintain a balanced life, make a schedule, and stick to it.  Time management is an important lifelong skill.

• Be healthy:  By ensuring you are getting enough sleep, staying active and eating well, it will help you be more focused to achieve your goals.

• Avoid procrastination:  Delaying tasks elicits stress.  To avoid procrastination, don’t pile up work and try dividing your students and activities into smaller tasks.

• Learn to say no:  Knowing your limits and learning the art of politely saying no when overburdened is necessary for your mental health.

• Take a break:  When you feel overloaded, take a break.

Step 4:  Track:  Loras provides every student with a cocurricular transcript.

A co-curricular transcript is a record of your involvement on campus. This transcript highlights your out-of-classroom experiences such as organization involvement, events you have attended and self-reported experiences you have submitted on DuConnect. Co-curricular activities provide holistic views of your skills and abilities. You can use this information to apply for graduate school, provide speaking points in job interviews and showcase your life skills for the workplace. You’ll learn more about your co-curricular transcript in the DuConnect section that follows.

Step 5: Reflect:  To get the most out of your involvement at Loras, it is important to reflect on your experiences. When we reflect, it helps us better understand what we have experienced, and it helps us connect and remember what we learned. This information informs us what we can do in the future and to identify areas of improvement. Below are some prompts that you can use to reflect on your experiences.

• Describe your experience

• What did you like/dislike about the experience

• What did you learn

• Why does it matter

• How can you apply what you learned

There are so many ways that you can get involved at Loras to enhance your college experience. Remember that involvement opportunities are just as important as your classroom experiences and will provide you with experiences and skills that will benefit you during your time at Loras and after you graduate.

Explorations

1. What are some ways you hope to be involved during your Loras experience?

2. What campus resources can help connect you with involvement opportunities on campus?

REFERENCES:

Astin, A.W. (1993). What Matters in College? Four critical years revisited. San Francisco, CA: Jossey-Bass

Kuh, G.D. (2003). The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties. Bloomington, IN: Indiana University Center for Postsecondary Research and Planning.

Pascarella, E.T., & Terenzini, P.T. (2005). How college effects students: A third decade of research (2nd ed.). San Francisco, CA: Jossey-Bass.

Using DuConnect

Melanie Buckingham & Kim Walsh

Loras offers numerous student engagement experiences on campus. The easiest way to know what events and student organizations are on campus is to log into DuConnect our engagement platform. DuConnect allows you to track your cocurricular experiences so you have a record you can take with you after graduation.

Logging In

You can log into DuConnect using the following link: loras.campuslabs.com/engage

Sign in

Click the blue “Sign In” button in the upper right corner of the screen.  You will use your Loras network ID and password to access DuConnect. Hint: Use the same information you use to access eLearn.

CORQ – DuConnect Event App

Corq allows you to view the campus events listed in DuConnect on your mobile device.  Download the app from the app store or Google Play. For access to all events and organizations, you will need to Login using your Loras network ID (ab123456) and password.

Once signed in, you can view campus events and organizations. If you are immediately brought to the events page, select the arrow at the top of the screen for the full menu.

Events

Attending campus events provides an opportunity to meet and support your fellow students. Checking in at some campus events may be mandatory for course credit or receiving prizes. To check in, you will need to show your Event Pass so it can be scanned upon entry.  You can access your event pass in DuConnect or Corq.

In Corq, you can go to the main menu and select ‘Event Pass’ and it will pull up your QR code to check in at campus events.   Events that you check into will appear on your co-curricular transcript.

When logging into DuConnect through a PC, you can access your Event Pass by clicking your initial icon on the top right corner of the screen.  A larger menu will appear, and you can select the QR code in the top left corner of the menu for the Event Pass to appear. If you choose to access your Event Pass this way, you will want to take a picture of it and save it in your photos for future access.

Event Information

On the home screen of DuConnect, you can select “View More Events” under the initial event listing on the screen. This will pull up the full list of all events with a filter menu. Within the menu, you can search by event type, dates, and categories.

If you want more information about a specific event, you can select it and a detailed description and event contact will appear.

Organizations

Looking to get involved with a campus club or organization? Student organizations are a great way to grow your skills, add to your resume and get to know others on campus. Loras offers more than fifty student clubs and organizations. To view all student organizations active on campus, click the menu on the top left corner in DuConnect and select “Organizations” in the drop down.

All organizations on campus will appear and you can scroll through the list and select an organization for more information. Once on an organizations page, you can learn more, contact, or join the organization.

Co-Curricular Transcript

A co-curricular transcript is a record of your involvement on campus. This transcript highlights your out-of-classroom experiences such as organization involvement, events you have attended and self-reported experiences you have submitted on DuConnect. Cocurricular activities provide holistic views of your skills and abilities. You can use this information to apply for graduate school, provide speaking points in job interviews, and showcase your life skills for the workplace.

To view your co-curricular transcript within DuConnect, select your photo on the top right on the screen. When the dropdown appears, select “Co-Curricular Transcript” and a new screen will appear with your co-curricular transcript.

Once your transcript appears, you will have the option to hide any activities and change the order if you wish. You can save, print, or convert the document to a PDF.

Using DuConnect

Melanie Buckingham & Kim Walsh

Community Work Study

Students demonstrating financial need (as determined by the Financial Planning Office) may pursue a community work-study (CWS) job with a partnering non-profit agency. CWS positions are posted through the CCN software system. Many of these positions may be converted to a credit-bearing internship. Students may combine CWS funding with the Gateway Funds if the program and eligibility requirements are met.

For additional information, contact the academic internship coordinator.

*Additional funding resources may be available.  Contact the CEL for more information.

Explorations

1. Do a search of the type of work you may want to do. What companies have that type of positions? Are there any openings? Do they advertise internship positions? Do you see anything that interests you?

2. Do a Google search of organizations who do the type of work that interests you. What did you find?

Internships

Jennie Weber

What is an internship?

An internship is an opportunity to go out into the working world and practice what you’ve been learning in the classroom.

Why do an internship?

Working in an internship helps you to network, develop skills, and discover your strengths, interests, and areas for growth.

When is the best time to do an internship?

You can always seek an internship, but Loras College encourages students to participate in at least one internship experience by the end of your junior year.

Searching for an internship? Consider:

• www.Collegecentral.com/loras

• “Search my school’s jobs”

• “Search Intern Central”

• “Document Library”

• http://jobs.accessdubuque.com/

• Indeed

• Family and friend connections

• Greater Dubuque Development Corporation

• Loras College Center for Experiential Learning

For assistance in seeking an internship or to discuss your credit options, email the academic internship coordinator or visit the Center for Experiential Learning in the MARC lower level.

Internship Funding Resources*

Fides et Acta – Community Internship Stipend

What else should you know?

Loras does not limit the number of internships you can complete in your time as a Duhawk!  Credit may be elective or toward your major (if available and with faculty approval)

• EXP-294 (Elective): >2.5gpa and 40 accumulated credits

• EXP-194 (Elective): first-time interns and/or below requirements for EXP-294

• Major: >2.0gpa and 30 accumulated credits

Each internship credit requires fifty hours of work for the site. Students with international status must be earning at least 1 credit for a paid internship (Some internships earn an hourly wage or semester stipend).  Contact the academic internship coordinator for more information.

Internships are available in all areas of interest, fields of study, and types of industry. You have access to Loras’ “College Central Network” system where you can find internship and job postings, resources for interviewing, resume writing, and more.

You have an entire team of individuals in the Center for Experiential Learning ready to help you prepare to move from the classroom to the workforce!

The Paul and Fran Breitbach fund desires to increase the number of Loras College graduates who are practicing their Catholic faith and actively engaging in parish life. The Fides et Acta – Community Fund aims to assist students in their growth as they seek to understand and practice faith through experiential learning which serves Catholic communities. Requirements to receiving this award include:

• Internships take place within a Catholic organization.

• Students have completed a minimum of 40 credits and have a cumulative 2.5 GPA

• The internship is taken for credit, requires 150 hours on-site and all corresponding coursework is successfully completed

Upon successful completion of the internship, the student will be awarded a $1,500 stipend for the Fall and/ or Spring semester and a $3,500 stipend for a 350 hour internship completed in the summer term.

Paul Adducci Centennial Internship Loan Program

The Paul Adducci Centennial Internship Loan Program assists students with expenses incurred when participating in an internship located outside of their hometown or away from Dubuque. Students may apply for a no-interest loan if they are enrolled in a credited Loras College internship.  Loans received through this program must be repaid within three years of graduating/leaving the college or interest will accrue.  Program eligibility requires that students be a U.S. citizen. In order to apply. Financial Planning communicates directly with the student after reviewing the CCN loan application.

Study Abroad

Abbie Behrens

What is Study Abroad?

Study Abroad offers students the opportunity to live and engage with communities in diverse settings around the world. Duhawks enroll in coursework abroad, participate in professional internships and volunteer opportunities, and develop intercultural competence and transferrable skills.

Why Study Abroad?

Students who study abroad acquire and develop skillsets including intercultural communication, leadership, problem solving, adaptability, cultural awareness, and more. Explore your areas of study and personal areas of interest in an international setting!

When is the best time to study abroad?

Students may study abroad as early as sophomore year. Early planning with an academic advisor helps to develop a four-year plan that includes studying abroad.

What else should you know about studying abroad at Loras?

Study abroad allows students to experience another culture. The Center for Experiential Learning sponsors programs in Argentina, Ireland, Portugal, and Spain in addition to affiliate partner program options. Most Loras sponsored study abroad programs are coordinated in the spring semester. Students on the Ireland and Spain semester programs participate on credited academic internship and/or service volunteer opportunities that are connected to the student’s academic area of interest.

Students may apply one hundred percent of the financial aid on Loras-sponsored study abroad programs including state and federal aid as well as institutional aid. Tuition remission does not apply. All credits transfer back to Loras College and may apply as elective or toward your major or minor.

While abroad, students live with host families or in apartments with other Duhawks, local, and international students. Students can travel and explore their home country as well as other countries on program excursions, independent travel on weekends and holidays, and during spring break.

Participation in pre-departure meetings is mandatory to form community with other Duhawks before studying abroad. Discuss critical topics related to travel logistics (airfare, insurance, currencies), cultural differences and adaptation, and to learn from former participants.

Learn more about study abroad experiences at: https://lorasedu.sharepoint.com/Academics/CEL/Abroad/ SitePages/Home.aspx

Loras College Study Abroad on Instagram

Explorations

1. How could your major/career path/vocation be positively impacted by studying abroad?

2. Do you know someone who has studied abroad? Talk to that person. What did you learn from them?

3. Where have you always dreamed of traveling? What would inspire someone to study abroad and spend a semester in college in an international setting with other Duhawks?

Community Service

Maggie Baker

What is service learning?

Service learning is a “credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.” (Bringle and Hatcher 1995, p. 112)

Why engage in service learning?

Service learning can help contribute to your academic success in college. It can also help you learn more about a variety of professional fields through experience gained during your service. You can gain professional experience and skills in your field that could make you more marketable to future employers. It can offer you an opportunity to meet other students with common interests while serving together. Additionally, it can make college more affordable through AmeriCorps, work study, and scholarship opportunities.

Loras offers many ways for students to get involved in service learning opportunities. Below are ways you can make service learning a part of your Loras experience: Enroll in a community-based learning course. Courses allow you to learn knowledge relevant to your major or through general education and elective credit, while participating in service learning/community-based learning. Courses incorporating community-based learning are noted with this designation in the course schedule on IQ.  Volunteer with a non-profit or governmental organization in Dubuque. You may learn about many opportunities through local organizations who serve to connect volunteers to organizations:

• Get Connected through United Way of the Tri-states

• Resources Unite

Serve with a campus organization focused on service with a particular group of people or a social cause in Dubuque and beyond:  https://loras.campuslabs.com/ engage/organizations

• Serve through Spiritual Life programs: https://www. loras.edu/spiritual-life/moments-to-serve/

There are many incentives for becoming involved in service learning. Examples of incentives available at Loras include:

• Community Work Study: Students with sophomore through senior standing and work-study eligibility may be able to receive $10 per hour for serving in the community.

• Iowa and Minnesota Campus Compact AmeriCorps:  Students interested in serving a minimum of ten hours per week/300 hours total throughout the academic year, may serve in the Iowa College AmeriCorps program. Part-time AmeriCorps members receive an education award of $1,400+ after serving 300 hours engaged in a project-based service experience.

• Earn Academic Credit: Service opportunities are available through courses and internships.

• Academic internships allow students to pursue their interests and passions in an industry, organization, or field of study while earning credit towards an undergraduate degree. Internships are available for varying credits and may be eligible for elective credit or credit within a major. Financial support for creditbearing internships may also be available.

• Courses allow students to learn knowledge relevant to their major or through elective credit, while participating in service learning/community-based learning.

• Scholarships and Grants: Scholarships, grants, and scholarship programs are available to guide, encourage, and support your involvement in service and leadership throughout your four years at Loras College. Learn more:

https://www.loras.edu/financial-aid/ scholarshipsgrants-page/

Explorations

1. Visit https://www.volunteerdbq.com/ and learn about community orgaizations seeking volunteers. Identify at least one opportunity that seems like it might be a good fit for you. Why did you select this one?

2. Visit https://loras.campuslabs.com/engage/ and learn more about student organizations on campus. Identify those that serve the community or advocate for a social issue. Which one interested you the most and why?

3. Do you find yourself drawn to a particular cause or social issue? (Example–encouraging care for the environment, advocacy for children, etc.)

4. Is there some kind of service in which you would like to be involved or that you have been involved with previously? If yes, what were you involved in and why?

Career Planning

Jeff Roberts

When was the last time your possibilities gave you goosepimples?

In selecting Loras College as the “next” stage in your life, you’ve decided to envision a future of success—of goosepimple possibilities and fulfilling opportunities. That is what we as faculty, staff, and administration want for you too. Waving a magic wand over your head and shouting “Voila!” may work in Hollywood films. It does not in this part of the real world. What can you do to move towards making your aspirations a reality?

Adopt the Right Mindset

Some humorists relate that there are two types of people in this world: those who make things happen and those who watch the world pass by and say, “What happened?” Be a person of action; a person dedicated to making the world a better place through gestures big and small. For small gestures, emulate St. Therese Lisieux (The Little Flower) to find joy and grace through small actions offered up in love for God.

Loras’ DuPLANS Approach

As we have Duhawks, DuConnect, and DuBrew, we had to come up with something with DU. Coincidentally, DU is the German word for “You”. Here’s what it stands for:

DU (You)…

P: Pursue Proficiency, Priorities, Passion, and Purpose

L: Link to Career Information Resources

A: Act to Empower Yourself

N: Network strategically

S: Seize the serendipity.

Understanding

Other elements of the right mindset include:

• Take initiative to reach out for what you want to know. Schedule time each week for career success. Research opportunities on your phone during free moments. Broaden the scope of your search and the resources used to reach your work and educational aspirations. Begin with Career Services (sharepoint. com). Set up folders related to your aspirations and bookmark websites.

• Nurture your network connections. Ask others if there is anything you can do to help them with their career success plans before asking others for help. Remember, if you take something from the network, then you must place something back into the network.

• Keep the lines of communication open. Read every email invitation from CEL Career Services. Place the office phone number of your career counselor in your contacts section. (Jeff Roberts, CEL career coordinator, 563.588.7025, Jeffrey.Roberts@Loras.edu). Offer multiple email addresses to reach you. Never, ever turn down an opportunity to have a conversation with an alumnus, a successful professional, or community leader.

• Shun the quest for the “perfect” opportunity. If an opportunity has sixty percent of what you are seeking, check it out; if eighty percent, then move to generate a job or internship offer. Be flexible.

• Being patient, prayerful, and grateful. Farmers require time for the seeds to germinate. Bakers need time for the bread to rise. Don’t rush what deserves to be deliberative. If you pray for Divine guidance, remember that God answers all prayers in “His” time, in ways greater than expected.

“P” : Du Pursue Proficiency, Priorities, Passion, and Purpose

Here’s your directive. YOU-pursue! DO pursue (if we are speaking phonetically). Everyday focus, hungrily chase after, launch a quest for, follow the stars to…

What? Becoming more proficient. To getting smarter, stronger, faster, and skilled for the tasks at hand and for those that are to come academically, emotionally, professionally, and socially.  To discerning the passions that currently guide your life; to setting priorities (governing values for focusing your limited time, talents and treasures); and to seeking a deeper awareness of opportunities where you feel “called” to serve in a unique way to address a specific need as illuminated through your relationship with God.

Career Planning

Jeff Roberts

Activity 1

List a top activity in the following eight dimensions of your life. Which generated your greatest focus; consumed the most demands on your time, talents, and resources; and was most memorable in terms of generating feelings of joy, confidence, and satisfaction. Select the most recent if you have a few in mind. For each category you leave blank, double or triple up with other categories.

Sketch out details related to each experience using the dimensions provided.

Your Top Activities. The Subject of your:

• Greatest focus.

• Highest demands on your time, talents, and resources.

• Most memorable in generating joy, confidence, and satisfaction.

Details: Brief Description

1. Conditions: Before and After

2. Key Tasks Mastered:

3. Challenges Faced and Met:

4. Original Skills Used:

5. New Skills Learned:

6. Values Reinforced:

7. Contacts Made:

8. Demeanor Projected (Circle):

a. Love

b. Joy

c. Peace

d. Patience

e. Kindness

f. Goodness

g. Faithfulness

h. Gentleness

i. Self-control

Key Tasks Mastered:

Challenges Faced & Met:

Original Skills Used:

New Skills Learned:

Values Reinforced: Contacts:

Demeanor Projected:

a. Love

b. Joy

c. Peace

d. Patience

e. Kindness

f. Goodness

g. Faithfulness

h. Gentleness

i. Self-control

Understanding “L”: Linkage to career information resources

Whereas “P” had you focus on your actions, skills, values, image, connections, and successes, “L” takes this information and links it to various online resources to help you answer the questions, “What are people like me doing in the world of work? How do I fit in?”

Activity 2

Column A: In the boxes below, re-list your actions. In column B, list 3 Brands affiliated with that action. For Column C, go to the website affiliated with the Brand; identify and click on the “Careers/Jobs/Employment” link at the bottom of the page. Identify, bookmark and print one position from each brand which is attractive to you.  From this exercise you will have generated a list of job prospects linked to various successful dimensions of your life.

A. Important Dimensions of Your Life & Descriptions

Relist Top Academic Activity:

Relist Top Athletic Activity:

Relist Top Community Service Activity:

Relist Top Paid Work Activity:

Relist Top Faith-based Activity:

Relist Top Entrepreneurial Activity:

Relist Top Recreational Activity: Relist Top Personal Growth Activity:

Career Planning

Jeff Roberts

Activity 3.

How do you compare? As you review the position descriptions of the “Ideal” candidate for twentyfour positions you identified, compare it to select elements of your Top Activities list. What more do you need to vie for the positions? Repeat the exercise for each position.

Three additional areas exist to empower you:

Academic Advising: Review your job aspirations for connections to the 48 majors and 11 minors at Loras (http:// www.loras.edu/Academics/Majors ). Meet with faculty at “Choosing A Major” fairs and talk with students within the major.

Campus Clubs and Organizations: They are important for resume enhancement and expanding one’s leadership, event planning, marketing, public relations, and programming skills (just to name a few!). Perennial favorites include the CAB (Campus Activities Board), the Lorian (official student newspaper of Loras College), dance marathon (annual fundraising initiative on behalf of the University of Iowa Children’s Hospital).

Center for Spiritual Life: Offers a boost towards centering your demeanor along sacred dimensions and more. Retreats, workshops, service trips, spiritual formation programs, prayer, and eucharistic celebrations are a small portion of its offerings. Not only can you soak it in, but you can also evolve as a leader serving in ministry to others.

Understanding “N”: Network Strategically

While knowledge, skills and experience are invaluable, often the people you know and those who know you have an influence on your career success. Positive relationships with staff and faculty will lead to valuable introductions. Consider the following:

Understanding “A” Act to empower.

By this stage, you have identified and reviewed position descriptions for many attractive jobs. You see how you currently measure up to the credentials of the “ideal candidate”. What are you missing as it relates to knowledge, experience, skills, and contacts? This is where CEL may help to bridge or fill the gaps. Consider the following:

• Internships: short-term, semester-long, sometimes paid experiences where you build on or develop skills related to your academic major or career aspirations.

Contact: CEL internship coordinator

• Campus/Community Work-Study: One component of a financial aid package, there are part-time work opportunities, not connected to an academic major, enabling you to put some coin in your pockets while supporting the operations of professional staff around campus.

Contact: CEL office administrator

• Service Learning: Part-time, short-term work opportunities supporting area not-for-profit institutions in the Greater Dubuque Community. AmeriCorps, community work study, and stipends may be sources of funding. Volunteering is a way of quickly building experience.

Contact: CEL service coordinator

• Study Abroad: Three months in Ireland, Spain, Portugal, and Argentina will expand anyone’s perspective on life through an immersive cultural experience on four dimensions: daily living, academic study, internship, and volunteer work. Consider May term travel courses which last a month.

Contact: study abroad coordinator

Admissions  | Alumni Office  | Aramark Food Services  | Athletic Department  | CEL: Internships, Student Employment, Service Learning, Study Abroad  | Student Life  | Center for Spirituality

Mentoring Programs

Loras Alumni Mentoring Program: Build a special relationship with a Loras alumnus to ensure that you are on track with your work and study plans. A loyal cadre of successful alumni await your call or e-mail! Contact: alumni director

Dubuque Area Chamber of Commerce Young Professionals “Next UP” (https://www. dubuquechamber.com/young-professionals):  Connect to the up-and-coming young leaders in our community offering a support system, career development, and networking opportunities. Contact: Nicole Mensen via email to nmensen@english-insurance.com.

Special Events

Homecoming Alumni Career Insight Panels: Twelve to fifteen academic majors host panels on the Friday late afternoon of homecoming weekend (early October) to connect students with successful alumni five, ten, fifteen, and more years after graduation. It’s another manifestation of the saying “Duhawks supporting Duhawks”.

Campus Staff Coordinators

Career Planning

Jeff Roberts

Activity 4

Effective networking is relationship building. The strength of your network will rely on three dimensions: 1) the strength of your relationship with a real person; 2) its ability to point out opportunities to you; and 3) its ability to promote you in a timely manner.

The saying goes: whatever you take away from the network, you will put back into the network. Someone tips you off to an internship. You pass the word back on an internship that you uncovered. A networking contact introduces you to a prospective employer. You reciprocate by helping someone else make an employer contact. A door is opened for you. You walk through it to explore the opportunity further. Along each step of the way, gratitude prevails.

Create a spreadsheet for the “Contacts Made” from Activity 1. Create columns for name, job title, organization, preferred contact method, connection (i.e. academic, athletic, recreational, personal growth), information interview, Linkedin connection, current projects needing an extra asst., internships, entry level jobs, referrals to two others. The spreadsheet is to help you chart and direct your relationships along dimensions related to your career. Not every block is to be completed immediately. It is a process of you supporting others and they are supporting you as the relationship grows and matures. Add columns as the need arises.

Understanding “S”: Seize the Serendipity

Serendipity is defined as “Being the right person… in the right place… at the right time.” Fate… fortune… life’s circumstances have looked favorably on you in a way that you did not plan.

Consider Ms. Sharbat Gula, Afghani refugee whose piercing green eyes were so distinctive a National Geographic photographer snapped a shot of her in 1987 which would be remembered around the world for decades to come and be recognized more recently as its most famous photo of all time.

Do Sheri and Rich Schmelzer sound familiar? Their interest in decorating their daughters’ Crocs shoes with charms sparked the creation of Jibbitz, to manufacture and market decorative charms and flowers worldwide. From a kitchen start-up, it generated $20 million for the founders once it was purchased by Crocs.

Or Marguerite Schropp? While shooting pictures for her school newspaper during a collegiate football game, a photographer for Sports Illustrated crossed her path. At that moment she decided to follow him and do everything he did. This chance meeting led to a lead on internships at Time, Inc. the parent company to SI. Investigating further

led her to ask her alma mater to apply for consideration. Ms. Schropp successfully navigated the interview process to land a paid internship in NYC at the photo library for Time, Inc. Her project? Help with the launch of Sports Illustrated for Kids. Her position today is director of SI’s photography library.

Or think of the music groups who formed in college? Coldplay, REM, Pink Floyd, Queen, Commodores, Pixies, Public Enemy, Talking Heads. Something brought them together to the point that they changed the direction of their lives beyond their academic majors.

Happenstance? Divine intervention? Whether the former or latter, it seems to be so influential that it can alter the direction of your life. Often for the better… more exciting… more adventurous.

Once you hit campus, three platforms are immediately available to you for introducing yourself to prospective employers at no cost to you. These platforms respect your aspirations, yet also move to introduce to others beyond your knowledge who may see something different in you and call you to learn, to gain more experience, to use your skills.

AccessDubuqueJobs.com

AccessDubuqueJobs.com: Features internship, full and part-time positions connected to 450+ of the major employers in the Greater Dubuque area. Once your resume is downloaded, employers who post positions congruent with your resume will be notified of your credentials. Its “Work That WORKS” program matched you with employers willing to tailor your work schedule to times open in your day.

iowacollegefoiundation.org: Connects you to opportunities statewide. As this organization adds student job seekers, employers will post increased numbers of internship and entry-level jobs.

CollegeCentral.com/Loras is the platform whereby we introduce you to employers and they to you. Downloadable as an app to your cell phone, it places job search resources at your fingertips 24/7. All employers interested in hiring Duhawks are encouraged to post their internship, part and full-time openings.

Activity 5

Open three portals to opportunities considered, those never considered, and those awaiting to be considered.

AccessDubuqueJobs.com for connection to 451 local Greater Dubuque area employers. Once you “Sign Up”

and place your resume into the system, the website’s algorithm is tweaked to notify the employer of your presence for those positions that you match within the platform.

Iowa Colleges Foundation

Loras College Central

Career Planning

Jeff Roberts

Iowa Colleges Foundation site for positions statewide (https://icfconnect.azurewebsites.net/) within ICF’s corporate donors. For those new to the site:

• Click on “Sign-In” in upper right corner.

• Click on “Need to Sign Up? Click Here.”

• Click on “Student Sign Up” button.

• Insert “studentf22” (all lower case) for Sign Up Code.

• Fill in the blanks related to your current Major Category, Specific Major, Country, State, and City. Select “Now Sign Up.”

• Tab through the items and re-enter all blank fields. Select “Sign Up.”

• Follow the prompts leading to the upload of a picture. Instead of “Select a file” you will need to select a photo and drag it into the box. If you have no professional photo immediately available, then take a selfie headshot in a professional setting.

• Select “Add/Edit Student Info”. Insert details about your career aspirations and work/academic/extracurricular experiences. Select “Save Student Info Changes”. Your Full Profile is now complete.

College Central Network @ Loras for positions targeted specifically to Loras as well as nationwide positions: CollegeCentral.com/Loras. For students new to the system:

• Select “Preregistered? Activate My Account!”

• Select “I am a Student.”

• Insert your alphanumeric ID for your username

• For your email, insert the alphanumeric email (ab12345@Loras.edu).

• Once in, set your password; complete the profile delineating your contact information and job/internship preferences.

• Upon completion you will access the dashboard whereby you can access podcasts/videos/articles related to all aspects of the job search; download the system to your smartphone; upload your resume; and search for jobs/ internships.

Finally, it is said that to make God smile you merely need to tell Him what YOU have planned for your life. Our considerations are often limited in scope due to our humanness. However, if you remember that the Creator of the universe is infinite in all dimensions, then an openness to His plan for you will lead to something greater than we have ever imagined. How will you respond to the serendipitous opportunities which come to your attention?

Activity 6

Grab a small stack of Index cards. Inscribe the heading of “Hmmm” and date it. Make a note of people, places, things, circumstances, situations, etc. you encounter that day that are interesting, unusual, distinctive, attractive, alarming, disgusting, funky. At the end of the day, circle the most memorable. On last line of the card list “for more info?”. List a couple sources. Tape the index card on the page of your calendar.

Remember: The Center for Experiential Learning can help you make it happen:

• Create the Plan: Career Services

• Broaden Your Horizons: Study Abroad

• Build Your Employer Network: Community Work Study

• Add Depth to Your Experience: Internships

Additional Recommended Resources:

• CollegeCentral.com/Loras

• AccessDubuqueJobs.com

• Indeed.com

• LinkedIn.com

• zippia.com

A sample card might look like this.

Closing Thoughts

On Understanding “Profession”: The Exhilaration of Discoveries- Dr. Firouz Naderi, NASA

We are in a tough business. It is like climbing Mt. Everest. No matter how good you are, you are going to lose your grip sometimes and fall back. Then you have a choice, either retreat to the relative comfort and safety of the base camp, or get up, dust yourself off, get a firmer grip and a surer toehold and head back up for the summit. The space business is not about base camps. It is about summits. And the exhilaration of discoveries you make once you get there. That is what drives you on.

On Understanding “Vocation” -Léon Bloy

The only real sadness, the only real failure, the only great tragedy in life, is not to become a saint.

When was the last time your possibilities gave you goosepimples?

Community Living

Katie Keleher-Garfoot & Molly Burrows Schumacher

Make the most out of your college housing experience by:

1. Be a good neighbor: Understand that on or off campus, you are a Duhawk and you represent the Loras community. Get to know your neighbors and treat them with respect. Be cognizant of noise levels and disruption, keep your space clean, and respect shared property. Take pride in where you live.

2. Be kind to your roommate: Respect and a willingness to communicate clearly are the keys to compatibility for roommates. It’s important to realize that different people can be compatible roommates if they are willing to keep lines of communication open. To connect with your roommate, spend time together, establish agreements about responsibilities in your space, arrange a study schedule, and discuss guidelines about visitors. Honor those expectations. Help create a peaceful roommate relationship by completing a roommate contract like the ones found at: https://lorasedu.sharepoint.com/ StudentDevelopment/ResidenceLife/SitePages/Home.aspx

This plan helps you set clear boundaries about what’s acceptable in your shared room space and creates a plan of action just in case things don’t go quite as planned. Your RA and area coordinator can assist you in creating your roommate contract.

3. Engage in community events: Check out DuConnect to see what events are posted that might interest you. Stay connected to bulletin boards and monitors to see shared flyers for upcoming events. Not seeing the type of event you are hoping for? Talk with your resident advisor or peer advisor to learn more about how you can help create and plan events for our campus community.

For questions about successfully living in community, please reach out to residence@loras.edu for support.

Explorations

1. How will you work to be a good neighbor in the upcoming year?

2. What strategies would you use to discuss a conflict you might have with a neighbor or classmate?

REFERENCES: myweb.loras.edu/Loras/PDF/StudentHandbook.pdf

We’re so glad you’ve chosen to become a part of the Loras College community! On campus, we celebrate our community by:

• establishing a place where every person’s human dignity is respected

• engaging all community members in teaching and learning experiences

• providing an active social community

• fostering positive relationships

• offering resources and support

Most Loras students will live in community in collegeowned housing space during their time at Loras. Studies have shown that living in college housing has positive effects on the attainment of a bachelor’s degree, satisfaction with faculty and willingness to re-enroll at the same college because of positive experiences. Students who live on campus also often join social organizations and participate in student government opportunities. In addition, students who live on campus are more likely to have higher GPAs than those who do not.

Because most research supports that living on campus truly enhances the student learning experience, Loras College identifies itself as a residential campus—a campus that takes great care in providing intentional out-ofclassroom learning experiences for our students. Based on the college’s residential identity, students with less than eighty credits or who are under the age of twenty-one by the first day of classes of the fall semester, who do not reside with parents, legal guardians, a spouse, or children in the City of Dubuque or nearby, are required to live in college-owned housing.

You have a built in support team in your housing option— just reach out to your AC or RA for support. An area coordinator manages the hall with the help of student staff. The area coordinator is responsible for advising, counseling, handling conduct issues and providing an environment that will help residents grow academically and personally. A resident advisor) is a student staff member who is responsible for developing community within college housing. They assist the area coordinator with programming, encourage involvement, assist with community standards and are a great resource for students. Don’t live on campus? Residence Life is still happy to help—simply stop by the office at 540 Alumni Campus Center or reach out to residence@loras.edu.

Spiritual Life

Stacia McDermott

Spiritual Life offers a plethora of opportunities and prayer experiences to help you grow, no matter where you are on your faith journey. As a Catholic institution, not only do we invite you to learn how the Catholic intellection tradition and the social teachings of the church impact how we view and encounter the world, but also to learn about other faith and worldview identities. Undoubtedly, these concepts will come up in your classroom, but what does it look like outside of the classroom? Let’s explore!

Take this short quiz to see what might appeal to you:

1. Before I came to Loras I was:

a) very involved in my religious tradition and enjoyed attending services.

b) engaged in activities that served others.

c) aware of injustices happening in the world and desired to do something about them.

d) talking to others about life’s big questions and growing in understanding myself and others.

e) curious about people who are different than me such as a different religion or cultural background and wanted to learn more.

2. As I enter college I’m really interested in:

a) continuing to grow in my faith through personal and communal prayer.

b) being part of organizations and groups that prioritize serving others.

c) growing in understanding of social justice issues and how I can be part of the solution.

d) getting to know others and build community that is based on shared values and interests.

e) learn how others orient around faith and how their culture impacts how they encounter the world.

3. My personal hero(s) is/are:

a) Jesus

b) Superman/woman

c) Martin Luther King, Jr.

d) Mr. Rogers

e) Malala Yousafzai

Tally your scores and see below what opportunities you might be interested in getting involved with offered in Spiritual Life.

If you had mostly A’s, you might be interested in growing in faith. Some opportunities to grow in faith include:

WORSHIP AND PRAYER:  Daily masses, Adoration, Reconciliation, praise and worship

RETREATS:  Student led weekend experiences such as Antioch or shorter one-day experiences

BIBLE STUDIES:  Fellowship of Catholic University Students (FOCUS) offers Bible studies that work around your schedule, including Bible studies for your athletic team

CONFERENCES:  Opportunities to attend conferences on peacemaking, prayer, and liturgy, etc.

RCIA:  Rite of Christian Initiation for Adults provides space to learn more about the Catholic church and explore receiving the Sacraments

If you had mostly B’s, you might be interested in growing in service and leadership. Some opportunities to grow in service and leadership include:

PAID INTERNS:  Ten paid student positions in the Spiritual Life office in a variety of areas

STUDENT LEADERS:  Serve as a FOCUS student leader or Antioch retreat leader

LITURGICAL MINISTERS:  Cantor, lector, altar serve, be a Eucharistic or hospitality minister, or play an instrument at mass

TREC TRIP LEADERS:  Help coordinate one of our service/ social justice experiences

PEACE AND JUSTICE HOUSE:  Live in an intentional community with four students and offer opportunities for education, community building, and outreach

If you had mostly C’s, you might be interested in growing in service and social justice. Some opportunities to grow in service and social justice include:

FAIR TRADE CAMPAIGN: Educate and advocate around conscious consumerism

LOCAL SERVICE OPPORTUNITIES: Connect to one of the many organizations in Dubuque to serve the needs of the area

TREC (Think, Reflect, Engage, Connect) TRIPS: Participate in a week-long trip in the US (Kentucky, DC, Minneapolis, etc.) with fellow Duhawks to learn about a new community and serve in a variety of capacities

DU PEACE AND JUSTICE: Gather bi-weekly to learn more about social justice issues and how you can respond

KNIGHTS OF COLUMBUS: Be part of this male service organization that builds fraternity while helping others

DUHAWKS FOR LIFE: Focus on issues of life from womb to tomb and connect to other local organizations

LEAF (Loras Environmental Action Forum): Commit to protecting the environment and participate in activities such as a campus clean up, hiking, and canoeing

If you had mostly D’s, you might be interested in growing in community building. Some opportunities to grow in community building include:

Faith-sharing or book club: Weekly opportunities to gather to discuss a book or to simple to share in relationship with others

Attend after mass socials on Sunday and Wednesday nights: Food and drinks are always served after these masses to build community and friendship

Hang out in the Spiritual Life office located in the Alumni Campus Center, our space is welcome to all and serves fair trade coffee, tea, and hot chocolate weekly

Attend events such as Holy Spirits and Biblical Brews, sledding parties, or other socials: Many other events planned throughout the semester to bring people together

If you had mostly E’s, you might be interested in growing in interfaith understanding. Some opportunities to grow in interfaith understanding include:

Better Together: Interfaith student group that plans events bringing people together from various faith traditions to learn from each other

Children of Abraham: A community gathering that happens monthly around various topics featuring speakers from Christian, Jewish, Muslim, and sometimes other faith identities in sacred spaces across Dubuque

Sacred Spaces Tour: A weekend trip touring different sacred spaces in Chicago, Madison, or another Midwest town

Celebrating Cultural Holidays: Join in celebrations of dance, food, and games with many of our international students around different holidays in their cultural tradition

Circled all of them? Wonderful! We would love to have you involved in a variety of ways throughout your time at Loras. The Spiritual Life team is here to serve and walk with you as you explore life’s big questions, grow in your relationship with God and others, and discover how to live your values in your everyday life. To get involved all you need to do is sign up through Du Connect, fill out our student interest form located in Christ the King Chapel entrances, email any of our staff, or pop by our office at 460 Alumni Campus Center.

Explorations

1. Who am I? This epic question engages people for their entire lifetime. All of us are products of our experiences; our family structure, religious/spiritual affiliation, socioeconomic status, sexual and gender identity, community, education, and so many other societal, genetic, and environmental factors that impact our identity and how we see the world. In our fast-paced, easy to live on the surface society, we can easily move through life not considering these profound questions that can guide our lives and give us meaning and purpose. At Loras, where we will invite you to deeply consider who you are, how you have been formed, and what matters to you. Simultaneously, we challenge you to consider other’s stories and experiences and how they might be similar or different from your own. Considering this: If you had to describe yourself to someone who never met you, what ten things would you share? Why did you pick those things?

2. When I picture myself in five years, what does my ideal day to day life look like? Consider these factors:

• Housing: What kind of space? What does it look like?

• Relationships & Community (friendships and intimates)

• Career

• How you spend your time and money

• Activities

• Connection to the environment

3. Growing in knowing yourself, as mentioned, is a lifelong endeavor. So how might you also engage in learning about others, while you are on this journey learning about yourself? Find someone on your residence hall floor and try one of the conversation starters to get below the surface.

• What did your faith or religious background look like? What did you like about it? What did you not like?

• Who are three people that have really influenced your life? What have you learned from them?

• What would your life look like if money wasn’t a factor? What brings you joy and lifts you up? What brings you down?

• If you had to pick five objects that represent you, what would they be and why?

Dubuque Community

Dubuque, Iowa, home to approximately 60,000, is a vibrant and welcoming city located along the Mississippi River. From its bustling downtown to the nearby nature reserves, Dubuque has something for everyone. For those looking to explore the local culture there are plenty of museums, galleries, and monuments around town. Meanwhile outdoor enthusiasts can enjoy the area’s natural beauty with a hike or bike ride through one of the many trails or parks around. Plus, with its convenient location close to major cities like Chicago and Minneapolis, visitors have easy access for a day trip if desired. With so much to offer, it’s no wonder why Dubuque remains a popular place! Situated in a beautiful, natural location along the Mississippi River, Dubuque is known for its steep hills and river bluffs.

From beautiful springs to snowy winters, you’ll experience all four seasons when you live in Dubuque.

Average temperatures for the area

Season Average High Average Low

Spring 56˚ F 37˚ F

Summer 80˚ F 60˚ F

Fall 59˚ F 40˚ F

Winter 28˚ F 12˚ F

There are so many adventures waiting for you within the City of Dubuque! Visit the Travel Dubuque (traveldubuque. com) to learn more about what the city has to offer.

21 Things for You to Enjoy in Dubuque

For the complete article, visit collegemagazine.com/21things-to-do-in-dubuque-when-under-21/

• Get creative at the Creative Adventure Lab: The Creative Adventure Lab’s mission is to deliver play-based experiences that build creativity and empower the next generation of innovators, problem-solvers, and changemakers. You can enter the play lab, rock climb, paint pottery, take art classes and much more at this local venue.

• The Field of Dreams Movie Site: Watch the movie The Field of Dreams and then explore the Field of Dreams movie site located nearby in Dyersville, IA. Take in a game, tour the Kinsella house, and much more when you visit this magic field.

• Grab a cup of coffee or a great meal in the Millwork District: Whether you are interested in the restaurants, breweries, shops, or many murals in the area, the Millwork District is a great place to experience community in Dubuque. Walk through the Millwork night market and see how Dubuque created this area to preserve the millwork history in the city.

• Take in a Fighting Saints Game: Step into the action at the Mystique Ice Arena and watch the Dubuque Fighting Saints, Tier 1 junior ice hockey team in the United States Hockey League, take to the ice. Keep an eye on your Loras email and DuConnect, as several student organizations offer free tickets to Loras students during hockey season.

• Visit the Four Mounds Ropes Course: This ropes course, set in the woods at Four Mounds, a local nature preserve offersing both high and low ropes elements.

• Learn more about the Ham House: If you are a fan of exploring places rumored to be haunted, you’ll enjoy visiting the historic Mathias Ham House on Shiras Avenue. Take the tour and learn more about the property and why locals believe it’s haunted.

• Explore the Dubuque Farmer’s Market: The market opened in 1858, and now expands over three city blocks on Iowa Street, extending down eleventh, twelfth, and thirteenth streets. The market is open every Saturday from May to October.

• Spelunk at the Cave of the Mounds: With nine different caves to explore, Cave of the Mounds offers an exciting opportunity to explore cave formations and experience gem mining. Cave of the Mounds is open seasonally from May to October.

• Pick your favorite apple treat at Czipar’s Apple Orchard: Visit Czipar’s for apples, cider, donuts, caramel apples, pumpkins, gourds and more. Their annual apple festival in September is a great time to explore this orchard.

• Hike the Mines of Spain: The Mines of Spain Recreation area is located on 1,437 acres of wooded and prairie land south of Dubuque, IA. The area is a National Historic Landmark and includes a visitor center, Julien Dubuque’s grave site, many trails, a fifteen-acre wetland, creeks, forests, prairies, cropland, meadows, and the river.

• Fly high at Sky Tours: The Dubuque YMCA offers zipline tours through Union Park on nine different zipline routes.

• Check out Storybook Hill Children’s Zoo: Hosted on a local farm, this small zoo features many different farm animals as well as alpaca, peacocks, and more. The zoo also hosts a playground and has a small zoo train.

• Ride the Fourth Street Elevator: Also known as the Fenelon Street Elevator, this historic cable car railway has been called “the world’s steepest, shortest scenic railway.” It runs 296 feet in length, elevating passengers 189 feet from Fourth Street up to Fenelon Place and provides an amazing view of the downtown Dubuque business district, the Mississippi River, and three states—all within walking distance from campus.

• Take a dip at the Grand Harbor Resort and Waterpark: Enjoy the riverboat themed indoor waterpark or soak in the comfortable hot tub, visit the arcade area, or stop for a bite at Tony Roma’s, located inside the building.

• Kayak on Catfish Creek: Travel by canoe or kayak along the Mississippi River between A.Y. McDonald Park and Massey Marina Park. Access the eleven-mile Dubuque Water Trail at one of five points: ramps on the Mississippi River at A.Y. McDonald Park, Schmitt Island, and American Trust River’s Edge Plaza in the City of Dubuque and at Massey Marina Park in rural Dubuque County, and the Catfish Creek canoe access in the Mines of Spain State Recreation Area. The Mines of Spain access also provides a five-mile loop on Catfish Creek. The trail can be enjoyed by both the novice and experienced paddler.

• Enhance your DIY skills and Board and Brush Dubuque: This studio hosts courses to help you create rustic décor out of wood. Everyone is welcome. Board and Brush provides the tools and materials—you provide the creativity.

• Stomp in the creek at Swiss Valley Nature Preserve: Swiss Valley Park offers sixty-two wooded acres along the meandering course of spring-fed Catfish Creek. The park contains shaded picnic areas, a playground, and sports fields in addition to modern camping sites with accessible shower and restroom facilities. The Swiss Valley Nature Preserve and Center is located one mile from the park and offers additional trout fishing, hiking, cross-country skiing on groomed trails, and a visitor center with interpretive displays.

Public Transportation in Dubuque

The City of Dubuque’s public bus transportation system is called The Jule. Updated bus pass and fare information can be found at https://www.cityofdubuque.org/288/Faresand-Passes. Routes and schedules can be found at https:// www.cityofdubuque.org/1854/Routes-and-Schedules. Several Jule bus stops are located near campus.

Two Dubuque hospitals are located near campus. Unity Point Hospital is located at 350 N Grandview Avenue and MercyOne Medical Center is located at 250 Mercy Drive in Dubuque. Several family practice clinics are located within walking distance to campus. For additional information about these options, please visit the Loras College Health Center on the fourth floor of the Alumni Campus Center or contact the Health Center at 563.588.7142.

REFERENCES:

https://www.bestplaces.net/city/iowa/dubuque

https://boardandbrush.com/about-wood-sign-workshops/ https://www.cityofdubuque.org

https://www.cityofdubuque.org/116/Historic-Millwork-District-Revitalizatio

https://www.cityofdubuque.org/274/Transit

https://www.cityofdubuque.org/1595/Dubuque-Water-Trail

• Experience the Dubuque Museum of Art: This museum is Iowa’s oldest cultural institution, established in 1874. The Dubuque Museum of Art has a permanent art collection of approximately 2,200 works, including one of the world’s largest collections of Grant Wood art. The museum is also home to a rare and complete collection of Edward S. Curtis’ photogravures of the North American Indian and is the repository for the work of world-renowned artist, etcher, and illustrator Arthur Geisert. The museum is within walking distance of campus.

• Explore the Dubuque Mississippi River Museum and Aquarium: Learn about all the river has to offer. Part aquarium, part museum, part science center, the Dubuque Mississippi River Museum offers an educational experience for all ages. Greet an octopus, shake hands with a stingray, and connect with adorable river otters after exploring a riverboat, natural river habitats, and much more.

• Ride the Heritage Trail: Grab your bike (or choose to hike) the twenty-six mile heritage trail that runs from Dubuque to Dyersville. Access the trail downtown Dubuque near the Bee Branch Creek.

• Visit historic Main Street Dubuque: Check out the many areas of interest on Historic Main in Dubuque. Whether you in interested in restaurants or shops, churches or the historic Town Clock, The Five Flags Theater, or community resources, there’s something for everyone on Main Street.

Explorations

1. What one item on the list of twenty-one things to do in Dubuque is most intriguing to you and why?

2. Visit the Travel Dubuque website and share two to three additional things you would like to experience in Dubuque and why those items are of interest to you.

https://www.dubuquefarmersmarket.org/ https://www.fenelonplaceelevator.com/ https://www.fieldofdreamsmoviesite.com/ https://www.minesofspain.org/

https://www.mycountyparks.com/county/dubuque/park/swissvalley-park.aspx

https://www.collegemagazine.com/21-things-to-do-in-dubuque-when-under-21/ https://dbqart.org/ www.dubuquechamber.com

https://www.rivermuseum.com/ https://www.traveldubuque.com

Academic Support

Dan Mulligan

Loras believes all Duhawks can and should be successful in the classroom if willing to put in the work. Because of this, the College has multifaceted academic support resources available to students.

Headquarters for Academic Support

The Bill and JoAnne Miller Academic Resource Center is the campus headquarters for academic support. The second floor (main entrance level) houses the Learning Commons area (this area houses the Math Lab and Writing Center as well). The Lynch Disability Resource & Cultural Center area can be found on the first floor

If you are seeking academic support, please consider the following resources available to you:

The Supplemental Instruction Program

Supplemental Instruction (SI) is an academic assistance program that increases student performance and retention. The SI program provides one to three weekly, regularly scheduled, out-of-class, non-mandatory, peer facilitated review and learning sessions. SI is for everyone— not just for students who might be struggling.

SI sessions are available for some classes at Loras. You will be aware of which ones because your professor will announce if you have a participating SI leader for the class. Generally, the SI Leaders are in mostly science and business classes, but could appear in any area. If you have an SI leader in your class, he or she works with the professor and will lead review sessions in the evenings one to three days a week to help supplement your regular coursework.

The Writing Center

Writing Center tutors work with anything related to the writing process—finding sources, organizing paragraphs, consistency, choosing a topic, and proofreading. Students make appointments online for this. Students quickly create an account and then can check the chart to see open appointments. Then, students just select the desired time, enter some background information, and show up for the meeting. We recommend doing this at least once early in the first semester, when the first writing assignments are given, to try it out and see if it is helpful for you. Then you will know the process going forward.

The Writing Center is located on main floor of the Miller Academic Resource Center in the Learning Commons area. Dr. Naomi Clark is the director. The librarians in the MARC are also great resources when looking for help in finding reliable sources related to any kind of research report or presentation.

The Math Lab

The Math Lab is in the Learning Commons area on main floor of the Miller Academic Resource Center. Math professors dedicate a few of their office hours a week to being in the Math Lab to help students. This is drop in for students, so unlike the Writing Center, students can just show up. Students don’t have to work with their own math professor necessarily. Any of the math professors will help any student.

Walk-in Wednesdays are held in Hennessey Hall on Wednesday nights and at least two math professors will be on site for help with math. Additionally, there are snacks and it’s a great way to meet students and get help at the same time. See your math professor for the Wednesday gathering time.

Faculty Support

Faculty are our greatest resource, please communicate with them often. No one knows your specific course curriculum and your performance in each class better than your professor. Be politely bold and definitely ask for help and get your questions answered.

All faculty are required to schedule office hours every week and these are strictly to meet and help students. You are encouraged to make an appointment during these times, but depending on timing, you may be able to drop in as well (check with your professors to find out their preferences).

Tutoring

Tutoring is for when other supports just aren’t enough. If you have talked to your professor, tried SI sessions, and done the Writing Center and Math Lab (if applicable) and would like extra help beyond these things, then you should request a tutor through your respective professor or through Academic Success Coordinator Dan Mulligan. Tutoring occurs on an arranged basis and generally takes about a week to set up. Tutoring is normally done by a peer who has taken the class and been recommended by a professor.

The academic success coordinator’s office is on main floor of the Miller Academic Resource Center in the Learning Commons area, room 216.

Academic Counseling, Support, Coaching

Academic counseling, support, and coaching is done by the academic success coordinator and he meets with a number of students, weekly, bi-weekly, or sometimes daily depending on the specific needs of the students. It could be as simple as talking through what’s coming up for the week in terms of homework, quizzes, or could be more specific such as time management training, test-taking tips or note taking help.

To set up an academic support meeting like this, please contact Academic Success Coordinator Dan Mulligan.

Lynch Disability Resource & Cultural Center

If a student has documented disabilities and had resource help during high school or had a 504 Plan or an IEP, he or she is encouraged to visit with the Lynch Disability Resource and Cultural Center staff to talk about accommodations and help make learning accessible.

The most commonly used accommodations are testing (extended time and/or distraction reduced environment), assistive technology (text to speech software, speech to text software, SmartPen, etc.), and others as determined by student’s individual needs and documentation.

Other services provided by the Lynch Center:

• Enhanced Program (primarily designed for students with learning disabilities, attention deficit disorder, etc.) This program includes additional supports such as:

• Weekly meetings with a Lynch Center advisor

• Two credit hour Learning Strategies class both fall and spring semester of your first year

• One credit hour classes offered every semester after the first year to prepare you for employment

• Reading, writing, and critical thinking classes offered

• Workshops

• Tutoring

• Accommodations as supported by students need and documentation

• Students who participate in the enhanced program must be admitted to the program. *An additional fee is incurred for participation in the Enhanced Program

• ARCH Program-primarily designed for students with Autism Spectrum Disorders and includes additional support such as:

• Weekly meetings with Lynch Center academic advisor

• two to three credit hour Learning Strategies class both fall and spring semester of first year

• one credit hour classes offered every semester after the first year to prepare students for employment

• Reading, writing, and critical thinking classes offered

• Workshops

• Tutoring

• Art and Music therapy classes

• Mindfulness classes

• Sensory Room

• Peer Mentors (first 2 years).

• Faculty/staff mentors (junior and senior year)

• Career preparation and internship opportunities

• Accommodations as supported by students need and documentation

• Students in the ARCH program must apply separately and be admitted to the program. *An additional fee is incurred for participation in the ARCH Program

Even if you suspect that you may have a learning disability that hasn’t been previously diagnosed, you are encouraged to meet with a Lynch Center staff member to talk about it and see if you might qualify for any accommodations.

Peers

Oftentimes simply talking to your peers about your classes can be helpful too.  Sometimes study groups and/or taking turns teaching a lesson to each other can be a great way to learn material as well. Plus, you can pick up study techniques and other subtle helpful techniques through working with and observing how other friends do things.

Explorations

1. What support resources did you utilize to support your education prior to coming to Loras? Are there any resources that you’ve used in the past that may not be offered at Loras?

2. Review the syllabus for each of your classes. What resources for success are recommended by your faculty?

Financial Wellness

Kim Walsh

Financial wellness is your ability to live within your means and manage your money in a way that gives you peace of mind. It includes balancing your income and expenses, staying out of debt, saving for the future, and understanding your emotions as they relate to money.

The Importance of Financial Planning: Finances are a common source of stress and anxiety for college students. Financial wellness is important because it equips us with the knowledge and skills we need to manage money effectively. Keeping track of expenses and making a budget and sticking to it are important skills to have to be financially responsible and independent.

Financial Planning Process: Personal goals and behaviors have a financial component or consequence. To make the most of your financial resources, you need to do some financial planning. The financial planning process consists of five distinct steps: goal setting, evaluating, planning, implementing, and monitoring. To explore financial planning in depth, we’ll use the example of buying a car.

1. Develop Personal Goals: First, what do you really need?

If you’re looking for a car, you probably need transportation. Before you decide to buy a car, consider alternatives to buying a car. Could you take a bus, walk, or bike instead?

Often one goal can impact another goal. Cars are typically not good financial investments. We have cars for convenience and necessity, to earn an income and to enjoy life. Financially, they are an expense. They lose value, or depreciate, rather than increasing in value, like savings. So buying a car may slow your savings or retirement plan goals. Cars continually use up cash for gas, repairs, taxes, parking, and so on. Keep this in mind throughout the planning process.

2. Identify and Evaluate Alternatives for Achieving Goals in Your Current Situation. For this example, let’s assume that you have determined the best alternative is to buy a car. Do you need a new car? Will your current car last with some upkeep? Consider a used car over a new one. On average, a new car will lose one-fifth of its value during its first year.5 Buying a one-year-old car is like getting a practically new car for a 20 percent discount. So in many cases, the best deal may be to buy a five- or six-year-old car. Sites such as the Kelley Blue Book website (KBB.com) and Edmunds.com can show you depreciation tables for the cars you are considering. Perhaps someone in your family has a car they will sell you at a discount.

Do you know how much it will cost in total to own the car? It will help to check out the total cost of ownership tools (also on KBB.com and Edmunds.com) to estimate how much each car will cost you in maintenance, repairs, gas, and insurance. A cheap car that gets poor gas mileage and breaks down all the time will actually cost you more in the long run.

3. Write Down Your Financial Plan

Financial Wellness

Kim Walsh

4. Implement Your Plan: Once you’ve narrowed down which car you are looking for, do more online research with resources such as Kelley Blue Book to see what is for sale in your area. You can also begin contacting dealerships and asking them if they have the car you are looking for with the features you want. Ask the dealerships with the car you want to give you their best offer, then compare their price to your researched price. You may have to spend more time looking at other dealerships to compare offers, but one goal of online research is to save time and avoid driving from place to place if possible.

When you do go to buy the car, bring a copy of your written plan into the dealership and stick to it. If a dealership tries to switch you to a more expensive option, just say no, or you can leave to go to another dealership. Remember Elan in our opening scenario? He went shopping alone and caved to the pressure and persuasion of the salesperson. If you feel it is helpful, take a responsible friend or family member with you for support.

5. Monitor and Adjust the Plan to Changing Circumstances and New Life Goals: Life changes, and things wear out. Keep up the recommended maintenance on the car (or any other purchase). Keep saving money for your emergency fund, then for your next car. The worst time to buy a car is when your current car breaks down, because you are easier to take advantage of when you are desperate. When your car starts giving you trouble or your life circumstances start to change, you will be ready to shop smart again.

A good practice is to keep making car payments once the car loan is paid off. If you are paying $300 per month for a car loan, when the loan is paid off, put $300 per month into a savings account for a new car instead. Do it long enough and you can buy your next car using your own money!

Use the Financial Planning Process for Everything:

The same process can be used to make every major purchase in your life. When you rent an apartment, begin with the same assessment of your current financial situation, what you need in an apartment, and what goals it will impact or fulfill. Then look for an apartment using a written plan to avoid being sold on a more expensive place than you want. You can even use the process of assessing and planning for small things such as buying textbooks or weekly groceries. While saving a few bucks each week may seem like a small deal, you will gain practice using the financial planning process, so it will become automatic for when you make the big decisions in life. Stick to your plan.

Types of Financial Aid: How to Pay for College

The true cost of college may be more than you expected, but you can make an effort to make the cost less than many might think. While the price tag for a school might say $40,000, the net cost of college may be significantly less. The net price for a college is the true cost a family will pay when grants, scholarships, and education tax benefits are factored in. The net cost for the average family at a public in-state school is only $3,980. And for a private school, free financial aid money reduces the cost to the average family from $32,410 per year to just $14,890. If you haven’t visited the Loras College Financial Planning Office, it might be worth talking with them. The office is a great resource to help you understand the variety of loans, grants, and scholarships available.

Grants and Scholarships: Grants and scholarships are free money you can use to pay for college. Unlike loans, you never have to pay back a grant or a scholarship. All you have to do is go to school. And you don’t have to be a straight-A student to get grants and scholarships. There is so much free money, in fact, that billions of dollars go unclaimed every year.

While some grants and scholarships are based on a student’s academic record, many are given to average students based on their major, ethnic background, gender, religion, or other factors. There are likely dozens or hundreds of scholarships and grants available to you personally if you look for them.

Federal Grants

Federal Pell Grants are awarded to students based on financial need. The Pell Grant can give you more than $6,000 per year in free money toward tuition, fees, and living expenses.19 If you qualify for a Pell Grant based on your financial need, you will automatically get the money.

Federal Supplemental Educational Opportunity Grants (FSEOGs) are additional free money available to students with financial need. Through the FSEOG program, you can receive up to an additional $750 in funding if you are Pell eligible. These grants are distributed through your school’s financial aid department on a first-come, first-served basis, so pay close attention to deadlines.

Teacher Education Assistance for College and Higher Education (TEACH) Grants are designed to help students who plan to go into the teaching profession. You can receive up to $4,000 per year through the TEACH Grant. To be eligible for a TEACH Grant, you must have and maintain a 3.25 Grade Point Average (GPA) complete TEACH counseling each year and agree to teach after graduation in a high need subject at a designated school that serves low-income families.

State Grants: Most states also have grant programs for their residents, often based on financial need.

College/University Grants and Scholarships: Most colleges and universities have their own scholarships and grants. These are distributed through a wide variety of sources, including the school’s financial aid office, the school’s endowment fund, individual departments, and clubs on campus.

Private Organization Grants and Scholarships: A wide variety of grants and scholarships and are awarded by foundations, civic groups, companies, religious groups, professional organizations, and charities. Most are small awards under $4,000, but multiple awards can add up to large amounts of money each year. The Loras financial aid office can help you find these opportunities.

Additional Federal Support

The federal government offers a handful of additional options for college students to find financial support.

Education Tax Credits: The IRS gives out free money to students and their parents through two tax credits, although you will have to choose between them. The American opportunity tax credit (AOTC) will refund up to $2,500 of qualifying education expenses per eligible student, while the lifetime learning credit (LLC) refunds up to $2,000 per year regardless of the number of qualifying students.

While the AOTC may be a better tax credit to choose for some, it can only be claimed for four years for each student, and it has other limitations. The LLC has fewer limitations, and there is no limit on the number of years you can claim it.

Lifetime learners and nontraditional students may consider the LLC a better choice. Calculate the benefits for your situation.

The IRS warns taxpayers to be careful when claiming the credits. There are potential penalties for incorrectly claiming the credits, and you or your family should consult a tax professional or financial adviser when claiming these credits.

Federal Work-Study Program: The Federal Work-Study Program provides part-time jobs through colleges and universities to students who are enrolled in the school. The program offers students the opportunity to work in their field, for their school, or for a nonprofit or civic organization to help pay for the cost of college. You can find out if you qualify for work-study by contacting either the Financial Planning office or Student Employment.

Student Loans: Federal student loans are offered through the US Department of Education and are designed to give easy and inexpensive access to loans for school. You don’t have to make payments on the loans while you are in school, and the interest on the loans is tax deductible for most people. Direct Loans, also called Federal Stafford Loans, have a competitive fixed interest rate, and don’t require a credit check or cosigner.

Direct Subsidized Loans: Direct Subsidized Loans are federal student loans on which the government pays the interest while you are in school. Direct Subsidized Loans are made based on financial need as calculated from the information you provide in your application. Qualifying students can get up to $3,500 in subsidized loans in their first year, $4,500 in their second year, and $5,500 in later years of their college education.

Direct Unsubsidized Loans: Direct Unsubsidized Loans are federal loans on which you are charged interest while you are in school. If you don’t make interest payments while in school, the interest will be added to the loan amount each year and will result in a larger student loan balance when you graduate. The amount you can borrow each year depends on numerous factors. There are also aggregate loan limits that apply to put a maximum cap on the total amount you can borrow for student loans. Check with the Loras financial aid office for details or student.aid.gov.

Financial Wellness

Kim Walsh

Direct PLUS Loans: Direct PLUS Loans are additional loans a parent, grandparent, or graduate student can take out to help pay for additional costs of college. PLUS loans require a credit check and have higher interest rates, but the interest is still tax deductible. The maximum PLUS loan you can receive is the remaining cost of attending the school.

Parents and other family members should be careful when taking out PLUS loans on behalf of a child. Whoever is on the loan is responsible for the loan forever, and the loan generally cannot be forgiven in bankruptcy. The government can also take Social Security benefits should the loan not be repaid.

Private Loans: Private loans are also available for students who need them from banks, credit unions, private investors, and even predatory lenders. Private loans will require a credit check and potentially a cosigner, they will likely have higher interest rates, and the interest is not tax deductible.

Applying for Financial Aid, FAFSA, and Everything

Else Take this first step—you will need to do it. The federal government offers a standard form called the Free Application for Federal Student Aid (FAFSA), which qualifies you for federal financial aid and opens the door for nearly all other financial aid. Most grants and scholarships require you to fill out the FAFSA.

The FAFSA only requests financial aid for the specific year you file your application. This means you will need to file a FAFSA for each year you are in college. Since your financial needs will change over time, you may qualify for financial aid even if you did not qualify before.

You apply for the FAFSA at studentaid.gov

Maintaining Financial Aid: To maintain your financial aid throughout your college, you need to make sure you meet the eligibility requirements for each year you are in school, not just the year of your initial application.

You also must make satisfactory academic progress (SAP), which requires meeting a minimum grade-point average, completing a minimum number of credits in which you enroll, and making progress toward graduation. You can contact the Financial Planning office for our policy for SAP.

What to Do with Extra Financial Aid Money: One expensive mistake that students make with financial aid money is spending the money on non-education expenses. Students often use financial aid, including student loans, to purchase clothing, take vacations, or dine out at restaurants. Nearly 3 percent spend student loan money on alcohol and drugs. These noneducation expenses are major contributors to student loan debt, which will make it harder for you to afford a home, take vacations, or save for your retirement after you graduate.

When you have extra student loan money, consider saving it for future education expenses. Just like you will need an emergency fund all your adult life, you will want an emergency fund for college when expensive books or travel abroad programs present unexpected costs. If you make it through your college years with extra money in your savings, you can use the money to help pay down debt.

Getting and Using a Credit Card:

One of the most controversial aspects of personal finance is the use of credit cards. While credit cards can be an incredibly useful tool, their high interest rates, combined with the how easily credit cards can bury you in debt, make them extremely dangerous if not managed correctly.

Benefits of a Credit Card: There are three main benefits of getting a credit card. The first is that credit cards offer a secure and convenient method of making purchases, similar to using a debit card. When you carry cash, you have the potential of having the money lost or stolen. A credit card or debit card, on the other hand, can be canceled and replaced at no cost to you.

Additionally, credit cards offer greater consumer protections than debit cards do. These consumer protections are written into law, and with credit cards you have a maximum liability of $50. With a debit card, you are responsible for transfers made up until the point you report the card stolen. In order to have the same protections as with credit cards, you need to report the card lost or stolen within 48 hours. The longer you wait to report the loss of the card, or the longer it takes you to realize you lost your card, the more money you may be responsible for, up to an unlimited amount.

The final benefit is that a credit card will allow you to build your credit score, which is helpful in many aspects of life. While most people associate a credit score with getting better rates on loans, credit scores are also important to getting a job, lowering car insurance rates, and finding an apartment.

How to Use a Credit Card: All the benefits of credit cards are destroyed if you carry credit card debt. Credit cards should be used as a method of paying for things you can afford, meaning you should only use a credit card if the money is already sitting in your bank account and is budgeted for the item you are buying. If you use credit cards as a loan, you are losing the game.

Every month, you should pay your credit card off in full, meaning you will be bringing the loan amount down to $0. If your statement says you charged $432.56 that month, make sure you can pay off all $432.56. If you do this, you won’t pay any interest on the credit card.

But what happens if you don’t pay it off in full? If you are even one cent short on the payment, meaning you pay $432.55 instead, you must pay daily interest on the entire amount from the date you made the purchases. Your credit card company, of course, will be perfectly happy for you to make smaller payments—that’s how they make money. It is not uncommon for people to pay twice as much as the amount purchased and take years to pay off a credit card when they only pay the minimum payment each month.

What to Look for in Your Initial Credit Card

1. Find a Low-Rate Credit Card: Even though you plan to never pay interest, mistakes will happen, and you don’t want to be paying high interest while you fix a misstep. Start by narrowing the hundreds of card options to the few with the lowest APR (annual percentage rate).

2. Avoid Cards with Annual Fees or Minimum Usage Requirements: Your first credit card should ideally be one you can keep forever, but that’s expensive to do if they charge you an annual fee or have other requirements just for having the card. There are many options that won’t require you to spend a minimum amount each month and won’t charge you an annual fee.

3. Keep the Credit Limit Equal to Two Weeks’ TakeHome Pay: Even though you want to pay your credit card off in full, most people will max out their credit cards once or twice while they are building their good financial habits. If this happens to you, having a small credit limit makes that mistake a small mistake instead of a $5,000 mistake.

4. Avoid Rewards Cards: Everyone loves to talk about rewards cards, but credit card companies wouldn’t offer rewards if they didn’t earn them a profit. Rewards systems with credit cards are designed by experts to get you to spend more money and pay more interest than you otherwise would. Until you build a strong habit of paying off your card in full each month, don’t step into their trap.

Summary: There are a lot of benefits to good financial management. Primarily, it generally allows you to do more of what you want with your life. When you have poor financial habits, too much of your money goes into other people’s pockets. But when you have good financial management habits, you can afford to do more because you have worked hard, separated needs from wants, saved and invested, and avoided credit card and debt pitfalls.

Citation:

This information came from Chapter 10 from College Success from OpenStax College Success available at https://openstax.org/details/books/collegesuccess   https://creativecommons.org/licenses/by/4.0/

Physical Support

Tammy Marti

The Loras College Health Center, located at 470 Alumni Campus Center, provides physical health support for the Loras campus community.

The Health Center endorses behaviors that support total health: the physical, emotional, intellectual, spiritual, social, and environmental aspects of health. The center provide the following free services to assist you in becoming a healthy Duhawk:

• Discussion of health promotion including health goals, mental wellness, nutrition, weight, stress, alcohol consumption, and smoking cessation

• Care for acute injuries or illnesses: flu-like illness, fever, sore throat, cough, runny nose, stomachache, bites/stings, rashes, infections, sprains, and strains

• Rapid strep and pregnancy tests

• Annual flu shot clinics (filed with insurance or cash payment)

• Vaccine administration: Hepatitis B

• Intradermal TB tests

• Coordination of health care with other healthcare providers

• Referral to outside specialists for specific health needs

• Over-the-counter medications

• Our nursing staff is available to provide health education programs on various topics to student organizations, residence halls, and other departments. Contact us for more information.

To help you maintain your health during your Loras experience, the Health Center offers the following information to help you maintain your physical wellness. Physical wellness is the ability to maintain a healthy lifestyle. Listening to and taking care of your body enables you to achieve optimal health and functioning. This proactive approach encompasses regular physical activity, proper nutrition, and adequate sleep. It also includes preventing illness and injury, abstaining from harmful habits such as smoking and managing chronic health conditions. These positive physical health habits can provide the energy to reduce stress and achieve your goals. Take action to protect and manage your heath.

Physical Activity

Being physically active is one of the most important actions that a person can take to improve their health. The US Department of Health and Human Services (2018) notes that adults should move more and sit less. Engaging in some physical activity is better than none. What’s your move?

Aerobic Activity

For substantial health benefits, adults should do at least 150 minutes (two hours and thirty minutes) to 300 minutes (five hours) a week of moderate-intensity, seventy-five minutes (one hour and fifteen minutes) to 150 minutes (two hours and thirty minutes) a week of vigorous-intensity aerobic physical activity, or an equivalent combination of moderate- and vigorous-intensity aerobic activity. Preferably, aerobic activity should be spread throughout the week.

Aerobic activities, also known as endurance or cardio activities, are physical activities in which people move their large muscles in a rhythmic manner for a sustained period. During aerobic activity, a person’s heart rate and breathing should increase. Over time, regular aerobic activity makes the cardiorespiratory system stronger and more fit. Engaging in at least 150 minutes of moderate-intensity aerobic activities each week can lower the risk of coronary heart disease, stroke, hypertension, type 2 diabetes, some cancers, anxiety, and depression.

Moderate-intensity activities include brisk walking, line dancing, water aerobics and power yoga. Vigorousintensity activities include running, jump roping, uphill hiking, and swimming laps.

Muscle-Strengthening Activities

Adults should also do muscle-strengthening activities of moderate or greater intensity and that involve all major muscle groups on two or more days a week, as these activities provide additional health benefits, such as increased bone strength and muscular fitness. This kind of activity, which includes resistance training and weightlifting, causes the body’s muscles to work or hold against an applied force or weight. It is important to work all the major muscle groups including the legs, hips, back, abdomen, chest, shoulder, and arms.

Muscle-strengthening activities include lifting weights, resistance bands, push-ups, and pull-ups.

The Loras College Health Center, located at 470 Alumni Campus Center, provides physical health support for the Loras campus community.

The Health Center endorses behaviors that support total health: the physical, emotional, intellectual, spiritual, social, and environmental aspects of health. The center provide the following free services to assist you in becoming a healthy Duhawk:

• Discussion of health promotion including health goals, mental wellness, nutrition, weight, stress, alcohol consumption, and smoking cessation

• Care for acute injuries or illnesses: flu-like illness, fever, sore throat, cough, runny nose, stomachache, bites/stings, rashes, infections, sprains, and strains

• Rapid strep and pregnancy tests

• Annual flu shot clinics (filed with insurance or cash payment)

• Vaccine administration: Hepatitis B

• Intradermal TB tests

• Coordination of health care with other healthcare providers

• Referral to outside specialists for specific health needs

• Over-the-counter medications

• Our nursing staff is available to provide health education programs on various topics to student organizations, residence halls, and other departments. Contact us for more information.

To help you maintain your health during your Loras experience, the Health Center offers the following information to help you maintain your physical wellness. Physical wellness is the ability to maintain a healthy lifestyle. Listening to and taking care of your body enables you to achieve optimal health and functioning. This proactive approach encompasses regular physical activity, proper nutrition, and adequate sleep. It also includes preventing illness and injury, abstaining from harmful habits such as smoking and managing chronic health conditions. These positive physical health habits can provide the energy to reduce stress and achieve your goals. Take action to protect and manage your heath.

Physical Activity

Being physically active is one of the most important actions that a person can take to improve their health. The US Department of Health and Human Services (2018) notes that adults should move more and sit less. Engaging in some physical activity is better than none. What’s your move?

Aerobic Activity

For substantial health benefits, adults should do at least 150 minutes (two hours and thirty minutes) to 300 minutes (five hours) a week of moderate-intensity, seventy-five minutes (one hour and fifteen minutes) to 150 minutes (two hours and thirty minutes) a week of vigorous-intensity aerobic physical activity, or an equivalent combination of moderate- and vigorous-intensity aerobic activity. Preferably, aerobic activity should be spread throughout the week.

Aerobic activities, also known as endurance or cardio activities, are physical activities in which people move their large muscles in a rhythmic manner for a sustained period. During aerobic activity, a person’s heart rate and breathing should increase. Over time, regular aerobic activity makes the cardiorespiratory system stronger and more fit. Engaging in at least 150 minutes of moderate-intensity aerobic activities each week can lower the risk of coronary heart disease, stroke, hypertension, type 2 diabetes, some cancers, anxiety, and depression.

Moderate-intensity activities include brisk walking, line dancing, water aerobics and power yoga. Vigorousintensity activities include running, jump roping, uphill hiking, and swimming laps.

Muscle-Strengthening Activities

Adults should also do muscle-strengthening activities of moderate or greater intensity and that involve all major muscle groups on two or more days a week, as these activities provide additional health benefits, such as increased bone strength and muscular fitness. This kind of activity, which includes resistance training and weightlifting, causes the body’s muscles to work or hold against an applied force or weight. It is important to work all the major muscle groups including the legs, hips, back, abdomen, chest, shoulder, and arms.

Muscle-strengthening activities include lifting weights, resistance bands, push-ups, and pull-ups.

Active Adults

Active adults meet both the aerobic activity and strength training weekly recommendations. The American College Health Association National Health Assessment III spring 2022 (ACHA-NCHA III spring 2022) surveyed 69,131 college students. The portion of college students meeting the active adult guidelines was forty-three percent.

Additional health benefits are gained by engaging in physical activity beyond the equivalent of 300 minutes (five hours) of moderate-intensity physical activity or 150 minutes (two hours thirty minutes) of vigorous-intensity physical activity or the equivalent combination each week.

Physical Support

Tammy Marti

These additional benefits include further risk reduction for several cancers and prevention of unhealthy weight gain.

Highly active adults meet both the additional aerobic activity and strength training weekly recommendations. The ACHA-NCHA III spring 2022 survey reported that the portion of college students meeting these guidelines was thirty-four percent

Campus Activities

• Participate in intercollegiate sports

• Join the cheer team

• Join a club—such as the rugby or frisbee club

• Participate in the intramural events

• Take a swim in the San Jose Pool

• Play racquetball in Graber

• Play tennis or pickle ball

• Use the Athletic & Wellness Center fitness or weight rooms

• Take a walk around campus or on the Mississippi River Walk

• Borrow sports equipment from the library such as a bike helmet or cross net

• Go for a bike ride

• Take a hike or go snow shoeing at the Mines of Spain

• Enroll in a PHE course

• Take a yoga class.

Nutrition   Healthy Weight

A person’s healthy weight range differs and depends on factors such as age, sex, genetics, body frame, medical history, lifestyle habits, and weight as a young adult. Physical activity, sleep, and nutrition are also important components for achieving and maintaining a healthy weight. The amount of physical activity necessary to achieve a healthy weight varies per person. Active choices, such as taking the stairs instead of riding the elevator, getting enough sleep, and eating an apple instead of a piece of apple pie can be helpful.

Healthy eating is essential for brain function, mood, and vitality. MyPlate (2022) on page xx (Insert Start Simple with MyPlate https://myplate-prod.azureedge.us/sites/ default/files/2022-01/SSwMP%20Mini-Poster_English_ Final2022_0.pdf ) offers tips for developing a personalized balanced meal plan. Choose foods and beverages with less added sugars, saturated fats, and sodium. Don’t forget to drink water.

Fruits

• Whole fruits tend to be lower in fat, sodium, and calories.

• Fruits contain several essential nutrients such as potassium, fiber, vitamin C, and folate.

• Potassium helps the body a healthy blood pressure.

• Fiber reduces cholesterol levels, supports bowel functioning, and may lower the risk heart disease.

• Vitamin C is important for the growth and repair of body tissues as it helps heal cuts and wounds while also supporting healthy teeth and gums.

• Vitamin C helps the body absorb iron more easily which is essential for red blood production.

Vegetables

• Most vegetables are naturally low in fat and calories.

• Vegetables are also important sources of potassium, fiber, folate, Vitamin A, and Vitamin C.

• Vitamin A supports eye and skin health, along with adding protection against infections.

• Beans, peas, and lentils are also excellent sources of plant protein, iron, and zinc.

• Zinc is needed for DNA synthesis, immune function, metabolism, and growth.

Grains

• Focus on eating whole grains versus refined grains.

• Whole grains contain the entire grain kernel which includes the bran, germ, and endosperm.

• Whole grain examples include whole wheat flour, cracked wheat, oatmeal, and brown rice.

• Refined grains have been milled, a process that removes the bran, germ, fiber, iron, and many B vitamins.

• Refined grains examples include white flour, white bread, white rice, and corn grits.

• Enriched refined grains means that certain B vitamins and iron have been added back.

• B vitamins are essential for a healthy nervous system.

• The B vitamins, thiamin, riboflavin, and niacin play a key role in metabolism by helping the body release energy from protein, fats, and carbohydrates.

• Whole grains are sources of magnesium and selenium.

• Selenium is important for a healthy immune system and protects cells from oxidation.

Dairy

• Dairy products are the main source of calcium which is necessary for bones and teeth.

• Milk and soy milk fortified with Vitamin D help the body maintain proper levels of calcium.

• Dairy products, especially milk, yogurt, and fortified soy milk provide potassium.

• Choose low-fat (1%) or fat-free (skim) dairy. They have the same amount of nutrients as whole milk but less saturated fat and calories.

• Lactose intolerant? Try lactose-free milk or fortified soy.

Proteins

• Proteins function as building blocks for bones, muscles, cartilage, skin, and blood.

• Proteins are also the building blocks for enzymes, hormones, and vitamins.

• Lean meats and seafood are healthy sources of protein.

• Some protein foods such as hotdogs, bacon, sausage, bologna, and duck are high in saturated fats. Try to keep saturated fat intake below ten percent of daily calories.

• Vegetarian protein sources include eggs, beans, peas, lentils, nuts seeds and soy.

• Try to eat a variety of proteins as the nutrients provided by various proteins vary.

Water The Center for Disease Control and Prevention [CDC] (2022) notes:

• Water has no calories, so it can help you maintain a healthy weight and reduce calorie intake when substituted for drink with calories, such as regular soda.

• Water helps to keep regulate body temperature, lubricate, and cushion joints as well as protect the spinal cord.

• Water helps to rid the body of wastes through urination, perspiration, and bowel movements.

• Water keeps the skin healthy.

• The body need more water when in hot climates, more physically active, running a fever, or having diarrhea or vomiting.

• Dehydration can cause unclear thinking, mood changes, constipation, kidney stones, and overheating.

• Tips to drink more water

• Carry a water bottle and refill it throughout the day.

• Freeze some freezer safe water bottles to have cold water all day.

• Drink water during meals.

• Add a wedge of lime, lemon, or other fruit to your water.

Other Drink Options

• Plain coffee or teas, sparkling water, seltzers, and flavored waters are low or no-calorie choices that can be part of healthy eating.

• Regular sodas, fruit drinks, sports drinks, energy drinks, sweetened waters, and sweetened coffee, and teas often contain calories with little nutritional value.

• Try to limit caffeine consumption to less than 400 mg per day.

• The national drinking age is twenty-one. If you choose to drink alcohol, do so in moderation and follow the Loras College policies. Do not drink and drive.

Mindful Eating Survey

Read each statement. Reflect on your responses and consider ways to make healthier choices.

• Do I pay attention to my hunger levels and fullness before, during, and after meals.

• How do I feel after eating various foods. Do I feel energized or sluggish?

• I pay attention to the way food tastes as I eat it.

• Do I find something to eat when feeling stressed or bored?

• Do I stop eating when I feel full, even if there is food left over?

• Do I rush through my meals to get to my next class or meeting?

• Do I pay attention to portion sizes?

• Do I read nutrition labels?

• Do I feel healthy?

• When I am at a gathering or party with food, do I eat even when I am not hungry?

• What should my daily food and water intake be maintain a healthy lifestyle?

• Do I follow the Loras College alcohol policies?

Nutrition Resources

• Read the café and food nutrition labels.

• Consult the campus dining chef and staff.

• Enroll in a Loras College nutrition course.

• Enroll in a healthy eating workshop or speak to a nutritionist at a local grocery store.

• Visit local farmer’s market.

• Look for healthy symbols on restaurant menus

• Track what you eat.

• Consult with the Health Center and/or counseling regarding health and eating concerns.

Physical Support

Tammy Marti

Illness and Injury Prevention

• Wash your hands often with soap and water.

Find a Balance.

• Eating patterns may change from time to time. Healthy eating is vital.

• However, it’s okay to periodically indulge in pizza or a sweet treat.

• Practice mindful eating. Check hunger clues as thirst can mimic hunger.

• Eating a heavy lunch may leave a person feeling sleepy versus energized.

• Focus on the experience of eating. Savor the sight, smell, and taste of food.

• Eat slowly & take time to enjoy the food without distractions.

• Meal prep. Have healthy snacks available.

Illness and Injury Prevention

Physical wellness includes preventing illness and injury, managing chronic health issues, and abstaining from harmful habits such as smoking. It means learning about, identifying, and choosing a preemptive attitude toward disease symptomology. Taking a proactive approach can enhance a person’s capacity to enjoy life and withstand challenges.

Feeling Ill, injured or developing harmful habits?

• Maintain a safety-first perspective.

• Don’t be afraid to ask for help.

• Try to get extra rest and drink fluids.

• Make responsible choices.

• Seek assistance from healthcare providers, counselors, family, friends, and Loras College.

• Keep in contact with your professors and follow the course syllabus recommendations.

• If feeling ill, stay home and limit exposure to others.

• Take prescribed and over-the-counter medications as directed.

• Wash clothes, bedding, and towels when feeling better.

REFERENCES:

• Monitor existing health conditions carefully.

• Keep a list of emergency contacts.

• Cover your mouth and nose with a tissue when coughing or sneezing.

• Avoid touching your eyes, nose, and mouth.

• Keep your room and environment clean—especially frequently touched or used items.

• Practice good hygiene habits including showering and teeth brushing.

• Regular exercise, proper nutrition, water, and adequate sleep are important.

• Do not share phones, glasses, straws, or eating utensils.

• Get regular checkups with a healthcare provider & dentist.

• Consult your healthcare provider about immunization recommendations, including the flu shot.

• Know the signs and symptoms of diseases such as influenza.

• Make smart choices and try to reduce the risk of injury such as wearing a helmet when biking.

• Abstain from harmful habits such as smoking & drug use.

• The national drinking age is twenty-one. If you choose to drink alcohol, do so in moderation and follow the Loras College policies. Do not drink and drive.

Explorations

1. What does physical wellness mean to you? How can you take action to protect and manage your health?

2. How has your activity level changed since you started college? What have you done to stay active?

3. How do you feel about your eating habits and food choices? How can you be more mindful when choosing foods and beverages?

4. How does sleep affect a person’s emotions, behaviors, and achievements? What steps can you take experience consistent, quality sleep?

American College Health Association. (2022). American College Health Association-National.  College Health Assessment III: Reference Group Executive Summary Spring 2022. Silver Spring, MD: American College Health Assessment. https://www.acha.org/documents/ncha/NCHA-III_SPRING_2022_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf. Centers for Disease Control and Prevention (2022, June). Water and Drinking Water. Retrieved  January 19, 2023 from https://www.cdc.gov/healthyweight/healthy_eating/water-and-healthier-drinks.html#:~:text=Getting%20 enough%20water%20every%20day,to%20constipation%20and%20kidney%20stones. College of Saint Benedict and Saint John’s University. (2017). Sleep & Athletic Performance. University of St. Thomas, Minnesota Center for College Sleep. Retrieved January 18, 2023, from https://www.cs.csbsju.edu/documents/Counseling%20and%20Health%20Promotions/Dream%20Team/CFCS_Sleep_ AthleticPerformance.pdf  University of St. Thomas, Minnesota Center for College Sleep. (2017). Sleep & Athletic Performance [Video File]. YouTube. Retrieved January 18, 2023, from https://youtu. be/Fz_1C7HT2FI.  University of St. Thomas, Minnesota, Center for College Sleep. (2016, August 31). Why Sleep Matters. Retrieved January 18, 2023, from https://www.stthomas.edu/collegesleep/ newsandinterviews/whysleepmatters/  U.S. Department of Agriculture. (2022, January). Start Simple with My Plate. https://myplate-prod.azureedge.us/sites/default/files/2022-01/SSwMP%20MiniPoster_English_Final2022_0.pdf U.S. Department of Health and Human Services. (2018). Physical activity guidelines for Americans, 2nd edition. Retrieved January 18, 2023, from https://healthysd. gov/physical-activity-guidelines-for-americans-2nd-edition/  U.S. Department of Health and Human Services. (2018). What’s your move? Retrieved January 18, 2023, from https://health.gov/sites/ default/files/2021-02/PAG_MYW_FactSheet_Adults_508c.pdf

Campus Safety

Aaron Donath

Campus Safety is located in suite 540, on the fifth floor of the Alumni Campus Center, and at the twenty-four-hour Information Desk, located on the fourth floor of the ACC. On campus, the department can be reached by phone at extension 7114 or by dialing 0. Off campus, the department can be reached by phone by calling 563.588.7114 or 563.588.7100. Report crimes or suspicious activity through our advocate reporting website Tinyurl.com/ duhawksreport. You may submit reports anonymously.

Campus Safety Office

540 Alumni Campus Center

563.588.7000

Make a report: tinyurl.com/duhawksreport

It is the mission of campus safety is to assist in every way possible to provide a safe and secure atmosphere that is conducive to the educational process. The participation of the entire campus community is necessary to achieve the safest campus possible. Campus safety is vigilant in patrolling campus and works in partnership with the Dubuque Police Department to monitor and protect the surrounding areas. Below is some advice on how to best protect yourself, your property, and those around you.

Escort Program

Campus safety provides and escort service. Call 7100 from a campus phone or 563.588.7100 from any other phone for a walking escort to anywhere on campus at any time.

Personal Safety Tips

To help stay safe while navigating life on campus, it’s important to familiarize yourself with campus. Ask campus safety for information about areas of concern on and off campus. Always be aware of your surroundings. Pay attention to people, events, and exit routes and travel in well-lit areas. Be prepared: fully charged phone, extra house key, emergency cab fare. Let friends know what your plans are, where you will be, what time you will return. Never carry large sums of money and avoid using ATM machines at night. Always keep your home and vehicle locked and never leave valuables visible inside the car. If confronted with a dangerous situation, yell or cry out loudly. Make as much noise as possible. Call campus safety to report any suspicious behavior you encounter.

Many students choose to use ride sharing programs such as Uber or Lyft while navigating the community. When using ride share programs, please remember to be mindful of your safety. Request your ride, then wait inside. Before you get into the car, double check the license plate, make, model, and driver photo. Have the driver confirm your name by asking, “Who are you here to pick up?”

Sit in the back seat, whenever possible. This helps ensure that you can safely exit on either side of the vehicle. Always wear your seatbelt. Share trip details with others, including drivers name, photo, license plate location, and ETA. Follow your intuition. Trust your instincts and use your best judgement when requesting a ride. When available, use the in-app emergency button whenever necessary. And remember, if you feel unsafe you can end the ride at any time. Be kind and respectful, both to the driver and other passengers.

Having a Vehicle on Campus

All cars that park in campus lots are required to have a parking permit. Register your vehicle for a parking permit with campus safety by visiting: permitsales.net/ LorasCollege

Keep your vehicle safe by keeping valuable items out of view or in the trunk. Make sure you keep your vehicle locked and parked in a well-lit area when possible. Report any suspicious activity in the parking lots or in your neighborhood. If your vehicle is broken into, call the police at 563-589-4415 to make a report. Campus safety can be reached at 563-588-7100 for any incidents close to or on campus.

Stay Connected with City Information

Sign up for NotifyMe service on the City of Dubuque website, found at cityofdubuque.org/notifyme. You will receive alerts and updates from the police department and other important city notifications.

Explorations

1. How can I report a crime or concern on campus?

2. Looking online, what other strategies for personal safety can you find that might be helpful to you?

Mental Health Support

Tricia Borelli

What is Mental Health?

When we think of our health and wellness, our physical health tends to come first to mind. However, we all must take care of ourselves in different ways that doesn’t exclusively include “not getting sick”. When talking about mental health, we talk about our emotional, psychological, and social wellbeing. Mental health affects how we think, feel, and behave in our day to day lives. Mental health determines how we handle stress, empathize with others, and how we make decisions. Mental health does not discriminate in any way, all of us can be affected by poor mental health in our lives.

According to MentalHealth.Gov (2022), “many factors contribute to mental health problems including: biological factors (such as genes or brain chemistry), life experiences (such as trauma or abuse), or family history of mental health problems”. College is a huge life experience, life changing for some people. It’s a brand new place, with new people, new responsibilities, and more work academically. As fun as it can be, it’s still a lot of stress to put on a young adult.

Common Signs of Mental Health Challenges

Symptoms of mental health challenges can vary widely among people based on both the individual and the nature of the disorder or illness. According to Mayo Clinic, examples of signs include the following:

• Feeling sad or down

• Confused thinking or reduced ability to concentrate

• Excessive fears, worries, or extreme feelings of guilt

• Extreme mood changes of highs and lows

• Withdrawal from friends and activities

• Significant tiredness, low energy, or problems sleeping

• Detachment from reality (delusions), paranoia or hallucinations

• Inability to cope with daily problems or stress

• Trouble understanding and relating to situations and to people

• Problems with alcohol or drug use

• Major changes in eating habits

• Sex drive changes

• Excessive anger, hostility, or violence

• Suicidal thinking

• Physical problems such as headaches, stomach pain, and back pain

(Mental Illness - Symptoms and Causes, 2022.)

As of 2022, the five most common issues seen in the counseling center are anxiety, depression, general stress, adjustment issues, and relationship issues. Anxiety and depression are common illnesses that are treatable. Early intervention and treatment can relieve symptoms, prevent crises, and help you thrive at Loras College and in your future.

How can I help myself if I am struggling with my Mental Health?

So, what helps you keep a positive perspective and frame of mind while in a stressful environment? There are more options than you may think:

Develop Positive Self-Talk: Try to minimize “I can’t” and “I’m not good enough” and be gentler with yourself. You’re adjusting to a lot of changes!

Express Gratitude: Practicing gratitude actively can shift the focus from the problems to the blessings around you.

Keep a Journal: As cliché as it sounds, having a safe and private place to vent and organize your thoughts is a very useful and powerful tool in a new and confusing environment.

Celebrate Your Accomplishments: Small wins are wins! If we give as much weight and attention to the small wins as we do to the small mistakes, you may find yourself feeling more motivated and prouder.

Enjoy the Little Things: You will have lots of new responsibilities, but it’s important to treat yourself to some quiet, me-time. Continue your hobbies, talk to your friends, give yourself a nice cup of coffee occasionally, and practice your faith; you are more than just a student and it’s okay to remember that. It’s about balance!

Keep a Good Sleep Schedule: Another cliché is making sure you are getting enough sleep! This doesn’t mean in bed by ten—some of you don’t have a schedule that can accommodate that kind of sleep routine anymore. However, to function and thrive you should try to get seven to nine hours of sleep. Any less, you’re not going to function at your full capacity. Any more, you’re not really getting any benefits from the extra sleep. It’s easy to look at college and excuse three hours of sleep as something normal, but to truly thrive you need to sleep well and consistently.

These suggestions are not the only things you can do to keep a positive mindset, but they can be a starting ground as you explore and experiment. Some of these might work better for you than others and what works for your roommate may not work for you. It’s important to keep trying to find calm and balance in college in healthy and sustainable ways.

What are My Resources on Campus?

We have a wonderful counseling center on campus in the Alumni Campus Center. There are two full-time counselors. There also tends to be a part-time masters counseling student intern available during the week. We work to accommodate students with busy schedules. The best way to reach out would be through email as catching them with their doors open can be a bit tricky.

On the Loras College’s website, you can find the information and email addresses of both counselors as well as information on mental health and resources to use on your own. The Loras College Counseling Center is confidential and free to full-time students.

If for any reason you feel uncomfortable with coming to the counseling center or feel you need outside help, there are more resources available in the Dubuque area. If your insurance does not cover mental health treatment, some bill on a sliding scale. As of 2022, other mental health resources include:

Catholic Charities (563) 588-0558

A Mindful Journey (563) 207-1925

Covenant Family Solutions (888) 336-9661

Crossroads Counseling Center (563) 556-0699

Harbour Wellness and Counseling (563) 580-0797

Hillcrest Mental Health

• Asbury Office (563) 583-7357

• Mercy Dr. Office (563) 582-0145

Medical Associates Clinic (563) 584-3500

Unity Point Clinic (563) 557-2977

Suicide

Suicide is a serious health problem that affects all age groups and all demographics. According to the CDC (2022), suicide rates have increased thirty percent between 20002018 and has declined slightly in 2019 and 2020. Suicide continues to be a leading cause of death in the United States with approximately 46,000 deaths in 2020—this is about one death every eleven minutes. Environmental stressors in combination with a predisposition to mental health challenges may increase the risk for suicide.

Each person is different in how they present distress, but there are signs of suicidal ideation to look out for. According to the National Institute of Mental Health (2022) signs include:

• Talking about wanting to die, great guilt or shame, being a burden to others

• Feeling empty, hopeless, trapped, or having no reason to live; extremely sad, more anxious, agitated, or full of rage; unbearable emotion or physical pain

• Changing behavior like planning or researching ways to die; withdrawing from friends, saying goodbye, giving away important items, or making a will; taking dangerous risks such as driving extremely fast; displaying extreme mood swings; drastic changes in eating or sleeping; using drugs or alcohol more often

If you notice these warning signs apply to you or someone you know, there are supports on campus you can contact immediately. We urge you to do this, especially if the behavior is new or has increased recently.

As a bystander, it is easy to be overwhelmed when you notice signs in someone you know. However, you can help in the following ways:

Take warning signs seriously.

If you are concerned about someone, talk to the person directly and non-judgmentally. Ask the person, “Are you thinking about suicide?” It might seem too direct, but a direct question is the best approach when dealing with something as serious and urgent as suicide.

Listen and be available.

Offer support and hope but don’t diminish their pain. What they are experiencing is overwhelming and real. Ask for help from your RA, area coordinator, Loras College Counseling Center, suicide hotline (988), or calling 911. If they are open, walking them over to a resource personally.

Follow up with the person after getting help and show support. Take care of yourself as well—this is a very real and scary situation to be in. You may need help processing and the counseling center is here for you!

Suicide has far-reaching impacts that include emotional, physical, and economic (Center for Disease Control and Prevention, 2022). People who attempt suicide and survive may have long-term health impacts and may experience depression or other mental health challenges. Suicide and suicide attempts affect the health and well-being of friends, loved ones, co-workers, and the community at large. Surviving family and friends may experience “shock, anger, guilt, symptoms of depression or anxiety, and may experience thoughts of suicide themselves” (Center for Disease Control and Prevention, 2022).

Mental Health Support

Tricia Borelli

Suicide is preventable and suicide ideation is treatable. Please feel welcome to reach out to the Loras College Counseling Center if you are experiencing such thoughts. People with suicidal thoughts can also dial (988) on their phones twenty-four hours per day, seven days per week to reach the Suicide and Crisis Lifeline or contact the abovementioned Dubuque based counseling centers. Please remember that seeking help is a dynamic, reversible decision. Suicide is irreversible.

Concerned for a Friend?

If you are concerned about the wellbeing of a friend, you may reach out to the counseling center on campus for guidance on how to communicate with your friend. If your friend is not open to the idea of counseling, you need to respect their autonomy. If you are concerned that they may harm themselves, you may request a wellness check from housing or campus security or the Dubuque Police Department at 563.589.4410.

Explorations

1. How do you manage stress? Are your stress management strategies healthy or unhealthy? Why?

2. Who is your circle of support? What friends, faculty, and staff could you reach out to if you needed additional help or support on campus?

REFERENCES:

Center for Disease Control and Prevention. (2022). Facts about Suicide. Retrieved from Center for Disease Control and Prevention: https://www.cdc. gov/suicide/facts/index.html

MacPhee, J., & Ponte, K. (2019, September 23). Suicide Prevention for College Students. Retrieved from NAMI: https://nami.org/Blogs/NAMI-Blog/ September-2019/Suicide-Prevention-for-College-Students  Mayo Clinic. (2022). Mental Illness. Retrieved from Mayo Clinic: https://www.mayoclinic.org/diseases-conditions/mental-illness/symptoms-causes/syc20374968

MentalHealth.gov. (2022). What is Mental Health? . Retrieved from MentalHealth.gov: https://www.mentalhealth.gov/basics/what-is-mental-health  National Institute of Mental Health. (2022). Warning Signs of Suicide. Retrieved from National Institute of Mental Health: https://www.nimh.nih.gov/ health/publications/warning-signs-of-suicide

Mental illness—Symptoms and causes. (2022). Mayo Clinic. Retrieved January 28, 2023, from https://www.mayoclinic.org/diseases-conditions/mentalillness/symptoms-causes/syc-20374968

Loras College Code of Conduct

Loras College Student Handbook

Rights and Responsibilities of Students

Loras College students have the right to live and learn in an environment that ensures their intellectual, personal and spiritual development. These rights are essential and will be protected against suppression. Reasoned dissent plays a vital role in the College, but freedoms cannot be protected or exercised in a college that lacks order and stability. Therefore, the purpose of the Student Handbook, and the Rights and Responsibilities of students incorporated within it, is to inform the student body that with rights associated with membership in the Loras Community come certain responsibilities. The recognition of both rights and responsibilities is part of the Catholic heritage of the College. As stated in the Pope John Paul XXIII’s encyclical Peace on Earth, “Those, therefore, who claim their own rights, yet altogether forget or neglect to carry out their respective duties, are people who build with one hand and destroy with the other.” It is this document of Rights and Responsibilities, along with the policies articulated in this Handbook that shape the expectations for the normal activities of the College. It is the intent of the College to ensure that students neither lose their rights nor escape their responsibilities as citizens. The Student Handbook codifies and clarifies specifically the rights and responsibilities for student members of this academic community.

General Expectations of Students

By enrolling at Loras College, the student accepts the responsibility for compliance with all local, state and federal laws and College policies. A student alleged to have engaged in any misconduct, be it academic or non-academic, shall have the right to a review of their conduct in accordance with procedures established by Loras College. The College expects students to show respect for the rights of others and for authority, to represent themselves truthfully and accurately at all times, to respect private and public property, to fulfill contractual obligations, including those which are financially made with the College, and to take responsibility for their own actions and the actions of their guests. Students will be accountable for their choices both on and off campus.

College Disciplinary Authority

Loras College has full authority to promulgate policies and procedures governing the conduct of its students. Further, the College holds its students to a dual responsibility to both civil authorities for violations of municipal ordinances, the laws of Iowa and the United States and the code of conduct as stipulated in the Student Handbook.

As such, disciplinary action taken by Loras College may precede and be in addition to any penalty that may be imposed by civil/criminal authorities. Disciplinary action at the College will not be subject to challenge on the grounds that criminal charges involving the same incident have been dismissed or reduced.

Philosophy of Student Discipline

The foremost intent of College discipline is one of education. The College’s philosophy regarding student discipline is focused on encouraging the growth and development of students’ potential through the responsible practices of good, sound principles and relationships. This infers a need for the understanding of self-discipline and respect for the rights and privileges of others who are involved in the educational process and a commitment to protect the best interest of the campus community.

The College’s primary effort is directed toward corrective and preventative discipline, not simply punitive discipline. Emphasis is placed upon fair process and objectivity in order to ensure a fair hearing and giving the College’s standings as an institution of higher education. Analogies with civil or criminal legal systems often do not apply. At the same time, the College is concerned about the interests of persons bringing forth allegations of inappropriate conduct. At no time are arbitrary or capricious actions sanctioned in Loras College’s disciplinary structure. However, the College reserves the right to take necessary and appropriate action to protect the immediate safety and well -being of the campus community.

Disciplinary policies at Loras College are set forth in writing in order to give students general notice of prohibited conduct. They are not designed to define prohibited conduct in exhaustive terms.

Definition of Student

“Student” means any person enrolled in courses offered by Loras College, including students taking correspondence courses, or taking course work through electronic means, (i.e. online learning techniques such as televised classes). Furthermore, individuals who are not currently attending Loras College remain subject to both academic and non-academic disciplinary action upon re-enrollment for conduct that occurred during any period of attendance.

Categories of Misconduct

Students will be held accountable for, and face possible disciplinary action, should their behavior fall into one of the following categories:

Academic Dishonesty and Misconduct

Behavior in which a deliberately fraudulent misrepresentation is employed in an attempt to gain undeserved intellectual credit, either for oneself or for another person. Students are required to actively protect their work against misuse by others (lending tests, projects, term papers). For more information about academic honesty and misconduct, please see the academic integrity policy in the Undergraduate Bulletin at https:// catalog.loras.edu/index.php?catoid=4 or Graduate Bulletin at https://catalog.loras.edu/index.php?catoid=5.

Non-Academic Misconduct

Misconduct that is not of an academic nature usually involving violations of law, College policies, or accepted societal and professional norms.

REFERENCES:

https://www.loras.edu/campus-life/student-handbook/

College Policies and Procedures

Loras College Student Handbook

Administration of Non-Academic Discipline Delegation of Authority for Non-Academic Discipline

Major governing groups and the administrative units to whom they are responsible, (i.e., Student Life, Residence Life, and Area Coordinators) are authorized by the Dean of Students to develop rules, regulations and judicial procedures to protect the rights of their student mentors/ residents. Conduct boards or courts may enforce College and/or hall regulations involving members of their groups provided that student fair process procedures are articulated or rendered. The actions of student organization disciplinary boards do not, however, take the place of the College’s formal disciplinary process should there be an alleged violation of College policy.

Reducing and/or Rescinding Sanctions

Reviewing authority is retained by the Dean of Students, at his/her discretion, to convert any sanction imposed to a lesser or more severe sanction or to return a recommended sanction to the conduct officer or hearing body.

Reporting Disciplinary Action

It is the policy of Loras College to require all members of the College community, including hearing officers, student governing boards and faculty and administrators, to report any disciplinary action taken against individual students, whether academic or non- academic in nature, to the Office of the Dean of Students. This disciplinary report will become a part of the student’s disciplinary record and be administered under policies governing the Dean of Students.

Discipline Procedures

All students enrolled at Loras College are responsible for rules and regulations set forth for cultivating a healthy community standard. The responsibility of administering the discipline system is delegated from the Loras College Board of Regents to the Dean of Students by the President. In turn, the Dean of Students may further delegate disciplinary/judicial authority to Student Life, Residence Life, Campus Safety, and other areas as needed. Each of these groups may be authorized to manage violations of the code of student conduct. All cases should be resolved at the lowest possible level.

Confidentiality of Disciplinary Records

All findings, files and proceedings of the College judicial system are confidential and protected by College safeguards against improper disclosures of confidential student records. Information from disciplinary records is not made available to unauthorized persons on or off campus, without the expressed written consent of the student involved, except under legal compulsion or if the safety of the student or other persons may be in question. To the maximum extent possible, victim’s identities and personally- identifiable information will be excluded.

Records regarding disciplinary actions imposed against individual students are generally maintained by the Office of the Dean of Students for seven (7) years after which they are destroyed. Exceptions to the general policy are the sanctions of suspension, expulsion and cases involving any type of sex discrimination for which the records are permanently maintained.

Statement of Limitations

No student shall be subject to disciplinary procedures due to alleged violation(s) of College policies unless procedures are initiated within one year from the time the alleged misconduct occurred or was made known to the Dean of Students Office, whichever occurs later. This limitation will apply only when the student is enrolled at Loras College.

Hearing Officers

Area Coordinators may serve as the initial hearing officers authorized to deal with incidents contrary to College or residence hall policy. Area Coordinators may dispense sanctions, impose disciplinary measures and recommend suspension/expulsion from the College.

The Assistant Dean of Students and her/his designee may initially hear cases pertaining to violations of policy in Residence Life. Review of Area Coordinator sanctions will be heard by a representative from Student Life or Residence Life. Typically, policy infractions and incidents contrary to College policy are managed initially within the context in which they occur. Incidents that occur off campus may initially be heard by the Student Life Office.

College Policies and Procedures

Loras College Student Handbook

College Hearing Board

In the event of an incident involving possible sanction of suspension or expulsion, the incident will be considered by the College Hearing Board. This board is chaired by the Assistant Vice President of Student Development or his/her designee and includes appointed representatives from the Loras College community: two students, two faculty members and two staff members. These appointed individuals, approved by the Dean of Students, are the voting members of the Hearing Board. The chairperson may vote in the event of a tie. A secretary will be appointed to take minutes of the proceedings; however, recording devices are not permitted during the hearing or any preparation meeting. In some instances, at the discretion of the Dean of Students or his/her designee, a formal administrative hearing may be held due to the nature of the complaint or infraction of College policy. In instances of Title IX hearings, as indicated in Questions and Answers on Title IX Regulations on Sexual Harassment July 2021, rules of decorum may be established for hearing boards, and will be shared with participants at the time of the hearing. Due to the extensive documentation required to prepare a case for the college hearing board, respondents who are referred to the college hearing board will be charged a $50.00 administrative fee. This fee will be refunded in the event the respondent is found not responsible for any allegations.

Review of College Hearing Board Decisions

Review of a decision of the College Hearing Board may be petitioned by a respondent who has been suspended or expelled. Under Title IX law, in the instance of any type of sexual misconduct, a petition for review may also be filed by a complainant. The written petition for review must be written and prepared by the student and filed in the Dean of Students’ Office within three business days of notification of suspension or expulsion, and must also include reasons for the request and the factual information to substantiate those reasons. The request for review must be based on one of the following:

• The student believes the College Hearing Board decision was flawed procedurally.

• Loras College Student Handbook policy was not applied correctly.

• New information not available at the time of the College Hearing Board meeting is now available, which could alter the outcome of the case.

The request for review will be considered by a Review Board, appointed by the Dean of Students and consist of one faculty member, one staff member and one student. If the Review Board determines there is valid basis for review, a review hearing will be scheduled. Following the review hearing, the Dean of Students or his/her designee shall recommend a course of action to be taken. The recommendation may include:

• Affirm the decision of the College Hearing Board.

• Remand the case to the College Hearing Board with instructions for a rehearing.

• Modify the sanction(s) imposed by the College Hearing Board.

• Reject the decision of the College Hearing Board and dismiss the complaint.

• The decision of the Dean of Students or his/her designee is final.

Evidentiary Standards for Non-Academic Misconduct

The standard of evidence used by the College is preponderance of evidence, or a determination that it is “more likely than not” a violation has occurred. Hearsay evidence and personal testimony may be considered.

Requests for Accommodations

In all cases of alleged non-academic misconduct, requests for accommodations should be made to the Associate Dean of Students or his/her designee.

Reporting

All students, faculty members, staff members, and administrators should report any alleged violation of College policy. The report may be filed at either https:// lorasadvocate.symplicity.com/public_report, in person at the Information Desk (4th Floor Alumni Campus Center), or to Campus Safety at 563.588.7100.

Additional Information Regarding Acts of Non-Academic Misconduct Searches/Privacy for Students

The right of privacy for students is a value to be protected. For that reason, except under extreme or emergency circumstances, premises occupied by students and the personal possessions of students should not be searched unless appropriate authorization has been obtained for reasonable and sufficient causes and the reasons for the search and the materials sought are specified.

Therefore, the College adopts the following policy on the privacy of a student’s room/apartment/house or person: In those instances where reasonable and sufficient causes indicate that a student is in possession of contraband material (including but not limited to firearms, stolen property, firecrackers, drugs or drug paraphernalia) the Area Coordinator and a representative from the Campus Safety Office will be authorized by the Dean of Students or his/her designee to search the student’s room and/ or personal belongings. If the search occurs in college housing, a Resident Advisor may be present during the search. For the search of a student’s room or personal belongings, Room Search Authorization may be requested. Reasons for the search and the objects sought must be specified in the application for the search permit. After normal business hours, the Dean of Students may grant permission to search via telephone.

Disciplinary Sanctions

Although not intended to be all-inclusive, the following are possible sanctions that may be imposed, either singularly or in combination, upon a student for infractions of College policies. Please note that students who fail to follow through on an assigned disciplinary sanction may be referred to the college hearing board.

Restriction: A restriction upon a student’s privileges for a period of time may be imposed. This restriction may include, but is not limited to, denial of the right to represent the College in any way, the denial of the use of the facilities or denial of the opportunity to participate in co-curricular activities.

Restitution: A student who has committed an offense against property or another person may be required to reimburse the College or other owner or injured party for damages, misappropriations of property or injuries received. Any such payment in restitution shall be limited to actual cost of repair or replacement and/or financial restitution for physical injury, such as medical bills. Failure to pay will result in a disciplinary withholding of a student’s records and/or a “hold” being placed upon the student’s further enrollment.

Reprimand with Restrictions: A reprimand may include restrictive conditions, the terms of which shall be furnished, in writing, to the student.

Reprimand: When a student is reprimanded, oral and written notification shall be made to the student warning that continuation or repetition of the specified conduct may be the cause for further disciplinary action. A reprimand becomes part of a student’s disciplinary record in the Office of the Dean of Students but is not a part of the student’s academic record.

When a room or belongings are searched, the student will be notified with information regarding the search. Students will be advised of the search at the time of search and may remain in the room if present. The search will be conducted by a member of the Residence Life Staff together with a member of the Campus Safety Staff. The College reserves the right to enter student rooms/ apartments/houses for purposes of maintenance and housekeeping, safety and security at any time. College personnel reserve the right to act on the “Plain View Theory” (e.g., discovery of contraband, weapons and consequent disciplinary action for illegal items in plain view). Contraband and stolen property found in the room may be confiscated for the duration of the investigation/ case. Illegal items, including drug paraphernalia, will not be returned.

Educational Sanction: The conduct officer may confer with the student and prescribe a project or class beneficial to the individual, campus or community. This project or class may be given alone, in conjunction with other sanctions or in substitution for other sanctions if the project is successfully completed.

Fine: A student may receive a monetary fine as a consequence of a policy violation.

Cancellation of Enrollment: In instances where the Assistant Dean of Students has placed a hold on a student’s enrollment for failure to comply with sanctions resulting from a prior informal or formal hearing, such hold may be cleared with the condition that the student’s enrollment will be canceled for failure to meet the conditions of the clearance.

Enrollment Hold: Should a student not respond to a request to meet with a conduct officer or the Assistant Dean of Students, such officer may either place a hold on the student’s opportunity to enroll in subsequent semesters or may declare a default by the student and impose disciplinary sanctions. The student must be notified in person or through the mail at least five (5) College working days prior to sanctions being imposed.

Graduation Hold: Should a student not respond to a request to meet with a hearing officer or the Assistant Dean of Students or if a student does not comply with already imposed disciplinary sanctions, then the Dean of Students may place a hold on his or her participation in graduation exercises and his/her diploma.

College Policies and Procedures

Loras College Student Handbook

Disciplinary Probation: A student on probation is deemed not in good standing with the College, and his/her enrollment as a student on probation may be conditioned upon adherence to the rules and regulations. Any student placed on probation will be notified of the terms and length of the probation (which often includes meetings with a probation mentor and written reflection). The probation will occur during times the student is scheduled to be on campus. Any conduct in violation of the probation may result in a College Hearing Board hearing, which can lead to the imposition of additional restrictions, suspension or expulsion.

Disciplinary Suspension: If a student is suspended, the suspension is effective immediately, he/she is deprived of student status and must carry out total separation (student shall not visit attend events, or otherwise enter college property) from the College for a specified period of time. Students who choose to violate their suspension and return to campus without express permission from the Dean of Students will be escorted from college property and may face arrest/legal action. A student placed on suspension will be withdrawn from classes. Conditions of readmission shall be stated in the letter of suspension. Such order of suspension shall remain a part of the student’s disciplinary record in the Dean of Students’ Office. If a student is suspended, the date of the suspension is the board or administrator decision date. This date is non-negotiable, and all college processes will be based on this date. No additional refunds will be given to the student, and the student will receive grades of W for current courses.

Involuntary Withdrawal from the College: Provisions for administrative withdrawal related to a psychological or physical health problem are addressed separately under the Counseling Center and Health Center sections of this handbook.

Loras College is committed to protecting student safety and preserving the integrity of our learning environment. There may be times when separating a student and the college becomes necessary to preserve student safety and/ or the learning environment. When a student engages in behaviors that violate the College’s code of conduct, the behavior is addressed as a discipline matter through the student conduct system. There may be times when a student’s observed conduct, actions, and/or statements indicate a threat to the health or safety of the student or someone else, and/or cause a disruption to the campus community. In these instances, the college may choose to use an involuntary withdrawal process to address the safety issue and/or disruption to the community.

The involuntary withdrawal process is to be used in cases where a student situation exceeds the College’s services or resources. In these instances, typically students will be afforded the opportunity to voluntarily withdraw from the institution. If the student chooses not to voluntarily withdraw, the College may involuntarily withdraw a student in situations where:

• The student is unwilling or unable to carry out self-care obligations

• The student has physical or mental health needs requiring a level of care that exceeds what the College can provide

• The student represents a risk of seriously affecting the health or well-being of any other student/campus community member

• The safety of others is threatened by the student

• The student consumes an inordinate amount of staff/ faculty time and/or resources

• The student creates conditions disruptive to the campus community

The college designates the Threat Assessment Team, coordinated by the Dean of Students Office, to make determinations regarding involuntary withdrawal. The decision, which is not intended to be disciplinary, is made on a case-by-case basis using all available incident reports, conversations with faculty, staff and students, the Dean’s Offices, the expert opinion of appropriate professionals, and anyone else considered to have relevant information.

The Threat Assessment Team will review the student’s medical information; nature, duration, and severity of any threats to self or others; the probability the student may follow through on the threat; whether or not there are alternatives to sufficiently mitigate and threat/involuntary leave; whether or not the student can carry out self-care obligations; and/or the amount of College faculty/staff time or resources required and whether or not the student’s situation can be resolved by the College in a reasonable amount of time or effort.

Within a reasonable amount of time, the Threat Assessment Team will decide regarding the withdrawal, and the Dean of Student’s Office will present that decision to the student in writing. If there is a determination of involuntarily withdrawal that is based on medical factors, the withdrawal will be labeled a medical withdrawal. A determination of involuntary withdrawal based on any other factors would be recorded as an involuntary withdrawal. If a student receives notification of medical or involuntary withdrawal, it will contain information indicating whether re-enrollment at the College is possible, and if possible, any conditions that would need to be met by the student prior to re-enrollment. A hold will be placed on the student’s account by the Registrar indicating this information. The date of withdrawal should reflect the student’s last date of class attendance.

A student wishing to re-enroll in the institution should notify the Dean of Student’s Office of the intent to reenroll and complete an application for reinstatement form available at the Dean of Students Office, 540 Alumni Campus Center. The Threat Assessment Team will review applications for reinstatement related to involuntary withdrawal and will determine on a case-by-case basis the request for re-enrollment. Approval for re-enrollment may only be granted if the Threat Assessment Team determines that, in its judgement, the issues that caused the involuntary withdrawal are no longer present or have been safely mitigated or managed.

Reasonable deviations from this procedure will not invalidate a decision unless significant prejudice to a student occurs. Please note that the involuntary withdrawal process does not release the student of any legal, disciplinary, housing, meal plan, or other student responsibilities or financial obligations to the College. No additional refunds will be given to the student, and the student will receive grades of W for current courses.

Disciplinary Expulsion: Expulsion normally entails a permanent separation from the College (student shall not visit, attend events or otherwise enter college property at all in the future). Students who choose to violate their suspension and return to campus without express permission from the Dean of Students will be escorted from college property and may face arrest/legal action. The imposition of this sanction shall become a part of the student’s permanent disciplinary record. If a student is expelled, the date of the expulsion is the board or administrator decision date. This date is non-negotiable, and all college processes will be based on this date. No additional refunds will be given to the student, and the student will receive grades of W for current courses.

For information about specific campus policies and procedures, please review the Loras College Student Handbook at https://www.loras.edu/campus-life/studenthandbook

REFERENCES:

https://www.loras.edu/campus-life/student-handbook/

Expectations Around Alcohol and Drug Use

Loras College Student Handbook

College Alcohol Policy

It is the policy of Loras College to prohibit the unlawful use, sale, distribution, transfer or possession of alcoholic beverages. Loras College prohibits the lawful consumption of alcohol when it might impair an individual’s academic or work performance, or pose a hazard to the individual, public, students or employees of the College on its property or at any of its activities. A conflict of interest may exist when alcohol is present among faculty, staff and students.

As a Community, Loras College strives to advocate healthy and safe choices, embrace responsibility, cultivate respect, and challenge all to be people integrity. Loras College is committed to providing a quality education and work environment where every student and employee has the right to work, learn and live in an environment free from the negative effects of alcohol and other drug use. The College recognizes that the decision to use alcohol is a personal choice; however, this choice must be made in accordance with federal, state and local laws regarding the use of alcohol.

The legal age for consumption of alcohol in the state of Iowa is 21. As a result, Loras College will partner with local law enforcement to uphold and enforce all laws, ordinances and College policies regarding alcohol use. In compliance with the Drug-Free Work Place Act of 1988 and the Drug-Free Schools and Communities Act Amendments of 1989, Loras College prohibits the unlawful possession, distribution or dispensing of drugs and alcohol by students and employees on College property or as any part of College activities. All Loras College Community Members are responsible for abiding by the College Alcohol Policy found in the faculty, staff and student handbooks.

Loras College prohibits the possession or use of intoxicants in public areas and at student-sponsored activities except as expressly recommended by the Dean of Students or his/her designee for his/her consideration and approval, with final approval coming from the College President. Public areas include but are not limited to such areas as the Fieldhouse, stadium, campus grounds, playing fields, parking lots and in all public meeting rooms; entrance, corridor, lounge or rest room of the residence hall public area; in academic areas or the Miller Academic Resource Center or in off-campus venues where the College is hosting an event. College funds/student organization funds may not be used to purchase alcohol at any on or off campus event.

In order to provide a healthy living and learning environment, members of the Loras College community are expected to comply with the following policy regarding alcohol use:

• There is NO ALCOHOL permitted (regardless of student age) in the traditional residence halls: Beckman, Binz, and Rohlman. Students of legal age residing in Byrne Oaks, Lynch-McCarthy Apartment Complex, the Visitation, Smyth Hall and campus houses will follow College standards (including state laws) relating to alcohol use. Underage students residing in alternative housing are expected to comply with College and federal regulations regarding alcohol use.

• Students, (regardless of age), may not possess and/or display empty alcohol containers (cans, bottles, displays, highlighter displays, cases, bongs, keg caps, etc.). Containers will be considered evidence of use and/or consumption and may be confiscated and not returned. Bars or any bar-type structures are not permitted in any housing.

• Students may not purchase, provide or make alcohol available to underage students and/or their guests. Underage students and their guests may not be present in space where alcohol is present.

• Public intoxication is not considered a responsible contribution to the community and therefore is inconsistent with the mission of the College. Public intoxication is considered a violation of College policy and is defined as a person who, having consumed alcoholic beverages, experiences a loss of the normal use of his or her mental and/or physical faculties. This includes but is not limited to slurred speech, loss of motor coordination, aggression, loss of memory or abusive behavior.

Kegged (tapped) beer, other common containers of alcohol (e.g. punch), and other large quantities of alcohol are prohibited in all campus housing. The alcoholic beverages and their containers will be confiscated and will not be returned to the violators, and judicial action may be taken. At any time such items are present in alternative housing, the Rental Agreement may be cancelled immediately. If such items are found in traditional housing, the housing contract may be cancelled immediately. Any games, activities or equipment that promotes the excessive use of alcohol (e.g. beer pong or beer pong tables, drinking games and other items similar in nature), are not permitted on College property. Any such items may be confiscated and not returned if found on college property.

Per the Student Handbook, the College reserves the right to adjudicate off-campus behavior. Loras students represent the College at all times whether on campus or off, and therefore may be held accountable for off-campus behaviors that do not meet the behavioral expectations set forth in the Student Handbook.

A person is also considered to be in violation of the College’s standards on alcohol use if his or her personal alcohol consumption infringes upon the rights of other persons or property, or when alcohol use causes a student or employee to represent the College in a manner that is inconsistent with the mission of the institution.

Student Sanctions Related to Violation of the Alcohol Policy

Loras College recognizes that with rights come responsibilities. With this in mind, the following sanctioning information outlines how students who violate the alcohol policy will be held accountable. The examples given are not to be interpreted as all-inclusive.

Description of Violations (apply to all students regardless of age or location of incident)

Minor Violations: Underage possession or consumption of alcohol, drinking in public/non-approved locations (any age), being present at a location where alcohol is being consumed and where it is a violation to possess alcohol (i.e., traditional halls).

Serious Violations: Student exhibits any of the following behaviors: Staggering disorderly conduct, vandalism, verbally disruptive, fighting, intoxication, vomiting but coherent and conscious, consumption of large quantities of alcohol (defined by the Loras College philosophy on low-risk drinking that follows) regardless of physical appearance (including participation in drinking games or possession of structures that promote high-risk drinking such as bars, beer bong tables, Drinko boards, beer battleship games or other similar items), a second minor violation or a second off-campus arrest.

Severe Violations: Student exhibits any of the following behaviors: Vomiting and/or incoherent; unconsciousness; needed or received medical attention (including treatment by EMTs and/or a visit to the hospital); lost control of bodily functions; memory loss; a pattern of alcohol abuse; possession of kegs, bulk, common source or other large containers; repeated minor or serious alcohol violations or a third off-campus arrest.

Standard Minimum Responses: FIRST OFFENSE

These are recommended minimum sanctions. More severe sanctions may apply to individuals who have a prior judicial file, and/or where there are additional policy violations of other behavior standards.

Minor Violations: $100 fine

• Written reprimand

• Group alcohol education course

Serious Violations: $150 fine

• Disciplinary probation (up to eight [8] weeks)

• Notifying parents/legal guardian via letter if student is under the age of 21

• Written educational reflection

Severe Violations: $200 fine

• Disciplinary probation (up to sixteen [16] weeks)

• Deferred cancellation of housing

• Referral for off-campus assessment and a three-night education course

• Notifying parents/legal guardian via letter if student is under the age of 21

Standard

Minimum

Responses: SECOND OFFENSE

Minor Violations: $150 fine

• Disciplinary probation (up to eight [8] weeks)

• Notifying parents/legal guardian via letter if student is under the age of 21

• Group alcohol education course

Serious Violations: $200 fine

• Disciplinary probation (up to sixteen [16] weeks)

• Deferred cancellation of housing

• Referral for off-campus assessment and three-night education course

• Notifying parents/legal guardian via letter if student is under the age of 21

Severe Violations:

• Recommend suspension or expulsion to the College Hearing Board or

• Notifying parents/legal guardian via letter if student is under the age of 21and referral to off campus assessment agency and complete required treatment

Expectations Around Alcohol and Drug Use

Standard Minimum Responses: THIRD OFFENSE

Minor Violations: $200 fine

• Disciplinary probation (up to sixteen [16] weeks)

• Deferred cancellation of housing

• Referral for off-campus assessment and three-night education course

• Notifying parents/legal guardian via letter if student is under the age of 21

Serious Violations:

• Recommend suspension or expulsion to the College Hearing Board or

• Parent/guardian letter if student is under the age of 21 and referral to off-campus assessment agency and complete required treatment

Severe Violations:

• Recommend suspension or expulsion to the College Hearing Board or

• Notifying parents/legal guardian via letter if student is under the age of 21 and referral to off campus assessment agency and complete required treatment

Loras College Student Handbook

Sanctions External to the College

Possession of alcoholic/intoxicating beverages by someone under 21 years is a misdemeanor punishable by imprisonment in the county jail for not more than thirty (30) days, a fine, or both. There are also state laws concerning driving under the influence of alcohol, charging money for alcohol without a liquor license, and/or using a false driver’s license to obtain beer or other alcohol beverages. Depending upon the number of previous convictions or gravity of the circumstances, you may be charged with a felony or misdemeanor for such an offense. It is most likely that you will also forfeit your driving privileges in the event you are convicted of such an offense. State of Iowa legislation reads, in part: “No person shall sell, give or otherwise supply alcoholic liquor or beer to any person knowing or having reasonable cause to believe said individual to be under legal age, and no person or persons under legal age shall individually or jointly have alcoholic liquor or beer in his/her or their possession or control; except to the extent that a person under legal age may handle alcoholic beverages and beer during the regular course of his/her employment by a liquor control licensee or beer permitted under this chapter.” (Code of Iowa, Section 123.47) “No person shall sell, dispense or give to any intoxicated person, or one simulating intoxication, any alcoholic liquor or beer.” (Code of Iowa, Section 123.49) “Any person who violates any of the provisions of section 123.49 shall be “Guilty of a simple misdemeanor.” (Code of Iowa, Section 123.50)

There are also Dubuque ordinances like those described above. If drugs are involved, the city will most likely defer to the state or federal authorities because their penalties are more severe. If alcohol is involved, an individual may be convicted of violating both local and state law and punished according to both laws. Courts do not excuse individuals convicted of these offenses from a prison sentence to go to college or work. A conviction for such an offense is a serious blemish on the student’s record, which could prevent the individual from entering many careers or obtaining certain jobs.

Further information regarding these local, state and federal laws may be found in the Campus Safety Office where copies are available to students and employees. Students and employees are encouraged to review this information. The above-referenced examples of penalties and sanctions are based on the relevant laws at the time of adoption of this policy statement. Such laws are, of course, subject to revision or amendment by way of the legislative process.

College Drug Policy

Illegal use, possession, sale or distribution of any state or federally controlled substance, including prescription drugs, is punishable by strict College standards. Suspected violations of this policy will be reported to Campus Safety, and/or the Dubuque Police Department. Students are held accountable for applicable laws and policies relating to the use of drugs or drug paraphernalia on or off campus.

Members of the College community and their guests are not permitted to possess anything deemed to be drug paraphernalia such as bongs, pipes, rolling papers, etc., or items being used as drug paraphernalia. The odor of drug use (for example, the odor of marijuana) is considered sufficient evidence to take administrative action. Students and/or their guests may not be present in rooms where such drugs are present. Drug possession, use or distribution in College facilities and on campus will result in judicial action for those involved.

Student Sanctions Related to Violation of the Drug Policy

Please note that violations involving any quantity of illicit drugs or other controlled substances will be referred to the college hearing board for review. Definition of Violations:

Minor Violations: Possession of any drug paraphernalia or objects that could be used as drug paraphernalia (e.g., bongs, pipes or cans/bottles used for smoking marijuana). Hookahs may also be investigated as drug paraphernalia. The odor of drug use may also be considered a minor violation.

Serious Violations: Possession and/or use of marijuana, illicit drugs or other controlled substances regardless of quantity (including residue); or a second “first level” violation.

Severe Violations: Distribution and/or possession of large quantities of marijuana and/or any illicit drug. Repeated violations of other lower-level offenses.

Standard Minimum Responses: FIRST OFFENSE

(These are recommended minimum sanctions. More severe sanctions may apply to individuals who have a prior judicial file)

Minor Violations: $150 fine

• Off-campus drug counseling session

• Disciplinary probation (up to sixteen [16] weeks)

• Deferred cancellation of housing

• Notifying parents/legal guardian via letter if student is under the age of 21

Serious and Severe Violations:

• Recommend suspension or expulsion to College Hearing Board or

• Notifying parents/legal guardian via letter if student is under the age of 21, educational sanction, and/or referral to off campus assessment agency and complete required treatment

Standard Minimum Responses: SECOND OFFENSE

Minor Violations: $300 fine

• Disciplinary probation (up to thirty-two [32] weeks)

• Notifying parents/legal guardian via letter if student is under the age of 21

• Cancellation of housing

• Referral to off-campus assessment agency/complete any recommended treatment programs

Serious or Severe Violations:

• Recommend suspension or expulsion to College Hearing Board or

• Notifying parents/legal guardian via letter if student is under the age of 21, educational sanction, and/or referral to off campus assessment agency & complete required treatment

Standard Minimum Responses: THIRD OFFENSE

Minor, Serious, or Severe Violations:

• Recommend suspension or expulsion to College Hearing Board or

• Notifying parents/legal guardian via letter if student is under the age of 21, educational sanction, and/or referral to off campus assessment agency & complete required treatment

Expectations Around Alcohol and Drug Use

Loras College Student Handbook

Drug Use and Abuse Prevention

Loras offers many opportunities and choices. Each decision made can greatly impact your future. Choices relating to alcohol and other drug use can affect a person’s safety, academics, health, relationships and the lives of others in the Loras community. Frequently, alcohol and other drug misuse result in sexual assaults, increases in vandalism, discipline problems, decreases in academic performance, injuries, medical problems, death including overdoses, suicides, traffic fatalities and impaired driving abilities as well as physical and psychological dependency. Absence from work, erratic job performance, safety hazards and a decrease in job productivity are just a few problems experienced by persons who are impaired by using alcohol and other drugs. Each person must become aware of the issues related to alcohol and other drug use in our community. The following section provides information concerning health risks, College sanctions, legal consequences and area-support services regarding these concerns.

Drug/Alcohol Counseling & Rehabilitation Programs

The Counseling Center has drug/alcohol counseling for students and employees and can make referral for needs not able to be met through that program. There also are other programs offered throughout the community. A number of such programs are listed below. Seeking alcohol or drug treatment, or receiving a referral for services is confidential, and will not, alone, result in disciplinary action. Individual privacy will, of course, be maintained in any counseling/rehabilitation process.

Drug/Alcohol Use and Abuse Prevention

Loras offers many opportunities and choices. Each decision made can greatly impact your future. Choices relating to alcohol and other drug use can affect a person’s safety, academics, health, relationships and the lives of others in the Loras community. Frequently, alcohol and other drug misuse result in sexual assaults, increases in vandalism, discipline problems, decreases in academic performance, injuries, medical problems, death including overdoses, suicides, traffic fatalities and impaired driving abilities as well as physical and psychological dependency. Absence from work, erratic job performance, safety hazards and a decrease in job productivity are just a few problems experienced by persons who are impaired by using alcohol and other drugs. Each person must become aware of the issues related to alcohol and other drug use in our community.

Drug/Alcohol Counseling and Rehabilitation Programs on Campus

The Counseling Center can assist with drug/alcohol counseling for students and employees and can make referral for needs not able to be met through that program. There also are other programs offered throughout the community. Seeking alcohol or drug treatment, or receiving a referral for services is confidential, and will not, alone, result in disciplinary action. Individual privacy will, of course, be maintained in any counseling/rehabilitation process.

Explorations

1. Why do you think Loras prohibits beer pong tables, Drinko boards, beer battleship games, and other similar items?

REFERENCES:

https://www.loras.edu/campus-life/student-handbook/

Policies & Procedures Regarding Sexual Misconduct

Loras College Student Handbook

Loras does not discriminate on the basis of sex in its educational programs and activities, and we are required by Title IX not to discriminate in such a manner. Questions regarding Title IX may be directed to our Title IX Coordinator Nancy Fett at 563.588.7029, nancy.fett@loras.edu, or to the Office for Civil Rights.

Sexual Misconduct Policy & Grievance Procedures

The Catholic tradition affirms the inherent dignity of each person and the need to respect it: “When we deal with each other, we should do so with the sense of awe that arises in the presence of something that is holy and sacred. For that is what human beings are: we are created in the image of God.” (US Bishops, Economic Justice or All). Thus, Loras College is committed to having a positive learning and working environment for its students and employees and will not tolerate sexual misconduct. This principle is consistent with the mission of the College that “recognizes the human dignity of each individual and challenges men and women to grow with purpose and direction.” Sex misconduct is demeaning and degrading and can have a negative impact on a person’s performance at work or in class. Sexual misconduct of any kind will not be tolerated. Disciplinary sanctions will be taken up to and including discharge for College employees and expulsion of students.

This policy covers all members of, or visitors to, Loras College and those otherwise associated with the College to include but not limited to administrators, faculty, staff (administrative, professional and hourly), students, vendors, contractors, volunteers and internship supervisors. The College may impose discipline or sanctions if sexual misconduct occurs on or off College premises if there is any connection with a person’s participation in a College-sponsored organization, program or activity, or if the conduct poses a risk of harm to any member of the campus community.

Statement of Consent

The College believes that consent is essential in matters involving sexual activity. Consent is informed, through mutually understandable words that indicate a willingness to participate in a mutually agreed upon sexual activity. Talking with a partner about sexual activity may seem awkward, but such conversations serve as the basis for sexual experiences in the context of mutual willingness and respect.

The fact that someone did not intend to sexually harass an individual is not necessarily a defense to a complaint of sex discrimination. Regardless of intent, it is the duration, effect and characteristics of the behavior that determine whether the behavior constitutes sex discrimination. Harassing conduct may be disciplined even if the complaining person is not the intended target of the conduct. Academic presentations of the Catholic Church’s moral teaching regarding sexuality are very appropriate and consistent with the College’s mission and may not be claimed as violations of this policy.

The Equal Employment Opportunity (EEO) Officer shall be responsible for promoting understanding and acceptance of, and assuming compliance with local, State and Federal laws and this policy. The EEO Officer will ascertain that notice of this policy is circulated to the employees and students of Loras College. The policy will be incorporated into the Student Handbook, as well as the handbooks for faculty, salaried and hourly employees. Resource materials and educational programs on this policy and on the prevention of harassment shall be provided to employees and students. Information on this policy will also be distributed to volunteers, internship supervisors, vendors and contractors.

Nothing contained within this policy shall be construed to change or modify the principles of Academic Freedom or Freedom of Expression expressed in sections VII and VIII of the Regent’s Position Paper contained with the Loras College Faculty Handbook.

Furthermore, at any time during consensual sexual activity, a person may refuse to continue further with any sexual activity. Consensual sexual activity recognizes sober, verbal communication, free of threats or other coercion. College policy recognizes that someone who is under the influence of drugs and/or alcohol is unable to give consent. From the point of refusal, any previous consent is rendered invalid.

Policies & Procedures Regarding Sexual Misconduct

Loras College Student Handbook

Consensual Amorous Relationship Policy

Employees should be sensitive to the fact that they have a professional responsibility for students in such matters as counseling, evaluating, supervising, advising and providing services to students as a part of the school program. Consensual relations are defined as amorous, romantic or sexual relationships into which both parties have voluntarily entered. They become of concern to the College when one person in a relationship is in a position of authority over another. Examples of these situations include but are not limited to relationships between instructors and students, supervisors and employees or administrators and students.

Consensual relationships of these types are prohibited. These relationships can violate the trust between instructors and students, administrators and students or supervisors and employees. Most critically, they contain inherent potential for abuse of power and authority. Anyone who engages in a sexual relationship with a person over whom he or she has any degree of authority must understand that the degree to which such a relationship is truly mutually consensual may be questioned at any time. Even when both parties have apparently consented at the outset, such consent does not invalidate a subsequent charge of sexual misconduct after one party withdraws his or her consent and communicates that decision to the other party.

Types of Sexual Misconduct

Examples of sexual misconduct may include, but are not limited to the following examples of unwelcome acts:

Verbal: Insults, threats, jokes or derogatory comments based on gender; sexual innuendo or suggestive comments; sexual propositions or advances; pressure for sexual favors; corruption of a minor; importuning or public indecency

Nonverbal: Posting of sexually suggestive or derogatory pictures, cartoons or drawings; making suggestive or insulting noises, leering, or whistling; making obscene gestures; corruption of a minor; importuning; voyeurism or public indecency

Physical: Touching, pinching, squeezing, patting or brushing against the body; impeding or blocking normal work or movement; coercing sexual intercourse or assault, rape or sexual battery; sodomy or assault with an object; corruption of a minor; importuning; public indecency; felonious penetration including oral penetration, penetration with a body part, or penetration an object no matter how slight; or prostitution

Domestic Violence: Domestic violence is defined as felony or misdemeanor behavior with a current or former spouse, domestic or intimate partner, someone who shares custody of a child, someone who cohabitates, or someone who is situated as a spouse. (Please note: roommates are not considered a domestic relationship unless they are involved in a relationship defined as domestic above). Violent behavior is unacceptable in our community, and all cases involving violence will be referred to the College Hearing Board for review. The College Hearing Board hears cases where the outcome may include suspension or expulsion.

Sexual Abuse/Sexual Assault/Rape: Any sexual act between any persons is sexual abuse by either party when the act is performed with the other participant in any of the following circumstances:

• The act is done by force or against the will of the other, including but not limited to rape or attempted rape

• If the consent or acquaintance of the other is procured by threats of violence toward any person

• If the act is done while the other is under the influence of a drug-induced sleep or is otherwise unconscious

• When the victim is incapable of giving consent because he or she suffers from a mental defect or incapacity

• When the victim lacks the mental capacity to know the right and wrong of conduct in sexual matters

• When the other person is a child

Please note that this includes non-consensual sexual intercourse (rape), non-consensual sexual contact (sexual assault) and sexual exploration). The college defines rape as the penetration, no matter how slight, of the vagina or anus with any body part or object, or oral penetration of a sex organ of another person without their consent. This includes the touching of an unwilling person’s intimate parts (defined as genital, groin, breast, buttocks, or the clothing covering these areas or forcing an unwilling person to touch another’s intimate parts.

Sexual Exploitation: Sexual exploitation is taking sexual advantage of another person without consent for one’s own advantage or benefit or for the advantage or benefit of anyone other than the person being exploited or engaging in sexual intimidation. Examples of sexual exploitation may include but are not limited to the following:

Sexual Exploitation (cont,):

• Causing or attempting to cause the incapacitation of another person to gain a sexual advantage over such other person

• Causing the prostitution of another person

• Electronically recording, photographing or transmitting identifiable utterances, sounds, or images of private sexual activity and/or the intimate body parts (including genitalia, groin, breast, or buttocks)

• Allowing third parties to observe private sexual acts of a participant without the participant’s consent

• Voyeurism (spying on others who are in intimate or sexual situations)

• Threatening to sexually assault another person

• Stalking, including cyber-stalking

• Engaging in indecent exposure

Sexual Harassment: Sexual Harassment includes, but is not limited to unwelcome sexual advances; requests for sexual favors; sexually motivated physical contact or other verbal, non-verbal or physical conduct or communication of a sexual nature when:

• Submission to that conduct or communication is made a term or condition, either explicitly or implicitly, of obtaining employment or education; or

• Submission to or rejection of that conduct or communication by an individual is used as a factor in decisions affecting that individual’s employment or education; or

• That conduct or communication has the purpose or effect of substantially interfering with an individual’s employment or education, or of creating an intimidating, hostile or offensive employment or educational environment.

Dating Violence: Dating Violence is defined as the intentional use of physical, sexual, verbal, or emotional abuse by a person to threaten, harm, intimidate, or control another person in a dating relationship. Violent behavior is unacceptable in our community, and all cases involving violence will be referred to the College Hearing Board for review. The College Hearing Board hears cases where the outcome may include suspension or expulsion.

Stalking: Loras College is determined to provide a campus atmosphere free of violence for all members of the campus community. For this reason, Loras College does not tolerate stalking, and will hold students who engage in stalking behaviors accountable through the college’s judicial system and will report students who engage in stalking behaviors to the local authorities. Loras College is also committed to supporting victims of stalking through available campus counseling and health services and can assist with referrals to community-support services. This policy applies to all members of our campus community. The College defines stalking as a course of conduct directed at a specific person that would cause a reasonable person to feel fear/significant emotional distress. Stalking behaviors may include but are not limited to:

• Non-consensual communication including in-person communication, telephone calls, voice messages, text messages, email, social networking site postings, instant messages, postings of pictures or information on websites, written letters, gifts or any other communications that are undesired and/or place another person in fear

• Following, pursuing, waiting or showing up uninvited at a workplace, place of residence, classroom or other locations frequented by a victim

• Surveillance and other types of observation, whether by physical proximity or electronic means

• Trespassing

• Vandalism

• Non-consensual touching

• Direct physical and/or verbal threats against a victim or a victim’s loved ones

• Gathering of information about a victim from family, friends, co-workers and/or classmates

• Manipulative and/or controlling behaviors such as threats to harm oneself or threats to harm someone close to the victim Defamation or slander against the victim

Victims of stalking have the right to learn the outcome of their case, including any recommended sanctions.

Policies & Procedures Regarding Sexual Misconduct

Loras College Student Handbook

Applicable State Statutes - State of Iowa Statutes Regarding Consent

The State of Iowa defines incapacitation as meaning a person is disabled or deprived of ability as follows:

• “Mentally incapacitated” means that a person is temporarily incapable of apprising or controlling the person’s own conduct due to the influence of a narcotic, anesthetic or intoxicating substance

• “Physically helpless” means that a person is unable to communicate an unwillingness to act because the person is unconscious, asleep or is otherwise physically or mentally limited

• “Physically incapacitated” means that a person has a bodily impairment or handicap that substantially limits the person’s ability to resist or flee

State of Iowa Definitions of Sexual Misconduct

The State of Iowa and Loras College use the following sexual abuse definition. Sexual abuse is considered a felony as defined in Section 709 of the Iowa State Code. Sexual assault is considered first-degree sexual abuse under Iowa law. Sexual assault is defined as forced penetration of the vagina, anus or mouth with a finger, penis or any other object. Although the term “rape” is used in this policy and in other educational material, the Iowa legal system uses the umbrella term of sexual abuse and sexual assault, and not the specific term “rape,” when cases are taken to court. Sexual assaults occur on a broad continuum and include—criminal behaviors endangering

• To be treated with respect by college officials

• To be made aware of available options

another/other persons. They range from verbal assaults to rape. Loras College takes a very strong stance against acts of violence by a member of our community. Students found responsible of sexual assault can expect strong disciplinary actions by the College. Any community member with knowledge of any incidents of sexual assault should report the incident to Campus Safety, the Dubuque Police Department and the College’s Title IX Coordinator. It is recommended and encouraged that survivors seek confidential counseling.

A student who reports a violation of the sexual misconduct policy is entitled to:

• To choose whether or not to report your complaint to the police

• To be free from any pressure

• To not be prejudged or blamed for what occurred

• To take advantage of campus support resources

• To speak to a male or female staff member about the incident

• To experience living in a safe and educational environment

• To be made aware of options regarding support resources, remedial actions, timeframe to file a complaint & resolution options

• To have an advocate present during disciplinary hearings

• To have College officials answer questions and explain the systems and processes involved

• To be informed on the progress of the investigation of the case, including the right to prompt, fair, and impartial discipline proceedings, the right to learn the outcome of the case, and the right to appeal that outcome

• To have irrelevant prior sexual history disallowed during campus disciplinary proceedings

• To be free from retaliation

• To receive information on the College’s responsibilities regarding judicial no-contact, restraining and protective orders

The use of alcohol or other drugs by either party is not an extenuating circumstance and does not mitigate the responsibility of a person found to have committed sex discrimination. False accusations of sex discrimination can injure innocent people. Initiating a false harassment complaint or initiating a harassment complaint in bad faith may result in disciplinary action. A finding for the accused does not constitute a finding that the complaint was in bad faith.

Requesting Accommodations under Title IX Law

Any victim of sexual misconduct may choose to request academic, housing, or other reasonable accommodations to eliminate a hostile environment. An individual may choose to request accommodations whether or not he/she chooses to pursue the sexual misconduct case through the college conduct system or in a court of law. The following areas can assist with accommodations requests:

Dean of Students Office, 563.588.7959, 540 ACC

Title IX Coordinator 563.588.7029, 401 Hennessy Hall

Dean of Students Office, 563.588.7959, 540 ACC

Disciplinary Actions and Sanctions

The College Hearing Board will hear issues of student sexual misconduct. The composition of the board is described in the COLLEGE HEARING BOARD section of this document and will receive training specific to hearing cases of alleged sexual misconduct.

Any student who is found responsible for sexual misconduct will be disciplined up to and/or including expulsion. All students have a right to campus access free of sexual or physical intimidation, including campus housing. A person accused of sexual misconduct while residing in College housing may be asked to leave College housing pending investigation of the complaint. Similarly, survivors of sexual misconduct may request changes in both their academic and housing situations.

The standard of evidence used by the College Hearing Board is preponderance of evidence standard of proof. This means that the College resolves complains based on what they believe is more likely than not have happened. A complete description of the disciplinary procedures and policies of Loras College can be found in the Policies and Procedures section of the Loras College Student Handbook.

Retaliation Policy

Retaliation against anyone reporting or thought to have reported sexual misconduct or who is a witness or otherwise is involved in a sexual misconduct proceeding is prohibited. Such retaliation is a serious violation of the policy and will be investigated as an independent act of sex discrimination. Encouraging others to retaliate also violates this policy.

Limited Amnesty

While Loras does not condone underage drinking or violation of other College policies, it considers reporting Title IX Offenses to be of paramount importance. To encourage reporting and adjudication of Title IX Offenses, Loras College extends limited amnesty to students who have been victims/survivors of a Title IX Offense. The College will generally not seek to hold the student responsible for a violation of the alcohol and drug policy during the period immediately surrounding the offense.

Information for Victims of Sexual Misconduct

Reporting Alleged Violations of Sexual Misconduct

Anyone who believes he or she has been the subject of, has been notified about or has observed sexual misconduct as defined by this policy, should report the alleged conduct. To report an incident of sexual misconduct, an individual may: Contact the Title IX Coordinator, who at Loras College is Nancy Fett. She can be reached at her office, Hennessy Hall 401, or via phone at 563.588.7029. In the role of Title IX coordinator, she will coordinate all matters related to sexual misconduct at the College and will coordinate the efforts of the college to comply with Title IX Law. As the Title IX Coordinator, she is responsible for:

• Ensuring both the complainant and respondent are aware of the seriousness of the complaint

• Explaining Loras College’s sexual misconduct policy and procedures

• Exploring various means of resolving the complaint

• Making referrals to the Counseling Center or other resources if appropriate

• Discuss with the complainant the option of notifying police if criminal activity was reported

• Conduct or arrange an investigation of the prohibited conduct

• Preparing or overseeing any reports, recommendations, or remedial actions that are needed or warranted to resolve any prohibited conduct

• Assess each complaint individually

CONTINUED

Policies & Procedures Regarding Sexual Misconduct

Loras College Student Handbook

Contact a resident advisor (RA), area coordinator (AC), security officer (563.588.7100 or 0 from a campus phone), or the Title IX Coordinator, who can assist you in reporting the incident, or file a report online at https://loras-advocate. symplicity.com/public_report/ . Survivors may have the right to choose to remain anonymous or keep a report confidential when reporting an incident, if the report is made to a counselor, as described below. Reports made to other Responsible Employees of Loras will be reported to school officials in accordance with our Title IX obligations.

Contact the Loras College Counseling Center or Health Center to receive assistance and access to counseling resources from a trained advocate. Please note: Sexual misconduct reports made to the Counseling Center or Health Center will be kept strictly confidential unless the student releases information to other authorities.

Contact law enforcement authorities by calling the Dubuque Police Department if the assault occurred within the City of Dubuque. If the assault occurred in another area of Dubuque County, call the Dubuque County Sheriff’s Department. Both Departments can be reached by dialing 911. Loras College officials will assist the survivor with reporting an assault if you request assistance.

Advocacy and Counseling Resources

Any survivor of a sexual assault has a right to counseling referral from the Loras College Counseling Center and to receive assistance from a trained advocate. The following counseling resources are available to students, faculty and staff who have been assaulted:

Loras College Counseling Center

Alumni Campus Center Room 473 Dubuque, IA 52001 563.588.7085

563.588.7100 (Emergency)

Rape Victim Advocacy Program (800) 284-7821 (State Wide Hot Line)

Title IX Coordinator 563.588.7029

Riverview Center, Inc.

Sexual Assault Prevention and Intervention Services

2600 Dodge St.

Advocacy and Counseling Resources

Dubuque, IA 52003 563.557.0310

Catholic Charities

1229 Mt. Loretta Dubuque, IA 52003 563.588.0558

Crisis Line 563.588.4016

YMCA Domestic Violence Program

35 N. Booth Dubuque, IA 52001 563.556.1100

Explorations

1. What options are available for a student to report an incident of sexual misconduct on campus?

2. In the context of an intimate relationship, how does a person establish consent to sexual activity?

REFERENCES:

https://www.loras.edu/campus-life/student-handbook/

The Importance of Sleep

Josh Edwards

Sleep: The backbone of a healthy lifestyle.

The college lifestyle can make it challenging to get enough sleep, a new living space, roommate, and schedule can make getting quality sleep downright hard. Getting enough sleep is the backbone of good health, both physically and mentally. As a new student at Loras College you’ll need to think about how much sleep you need, how to get quality sleep, and what to do if you have trouble sleeping.

How much sleep do you really need?

Now that you control when you go to bed and when you get up, how much sleep do you really need? The National Sleep Foundation recommends 7-9 hours of sleep each night for young adults, 18 to 25 years old (Hirshkowitz et al., 2015). Fifty percent of college students report feeling sleepy during the day, while 70% of students are not getting enough hours of sleep on a regular basis. (Journal of Adolescent Health et al., 2010).

I’ll just catch up on the weekend! Unfortunately, sleep is not a bank account that you can “save up” hours of sleep. Being “overdrawn” on any one day will result in sleepiness that will negatively affect your energy, concentration, and overall health. The number of hours that you sleep each night is important, but so is going to bed and waking up within the same hour each day. This will allow your body to get into a sleep rhythm, which will help you fall asleep faster and get more quality sleep.

Sleep quality, a measure of whether sleep is effective (i.e., restful and restorative), is made up of a combination of factors; how long it takes to fall asleep, number of times waking up per night, amount of nighttime wakefulness, and how much time is spent asleep once in bed. Sleep quality is poor among college students on average, with one study showing that over 60% of college students met criteria for being poor-quality sleepers (Journal of Adolescent Health et al., 2010).

Can’t sleep? Some factors that may play a role.

• Too much caffeine, too late in the day.

• Physical activity near bedtime.

• Overly stimulated near bedtime, need to wind down.

• Excess stress

• Anxiety or depression

• Medication reaction

What Are the Consequences of Sleep Loss?

The effects of lack of quality sleep are numerous but are not likely to be seen until an extended period of time has passed. Not getting enough consistent, quality sleep will affect your physical and mental health as well as your academic and athletic performance.

Impact on Physical Health

• Negative impact on immune system, more prone to colds and the flu.

• Can lead to weight gain.

• Negative impact on brain function, attention span, mood, and reaction times.

Impact on Mental Health

• May factor into depression and anxiety.

• Lack of sleep may be a byproduct of depression & anxiety.

• Leads to negative moods and disposition towards others.

Impact on Academic Performance

• Poor recall, concentration, and alertness skills

• Study shows that students who got less than 6 hours of sleep had lower GPAs than those who slept 8 hours of more (Taylor, Vatthauer, Bramoweth, Ruggero & Roane, 2013).

How Does Sleep Enable Learning and Memory?

While asleep, the brain organizes, sorts, and stores the information that we have learned and the experiences we have had during the day, making it easier to recall later. Sleep also helps you filter out irrelevant information and helps you to make connections between your established knowledge and the information you learned that day, even if you have not made those connections while awake.

If you study a little every day, you can use the natural process of sleep to gain a better understanding of the material and to retain the information more efficiently. If you don’t understand something you have read, or you can’t solve a problem, look it over and then sleep on it.

Although it may be tempting to stay awake all night studying for an exam, research clearly shows that the best way to increase the likelihood of learning and retaining key information is to get at least seven to nine hours of sleep the night before your exam.

Looking to get better sleep? Try the following tips:

Maintain a regular sleep schedule, even on the weekends. Go to bed and wake up roughly the same time each day. Develop your bedtime routine, complete it every night.

Eat healthy foods and avoid large meals three hours before bed. Limit your intake of caffeine and alcohol during the four to six hours leading up to bed.

Avoid taking late afternoon naps or long naps during the day. Naps should be taken before 2 p.m. and last no more than thirty minutes.

Exercise regularly but refrain from strenuous activity two to three hours before bed.

Be sure your bedroom is dark, cool and quiet. Utilize blackout curtains or a sleep mask. Using a fan can keep the room cool as well as drown out any distracting noise. Use your bed for sleep only. Do not study, watch TV, or play video games in your bed. The body will learn that the bed

is where you sleep, and you will fall asleep much quicker.   Reduce the use of technology before going to sleep. Exposure to the light from technology devices can make sleeping more difficult. Use the blue-light filters available on most phones and computers in the evening.   Consistent, high-quality sleep is the backbone of a healthy life. Shoot to get seven to nine hours of sleep each night, go to bed, and wake up within the same hours each day, this will keep your immunity high, manage your emotional stress, and help your body to recover from the physical stresses of your day. If you are having issues sleeping, reduce your caffeine intake, eliminate late in the day and long naps, and develop a wind-down routine before bed that includes avoiding light from electronic devices. Develop a plan and stick to it, quality sleep will change your life!

Explorations

1. Have you noticed any changes in your sleeping habits since starting college? Are you struggling to get quality sleep? If not, what do you feel may be the reasons?

2. After making the suggested changes in the amount of sleep that you are getting and the consistency of that sleep, how is your energy level? Do you feel you are able to concentrate on your schoolwork more effectively?

Living Well

Loras College Health Center

Wellness is a lifelong, active process of remaining aware of choices and making decisions to achieve and maintain a balanced and fulfilling life. Wellness involves accepting we all make choices about our lives and our priorities that determine our lifestyles. The wellness concept at Loras College is centered on connections and the idea that the mind, body, and spirit are both interrelated and interdependent.

Intellectual Wellness

Intellectual wellness is the act of exercising your brain through critical analysis and creative exploration. It involves an openness to exploring new ideas, new sources of information, and differing points of view as well as an ability to solve complex problems. Intellectual wellbeing involves lifelong learning through formal and informal education.

Activities and Resource Ideas:

• Book club or reading a book for fun

• Audit or sit in on a class

• Present or attend workshop/event on/off campus

• Attend art exhibit, plays, museums, musicals, poetry readings

• Engage in mentally stimulating activities and games (Chess, crosswords, Scrabble, Sudoku)

• Participate in a DuTalk Session

• Set goal of learning new skills regularly

• Scholarly research presentations

• Philosophy series

• Classical film series

• Be a leader for an organization

• Complete internship(s)

• Complete study abroad or travel experience

• Participate in community work study or volunteer activities

• Enroll in a course with a community-based learning component

To be balanced we must consider many parts of wellness including intellectual, physical, occupational, spiritual, nutritional, emotional, environmental, intercultural, financial, and social wellness. Wellness can occur in any space on campus. Every building, quiet spot, social gathering, or one-on-one interaction presents the opportunity to live a well-balanced life. It is our ability to remain cognizant of the occasions when life is unbalanced, and the ability to restore that balance which will ultimately lead to wellness. We hope in perusing this booklet you find new ideas and information about wellness opportunities at Loras. We encourage you to take charge, be proactive, and strive to find balance in your own life. It is our sincere wish that every member of the Loras community has the resources they need to be healthy, balanced, and well.

Social Wellness

Social wellness is the ability to develop healthy, supportive relationships with your family, friends, and colleagues. It is enhanced through mutual respect, effective communication, and by contributing to the welfare of the community.

Activities and Resource Ideas:

• Promote mutual respect within the community

• Encourage well-being in your community

• Enhance your social wellness and community involvement by connecting with these campus resources:

• Student Life: Learn more about over fifty student organizations

• Residence Life: Participate in floor, hall, and campus community development opportunities. Talk through conflicts and challenges with staff members. Discover resources that help to promote student success, both inside and outside the classroom

• Spiritual Life: Share faith through a variety of programs that help students to reflect on their own personal spirituality

• Participate in service opportunities on campus, in the Dubuque community, nationally and internationally

• Attend Peace and Justice House programming

• Student Union, College Activities Board, Residence Hall Association, Student Senate

• Service: Center for Experiential Learning, Campus Ministry

- Father Ray Herman Center for Peace and Justice - dance marathon - Residence Life - Student Life

• Participate in a DuTalk session

• Take a break from technology

Living Well

Loras College Health Center

Environmental Wellness

Environmental wellness promotes a healthy lifestyle that improves the quality of life in our community. The environmental component of wellness includes the ability for us to understand and acknowledge our impact on nature as we interact with the environment.

Activities and Resource Ideas:

• Participate in a Loras Environmental Action Forum (LEAF)—sponsored speaker, trail cleanup, nature hike or other activity

• Promote a healthy lifestyle that improves the quality of life in the community

• Understand your impact on nature as you interact with the environment

• Support the Loras College Solid Waste and Recycling Plan—recycle items appropriately—Limit time in showerTurn off lights when not in use

Occupational Wellness

The occupational dimension of wellness creates a balance between work and leisure. Occupational wellness involves finding personal satisfaction at work and in your life; both should be exciting and rewarding.

Activities and Resource Ideas:

• Obtain a balance between work and leisure

• Stress—Learn how to manage it through articles or workshops

• Explore a variety of professions and careers

• Read ideas on how to obtain job satisfaction

• Center for Experiential Learning—resource for career development

• Investigate a variety of majors and occupations

• Report hazardous conditions for repair

• Occupational Safety and Health Association website (OSHA.gov) provides ideas on work safety and health standards

• Strive to have a smoke-free environment to work & live in

Financial Wellness

Financial wellness involves living within your means and becoming financially stable. It involves budgeting for the present and preparing for the future. Financial wellness can involve the following: maintaining a health debt ratio, credit card debt, retirement planning, financial planning, and identity theft precautions.

Activities and Resource Ideas:

• Students can consult the Loras Office of Financial Planning

• Budgeting involves having a “healthy” debt ratio; check out the financial calculator http://money.usnews.com/ money/personal-finance/ articles/2012/03/29/are-you-inover-your-head

• Be cautious with credit cards

• Retirement Planning

Spiritual Wellness

Spiritual wellness involves seeking meaning and purpose in one’s life. It is a deep appreciation of the source and mystery of life and opportunities to contemplate that mystery.

Activities and Resource Ideas:

• Participate in Sunday worship on campus or with another Dubuque congregation

• Find a quiet spot anywhere on campus or at your desk to be by yourself and be present to the moment

• Take a walk around campus and appreciate the beauty of nature

• Experiment with different prayer experiences to discover which you find spiritually satisfying

• Attend ecumenical or interfaith prayer services when offered

• Participate in Mass in Christ the King Chapel

• Enrich your life and the lives of others through retreats and different domestic and international service trips

• Fellowship of Catholic University Students (FOCUS) Bible studies

• Father Ray Herman Center for Peace and Justice activities

• Local service opportunities

Emotional Wellness

Emotional wellness involves understanding and expressing your thoughts, feelings and behaviors in a balanced manner. It is the ability to cope with stress, change and others’ emotional expressions appropriately.

Activities and Resource Ideas:

• Be involved with service, helping others helps oneself

• Listen politely to criticism, good or bad, it is how we learn

• Being centered does not mean self-centered, reach out

• Be active with friends

• Stay in touch with family

• Form relationships with professors, coaches, and staff members

• Talk out problems with people at the Health Center, Spiritual Life, Center for Inclusion and Advocacy, Residence Life, and the Counseling Center

Intercultural Wellness

Intercultural wellness involves concern for humanity as a whole and accepting the uniqueness of others as an essential part of social health. In an intercultural community, people of different cultures who communicate well with one another create an environment of understanding and learn to value the beliefs and behaviors of others.

Activities and Resource Ideas:

• Attend a diversity program

• Participate in a Common Time diversity session

• Attend cultural programs

• Study abroad

• Participate in a service trip

• Volunteer at the Dubuque Multicultural Family Center, a nursing home, a school, the free Thanksgiving dinner, or any place where you work with people different from you

Physical Wellness

Physical wellness signifies that all parts and systems of the body work well together. Physical wellness promotes the ability to withstand the stresses of normal daily living. It means having the strength and energy to pursue physical, mental, emotional, and social challenges and changes. Stay active by getting adequate physical activity to prevent chronic disease, improve cardiovascular strength, enhance flexibility, and sustain a healthy weight. Maintain healthy eating habits. Allow adequate time for rest, relaxation, and sleep. Take action to protect and manage your health. This includes getting regular health maintenance and self-care exams, appropriately managing illness and injury, making responsible sexual choices, avoiding tobacco, using drugs and alcohol responsibly, and maintaining a safety-first perspective.

Activities and Resource Ideas:

• Participate in intramurals

• Enroll in a PHE activity course such as basketball or tennis

• Use the Athletic and Wellness Center fitness or weight rooms

• Visit the Graber Sports Center or walk the Rock Bowl Stadium track

• Take a swim in the San Jose Pool

• Take a yoga class on campus

• Participate in intercollegiate sports

• Select healthy options available from campus dining

• Take time out for meditation and reflection by visiting the Grotto, Christ the King Chapel, or thelibrary during quiet time

• Visit the Health Center for health and wellness information

• Participate in a residence life wellness program

• Schedule physical exams, pap smears, mammograms, colonoscopy, immunizations, etc., as recommended by your physician

• Schedule dental exams and cleanings

REFERENCES:

https://lorasedu.sharepoint.com/StudentDevelopment/HealthCenter/ Wellness1/Wellness%20Brochure.pdf