Benildus University

[Be]nildus

History:

T f c

[Be]nildus

Institutional Fast Facts:

Student Demographics:

Mission:

St. Benilde

Benildus is located in Chicago’s Wicker Park neighborhood. Minutes from downtown by an “El ride,” our location in one of the country’s largest cities, which is invaluable to the Benildus experience: students get to use Chicago as their second campus. Faculty members frequently incorporate out of class experiences and excursions in their classes and al-low you to explore Chicago and discover all the city has to offer as an enriching education experience. The best example of this is your first common core class; Discover Chicago! The co-curricular experiences available in the city are countless; internships, community service projects , cultural workshops etc. All students are encouraged to find something that interests them within our commu-nity and realize what it means to not only be a Benildus student, but also a Chicagoan.

Benildus University Learning Outcomes

Students at Benildus should gain: What you will do:

Knowledge of other cultures (and international perspective of the U.S.)

Having knowledge of other cultures means our graduates are able to reflect on how their own culture and the cultures of others shape our everyday interactions in a globalized world.

Knowledge of oneself We must focus on ourselves before we focus on others. Benildus graduates will be able to articulate their personal values and make life decisions that align with those values.

Knowledge of math, science, arts & humanities

A liberal arts institution, we believe that by gaining a breadth of knowledge across many disciplines, our graduates are able to gain skills in a variety of inquiry methods and synthesize all they are learning utilizing their broad knowledge base.

Increased critical thinking skills Benildus graduates will be able to think critically. They will be able to acquire knowledge, analyze it objectively, and use different methods of inquiry to come to their own conclusions.

Effective communication skills Language is at the center of who we are and how we relate to others. We believe that in order to be a successful citizen and professional, our graduates need to be able to articulate their thoughts, needs, and values to others in a succinct manner.

Ethical decision making skills Our graduates must be able to consider their personal needs and communal needs, and make decisions when confronted with an ethical dilemma that address those needs.

A value for civic engagement Our Lasallian traditions are strongly connected to helping the less fortunate and marginalized. Benildus graduates should value becoming involved in their communities where they disseminate their knowledge gained through higher education that others were not able to gain.

A value for diversity Only with a value for diversity can our graduates effectively interact with others in a globalized society. Graduates will appreciate diversity of culture, background, and thought of those around them, and be able to articulate why they have that value.

A value of lifelong learning Learning does not stop at a diploma. Because we live in a continually developing society, it is important to continually learn. Benildus graduates will leave with the intent to find new ways to educate themselves on innovations and changes in their field and society.

Fields of Study:

Anthropology Asian Studies Biology Catholic Studies Chemistry Communications Criminal Justice Dance Economics Education

English Environmental Studies French German History Human Services International Studies Italian Latin Latin American Studies

Mathematics Music Musical Theatre Peace Studies Philosophy Physics Political Science Religious Studies

Spanish Theatre Theology Urban Studies Visual Communications Women’s Studies

Minors:

African Studies Art Ethics Exercise Studies History Linguistics Marine Science

Music Public Policy Statistics Urban Studies

Curriculum breakdown:

52 hours of major studies (depending on program)

60 hours in the 5 Areas of Inquiry 20 hours of Common Core classes 12 hours of elective courses

Students must have 144 hours to graduate.

A study of liberal arts and sciences is crucial for all students in order to be

able to think and act critically, become an effective citizen,

communicate effectively, engage in decision making, both personally, profes-

sionally, and socially, and understand the U.S. in a global context (The Presi-

dent and Fellows of Harvard College, 2007). The prescribed curriculum at

Benildus follows this tradition and seeks to education the whole student

through common core classes, 5 Areas of Inquiry, and specialized studies.

First-Year

Writing & Rhetoric

Because language is at the center of

all we are, it is important for our

graduates to be able to effectively

communicate with others (Boyer,

1987). Thus, all first-year students will

be required to register for one of the

writing & rhetoric courses in which

students will learn how to effectively

structure a written argument that ex-

emplifies thorough, critical analysis of

information. This will help our stu-

dents gain effective communication

Discover Chicago!:

These courses seek to introduce

Benildus students to the city that will

be their second campus. Faculty mem-

bers, in conjunction with student af-

fairs professionals, instruct the courses

that teach general college skills, con-

tain an experiential component in the

city, and seek to address a topic across

many disciplines.

Second-Year Multiculturalism

The courses focused on multi-

culturalism include courses in-

volving questions about race,

ethnicity, gender, religion, cul-

ture, language, sexual orienta-

tion, and ability. Although

course topics vary, all courses

help students gain a better un-

derstanding of multiculturalism,

how our cultures affect our ac-

tions, and how we interact in

cultures different than our own.

To be successful in their com-

munal and personal lives,

graduates must be able to un-

derstand and work with people

different from them (The Presi-

dent and Fellows of Harvard

College, 2007; AAC&U, 2005,

DePaul University, 2011).

Third-year Experiential Course

All students must com-

plete an “experiential

course” in order to apply

what they are learning to

real world applications.

Students may elect to do a

professional internship,

study abroad program or

academic fellowship. These

types of experiences give

students the ability to foster

their understanding of oth-

ers, employ critical think-

ing skills when faced with

workplace issues (Jenkins,

2011), and experience the

world of academia, sup-

porting further study after

college (Pascarella & Ter-

enzini, 2005).

Capstone Experience The capstone course is the culmination of a student’s Benildus experience. All students present on a cur-

rent ethical dilemma facing a specific future profession. Students should exemplify critical thinking

skills, an understanding of themselves related to ethical decision making, a value for diversity and other

cultures. They will demonstrate their skills by addressing the cultural implications of their assigned di-

lemma using effective communication skills; exemplified through their chosen medium of presentation.

The experience provides an academic challenge to students, and serves as a transitional situation from

college to further life pursuits (Kuh, Kinzie, Schuh, Whitt, & Associates, 2005).

] [

Jessica Tyler Class of ‘12 Urban Studies Major

Acting Out Course Number: 12345 Professor Merri Biechler This course centers on the theatrical arts in Chi-cago. Students will be exposed to the different types of theater such as: Broadway, commu-nity, tragedy, comedy and satire. In conjunction with viewing multiple productions, students will be asked to explore the historical, cultural, and political roles that theatre has played both in the U.S. and beyond.

5 Areas of Inquiry

Global Perspectives:

Math & Natural Sciences:

Aesthetic Awareness:

United States in the world: Religious Dimensions:

These courses teach students to look at

cultures and societies outside the U.S.

and understand how culture influences

social, political, economic, and legal

decisions. Global Perspectives support

the university learning outcomes by

furthering our students’ knowledge of

other cultures and helping them gain a

value for diversity.

These courses teach students various meth-

ods of inquiry, specifically the scientific

method. so that students may better ac-

quire, synthesize, and analyze knowledge.

Furthermore, studies in math and science

help students understand the social impli-

cations of various scientific and techno-

logical advancements of the 21st century

(AAC&U, 2005).

The ability to interpret works of art as forms of

cultural expression is invaluable. These courses

seek to expose students to different mediums of

art, so they may critically analyze the role that

art plays in our society and learn to respond ap-

propriately. These courses allow students to in-

terpret other cultures in a new way, and help

them understand themselves better through aes-

thetic interpretation, while fostering their critical

thinking skills (DePaul University, n.d.; The

President and Fellows of Harvard College,

2007).

These courses, unlike the Global Perspec-

tive courses, help prepare students for civic

engagement by focusing on the social, po-

litical, legal, and economic institutions spe-

cifically within the United States in mod-

ern and historical contexts. Students will

discuss what it means to be a citizen of the

U.S., a multicultural country, in a global-

ized society (The President and Fellows of

Harvard College, 2007).

These courses help students explore the reli-

gious dimensions of life and culture. This

area of inquiry offers courses with a com-

parative, thematic or ethical focus, and help

students gain knowledge of themselves re-

garding their faith, explore religious aspects

of other cultures, and further explore what

role religion plays into their daily lives

(DePaul University, n.d.).

All students complete 3, 4 credit hour courses in each area of inquiry. The breadth of courses support numer-ous university learning outcomes and seek to provide students with a broad base of knowledge and opportuni-ties for growth and synthesis across disciplines. The 5 Areas of Inquiry and Common Core Courses serve as the basis for Benildus’s liberal education which gives stu-dents the ability to act critically and reflectively, not only in their given profession, but also in the contexts outside of their careers (The President and Fellows of Harvard College, 2007).

Amelia Shepperd Class of ‘13 Religious Studies major

Samantha Keltner,

Vice President for Student Affairs

“Student Affairs is dedicated to supporting the whole student, and providing experiences at Benildus to foster growth academically, mentally and spiritually.”

I joined a program from the Office for Community Service where I worked in a soup kitchen and I learned about the social implications that such or-ganizations have in our communities. I also got credit in my Sociology course for my participa-tion. Not only did the ex-perience make me under-

stand how important activism and civic engagement are, but having the real-world application helped me understand the academic material better (Pascarella & Terenzini, 2005). -Kim Mercer ‘14

Attending some workshops from the Office of Multicultural Student Ser-vices gave me an opportunity to inter-act with others different from myself.

Not only did learn from others, but I also in-creased my critical think-ing abilities, because I was challenged to think in dif-ferent ways. It also made

me more open-minded when working with others (Pascarella & Terenzini, 2005). -James John ‘13

As a first-year stu-dent, I loved at-tending the work-shops and pro-grams from the Of-fice of New Stu-dent Engagement, because the transi-tion to college can be hard, and they provided me with different types of support that made the transition easier (Evans et al., 2010). I met new friends, learned how to access some resources on campus, and learned more about what it meant to be a Benildus student. -Alexis Taylor ‘13

I joined a student organization, Stu-dent Government, sponsored and ad-vised by the Office of Student Life and have never looked back. Not only did I meet new friends, but I also got the chance to learn more about myself, how I lead, how I make ethical decisions in a group, how to critically think (Gellin, 2003), when making de-cisions on behalf of other students, and how I interact with others differ-ent than me (Pascarella & Terenzini, 2005). -Ben Turner ‘13

Office fo

r Relig

iou

s Diversity

All of the offices within University Faith and Ministry understand that spiritually engaged students experience greater satisfaction at college (Mayrl & Oeur, 2009). Studies show that over 75% of incoming college students are searching for meaning in their life, and most of them find that expression of spirituality is essential to that search (Burchell, Lee, & Olsen, 2010). And, while it can be often difficult for students to find a safe place to discuss religion and spirituality, because most college pro-fessionals aren’t comfortable doing so (Burchell et al., 2010), we seek to become a “mentoring community,” where you feel comfortable to dis-cover your faith .

Why do we do what we do?

Supporting the University Mission

The Office for Religious Diversity seeks to directly impact and sup-port our students’ identity development. Because the office values the role that spirituality plays in a person’s understanding of himself or herself, we provide an environment in which it is safe for students to ask those big questions. By gaining a better understanding of one’s own faith and spirituality, one gains a better understanding and greater knowledge of oneself. Additionally, by learning about other faiths through programs and interactions with others, students learn to value diversity.

-Aahil Doka -Aahil Doka ‘13

“When I left home, I was afraid that I would lose touch with my Islamic identity, but I joined the Muslim Student Association and found a local mosque through the Coordi-nator for Islamic Programming,.”

“When I got to Benildus, I really did not know what my faith was, but thanks to things like the Interfaith Council, where they facilitated spiritual discus-sions across faiths, I was able to decide what I wanted to believe for myself.”

Anna Blake ‘14

Benildus Hillel Creates a meaningful experience for Jewish students by providing a range of cultural and social programs like volunteer trips and Shab-bat services.

Interfaith Council Holds weekly discussions, workshops, and programs to provide a place for all religious and non-religious students to discuss faith in the contexts of their lives.

Muslim Student Association Oversees the management of the Musallah (prayer room) located in the office, provides religious programs including prayer circles, study sessions, and celebrations of Muslim holidays.

CRU In dedication to Christ, provides small group Bible studies, fellowship, prayer, events, and support during one’s spiritual exploration.

Where we

live

Some benefits of

living on campus:

Increased cognitive skills Increased level of open-ness to others You learn to be

autonomous You learn to work and interact with others Students living on cam-pus are more likely to graduate (Pascarella & Terenzini, 2005).

Residential Education staff (hall director) in each hall Resident Advisors (RAs) on each floor pro-viding educational programming including diversity education, community service excursions, and cultural celebrations Communal bathrooms A ground floor lounge area with spaces prompting academic and social interac-tions among students Rooms with single, double, and triple occu-pancy Residential floors consisting of a commu-nal space flanked by same-sex hallways with one bathroom each A living learning community

“Because I was on campus, it was easier for me to stop by a professor’s office, or pick up a game of basketball with my friends. I loved living in Lincoln!” -Adrian Jackson ‘13

“While in the hall, I got the chance to make friends with people from all different kinds of backgrounds, and I learn from them every day. I wouldn’t have gotten that with-out my Wray Hall experience. Residential Education seems to have structured the halls in a way that prompted interactions be-tween students, so we could learn from one another (Longerbeam & Sedlacek, 2006). -Jackie Groves ‘14

Living learning communities are located in every resi-dence hall at Benildus and all center around an over-arching theme and include faculty participation, aca-demic and cultural programs, academic advising, men-toring, and on-site classes (Pascarella & Terenzini, 2005).

The growth that one experiences in a tra-ditional residence hall environment, such as a value of diversity and increased criti-cal skills/cognitive growth, is amplified in a more structured environment like an LLC (Gellin, 2003; Pascarella & Terenzini, 2005; Inkelas, Lee, Daver, Longerbeam, Vogt, & Leonard, 2006).

Engagement in an LLC is strongly en-couraged, but not required; however, even students not participating in the LLC experience some benefits such as perceiving the residential community to be more welcoming and supportive (Longerbeam, Inkelas, & Brower, 2007).

The LLC located in every residence hall is a collaborative effort between academic affairs and student affairs. A faculty member and a hall director work as a team to serve as the lead-ership to our 6 LLCs.

Although every LLC at Benildus is unique, all of theme provide certain basic services. All LLCs:

Are connected to a major of study at Benildus Sponsor a Discover Chicago course taught by its faculty advisor Are staffed by RAs that have monthly meet-ings with hall director and faculty member to ensure programs provided support the goals of the LLC Have a mentoring program where first-year students are mentored by previous LLC mem-bers, who serve as a resource during the col-lege transition Provide academic advising from the faculty advisor that takes place in the residential community

International Studies faculty member Located in Wray hall Programs include: model UN, cultural din-ners, celebration of holidays with the Cen-ter for Cultural Pro-gramming Sociology and Envi-

ronmental Studies faculty members Located in Hannah hall Programs include: “green” initiatives, speaker series, and community volunteer-ing opportunities

Theatre faculty member Located in Lincoln hall Programs include: in-ternship coordination with local art organiza-tions, theatrical views, museum trips, and end of the year showcase

Any faculty member in conjunction with a pro-fessional from Under-graduate Advising Located in Jefferson hall Programs include; spe-cific advising sessions, career assessment/exploration programs, mini-internship pro-grams to explore career possibilities, and college skills workshops

Faculty member from Religious Stud-ies Located in Amel hall Programs include: MLK day of service, a monthly soup kitchen, university wide service pro-grams, community partnership oppor-tunities, and monthly facilitated service reflections

Sociology an d Urban planning faculty members Located in Gregor hall Programs include: facilitated excursions into the city to visit different cultural neighborhoods, speaker series, and meeting with city officials to gain a better understanding of issues that arise in the management and development of a metro-politan area

Shannon Grey ‘14

Dean Miller ‘15

University Learning Outcomes

Knowledge of other cultures Knowledge of oneself Knowledge of math, science, arts & humanities Increased critical thinking skills Effective communication skills Ethical decision making skills A value for civic engagement A value for diversity A value of lifelong learning

“ I came and became Benildus. You should too!”

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