To form the faith community in the Catholic and Ignatian tradition, as well as provide our non-Catholic population with opportunities to gather with others of their faith traditions.
Objectives: Campus ministry staff, designated leaders, and/or students will be able to:
- Form the Faith of our students in the Catholic and Ignatian tradition
- Assessment: Manresa
- Learning outcome 1a: Students who complete the Manresa retreat will be able to incorporate the main principles of Ignatian Spirituality into their lives.
- Assessment means: post-retreat questions on Ignatian Spirituality. In addition, ask students if they are willing to share their First Principle and Foundations with us.
- Learning outcome 1a: Students who complete the Manresa retreat will be able to incorporate the main principles of Ignatian Spirituality into their lives.
- Assessment: Manresa
Learning outcome 1b: Eight-day retreat (rubric already completed under Goal 2)
Learning outcome 1c: Immersion Assessment: 5 goals of our program (rubric already completed under Goal 5)
- Understand the value of belief, prayer, and worship opportunities from diverse religious affiliations, and develop an openness and acceptance of diversity among classmates and colleagues.
- Assessment 1: Interfaith panel (polleverwhere administered after panel by Gail)
- 1) Do you find it valuable to have the opportunity to gather and hear a topic discussed from different religious perspectives?
- 2) Did this panel increase your understanding of how other traditions view this topic [the afterlife]?
- 3) Did this panel help you to value a different belief/point of view?
- 4) How do you anticipate this new understanding affecting your interaction with others of different faiths?
- Assessment 2: Explore paper evaluation
- 1) Did you choose to go on Explore on your own, or as part of a class requirement/extra credit?
- 2) How would you rate the worship experience?
- 3) Did this experience help you to understand and value this tradition’s worship practice(s)? If yes, how so? If no, why not?
- 4) Do you feel that this experience will equip you to have a conversation with someone from this tradition?
- 5) Has this experience broadened your understanding of religious diversity on campus or in Cleveland?
- Assessment 1: Interfaith panel (polleverwhere administered after panel by Gail)
Students who live in residence halls will be able to:
- Understand the value of Resident Ministers as people who accompany them in their faith development and provide pastoral care.
- Assessment 1: Direct Observation Rubric Completed by Staff
- Assessment 2: Res life survey.
- My RM is helping me to grown in my faith. (strongly disagree, disagree, agree, strongly agree, cannot comment)
- My RM has had the occasion to interact with me pastorally.(strongly disagree, disagree, agree, strongly agree, cannot comment).
To aid the Ӱ̳ community in the appropriation and appreciation of their faith.
Objectives: Passing on the biblical and theological richness of the Catholic and Ignatian tradition so that these concepts can become living realities in the lives of students, it is our expectation that students engaged in Campus Ministry will be able to:
- Adequately address the question: “What should a college student at Ӱ̳ know about his/her faith and about Ignatian Spirituality?”
- Learning Outcome 2a: Students who completed a year as a member of the Carroll Faith Communities will be able to: 1) understand the importance of a faith community to help develop their spirituality through reflection and conversation, and 2) cultivate a personal faith life, 3) develop a habit of reflection, 4) understand some basic terms and concepts of Ignatian spirituality, and 5) have knowledge of some of the main issues facing the church today. 6) Student engagement (improving second semester retention).
- Assessment 1: midterm and end-of-the-year Direct Observation rubric that CFC leaders complete in December and April.
- Assessment 2: end-of-the-year survey sent to all participants and another survey sent to all leaders
- “Reflection” is defined as an activity that “makes meaning of experience” (Bringle & Hatcher 1999).
- Mapping: ULG: Cultivate a habit of reflection and “religious dimensions of human experience”
- Come to an appreciation of spiritual direction.
- Learning Outcome 2b: Students who have completed the 8-day silent retreat will be able to express the positive effect that their spiritual direction has had on their faith formation.
- Assessment 1: Direct Observation Rubric for directors.
- Assessment 2: Survey questions sent to retreatants one month after the retreat
- Mapping: ULG: Character: 1) Cultivate a habit of reflection
- Learning Outcome 2b: Students who have completed the 8-day silent retreat will be able to express the positive effect that their spiritual direction has had on their faith formation.
- Learning Outcome 2a: Students who completed a year as a member of the Carroll Faith Communities will be able to: 1) understand the importance of a faith community to help develop their spirituality through reflection and conversation, and 2) cultivate a personal faith life, 3) develop a habit of reflection, 4) understand some basic terms and concepts of Ignatian spirituality, and 5) have knowledge of some of the main issues facing the church today. 6) Student engagement (improving second semester retention).
To provide opportunities that form the conscience and character in light of Catholic Social Teaching.
Objectives: Students engaged in Campus Ministry programs will:
- Increase their understanding of the seven principles of Catholic Social Teaching
- Assessment: student paper on Catholic Social Teaching from Anne McGinness’s 3-credit class where she uses Catholic Social Teaching to frame issues of corruption in Latin America.
- Increase their understanding of issues of personal values, morality, and ethics through discussion
- Assessment: Ignatian Family teach in. (We plan to use data collected by ISN in a post-survey)
- Be able to articulate what it means to be at a Catholic and Jesuit University
- Assessment: Senior focus groups to be implemented at the end of the 2017-2018 academic year.
To facilitate the personal development of our students.
Objectives: Students will be able to:
- Cultivate habits of reflection.
- Learning Outcome 4a: Students who have participated in a CFC will have engaged in a habit of personal reflection.
- Assessment 1: CFC self-reporting survey
- Assessment 2: CFC Direct Observation Rubric that leaders complete. Questions were added directly into surveys and rubrics used for Goal 2.
- Learning outcome 4 b: Students who completed an immersion will show an appreciation for the time to reflect as a way to help them move to a deeper understanding of what the experience means for their lives.
- Assessment: question added to immersion polleverywhere: “Did reflection on your immersion help you to come to a deeper understanding of what the immersion experiences means for your life?” Yes, No, Unsure.
- Learning Outcome 4c: Students who completed the 8-day silent retreat will have cultivated a habit of reflection.
- Assessment 1: question on Direct Observation rubric
- Assessment 2: post-retreat survey
- Understand the process of discernment.
- Learning Outcome 4d: Students, who completed the Evening of Reflection (“Becoming”) and the Crossroads retreat, will have understood the process of discernment and how it can be used in their lives.
- Assessment: After the last Becoming evening of reflection students will answer True/False questions on discernment.
- Assessment 2: After crossroads, students answer True/False questions.
- Learning Outcome 4d: Students, who completed the Evening of Reflection (“Becoming”) and the Crossroads retreat, will have understood the process of discernment and how it can be used in their lives.
- Learning Outcome 4a: Students who have participated in a CFC will have engaged in a habit of personal reflection.
- Mapping: ULG: Character: 1) cultivate habit of reflection, 2) develop personal belief system inspired by Ignatian value of discernment.
To educate the community in a “faith that does justice.”
Objectives: Ӱ̳ students will be able to:
- Understand domestic and global issues in light of Catholic Social Teaching.
Learning Outcome 5a: Students who complete Anne McGinness’ 3-credit class on Corruption will have a good working knowledge of Catholic Social Teaching.
Assessment: See Goal 3.
Learning Outcome 5b: Students who complete an immersion experience will be able to articulate sufficiently the systemic causes of social problems.
- Assessment 1: Faculty staff will assess words and actions on immersion through a direct observation rubric.
- Assessment 2: Polleverywhere pre- and post-questions that measure student transformation in “a faith that does justice.”
- Mapping: ULG: Service: Understand and Promote Social Justice; Work actively toward creating a more inclusive, just community; Service in their communities as engaged citizens and advocates; Intellect: Cultivate a habit of reflection
- Learning Outcome 5c: Students who complete a 1- (or 3-credit class when offered) with their immersion experience will be able to articulate accurately how their faith motivates them to work for peace and justice.
- Assessment: pre- and post-immersion essays for 1-credit immersion students.
- Understand the value of engaging in the larger community of Cleveland, the state of Ohio, the nation and the world concerning issues pertaining to faith and justice.
- Learning outcome 5d: Students who complete an Immersion will be able to articulate accurately the complexities of a justice-related issue and how faith comes to bear on their response.
- Assessment: 1 credit essay questions
- Mapping: ULG: Service: service in their communities as engaged citizens and advocates
- Learning outcome 5d: Students who complete an Immersion will be able to articulate accurately the complexities of a justice-related issue and how faith comes to bear on their response.
To develop students as discerning leaders.
Objectives: Students will be able to:
- Identify their gifts as discerning leaders.
- Learning Outcome 6a: Students who complete the “leadership dinner” will be able to articulate and understand their gifts.
- Assessment: We invite leaders within Campus Ministry from: Immersion Student Coordinators, CFC leaders, First Year retreat, Liturgy, Interfaith, and Manresa leaders to the Leadership dinner. The goal of the dinner is to discuss how the HBDI personality assessment, administered by Andy Costigan, can help leaders realize their leadership gifts. After the evening, we pass around the assessment questions.
- Learning Outcome 6a: Students who complete the “leadership dinner” will be able to articulate and understand their gifts.
Large Groups:
- Did you have a better sense of how your preferences influence your leadership style?
- Do you have a better sense of how you best work with others?
- Do you feel that you are better equipped to be a leader?
- What are your gifts as you understand them to be? Essay.
- How can you use what you learned today to help you after Ӱ̳?
- How does your giftedness help you to be a better leader?
- Knowing about preferences, how does this knowledge help you envision about how you would relate and work with other people? How can you adapt and adjust? Think about how this might affect how you lead a small group meeting.
- Learning Outcome 6b. Students who finished leading an Immersion Experience will have applied their gifts to their role as student leaders.
Assessment: Faculty/Staff on the Immersion program will evaluate a student’s leadership abilities. Question added to Direct Observation Rubric paper and online copy.
Larger Assessment Projects Underway:
- We began polling all the incoming students at First year Retreat to give us a baseline as they progress through college. We are now comparing students' grwoth from their First year to their senior year.
- We ran Focus Groups with Seniors to assess overall learning (end of this academic year)
- Long-term Effects of Immersion Assessment Project underway with Rich Clark. Survey launched in October 2016. Submitted to journal in 2018 and due to be published in 2019.