Continuous Improvement at Loyola
Continuous Improvement at Loyola University Chicago is grounded in our mission to expand knowledge – both for our students and for us as instructional leaders. We want to know that our programs are effective and that students are learning, and what we can do to improve our programs and provide better learning experiences.
Assessment is a deeply reflective process, and as instructional leaders, our process of reflecting on student learning is rooted in the Ignatian Pedagogical Paradigm. We invite you to think about this paradigm as not only guidance for designing effective courses, but also for how student learning assessments affords you reflection opportunities which ultimately provide improved experiences for your students.
The CLAS project enhances our commitment to continuous improvement to our academic programs by building opportunities and processes for faculty to engage with an assessment process that uses evidence to truly expand our knowledge.
Continuous Improvement at Loyola University Chicago is grounded in our mission to expand knowledge – both for our students and for us as instructional leaders. We want to know that our programs are effective and that students are learning, and what we can do to improve our programs and provide better learning experiences.
Assessment is a deeply reflective process, and as instructional leaders, our process of reflecting on student learning is rooted in the Ignatian Pedagogical Paradigm. We invite you to think about this paradigm as not only guidance for designing effective courses, but also for how student learning assessments affords you reflection opportunities which ultimately provide improved experiences for your students.
The CLAS project enhances our commitment to continuous improvement to our academic programs by building opportunities and processes for faculty to engage with an assessment process that uses evidence to truly expand our knowledge.