Across its four goals, members of the University community have explored a variety of important activities to implement the University's vision for an Engaged learning experience. Two areas of particular focus have been community-based learning and experiential learning. In addition to these areas, a number of other initiatives have addressed other goals in the plan. Selected metrics detailing these achievements are available at right.

Significant Outcomes:

  • University enrollment in summer sessions increased by 8 percent overall between 2015-16 and 2016-17. By college, undergraduate enrollment increased by 9 percent in the CAS, 39 percent in the PCPS, and 23 percent in the KSOM.
  •  Bringing one of the goals of the strategic plan to fruition, the new Center for Community-Based Learning was launched in fall 2017, with Dr. Meghan Rich named as its first faculty director.  Establishment of the office is the culmination of a 2016 study by a committee for community-based learning, which conducted extensive research on national trends, current University of Scranton approaches and future needs.CBL
  • Community-based learning participation continues to grow throughout the University. Within the PCPS, all undergraduate students complete CBL engagement activities, totaling more than 26,000 hours in 2016-17.
  • In partnership with University Advancement, the Gerard R. Roche Center for Career Development launched a new Royal Experience Summer Internship Program in 2016. This new program created $45,000 in competitive funding to support students financially as they complete unpaid summer internships. Sixteen students were awarded funding in summer 2017, a total of 29 for the first two years of the Program. 
  • Undergraduate students completed 251 for-credit internships in 2016-2017. Data from the Center for Career Development shows that 70 percent of graduating seniors from the class of 2017 had completed at least one internship prior to graduation.
  • Data from the Center for Career Development shows that the number of internships posted by the Center increased by 583 percent from 2015-16 to 2016-17, reaching a total of 1,886 opportunities. And, for the second straight year, over 500 students attended the Center’s Career Expo, engaging with over 100 organizations.
  • In 2016-17, 1,025 students participated in leadership development workshops hosted through the Center for Student Engagement. 185 students are currently participating in the inaugural year of the student Leadership Academy, which seeks to facilitate student leaders’ development of competency areas of strategic thinking and self-awareness, selected from 60 nationally-recognized leadership competency areas. In 2017, 64 students completed the Catalyst leadership program, guiding their skills development toward the following learning outcomes: self-awareness, communication, and interpersonal engagement.
  • Data from the University’s participation in the 2017 AJCU Consortium mission-focused supplemental questions to the NSSE show that Scranton students scored significantly higher than Consortium respondents in all but one of the thirteen areas of study for first-year and senior students, with the areas of highest significance the extent to which they devote effort to helping others in need, understanding the principle of being “men and women for others”, and connections between your intellectual and spiritual life.
  • Data from the 2017 NSSE shows that Scranton seniors report participating in HIPs more often than senior respondents from other schools in our same Carnegie Class. Scranton freshmen, in particular, participate more often in service learning activities than any other HIP included in the NSSE.  Almost 30 percent more Scranton seniors reported participating in two or more HIPs – the number recommended by national research - than seniors from other schools in our Carnegie Class.

Other Achievements:

  • 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, the Pennsylvania College of Technology joined the initiative, bringing the total number of institutions to 11. Since it was established in 2013, the Initiative has generated: 40 internships (eight added this past year); 435 applications, up 22 percent from last year; and 25 small business sites (7 added this past year).
  • Across the initiatives sponsored by the Office of Campus Ministries, the number of social justice programs and events increased by 183 percent, and the number of students participating in social justice programming increased by 93 percent.
  • In fall 2017, the University’s Education for Justice Initiative was renamed The Ellacuría Initiative, and formally became part of the work of the University’s Jesuit Center. The change in name recognizes and celebrates the work of Ignacio Ellacuría, S.J., an advocate for justice in war-torn El Salvador.
  • Building on a strong tradition of student service to the community, more than 2700 University students completed 160,000 hours of domestic and international service to 112 agencies in 2016-17. Fourteen members of the University’s class of 2017 went on to full-time service positions following graduation; and another four from the class of 2016 are completing a second year. More than 15,000 service hours were performed by students within the University’s Leahy Community Health and Family Center.
  • The Multicultural Center launched the new Multicultural Awareness Program to engage students in monthly dialogue about diverse topics.

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.