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Summer Scholars
Assessment Report
Table of Contents
Executive Summary ....................................................................................................................................................................3
Program Description .................................................................................................................................................................4MissionLearning OutcomesProgram Components
Assessment Summary .................................................................................................................................................................5Measurement ToolsStudent Demographics
Pre-Assessment Data ...................................................................................................................................................................6
Specific Program Interventions .............................................................................................................................................7CoursesEducational ProgramsSLA ProgramsCommunity Living
Post-Assessment Data .................................................................................................................................................................11Assessment ResultsEnrollment Management GradesStudent Focus Group Testimony
Research ...............................................................................................................................................................................................14Benchmarking Comparisons
Program Administration .............................................................................................................................................................15Administrative SummaryStudent Testimony/Survey ResultsParent/Guardian Testimony
Recommendations ..........................................................................................................................................................................21
Appendix ..............................................................................................................................................................................................24
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Executive Summary
The Summer Scholars program, operated out of the Office of First Year Experience, had over 40 students enroll in the program this year. The program seeks to provide prospective students a micro-college experience during the summer. Students had the option of enrolling in one of the 3-week Seminar programs or the 6-week Academy program. Those involved in the 3-week program took class every day, Monday through Friday, for three hours in the morning. Those involved in the 6-week program took two classes during the week at different times.
Staff worked hard to create an intentional learning experience for participants, leading to the creation of two major learning outcomes. As a result of participating in the Summer Scholars program, students will:
1. Enhance academic skills and preparation for future goals2. Understand and develop their identity as it relates to Loyola University Chicago and the
surrounding community
Significant Outcomes
Students were asked to complete a pre- and post-assessment of their experiences. Major outcomes of the post-assessment are listed below:
97% of assessment respondents indicated that they were comfortable or very comfortable participating in a college classroom, such as giving their opinions in class or entering into discussions with their faculty members.
80% of assessment respondents indicated that they had developed a new educational interest based on their summer course(s)
97% of respondents indicated that they had established new relationships during their time with Summer Scholars, whether that was their peers, the staff, and/or their faculty members.
100% of respondents indicating they had confidence in the plan to attend a college or university after they completed high school
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Mission
The Summer Scholars program exposes prospective students to a values-based Jesuit education in the diverse urban environment of Chicago. The program offers talented and motivated students from around the country and around the world the opportunity to grow both intellectually and socially by:
Building community with peers, college student leaders, and faculty and staff; Learning the skills and knowledge essential for college success; Immersing themselves in their academic passions both in and outside the college classroom.
Learning Outcomes
As a result of participating in the Summer Scholars program, students will:
Enhance academic skills and preparation for future goals (Academic Identity) Understand and develop their identity as it relates to Loyola University Chicago and the
surrounding community (Social Identity)
The outcomes above were selected as the most baseline achievements staff intends students to reach through the Summer Scholars program. As the majority of students in the program are college-bound and developing educational interests and identities, these outcomes were the most realistic given the nature of the program and courses being offered. The ways we measure the above outcomes include:
Academic Identity Social IdentityUnderstand classroom dynamics in a university
settingDemonstrate a commitments to social and civic
engagement through awareness and actively addressing issues and needs of the community
Develop skills and confidence to pursue future academic goals
Understand the values of a Jesuit education
Develop educational interests and pursuits Navigate between their personal values and those of the community
Practice critical thinking skills Establish relationships with faculty, staff, and peers
Increase their self-efficacy in utilizing campus resources
Understand the concept of “shared space”
Program Components
In order to achieve the program learning outcomes, the Summer Scholars program has recurring programs and curriculum aimed at achieving student development in these areas. These programs include:
Participating in a 3-week or 6-week academic course Meeting with various campus constituents, including campus ministry and financial aid Participating in Student Life Assistant-sponsored programs Participating in a living-learning community
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Assessment Summary
Measurement Tools
In order to measure student growth and achievement of the program outcomes, the following measurement tools were incorporated into the Summer Scholars program.
Pre-Assessment Survey. Prior to participation in the program, students took a survey consisting of 10 questions centered on their level of understanding of the college environment prior to participation in the Summer Scholars program. A copy of the survey is located in Appendix A. Subjects of the questions included understanding of college classroom dynamics, educational plans for after high school, confidence regarding their plans, career goals, understanding of campus resources, civic engagement, understanding of Jesuit values, and prior participation in a shared living community.
The questions were designed to assess student's current state of mind regarding the college environment. As the majority of learning outcomes are designed to enhance student's level of understanding and comfort regarding their college education and career plans, while simultaneously enhancing their social identity in the context of a unique community, these questions give a good understanding of the student participants. The survey was administered via a computer link survey for Seminar A and via iPad administration for Seminar B.
Post-Assessment Survey. On the final night of the program, students took a follow-up survey consisting of 14 questions aimed at assessing student learning in the context of the Summer Scholars Program. A copy of the survey is located in Appendix A. Questions included qualitative reflective questions aimed at assessing development and encouraging critical thinking. Subject areas included college classroom dynamics, confidence regarding post-high school plans, acquisition of new educational interests, use and understanding of campus resources, participation in civic engagement, understanding Jesuit values, development of new relationships, and identifying one's growth and development singularly and in the context of the shared community. The survey also asked 10 questions regarding general program feedback. The survey was administered via an iPad for Seminars A and B.
Focus Group. During Seminar B, a focus group was conducted with 8 program participants (7 female, 1 male). During this time, one Program Coordinator and one Student Life Assistant sat in with participants as facilitators, following a semi-structured group interview protocol. Participants were asked seven questions about their experiences with facilitators asking probing questions and follow-up where necessary. The group interview lasted approximately 60 minutes with participants. The interview was audio recorded and transcribed.
Student Grades. Karla will fill in this narrative.
Student Demographics
Karla will fill in this narrative from doc.
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Pre-Assessment Data
On the Orientation days of the program, students took a 9-item questionnaire. The assessment sought to determine where students were at developmentally and in their learning prior to participating in the program. 30 residential students completed the questionnaire; unfortunately, there was a 0% response rate on commuter student questionnaires. All 30 students indicated that they planned to attend a college or university after high school graduation, with 100% of respondents indicating they had confidence in the plan to attend a college or university. Of the 30 students, 6 were 6-Week Academy students, 8 were 3-week Seminar A students, and 16 were 3-week Seminar B students. A breakdown of participant responses is represented below:
Students were asked to identify whether or not they had ever taken a college-level course prior to beginning the Summer Scholars program. Of the 30 students, 17 identified that they had taken a college-level course, 11 had not, and 2 were unsure.
Participants were asked to rate how familiar they were with college classroom dynamics (teaching style, types of assignments, interactions with peers, etc.) on a 5-point Likert scale, from 1 (Not At All Familiar) to 5 (Very Familiar). 73% of participants indicated that they were familiar or very familiar with college classroom dynamics.
When asked about career goals, respondents’ responses generally fell into three categories: business, medical, and legal. 2 participants indicated they were unsure about their participants. When asked about confidence in using resources at Loyola, 97% of respondents felt confident about utilizing on-campus resources like the Information Commons, the Library, and Student Health Center.
When asked about frequency of participation in community service, respondents indicated varying levels of participation frequency. 74% of respondents indicated that they completed community service at least 1-2 times per month.
Prior to participating in Summer Scholars, 73% of respondents had some knowledge of Jesuit values of education. 87% of respondents lived in a shared space prior to Summer Scholars.
Summer Scholars students were also asked what their expectations were of the Summer Scholars community. A sample of responses is below. Numbers in parentheses after a particular response indicate how many times individual respondents mentioned it:
Learn more about [class subject] (10) Learn more about college life (7) Be better prepared for college-level classes (4) Understand what community living is like (3) To become more independent (3) Get to know Loyola (2) Have fun (2) Gain a better connection to the city of Chicago (2) Gain new friends (2) Learn from peers Be challenged academically To learn to live in a group To learn better study methods
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Program Interventions
This section describes the program interventions and how staff achieved the various intended learning outcomes.
Classes
Each Summer Scholars student took at least one course. Seminar A and B students took one 3-credit course that met 3 hours each day, Monday through Friday. These courses were created for Summer Scholars students only. 6-Week Academy students took one or more Loyola University Chicago courses. These were courses in which Academy students interacted with current Loyola students. The classes are described below.
Ethics (PHIL 181 – Seminar A). Taught by Dr. Ludovisi; the course investigated some of the central questions of philosophy and moral theory: How should human beings live together? Are moral decisions the outcome of free choice or socially and naturally determined? What is the role of rationality in decision-making? What are the social implications of moral evaluations? Students were required to take one in-class midterm (40% of the overall grade), complete one take-home paper (40% of the overall grade), and complete an in-class presentation (20% of the overall grade).
Law & Civil Rights (PLSC 195 – Seminar A). Taught by Dr. Goldschmidt; the course is an introduction to the restraints on State and Government law enforcement agencies imposed by the Constitution of the U.S. The course mainly focused on the principles of constitutional law and civil liberties relevant to the American criminal justice system. Students were required to complete 4 in-class quizzes (40% of the overall grade), write one term paper (25% of the overall grade), complete an in-class presentation (10% of the overall grade), and to take a final examination (25% of the overall grade).
Chicago in the Cinema (COMM 297 – Seminar A). Taught by Dr. Slania; the course teaches students about the history and culture of Chicago through the eyes of film and documentary makers. In addition, students were taken on field trips to historical sites in the city where some of the scenes in the films were shot. Students were required to write 6 movie reviews (60% of the overall grade), complete an in-class presentation (20% of the overall grade), and participate actively in class discussions (20% of the overall grade).
Entrepreneurship (CPST 195 – Seminar B). Taught by Dr. Kuczmarski; the course examines trends and practices of contemporary entrepreneurs, including values-based and ethical decision-making. Students meet and hear from real-world entrepreneurs and apply lessons learned to their individual business plans. Students were required to complete one paper on their personal leadership plan (20% of the overall grade), a paper and oral pitch on a “need, idea, and concept” (20% of the overall grade), a paper and formal presentation on “converting the idea into a business plan” (30% of the overall grade), a continuous journal (10% of the overall grade), and participate actively in class (20% of the overall grade).
Health Care in America (HSM 110 – Seminar B). Taught by Dr. Conway-Phillips; the course provides an introduction to the healthcare system, orienting students to its overall structure functions, and processes. The variety of roles and functions within the different segments of the health care industry are identified to assist the students in considering his/her/hir potential area of specialization and ultimate career path. Students were required to participate actively in class (10% of the overall grade), complete two in-class exams (35% of the overall grade), complete a movie reflection
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(10% of the overall grade), complete reflection journals (10% of the overall grade), complete an individual project (10% of the overall grade), complete a group project (15% of the overall grade), and critique a research article (10% of the overall grade).
Urban Field Studies (SOCL 100 – Seminar B). Taught by Dr. Neumann; the fieldwork-based course explores how communities are shaped by social, economic, and political forces, and by grassroots activism and community organization. In the class, students visit with community leaders, politicians, advocates, religious leaders, and others working for positive changes in the city. Students were required to participate actively in class (20% of the overall grade), complete a series of in-class quizzes (20% of the overall grade), complete a series of journals (20% of the overall grade), and complete a final project (40% of the overall grade).
Six-Week Academy Classes. Six-week academy courses included: General Biology II (BIOL 1), General Biology II Lab, Ecology (BIOL 265), Introduction to Communication (COMM 175), Public Speaking and Critical Thinking (COMM 101), Precalculus (MATH 118), Logic (PHIL 174), Ethics (PHIL 181), Self & Society (SOCL 230), and Survey of Islamic History (HIST 209).
Educational Programs
During each 3-week seminar, Summer Scholars staff arranged for students to meet with one member of the campus ministry. During Seminar A, students met with Fr. Justin Daffron, spoke with him informally about their experiences before coming to Loyola and in the Summer Scholars program. This included a visit to Campion Hall. During Seminar B, students met with Sr. Jean Schmidt during a Student Life Assistant program.
Staff also arranged for participants to gain financial aid advice and tips from Derrick Gunter each Seminar. Derrick led the students through an hour long workshop around financial aid packages, how to interpret them based on individual colleges and universities, and gave them a mock award letter to have them work practically around how award letters look different at individual institutions.
Student Life Assistant Programs
Throughout the entire program, Student Life Assistants sponsored various programs to help achieve the program’s intended learning outcomes. Programs followed the 10 measures of the outcomes described above. The programs are detailed by outcome below. Some programs only touched on one outcome while others touched on multiple outcomes. Programs were initially proposed to the Program Coordinators and then assessed by both the Program Coordinators and the Student Life Assistants. An asterisk means a program that achieved multiple outcomes. While we measured outcomes along the these 10 factors, the SLA programming was expected to cover the experiences of students outside of the classroom environment:
Develop educational interests and pursuits
o Visit to the Shedd Aquariumo Visit to the Contemporary Art
Museum*o Visit to the Museum of Science and
Industry*o Visit to the Adler Planetarium*
o Final Night Talent Show*o Visit to the Lincoln Park Zoo*o What Can You Do With Your
Major?*o University of Chicago Tour*o What to Look for When Picking a
Major*o River and Lake Tour
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o College Q&A*o Tour of Northwestern
University/Fireworks in Evanston*
Practice critical thinking skillso Visit to the Contemporary Art
Museum*o Visit to the Museum of Science and
Industry*o Visit to the Adler Planetarium*o Earning Good Grades*o What’s Your Color?*o Nutrition 101o Letters to Self*o Campus Scavenger Hunt*
Develop skills and confidence to pursue their future academic goals
o What Can You Do With Your Major?*
o University of Chicago Tour*o What to Look for When Picking a
Major*o Earning Good Grades*o What’s Your Color?*o Plan Your Schedule*o Study Skills
Increase their self-efficacy in utilizing campus resources
o Earning Good Grades*o Bike Along the Lake*o Fun in the Sun*o Campus Scavenger Hunt*
Establish relationships with faculty, staff, and peers
o Final Night Talent Show*o Visit to the Lincoln Park Zoo*o Tye-Dyeo Bike Along the Lake*o Fun in the Sun*o Family Dinner*o Campus Scavenger Hunt*o Cubs Baseball Game/White Sox
Baseball Gameo Tour of Northwestern
University/Fireworks in Evanston*
o Kindergarten Nighto Visit to Randolph Street Market*
o Summer Olympicso Mean Girls Discussion Groupo Wii Nighto Visit to the Butterfly Haveno Zumba in Millennium Parko Visit to Navy Piero Visit to Willis Towero A Viewing of Monsters Universityo Applepaloozao Trip to See Cirque de Shanghaio Trip to the Indiana Duneso Visit to Second Cityo Trip on the Seadogo Cupcake Warso State Street Shoppingo Visit to the Amazing Chicago
Funhouse Mazeo Late Night Pancake Party*o Sock Assassins Game*o Taste of Chicagoo Visit to the Art Instituteo Visit to the Farmer’s Marketo Visit to the Field Museumo Visit to the Chicago History
Museum Navigate between their personal
values and those of the communityo Letters to Self*o Vision Boardso PAWS Chicago*
Understand the concept of “shared space”
o Family Dinner*o Sock Assassins Game*o Late Night Pancake Party*o How to Cook in a Residence Hall
Room Understand the values of a Jesuit
educationo Letters to the Troopso Coloring Books for Charity*o Beach Clean-Up*
Understand classroom dynamics in a university setting
o College Q&A*
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Demonstrate a commitment to social and civic engagement through awareness and actively addressing issues and needs of the community
o Misericordia
o Visit to Randolph Street Market*o Coloring Books for Charity*o Beach Clean-Up*o PAWS Chicago*
Living in a Community
This year, the Summer Scholars program was based out of Messina Hall. Residential students lived in the hall, sharing a room with one roommate. In addition to their roommates, each room split a bathroom with another room. Thus, students automatically had three other students to connect with in proximity of their room. Students also had use of a fully stocked kitchen, in which the community was responsible for maintaining. This included cleaning dishes, the sink, cleaning up separate appliances, and labeling one’s own food. Students also had shared usage of three lounges. Two of the lounges were dedicated for social interaction (playing games, talking, watching TV, etc.). The other lounge was dedicated to studying, including white board walls with markers, to allow for individual and group studying.
Program Coordinators and Student Life Assistants lived in the hall with students, with three or more staff members always being present in the building. Staff members were always present at the front desk from 8 AM to 7 PM each day to give access to the shared printer, give out board games, or check out a game console. From 7 PM to 8 AM, two staff members were on call to allow access to the desk and games, while also checking on the student sign-in and sign-out sheets. Students were required to indicate where they were going on the sign-in and sign-out sheets, just so staff was able to know where any student was at a given time.
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Post-Assessment Data
On the final days of the program (Seminar A and Seminar B/Academy), students were given a post-assessment to fill out, asking questions associated with the two learning outcomes. 35 students took the post-assessment: 31 students were residential and 4 were commuters. Of the 35 students, 23 identified as female and 12 identified as male. Of the 35 students, 24 students were rising high school seniors, 8 were rising high school juniors, 2 were rising sophomores, and 1 student qualified for college level courses.
When asked about how comfortable students felt about participating in a college classroom after attending Summer Scholars, 97% of students indicated that they were comfortable or very comfortable participating in a college classroom, such as giving their opinions in class or entering into discussions with their faculty members. Respondents were also asked what they perceived as the difference between high school and college classrooms. Respondents. A sample of responses is listed below, with frequency of responses indicated in parentheses:
College work/participation is more independently driven (17)
Greater expectations of classwork/homework (12)
High school classrooms provide more guidance/hand hold (6)
There is a freedom of opinion in a college classroom (3)
Professors emphasize teaching more than test scores (3)
Greater attention to the individual in college (2)
More class discussion in college (2) No difference Closeness with peers
When asked about if they had developed any new educational interests as a result of their Summer Scholars course, 80% of respondents indicated that they had developed a new interest. These included majoring or minoring in the course subject in their postsecondary career when they had previously not had an interest, a commitment to social justice in their work, a career field the course touched on but did not explicitly cover, and other educational interests were narrowed down because of the course content.
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Students were asked how often they utilized various campus resources, such as the Information Commons, the Library, and the Halas Recreation Center. 82% of respondents reported that they used these resources very often on campus. When asked which resources respondents felt would be useful to an incoming or current college student. Below are the responses and frequencies collected from the post-assessment:
Information Commons (13) Halas Recreation Center (8) Damen Dining Hall (8)
Library (5) Campus Post Bookstore
Students were able to participate in five community service projects during their Summer Scholars experience. When asked how often participants saw community service being a part of their post-high school experience, 71% of participants stated they would get involved at least 1 – 2 times per month. When expanded to 1-2 times per year, 91% of respondents indicated community service involvement.
When asked which Jesuit value had the most meaning for their personal life, respondents were across the board. Breakdown of responses is below:
Magis (9) Being Men and Women for Others (7) Contemplatives in Action (5)
Ad Majored Dei Gloriam (10) Taking a spiritual journey (4)
When asked how student felt they had changed since coming to Summer Scholars, there was a range of responses. The responses were placed into the themes below:
Haven’t Really Changed (3) Increased Confidence/Independence (9) More Passionate About College (2) Care More About One’s Community (5) Better Balance of Social/Work Time
More Responsible (4) Learned to Be More Social (3) Increased Maturity (3) Increased Acceptance of Others (4)
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97% of respondents indicated that they had established new relationships during their time with Summer Scholars, whether that was their peers, the staff, and/or their faculty members. In their responses about understanding the concept of “shared space,” respondents’ answers included “teamwork,” “respect,” “shared trust and agreement,” “compromise,” “flexibility,” “cooperation,” and “patience.”
Student Grades
Records of student performance are listed below by class. KARLA WILL INSERT THAT INFORMATION HERE.
Focus Group Themes
The focus group discussed strong aspects of the program to maintain, items to improve upon, and others to introduce or do away with. While some of these comments are listed in the Student Testimony section, important items to consider are listed below:
Allow more leniency with going into the city Walk students to class on the first day Let students go out into pairs, rather than triads Complete roommate agreements with suitemates Make a separate program packing list for students Do a tour of the hall on the first day Staff be more stringent on enforcing kitchen cleaning Communicate programs better to students Be clearer about the refund policy 3-Week classes need to be seriously looked at to make them feel more like college-level courses Give students an idea about how much personal money they should consider bringing Alert students that the city can get cold in the summer and to bring warm clothes
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Benchmarking Research
In addition to collecting information regarding the development of participants in the Loyola Summer Scholars program, a comprehensive comparison of similar programs across the United States was conducted. A total of [29] university/colleges were benchmarked on the components of types of courses offered (credit/non-credit), number of courses, dates of program, length of program, cost, financial aid, and offering of educational and recreational programs.
This comprehensive summary allows for comparison of the Loyola University Chicago Summer Scholars program to similar programs across the country and may also serve as a platform for improvement of the existing program components and overall admissions and administrative processes.
Offering For-Credit 72%
Offering Non-Credit 55%
Offering Both 51%
Average Number of Courses Available
14 options
Start Dates 16+ begin in June with two sessions in June and July or six week sessions ending in August
Average Cost* $5,500
Offering Financial Aid
59.3%
Offers Educational Seminars/Workshops
45%
Recreational Programs
93%
Total Number of Programs: #29*Residential Programs Only
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Program Administration
In the summer of 2013, the Summer Scholars program was adapted and transformed, building a new foundation for development and progress for future summers. The focus of the Program Coordinators was to develop a comprehensive learning curriculum that included processes and program components specifically tailored on assisting participating students achieving certain learning outcomes. In addition to the development of curriculum, many new administrative processes were created in order to facilitate admissions into the program, ease of student participation, and an enjoyable experience for all student participants. Administrative details as observed and developed by the Program Coordinators are summarized by their component below.
Admissions and Student Contact – KARLA ADD MORE INFO AS NECESSARY
Admissions. New to 2013 was an integration of the Loyola University Chicago admissions process with the Summer Scholars process. This included a collaboration of marketing and PR materials to high schools and guidance counselors nationwide. As a result, students had to apply to the program through the Loyola University application, which included demographic questions, essay questions, and testing scores. Students were also asked to provide a transcript and letter of recommendation. Decisions regarding student applications were made through the admissions office. If there were any disputes, a discussion occurred between the admissions counselors and the Coordinator for Pre-College programs.
Student Contact. Student contact was varied throughout the Summer of 2013. The number of student interactions in regards to admissions is included below:
Number of student contacts:Number of applications started:Number of applications completed:Admitted students:Number of student participants:
In addition to the initial admissions contacts, students were contacted a variety of times over summer through e-mail and personal phone calls. Student contacts included follow-up for paperwork, information regarding classes, orientation, and move-in, and confirmation of participation in the program.
Throughout the summer many students had difficulty completing the application due to its length, which led to lower participation in numbers. While students were contacted very regularly throughout the summer, in Seminar A, # of students were left unconfirmed prior to check-in. This meant that they had been admitted into the program and selected a course, but never deposited or confirmed verbally or through e-mail their attendance. This improved in Seminar B as every student was confirmed either through a phone-call or e-mail. This led to a lower number of no-shows on move-in day overall.
Class Registration. Some of the largest issues occurred with student class registration. Enrollment issues led to many classes being cancelled and with students unable to take the course they originally selected. While students were asked to provide a list of their top three choices, many only wanted to take 1 or 2 classes. This ultimately led to low enrollment in the majority of the three-week seminars, with one class having a total of 2 students.
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Residence Life
A strong collaboration was established with residence life this summer to facilitate the residential component of the program. Students were asked to complete a housing application as part of the process. This application indicated students' preferences for housing, meal plan options, and a brief roommate survey. However, many students had difficulty completing the survey, as Messina Hall was not listed on the form, and many students selected the wrong seminar. This led to miscommunication between residence life and the program as to which students were residential.
Personnel. Personnel changes for 2013 included the hiring of additional staff members including two Program Coordinators and seven Student Life Assistants. The Program Coordinators, two graduate students, started on June 10th with training, and began work on staff training in addition to developing various program components.
Student Life Assistants arrived on June 17th, with training beginning on June 19th. Training focused on preparing staff for the different functions of the job as well as finishing program preparation for move-in and orientation. Staff member were also specifically trained on program development, Jesuit values/practices, social justice practices, conflict resolution/intervention, and personality/group processes in order to enhance their success with students in the program. This allowed staff members to be better prepared to build a strong living learning community for students.
Supervision of the Student Life Assistants was shared equally by both Program Coordinators and conducted through weekly 2:1 meetings. Towards the end of Seminar B, Program Coordinators divided the responsibility into biweekly 1:1 meetings with alternating supervisors.
Conduct/Student Community Standards. Through collaboration with the Office of Student Conduct and Conflict Resolution, a comprehensive conduct program was developed for the Summer Scholars program. The conduct program included incident protocol and procedures, enhanced community standards for student participants, and a developmental sanctioning program aimed at enhancing student behavior in regards to holding students responsible for their behavior.
Additionally, students were held to very high standards while participating in the program. In Seminars A and B, students followed Chicago curfew by returning to the residence hall by 10pm on weekdays and 11pm on weekends. They also had an in-hall curfew of 12am on weekdays, and 1am on weekends. Specifically in Seminar A students were allowed to check-out of the building within their boundary with 3 students. If they wanted to leave the boundary, they had to request a staff accompaniment at least 24 hours in advance. The staff check-out rule was implemented one-week into the program after confusion with students and staff schedules. In Seminar B, the student check-out rule was amended to students allowing to be anywhere in their boundary by themselves until 7pm, and having to be in a group of 3 in the evenings after 7pm. This change was implemented due to student feedback and to allow for students to have a more independent college experience.
Student Testimony/Survey Results
Programs. A majority of students were able to identify a program that they enjoyed during their time in Summer Scholars. Most students appreciated out-of-hall programs and opportunities to see parts of Chicago. The most popular programs as cited by students included a trip to Second City, Cirque de Shanghai/Dinner on the Town, and Six Flags.
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“[The Summer Scholars program] exceeded my expectations because I wasn’t expecting to have a lot of activities to go to! I thought it was just going to be like studying and school but it was like really fun to find out that there was lots of stuff for us to do.”
- Kelsey Helstrom, Seminar B Student
Student suggestions for programs included more organized sports, beach, dinner, and more out-of-hall programs to specific areas in Chicago that included cultural areas and neighborhoods such as Wrigleyville. However, students did seem to enjoy the opportunities for in-hall bonding as well.
Students were motivated to attend programs mostly to build relationships with other students and to have fun. Other reasons cited included getting to experience and see Chicago or a program met a particular interest of theirs.
In terms of administrative parts of programs, students asked for better planning in regards to their class times and scheduled class field trips. They also cited more flexibility and communication for refunds and payment for programs that cost money. Many students expressed frustration with communication regarding programs in general. Times and execution of programs including transportation and expectations was frequently mentioned as confusing for students.
Overall students appeared to enjoy their experience on programs in Summer Scholars. Most programs had an average attendance of 5-8 students. Students appreciated opportunities to have a break from class and interact with their peers.
Staff Interactions. Out of 35 students surveyed, 54% of students felt that the Summer Scholars staff was approachable. Much of the qualitative data suggest that the students enjoyed their relationship with the SLA’s.
Student feedback was mixed by mentioning an inconsistency in the staff members in interactions with students. Some students stated that the staff was very approachable while others felt that staff members were rude or crossed the boundary into being closer with students by speaking their language.
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“I liked that we could borrow games and do activities at night that weren’t a part of the activities outside. For instance, just being able to play [Wii] really united us. I wasn’t really expecting to be able to play games and do all this fun stuff, but I really liked that.”
- Andrea Celleri, Seminar B Student
“I think that maybe some of the activities should have been planned with the classes because I find that some people have a field trip, and they miss activities that they would really appreciate going on…all the activities are really cool and stuff, but maybe trying to fit it with the schedule of other people just so the people who have to go to their class can have the opportunity to go on trips.”
- Andrea Celleri, Seminar B Student
“With the activities, I really feel like they need to be better planned out because I sometimes feel like the [SLAs] aren’t well prepared for it, and things go awry, and then you sit around for a good 30 minutes.”
- Allison Bruning, Seminar B Student
“I feel like all the staff here are so amazing. Like we could relate to them and they speak to us like we would speak to our friends. They became our friends, and it made us all feel very comfortable.”
- Diana Jarocki, Seminar B Student
While students appear to appreciate their relationships with staff, there appears to have been a few instances in both Seminar A and Seminar B with inconsistent staff approaches or inconsistent interactions with students in regards to professional behavior and developing relationships.
Classes/Coursework. Students enjoyed their classes. A majority of students cited their reason for participating in the Summer Scholars program was for the college classroom experience and the college credit it provided. As part of the experience, Student Life Assistants acted as TA's and mentors to the various courses, providing a support system for students. 43% of students surveyed stated that their Student Life Assistant was very helpful in their success in the classroom.
Students in general felt prepared for their classes but challenged through the variety of assignments. Three-week students appeared to have an easier time, whereas six-week students faced a tougher challenge through more frequent homework assignments and higher order thinking requirements.
While different from their learning in the classroom, students were satisfied with their classroom experience. Students also expressed that they enjoyed the variety of courses being offered. This appeared to be the main reason for interest in the program. However, many students also expressed frustration with courses being cancelled prior to coming for the program.
Residence Life. Students were very satisfied with their experience in Messina Hall with 86% of students surveyed stating they were satisfied or very satisfied. Areas for improvement include a tour of the hall so students can have a full understanding of the amenities available to them. Additionally a frequent number of students cited that they meal plan was too expensive and was not representative of their eating habits throughout the program.
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“I really like the staff here…they’re really fun, but at the same time, sometimes I feel like they’re almost too much of our best friends. Sometimes they get in conflict with each other because they want to stick up for students.”
- Kelsey Helstrom, Seminar B Student
“I think it might have given me more confidence toward university and maybe just knowing that it won’t be hard because at the same time I felt like I was in high school, but with different types of work, like more reading and more project activities. I liked it.”
- Andrea Celleri, Seminar B Student
“I think [the faculty] treat us too much like high school students rather than college students. So I wish they challenged us a little more and treated us different.”
- Diana Jarocki, Seminar B Student
“[As an Academy student], I do feel like I had an [actual college experience], because I was a solid ten years younger than the people in my class…I feel like what I’ve heard of the assignments that [Seminar students have] had, they had more of a high school experience.”
- Shawn Chakraborty, Academy Student
“I have way too much money left on my card, and I’m not going to be able to use it all…so maybe [introduce] a smaller option.”
- Anna Blasco, Seminar B Student
Students also asked for a more comprehensive packing list prior to move-in. Many felt that they did not bring enough items or were unable to make the space functional for their use, especially in the showers.
Overall, students appeared satisfied with their entire residential experience.
Rules/Standards. Throughout the program, observation provided an insight into the student's perception of the rules instated for the program. Many students felt restricted in their freedoms to leave the building and expressed much frustration with the lack of clarity surrounding some of the rules. As a result, the majority of student feedback in regards to the rules is negative.
Students expressed that they would have enjoyed more independence in leaving the building. This appeared to ease the feedback for students in Seminar B, as they seemed more satisfied with the amount of independence with leaving the building by themselves. However, both Seminars cited that having the ability to explore parts of Chicago on their own would make a large difference for their experience.
The main reason for allowing more freedom was to make the experience seem like the real college experience. In addition to taking college courses, students stated that they expected to learn what it's like to live independently.
Parent/Guardian Testimony
The experience and testament of guardians is paramount to the Summer Scholars program. Guardians are often heavily involved in the admissions process for their student and based upon informal observation are most concerned about their students’ independence and performance in the classroom. Guardian concerns are addressed most frequently during orientation, and the most frequent concerns include student safety, meal plan and program costs, and academic needs and accommodations.
While no formal parent/guardian survey or testimony exists, informal feedback and observation leads to the conclusion that guardians are satisfied with the experience of their Summer Scholars. Throughout the course of the program, phone-calls often consist of concerns of their students’ status, student rules/regulations, and student leave requests. The following four conclusions were drawn based upon these observations: 19
“We ate lunch or dinner off campus [often], and that’s why we missed a lot of the dining hall meals, and that’s where a lot of our money went…maybe tell us beforehand so that we have more spending money and less in the meal plan.”
- Andrea Celleri, Seminar B Student
“I understand that we’re minors, but I fell like if parents had given us permission to go stay on our own, they must expect us to go into the city. I think a group number of people should have to go, but I think we should be allowed to go into the city more on unplanned programs.”
- Allison Bruning, Seminar B Student
“When I came, I expected a little more of going into the city. Like we could go and take the train by ourselves, hang out with our friends, kind of a more urban experience compared to just in this area.”
- Diana Jarocki, Seminar B Student
1. Guardians are much more concerned with their students well being than ever before. Oftentimes students do not regularly communicate with their parents/guardians, leading to inquiries about the status of students.
2. Guardians are also very concerned about rules/regulations. The student leave approval policy is often challenged, which can cause staffing and administrative issues. Guardians often want to approve for their student to leave the building with a family member of family friend. While the program policy is 72 hours in advance, parents often e-mail or call the night before. Feedback often consists of the feeling as if though their say is the final say in regards to their child and their leave from the program. In general, practice allows for guardians to call and request with a reasonable amount of time and their request will be accommodated with consideration to extenuating staff circumstances.
3. Guardian feedback in regards to student rules and regulations is varied. While the majority understand and appreciate student rules/regulations, on a few occasions parents have expressed they find the rules too restricting on their student. Those who were frustrated cited that they envisioned a pre-collegiate program as an opportunity for students to exercise their independence and that existing rules did not allow for such flexibility and independence.
4. General guardian feedback is often based upon the experience and testimony of the student. As most student feedback is positive, parents often express during move-out and through e-mail their satisfaction with the experience for their student.
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“Thank you so much for providing such a marvelous program for our students. Jasmine had a wonderful time in her class, with her new friends in the dorm, and with the staff. Hats off to the Summer Scholars staff!”
- Dawn Ader, Mother of Jasmine Ader, Seminar A Student
Recommendations
Learning Curriculum/Programmatic
Academic Success Workshops. In order to enrich students’ experiences in the Summer Scholars program and to further their achievement in regards to the program learning outcomes, academic enrichment and success workshops should be integrated into the Summer Scholars experience. While students may enhance their academic skills merely through direct immersion into a college classroom experience, there is little in place to ensure students are properly growing and reflecting on their skill enhancement. True immersion experiences require three components to ensure student learning. The first being a pre-departure intervention or reflection, reflection and engagement during the experience, and lastly post-reflection after departure.
Currently students are immersed in the experience with little interaction in between. Student Life Assistants act as liaisons to check-in with students, but no formal training or job requirement exists. As such, it is recommended that students be engaged through three distinct processes throughout their time in the Summer Scholars program. Students should participate in a pre- and post- class reflection group with their class liaison to engage students in reflection on their skills and learning prior to and after taking their class. This may involve a brief meeting with a class liaison to share concerns and fears prior to taking the class and reflecting on their growth and what they learned after the class has ended.
Additionally, utilizing the afternoons as a time to engage students in academic skill enhancement and reflection can serve to enrich the experience to one that is 360 degrees, rather than just in the classroom. Academic skills sessions might include personality/career assessments, learning styles, active learning, and test taking.
Civic Engagement. Since service is such a core component of the Jesuit tradition and of the university, it is important that it become a core component of the Summer Scholars program. Students enjoyed the service opportunities offered throughout the program but it may be best to require a mandatory service trip once per seminar. Staff found difficulty in organizing service trips and projects during the summer, so this may require more attention from the Program Coordinators, in addition to the Student Life Assistants.
Assessment. As discussed above, it is important that assessment be conducted before and after students’ experiences in the program. Measures should relate to learning outcomes. In addition to student assessment, a parent assessment and evaluation instrument should be created to allow parents/guardians to assess the aspects of the program that students do not touch, such as payment, initial communication, etc.
Programmatic Decisions. Students expressed that there should be a better process to the execution of programs in general. Half way through the program, a sign-up process was implemented to facilitate student attendance at programs. Students signed up for all the programs they were interested in on orientation night and paid for programs one week in advance. In general if students wanted a refund they were given it for class related reasons. However some students felt that this process was unfair and that they felt pressured to sign up and participate or just had no general interest in some of the programs or that they conflicted with their class assignments and homework.
It is recommended to continue having students sign-up for programs in advance but to arrange programs in a more flexible format, concentrating on offering more programs out of hall in the evenings.
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Furthermore, getting student input into programs or allowing students to pick and choose from multiple options could lead to more student interest in participating. Furthermore, having students create their own programs could lead to more interest in participating.
In regards to refunds, they should continue to be offered for educational and class conflicts, however continuing to be strict with paying for programs teaches students the responsibility of spending their money in a strategic way.
Rules/Standards. Rules regarding student leave outside of the boundary and checking out the building were changed mid-way through the program. There was much positive feedback regarding these standards. It is recommended that these amended procedures stay in place.
Administrative
Admissions. While the enrollment into the Summer Scholars program is generally decided by Admissions, processes and procedures should be more clearly in place in order to facilitate the disbursement of information to students and ease registration issues. Student application deadlines should be enforced with more clear information on the website as to what admissions standards are, timelines of communication, and class registration policies (including Loyola reserving the right to cancel classes due to low enrollment).
Students also struggled with completing the applications, which led to a decrease in admitted students. Students were required to complete the full Loyola application, which led to confusion and for students to quit the process. Tailoring an application process specifically for Summer Scholars students may alleviate this problem and is highly recommended to increase the number of enrolled students.
Student Contact. Student contact should include set deadlines and dates when information will be sent. For example, student communication happened sporadically with some students receiving information only one week or a few days before their arrival on campus for orientation. The following schedule of communication is proposed:
Admissions Letter (1-2 Days after admittance) Forms and Class Registration Confirmation (included with admission letter) Student Welcome/Orientation Virtual Packet (1-2 days after class registration confirmation)
o Orientation Informationo Move-In / Commuter Student Infoo Activities/Programs Infoo Class Syllabus/Book Purchase/Supplies
Deposit and Confirmation of Attendance (1-2 days after student welcome packet)
Follow-up and student confirmation should occur as deadlines are missed. Students should be informed that they will be dropped from the program if they do not confirm their attendance one week prior to the start of the session.
Housing Forms. The housing contract on the Residence Life website should also include a deadline. If students do not complete their contract, they will not be guaranteed housing. Furthermore, collaborating more closely with Residence Life will ensure timely receipt of confirmed students. Labels on the Residence Life website should also be more clear, as many students submitted the wrong contract, which led to much confusion among staff and students.
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Summary. Overall, administration should move to a more clear process of communication and outreach to students. Working closely with admissions and residence life and installing clear procedures will ensure that students are processed in a timely and effective manner.
Staff Needs
Staff Arrival Times. This year, staff arrived one week early in order to complete all of the administrative tasks required for the program. While this additional time worked in the staff’s favor, more time could always be beneficial. It is recommended that the graduate student Program Coordinators arrive at least 2 weeks prior to the arrival of the Student Life Assistants. This would allow for adequate training and orientation for the Program Coordinators and allow for a more thoroughly developed training process for the Student Life Assistants. Student Life Assistants should arrive at least 1.5 weeks prior to the arrival of the students. This would allow for more time to create Residence Hall decorations, the development of Student Life Assistant programs, and the development of educational programming and workshops.
Program Coordinator Position/Supervision. In the past, the Program Coordinator position has been equally shared between two graduate students, with one generally returning from a Student Life Assistant position. While the position can be shared, dividing the responsibilities into two functional areas and sharing the responsibility of supervision could lead to more work life balance between the two.
Staff Program Training/Standards. Staff members should thoroughly be trained on program planning, event planning, budgeting, and logistics. Student life assistants had a basic understanding of the program planning process but many had never planned a trip before or did not understand how to program for educational outcomes. These skills should be taught and integrated into training. It is also suggested to include presenting a program to the group and receiving feedback from supervisors and peers. Additionally, Student Life Assistants should have the majority of their programs solidified prior to the start of each session to facilitate program purchasing, stress, and taking care of details.
On-Call Phones. This year, staff members used personal cell phones for duty calls. Using Google voice was an easy way to avoid having personal phone numbers being distributed to parents and students. However, due to the limited numbers Google Voice allows, students had three phone numbers they were to call if an emergency happened, and oftentimes the numbers would switch. To alleviate students having to check the duty board every evening and switching the number, there should be one emergency phone number for students to call, which would be sent to the Student Life Assistant who is primary on duty that evening. Student Life Assistants should be the first call in the phone tree and calling up to Program Coordinators as needed. Program Coordinators will have their own phone number as well and switched between the two. Parents and students should also have access to this number in case the Student Life Assistant phone isn’t answered.
It is also recommended that the program purchase two reloadable cellphones that can be passed between staff members who are on duty. This would alleviate switching of numbers and allow for one number to be wired to one phone.
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Appendix A
Summer Scholars Pre-AssessmentThe purpose of this form is to assess your academic ability, relationship with the university, and your relationship with the greater community prior to participation in the Summer Scholars program. The information provided in this form is for internal assessment purposes. Your answers will remain confidential. The assessment should last less than 10 minutes.
Required
Please select your program. *
o Session A (6/29-7/20)
o Session B (7/21-8/10)
o Academy (6/29-8/10)
Residential or Commuter? *
o Residential
o Commuter
Have you ever taken a college level course prior to entering into the Summer Scholars program? *
o Yes
o No
o Unsure
Academic OutcomesHow familiar are you with college classroom dynamics? *(Teaching style, types of assignments, interactions with peers, etc...)
1 2 3 4 5
Not At AllSelect a value from a range of 1,Not At All, to 5,Very Familiar,.
Very Familiar
What are your plans for after high school? *
o Employment
o Community College
o Military
o College/University
o Unsure
o Other:
How prepared and confident do you feel about your plans after high school? *
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1 2 3 4 5
Not ConfidentSelect a value from a range of 1,Not Confident, to 5,Very Confident,.
Very Confident
What are your career goals? *(Ex: Teacher, lawyer, police officer, manager, etc...) If unsure, please put "unsure".
How confident do you feel about utilizing different resources at Loyola University Chicago? *(ex: Halas Recreation Center, Wellness Office, Campus Safety)
1 2 3 4 5
Not ConfidentSelect a value from a range of 1,Not Confident, to 5,Very Confident,.
Very Confident
Co-Curricular OutcomesHow often do you participate in community service projects? *
o Never
o 1-2 times per year
o 1-2 times per month
o Weekly
o Daily
o Other:
Have you heard of Jesuit values of education prior to Orientation? *
o Yes
o No
o Unsure
What are your expectations for being a part of the Summer Scholars community? *
Have you ever lived in a shared space prior to Summer Scholars?(i.e. had a roommate, gone to summer camp, shared a bathroom with strangers, etc.)
o Yes
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o No
o Unsure_________________________________________________________________________________________________________________________
Post-AssessmentThe purpose of this form is to assess learning and growth as a result of participation in the Loyola University Chicago Summer Scholars program. The information provided in this form is for internal purposes only and will be used to enhance programming for future participation. The assessment should last 20 minutes. * Required
Academic OutcomesPlease select your program. *
o Session A
o Session B
o Academy
Residential or Commuter? *
o Residential
o Commuter
What is your gender? *
o Female
o Male
o Other:
What year of high school will you be starting in Fall 2013? *
o 10th Grade/Sophomore
o 11th Grade/Junior
o 12th Grade/Senior
o Other:
How comfortable do you feel participating in a college classroom after attending Summer Scholars? *
1 2 3 4 5
Not At All Comfortable
Select a value from a range of 1,Not At All Comfortable, to 5,Very Comfortable,.
Very Comfortable
What do you perceive as the difference between high school and college classrooms? *
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After participating in Summer Scholars, do you feel more confident about your post high school plans? *(College/University, Community College, Employment, etc...)
1 2 3 4 5
Not At All
Select a value from a range of 1,Not At All, to 5,Very Confident,.
Very Confident
Have you developed any new educational interests as a result of taking your Summer Scholars course? *(Areas you want to study more, New topics you want to read more about, More classes you want to take, etc...)
o Yes
o No
If you answered yes above, please describe below your new interests and how the class sparked your interest. *
Describe a class assignment that was challenging for you. What was challenging? How have you changed, if at all, after facing this challenge? *
How often did you utilize various campus resources? *Information Commons, Halas Recreation Center, Damen Dining, and Library?
1 2 3 4 5
Not At AllSelect a value from a range of 1,Not At All, to 5,Very Often,.
Very Often
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Please list campus offices that you think would be useful to you as an incoming or current college student. *
Community OutcomesHow often do you see community service being apart of your post high school experience? *
o Never
o 1-2 times per year
o 1-2 times per month
o Weekly
o Daily
o Other
Select the Jesuit value that has the most meaning to your personal life. *
Describe why this value has the most meaning to your personal life. *
How have you changed as a person as a result of participating in a residential community? As a part of Loyola University Chicago? *
Have you established new relationships during your time in Summer Scholars? *
o Yes
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o No
o Other:
What do you think it means to live in a community and/or shared space? *
Program EvaluationWhat was your favorite in-hall program? *
What was your favorite out-of-hall program? *
What would you change about any of the programs offered during Summer Scholars? *
What program do you wish was offered during Summer Scholars? *
What motivated you to attend a particular program? *
How approachable was the Summer Scholars staff? *
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1 2 3 4 5
Not Approachable
Select a value from a range of 1,Not Approachable, to 5,Very Approachable,.
Very Approachable
How helpful was the SRA for your classroom experience? *
1 2 3 4 5
Not at All HelpfulSelect a value from a range of 1,Not at All Helpful, to 5,Very Helpful,.
Very Helpful
How satisfied were you with Messina Hall? *Bedroom, Bathroom, Lounges, Kitchen, etc.
1 2 3 4 5
Not at All SatisfiedSelect a value from a range of 1,Not at All Satisfied, to 5,Very Satisfied,.
Very Satisfied
Please provide general feedback of the program below. *
What items would you recommend that future Summer Scholars bring with them to the program? *Examples: Warm Clothes, Garbage Cans, etc.
_________________________________________________________________________________________________________________________
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