Loyola University Maryland Fact Book Fall 2015
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Loyola University Maryland Fact Book Fall 2016
Loyola University Maryland Fact Book Fall 2016 Office of Institutional Research Fall 2016 Fact Book PREFACE Published annually since 1985, the Loyola University Fact Book compiles a variety of data on some of the campus’ most important institutional characteristics. These data are organized into six sections: Student Enrollments, Graduation Rates and Retention, Admissions, Academic Programs, Human Resources, Finance and Development. This publication is being made available to the campus in electronic form only. The document can be accessed by faculty, staff, and students as a PDF on the Institutional Research section of the University’s website at http://www.loyola.edu/IR. The Office of Institutional Research is grateful for the efforts of many individuals and departments who have supplied information contained in this volume. Suggestions, as well as general comments and questions regarding the Fact Book, are always welcome. Nicole Jacobs, Assistant Director for Institutional Research Chinara Brown, Data Analyst Office of Institutional Research Page i Fall 2016 Fact Book Loyola University Maryland is a Catholic Jesuit University committed to the educational and spiritual traditions of the Society of Jesus and to the ideals of liberal education and the development of the whole person. Accordingly, the University will inspire students to learn, lead and serve in a diverse and changing world. Loyola University Maryland was established by priests and brothers of the Society of Jesus (Jesuits) in 1852. It was the first Jesuit College in the U.S. to bear the name of St. Ignatius Loyola and the second oldest chartered college in Baltimore. Loyola’s first “campus” was a modest house in downtown Baltimore. -
Loyola University Maryland Fall 2010 Fact Book
Loyola University Maryland Fact Book Fall 2010 Office of Institutional Research Xavier Hall Fall 2010 Fact Book PREFACE Published annually since 1985, the Loyola University Fact Book compiles a variety of data on some of the campus’ most important institutional characteristics. These data are organized into six sections: Student Enrollments, Graduation Rates and Retention, Admissions, Academic Programs, Human Resources, Finance and Development. This publication is being made available to the campus in electronic form only. The document can be accessed by faculty, staff, and students as a PDF on the Institutional Research section of the University’s Web site at http://www.loyola.edu/IR. The Office of Institutional Research is grateful for the efforts of many individuals and departments who have supplied information contained in this volume. Suggestions, as well as general comments and questions regarding the Fact Book, are always welcome. Shannon Tinney Lichtinger Associate Director of Institutional Research and Coordinator of First-Year Research & Retention Studies Office of Institutional Research Page i Fall 2010 Fact Book Loyola University Maryland is a Catholic Jesuit University committed to the educational and spiritual traditions of the Society of Jesus and to the ideals of liberal education and the development of the whole person. Accordingly, the University will inspire students to learn, lead and serve in a diverse and changing world. Loyola University Maryland was established by priests and brothers of the Society of Jesus (Jesuits) in 1852. It was the first Jesuit College in the U.S. to bear the name of St. Ignatius Loyola and the second oldest chartered college in Baltimore. -
*MBB Guide Sec. 81-96
This Is Loyola 81 Men’s Basketball 2003-04 Loyola Welcome To Loyola College Since its’ founding, Loyola College has challenged it- self to remain grounded in a centuries-old tradition of Jesuit, liberal arts education, while con- tinually seeking to adapt to changing circumstances. In this balance between val- ues and the desire to serve the greater community, the College has managed to create itself anew, time and again. Loyola College in Mary- land rose from humble be- ginnings in 1852. The first college in the United States to bear the name of Saint Ignatius Loyola, the Col- lege was initially head- quartered in a house on Holliday Street in downtown Balti- dents representing two-thirds of the United States and numer- more - a site marked by a commemorative plaque in what is ous foreign countries. The College adheres to its Jesuit, liberal now Baltimore’s War Memorial Plaza. Due to its increasing arts tradition through its modern studies programs. Designed enrollment, the College moved in 1855 to a new facility at to give the student greater expertise in his or her own field, the Calvert and Madison Streets - now the home of Center Stage, program blends traditional with innovative. Baltimore’s intimate theatre for professional drama groups and A loyal alumni population, strong corporate and civic sup- the St. Ignatius Loyola Academy, a Catholic high school. The port, a diverse body of undergraduate and graduate programs, College moved to its present home on the Baltimore Campus and the dedication and expertise of the faculty have all helped in 1921. -
Collegium & Salve Regina University Faculty Mini-Collegium
CollegiumNewsFall 2005 Volume 1/Issue 18 Collegium & Salve Regina University Member Institutions Boston College Campion College, Univ. of Regina Faculty Mini-Collegium Catholic University of America Chaminade University College of Mount Saint Vincent A Personal Account College of New Rochelle College of Notre Dame of Maryland Dr. Myra Ellen Edelstein, Graduate Program Director & Assistant Professor, Business Studies College of Saint Benedict Salve Regina University, Newport RI College of the Holy Cross DePaul University I have enjoyed many in multidisciplinary teams decision. As a young, DeSales University conferences and seminars on topics foreign to my area Jewish girl of only 12 years Dominican University Duquesne University throughout my career but of professional knowledge old I made the same Fairfield University one stands above the rest: and expertise. The Col- deliberate decision to Fontbonne University Attending the June 2002 legium experience was a attend Bishop Fenwick Fordham University Georgetown University Collegium. Through the life-enhancing and spiritu- High School in Peabody, Iona College Collegium experience I ally fulfilling week. I knew I Massachusetts (with my John Carroll University developed a better under- wanted to bring this magic parents’ approval of Le Moyne College Lewis University standing of the meaning of back to my campus. course!). As an adult, I Loyola College in Maryland Catholic identity for chose a career path that Some personal back- Loyola Marymount University institutions of higher would bring -
Graduates of the College of the Holy Cross, Worcester, Mass., 1849-1889
GRADUATES m imm OF THE (tHIVERSITY OF ILLIiiOIS COLLEGE OF THE HOLY CROSS WORCESTER, MASS., 1849-1889 GR.A DU ATES OF 11 IK COLLEGE OF THE HOL! CROSS, WORCESTER, MASS., 1849-1889. ^RQH WOIiCESTEK: PRESS OF CHARLES HAMILTON. No. 311 Main Street. 1890. ^f- '.I-? ; It is the intention of the College to publish within the three years that remain before the semi-centennial celebration, several classified lists of its Students : I. Graduates ; II. Alumni ; III. Matriculates. The precedence is justly given to those who have remained to carry off baccalaureate honors. In reviewing the ranks drawn up in this first catalogue, we cannot fail to congratulate ourselves on the number—an average of ten Graduates per annum—as well as on the prominence in the professions that many have achieved. The deep founda- tions intended to be laid in our system of education, have in most cases reared no mean and inadequate superstructure : the secular avocations point to some of our collegians as their decus et columen, and in the Church, has not the venerable summit of the mitre been attained? When, therefore, our Jubilee arrives in '93, Holy Cross may without conceit or arrogance go to the archives of Catholic American history, and demand more than a mere registry of narne for its five hundred Graduates. Our undergraduates turning over this family record, will feel the stimulus of loftier aspiration and more strenuous endeavor they will consider that if with the youthful spirits of the Iliad they desire to be better than their fathers, they will have no easy task to perform. -
Washington, Dc
V :^''€i!m^ mi'm^^ml^ m, :^tmm.m^ m'.v.^. :liiH'i;Wfr'MiK:'"-'v""M:':'!^ ii»iu<iiii(f(»n48i»iw«iriatr-n'i:'Wt<wiu»«i«i<(««»s **'>"•''*•' •'(..^^jiSw^h^v^, \ t i«iSiKni:«CiTil3C)3i oywap. ^ ,':.f'. f r> /gca 0 m ts aw^SSSWHB (k>^i -t^-w;(»y*eyw>j#!« pioiiiiiMMil •cr^^:^*¥:i'i^mK^'i:^^s^f^''-^?*'^si:^^ ^olumto. ^udlijdedex 'in cekbratlon oK the <3£spiccntmn# tlie founcling of "©eoraeamnr ^Htraque Wimm THE SESQUICENTENNIAL EDITION OF Being an historical sketch of the University and its progress, together with a review of the current year 0/; 938 -? 93 9. Published yearly by the SENIOR CLASS OF GEORGETOWN UNIVERSITY Washington, D.C. MCMXXXIX COPYRIGHT, 1939 RICHARD K. MARTIN Editor MARTIN S. QUIGLEY Business Manager DESIGNED AND PRINTED BY T H O M S E N - E L L I S COMPANY, BALTIM ^ before unf olbing tbe sinhat' quent pages! of tbisi bolume, let US! pausie, anb place a toreatb of gratitube upon tbe grabeg of tbosie 3lfesuit£i tobo plapeb s!ucb an beroic part in tbe bebelopment anb acbiebementsi of (S^eorgetoton buring tbes!e one bunbreb anb fiftp pears!; anb tobo noto lie peacefullp in tbe ^nibers!itp'si mos!t ballotoeb acre. .^ (ITbougb tbetr bobiess babe been consiigneb to tbe eartb» map tbeir sielf-ssacrifice, tbeir lopaltp anb tbeir ^eal for ^Ima iWater— tbat pet libe on in tbe beartss of tbeir felloto-Jes!uitg noto laboring among u^"-ht eber an ibeal anb an ins!pi- ration to #eorgetoton men tbe toorlb ober. -
Conversations
ON JESUIT HIGHER EDUCATION Fall 2005 • Number 28 Governing the Academy: Who? What? Why? Letters • Talking Back • Student Profiles • Reviews FALL 2005 NUMBER 28 Members of the National Seminar on Jesuit Higher Education ON JESUIT HIGHER EDUCATION Sarah Vander Berg Saint Louis University Roger Fortin Xavier University Jennifer A. Glancy Le Moyne College Features Stephen R. Kuder, S.J. Gonzaga University 4 From the President’s Chair, Edward T. Glynn, S.J. Cheryl C. Munday University of Detroit-Mercy 7 Sharing Governance at Xavier, Roger Fortin John J. O’Callaghan, S.J. 11 Collegiate, Collaborative, or Consultative Governance: How Do We Stritch School of Medicine Loyola University Get There From Here? Richard T. Ingram. Kevin P. Quinn, S.J Georgetown University 14 Building a Culture of Trust at Santa Clara Raymond A. Schroth, S.J Saint Peter’s College 22 A Firewall but Not a Conflict, Carol Weisfeld Wilburn T. Stancil Rockhurst University 26 In Shared Governance, What Role for the AAUP? Robert Moore, Jr. Anne Walsh, R.S.H.M. 30 Shared Governance: The Elusive Role of Jesuit as Trustee, Fordham University Charles T. Phipps, S.J. Kevin P. Quinn, S.J. Santa Clara University Conversations is published by the National Seminar on Jesuit Higher Education, which is joint- 29 Communal Reflections on the Jesuit Mission ly sponsored by the Jesuit Conference Board and the Board of the Association of Jesuit Colleges and Universities. 32 The Jesuit Glass is Always Half-Full, Gerry Reedy, S.J. on Harold Ridley, S.J. The opinions stated herein are those of the authors and not necessarily those of the JC or the AJCU. -
This Is Loyola College
ThisThis isis LoyolaLoyola CollegeCollege 49 Welcome To Loyola Since its’ founding, Loyola College has challenged itself to remain grounded in a centuries-old tradition of Jesuit, liberal arts education, while continually seeking to adapt to chang- ing circumstances. In this balance be- tween values and the desire to serve the greater community, the College has managed to create itself anew, time and again. Loyola College in Maryland rose from humble beginnings in 1852. The first college in the United States to bear the name of Saint Ignatius Loyola, the College was initially headquartered in a house on Holliday Street in downtown Baltimore - a site marked by a commemorative plaque in what is now Baltimore’s War Me- morial Plaza. Due to its increasing enrollment, the College moved in 1855 to a new facility at Calvert and Madison Streets - now the home of Center Stage, Baltimore’s intimate theatre Today, Loyola College is a Catholic comprehensive univer- for professional drama groups and the St. Ignatius Loyola sity with approximately 6,000 undergraduate and graduate Academy, a Catholic high school. The College moved to its students representing two-thirds of the United States and nu- present home on the Baltimore Campus in 1921. merous foreign countries. The College adheres to its Jesuit, liberal arts tradition through its modern studies programs. De- signed to give the stu- dent greater expertise in his or her own field, the program blends tradi- tional with innovative. A loyal alumni popu- lation, strong corporate and civic support, a di- verse body of under- graduate and graduate programs, and the dedication and exper- tise of the faculty have all helped make Loyola College in Maryland the institution it is to- day and assure that the education received at the College will remain relevant in an ever- changing world. -
G002003A.Pdf
THE FAMILY OF EARLY Which settled upon the Eastern Shore of Virginia AND ITS CONNECTION WITH OTHER FAMILIES BY R.H. EARLY LYNCHBURG, VIRGINIA 1920 6 91 COPYRIGHT 1920 BY RUTH H. EARLY PRESS OF BROWN-MORRISON CO. LYNCHBURG, VA. CADET SAMUEL HENRY EARLY JR., from a portrait. DEDICATED TO THE MEMORY OF CAPTAIN SAMUEL. HENRY EARLY. "A lively desire of knowing and recording our ancestors so gen erally prevails that it must depend on the influence of some common principle in the minds of men. We seem to have lived in the persons of our forefathers; it is the labor and reward of vanity to extend the term of this ideal longevity. Our imagination is always active to enlarge the narrow circle in which nature has confined us. We fill up the silent vacancy that precedes our birth by associating ourselves to the authors of our existence." EDWARD GIBBON. PREFACE The custom of recording genealogies is many centuries old, as witness the generations chronicled in the Scriptures, showing its importance in the estimation of the ancients. Later nations have also provided for the preservation of family history. There are at the public record office in Chancery Lane, London, twenty-six miles of shelves containing millions upon mil lions of documents methodically arranged, so that if you have the necessary facts to work on, you may trace family history generation by generation. Among the people who have observed the custom ( which has a bearing upon nation and individual) are the Irish, who incorporated it in their system of government. In the preface to the 2nd series of his "Irish Pedigrees," O'Hart says that to the end of the 16th century, or as long as the Tanist Law remained in force in Ireland, collections of authentic pedigrees existed; in one or other of which was carefully registered the birth of every member of a sept, poor as well as rich, and by which was determined the portion of land to he allotted for the sustenance of each head of a family and of those dependant on him. -
John Drennan: Born June 17, 1814, Mar Ried Anne Reagan and Had Issue: Mary Helen, Jane, Martha, Charles, James and Catharine
A HISTORY OF THE FAMILY OF EARLY IN AMERICA BEING THE ANCESTORS AND DESCENDANTS OF JEREMIAH EARLY, WHO CAME FROM THE COUNTY OF DONEGAL, IRELAND, AND SETTLED IN WHAT IS NOW MADISON COUNTY, VIRGINIA, EARLY IN THE EIGHTEENTH CENTURY BY SAMUEL STOCKWELL EARLY ARRANGED FOR PUBLICATION BY ROBERT STOCKWELL HATCHER Honorary Vice-President of tke Indiana Society of tlie Sons o/ the American Revolution, and .iWemoer o/ tke Hu,ruenot Society of America ALBANY, N. Y. JOEL MUNSELL'S SONS, PUBLISHERS 1896 COAT OF ARMS OF THE FAMILY OF EARLY. The fallowing is the description in heraldic lan guage, of the Arms of Early, as given by Burke, in the " General Armory" : Arms. - Gules, a chevron between three birds, argent. Crest. - A dexter arm, erect, ppr., the hand hold ing a gem ring, or, stone, gules. Motto. - '' Vigilans et Tenax." In plain English, Red ( gules ), with a chevron between three birds, white or silver ( argent). The Crest, a right (dexter) arm, upright, in proper ( ppr.) colors, the hand holding a gem ring of gold (or), with a red ( gules) stone. Motto translated, means : Vigilant and tenacious ( or persistent). The heraldic significatjon of these arms would be that the ancestor to whom they were granted, was a crusader, the emblem of the birds being that they were birds of passage, or travelers, who sought adventure in foreign lands, and the chevro'!- signify ing, according to some authorities, the rafters to a 4 Coat of Arms of the Family o_f Early. tent roof, and, according to others, a saddle bow, both of these meanings being pertinent to a crusader, who, of course, lived in a tent, while at the wars, and 1nust have had a saddle for his horse. -
Holy Waters: Religious Contests and Commitments
HOLY WATERS: RELIGIOUS CONTESTS AND COMMITMENTS IN THE MISSISSIPPI RIVER VALLEY, 1780–1830 by Christine Alice Croxall A dissertation submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Summer 2016 © 2016 Christine Alice Croxall All Rights Reserved HOLY WATERS: RELIGIOUS CONTESTS AND COMMITMENTS IN THE MISSISSIPPI RIVER VALLEY, 1780–1830 by Christine Alice Croxall Approved: __________________________________________________________ Arwen P. Mohun, Ph.D. Chair of the Department of History Approved: __________________________________________________________ George H. Watson, Ph.D. Dean of the College of Arts and Sciences Approved: __________________________________________________________ Ann L. Ardis, Ph.D. Senior Vice Provost for Graduate and Professional Education I certify that I have read this dissertation and that in my opinion it meets the academic and professional standard required by the University as a dissertation for the degree of Doctor of Philosophy. Signed: __________________________________________________________ Christine Leigh Heyrman, Ph.D. Professor in charge of dissertation I certify that I have read this dissertation and that in my opinion it meets the academic and professional standard required by the University as a dissertation for the degree of Doctor of Philosophy. Signed: __________________________________________________________ Anne M. Boylan, Ph.D. Member of dissertation committee I certify that I have read this dissertation and that in my opinion it meets the academic and professional standard required by the University as a dissertation for the degree of Doctor of Philosophy. Signed: __________________________________________________________ Peter Kolchin, Ph.D. Member of dissertation committee I certify that I have read this dissertation and that in my opinion it meets the academic and professional standard required by the University as a dissertation for the degree of Doctor of Philosophy. -
1999-2000 Catalog
HOLY CROSS 1111WRI ....I. 4 .ra „9IFiR 1 01. tlE1 ....."1"-^1.+1. `I. .• L orrirmr. , • 6 • I:, 4.4 • ir 7-1 tr • , .• . f. Ire • Ai :7311 Pk • .1k MOLE isalliejr.1111111Wer. 41111111111,111 . 11111....1.•=!.7......, /61 I r ,as,a111111111fillrar,... College of the Holy Cross Mission Statement The College of the Holy Cross is, by tradition and choice, a Jesuit liberal arts college serving the Catholic community, American society, and the wider world. To participate in the life of Holy Cross is to accept an invitation to join in dialogue about basic human questions: What is the moral char- acter of learning and teaching? How do we find meaning in life and history? What are our obligations to one another? What is our special responsibility to the world's poor and powerless? As a liberal arts college, Holy Cross pursues excellence in teaching, learning, and research. All who share its life are challenged to be open to new ideas, to be patient with ambiguity and uncertainty, to combine a passion for truth with respect for the views of others. Informed by the presence of diverse interpretations of the human experience, Holy Cross seeks to build a communi- ty marked by freedom, mutual respect, and civility. Because the search for meaning and value is at the heart of the intellectual life, critical examination of fundamental religious and philosophical questions is integral to liberal arts education. Dialogue about these questions among people from diverse academic disciplines and religious traditions requires everyone to acknowledge and respect differences. Dialogue also requires us to remain open to that sense of the whole which calls us to transcend ourselves and challenges us to seek that which might constitute our common humanity.