A cross its four goals, members of the University community have explored a number of important activities to implement the University's vision for an Engaged learning experience. Two areas of particular priority focus have been community-based learning/service learning and experiential learning, two nationally known high impact practices. In addition to these focus areas, a number of other initiatives have been furthered to address other goals of the plan. Selected metrics detailing these achievements are available at right.

Significant Outcomes:

  • In 2015-2016, the Provost formed a committee to explore the creation of a "center" for Community-Based Learning. Conducting extensive research on national trends, and current University of Scranton approaches and future needs, the Committee completed several important goals, including recommending a definition for community-based learning, and for community-based research and completing a needs analysis for future initiatives, and how they may best be coordinated and resourced.
  • In partnership with University Advancement, Career Development launched a new Royal Experience Summer Internship Program. This new program created $45,000 in competitive funding to support students financially as they complete unpaid summer internships. Thirteen students were awarded funding in summer 2016. 
  • In collaboration with faculty in each major of study, Career Development launched a new "Roadmap for Success" tool to assist students in developing a personalized plan and timeline for experiential educational and other opportunities.
  • Data from Career Development shows an increase of 8% in internship opportunities. The number of students participating in Career Development’s second annual Career Expo increased by 55% from 2014-2015 to 2015-2016.
  • In the 2015-2016 academic year, The University of Scranton launched In Solidarity with Syria, a coordinated advocacy effort involving university administrators, faculty, staff, alumni, and students in education, advocacy, and service to aid those affected in the current immigration crisis.

Other Achievements:

  • The University of Scranton reduced 2016 undergraduate tuition rates for summer coursework by 26%.
  • The University's SBDC Small Business Internship Initiative continues to grow, assisting regional small businesses and providing student interns valuable experiential learning opportunities. This year, three new regional partner institutions - Luzerne County Community College, Misericordia University, and Mansfield University - were on-boarded with the goal of growing the reach of the Initiative and the availability of student applications from varied curriculums. Since it was established in 2013: 32 internships completed; 18 small business sites; 10 participating academic institutions; and over 340 applications.
  • Within the division of Student Formation and Campus Life, Campus Ministries launched a new Servant Leadership Development program. This program connects work/study students with mentoring, formational instruction, and leadership development in the Jesuit tradition.
  • Campus Ministries review and revision of the types and number of faith and spiritual formation retreats offered led to an increase of 12% in student attendance. Over 1,109 students took part in these events in 2015-2016. 
  • Also within Student Formation and Campus Life, a new Cross Cultural Centers office was formed, combining the Jane Kopas Women's Center and the Multicultural Center.
  • The new LEAP prison ministry program was instituted in fall 2016. As part of this program, Scranton students tutor at the Lackawanna County prison weekly. 
  • The Campus Ministries department hosted the 2016 AJCU Campus Ministry Conference & Retreat, hosting 39 campus ministers from 12 AJCU member institutions. 
  • The Scranton Emerging Leaders (SEL) program revised its student leadership development curriculum, piloting the new program in spring 2016. Full implementation will take place in spring 2017.
  • Nineteen faculty from across nine departments took part in Education for Justice programming during the spring 2015 to spring 2016 period, including instruction for the program's annual Teach-Ins on social justice issues.
  • Through the University's Leahy Community Health and Family Center , students within a number of University programs are able to explore their learning in a practical setting that serves others. This past year, the Center offered internship and mentoring opportunities to students in several PCPS programs. In addition to University of Scranton faculty, student, and staff service in the Center, community volunteers provided over 900 hours of pro bono service that includes teaching students in health related fields and pre-health concentrations, connecting these regional practitioners to our students' learning experience.
  • Several University offices and the Northeastern Pennsylvania Institute for Public Policy and Economic Development conducted a collaborative Living Wage Study , examining issues of financial insecurity faced by many in our region who do not fall below official measures of poverty. 
  • In 2015, the University became a participant in the Maguire Scholarship Program, one of 28 colleges and Universities taking part in this program, which requires recipients to complete community service activities as part of their award. University of Scranton recipients are paired with a University mentor, and enroll in one of our Living/Learning Communities.   
  • Building on a strong tradition of student service to the community, over 2700 University students completed 150,000 hours of domestic and international service to 92 agencies in 2015-2016. Nineteen members of the University’s class of 2016 went on to full-time service positions following graduation.
  • In 2016, the University was named to the President's Higher Education Community Service Honor Roll, recognized in three categories of achievement: general service, economic opportunity, and education.

Strategic Metrics

Student participation in experiential learning activities

Student participation in service learning/community based learning courses

First-year retention and four- and six-year graduation rates

Number of local students enrolled at the University

Post-graduation outcomes: employment, education, and full-time service

Student interactions with those from different race/ethnicity or socioeconomic backgrounds (NSSE)

Students reporting their Scranton experience contributed to development in solving real-world problems (NSSE)

Students reporting that their Scranton experience contributed to being an informed and active citizen (NSSE)

Students reporting that their Scranton experience contributed to understanding of people from other backgrounds (NSSE)

Students reporting that their Scranton experience contributed to developing a personal code of ethics (NSSE)

Student satisfaction with student affairs staff (NSSE)

Click here to see a visual of selected metrics.