Undergraduate Bulletin 2014-16


General Education is that portion of the Catholic, liberal arts curriculum at Loras College that addresses the dispositions, skills, and knowledge possessed by educated persons. The goal of general education is to provide students with the ability to make thoughtful choices to learn, to act, and to contribute to society throughout their lives. To succeed in achieving these goals
students must responsibly contribute their own intelligence and best efforts.

We believe that:
1) the main purpose of a liberal arts college is to create a learning community that promotes for all the desire to know and the ability to learn;
2) students retain more of what they learn when they generate and complete projects and activities that apply theories and  ideas to concrete research and real world situations;
3) students enhance their own critical and creative intelligence when they collaborate and share knowledge;
4) students are more likely to construct original, innovative work when they connect ideas and concepts from different disciplines;
5) the most effective teachers recognize differences among learners and use various techniques to help everyone learn; and
6) excellent teaching and learning require close, continuing cooperation among faculty, students, staff, and administration who each take personal responsibility for learning.

1) Active learners
2) Reflective thinkers
3) Ethical decision-makers
4) Responsible contributors

Loras degree will develop intellectual skills in these areas:

1. Written and Oral Communication

Students will learn to use informal writing and oral communication as a tool to develop knowledge and to:
1) Express creative or inventive thinking
2) Learn course content
3) Encourage self-reflection
4) Express a first understanding of research topics
5) Integrate knowledge

Students will learn to use formal written and oral communication to:
1) Support ideas with evidence
2) Display creativity, voice and a sense of audience
3) Organize writing and speeches in ways consistent with the purpose of the paper or speech
4) Demonstrate critical thinking
5) Use standard English and an effective prose or verbal style

2. Critical Thinking and Reading

Students will learn to formulate questions and to set goals for an inquiry to:
1) Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected – whether the information is print or electronic, qualitative or quantitative.
2) Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternate meanings or solutions to given situations or problems; to analyze the problem from more than one disciplinary perspective; to
integrate knowledge into a larger context.
3) Analyze the logical connections among facts, goals, and implicit assumptions relevant to a problem or a claim and to generate and evaluate the implications which follow from them.
4) Recognize and articulate the value assumptions which underlie and affect decisions, interpretations, analyses, and evaluations made by themselves and others. To use the analysis of values to make ethical decisions.

3. Group Communication

Students will learn to work productively in groups or teams to:
1) Display dependability by attendance and completion of tasks on time.
2) Maintain an encouraging attitude that is friendly and responsive to others in the group.
3) Facilitate communication by harmonizing and bringing all members of the group into the project.
4) Set common goals and prepare good quality work.
5) Test opinions, listen to the ideas of others, and help the group reach a decision.

4. Information Literacy

Students will have the ability to:
1) Identify a core of major information resources and construct a research strategy.
2) Locate various sources of appropriate information for a research topic, evaluate the credibility of sources, and correctly cite them.
3) Use appropriate library resources, print and or/electronic, to collect information.
4) Recognize when to use information technology, and how to use it to collect, analyze, and present data in a meaningful way.
5) Adapt to changes in information technology and to differences in technological resources between separate occupational environments.
6) Demonstrate ability with major information technology resources used for word processing, spreadsheet analysis, information presentation, electronic communication, web authoring and electronic search.


Foundational courses prepare students for active learning and reflective thinking by providing the skills and common knowledge necessary to a liberal arts education at Loras College. Although initiated in these courses, the methodology of active learning and the development of writing and communication skills continues at all levels of the general education program. The writing, communication, and mathematical modeling courses are tiered by aptitude and ability.

1. Modes of Inquiry (FI) (3 cr)
2. Foundational Writing (FW) (3 cr)
3. Group Communication and Public Speaking(FS) (3 cr)
4. Mathematical Modeling (FM) (3-4 cr)

The Democracy and Global Diversity and Catholic Tradition courses are writing intensive courses where students will be asked to further develop their research and research-based writing skills; presentation skills and critical thinking ability.
5. Catholic Tradition (MC) (3 cr)
6. Democracy and Global Diversity (MD) (3 cr)

The advanced level of the general education curriculum is intended a) to acquaint students with the key modes of scholarly inquiry and discourse, b) to provide them with the opportunity to make connections, and to understand the interdependence between and among different areas of knowledge, c) to allow them to experience learning as a shared enterprise, and d) to offer them opportunities to make ethical decisions about the critical issues facing the human community, thus ensuring levels of learning and competence in the five areas listed below that justify calling Loras graduates generally and liberally educated.

Students will take at least one course in each of the following thematic categories. Students need to take two courses as a cluster. For an individual student, no more than two of the advanced category courses may be drawn from any one discipline, except for participants in the Breitbach Catholic Thinkers and Leaders program. No more than two of these requirements may be completed through transfer credit.

Students should be aware that Advanced General Education courses do not count towards major electives.

7. The Aesthetic Dimension of Human Experience (AA) (3 cr)
Students will ask questions about the nature and purpose of human creativity. Courses which are used to fulfill this requirement will examine works of literature, art, drama, film, dance, or music – or ask students to produce their own creative works and reflect on the context and process of that creation – in order to gain an understanding of aesthetic experience. Students explore how the fine arts and literature enrich, shape, and express the human spirit.

The student will begin to address the following questions and topics:

a. How do the creative processes both reflect and shape the experience of being human?
b. What is the nature and purpose of literature or the fine arts?
c. In what ways do the fine arts or literature articulate, perpetuate, or transform cultural and other values and meanings in a civilization?
d. What are the various contexts in which aesthetic works are produced?
e. How do writers, artists, or composers express meaning through the structure of their work?

8. Cultural Traditions Across Generations (AC) (3 cr)
Students will ask questions about cultural traditions in order to free themselves from a narrowness of vision which is restricted to their own time and place. Courses that are used to fulfill this requirement examine the past or contemporary cultural contexts within which decisions are made and ideas and institutions evolve. Students will analyze cultural information in order to recognize the role expectations and social conventions that shape human behavior within that society. They will decide how collective human memory, given shape and discipline by methods designed to explore the past, provides the experience from
which one might better define the present and consider the future. They should be able to both empathize with the culture under study and to critically analyze its patterns of living or development.

The student will begin to address the following questions and topics:

a. What is culture?
b. How does one systematically collect and analyze cultural information?
c. What generalizations or stereotypes exist about the subject culture? How does one evaluate those generalizations?
d. How do role expectations and social variables such as age, gender, class, religion, ethnicity, etc., affect how humans interact and develop a worldview within the subject culture?
e. How does the study of historical development help one to understand the complex nature of change and continuity in human experience?

9. Foundations for Values and Decisions (AV) (3 cr)
Students will ask questions about the consequences of personal and social values, the nature of reality, and the purpose of human life. Courses that are used to fulfill this requirement will explore and help the student gain an understanding of central questions of human destiny, values, and decision-making. These issues may be addressed through philosophical analysis; through the exploration of spiritual and religious values; or through the investigation of a social justice issue. All courses will include at least an introduction to the study of the specific moral or spiritual principles on which value judgments or decisions
to act are made about the central issue of the course.

The student will begin to successfully discern, understand, and ultimately incorporate into his or her own life, answers to the following questions:

a. How does one formulate a reasonable and coherent set of moral values?
b. What are the methods for identifying specific moral and factual assumptions underlying a given moral controversy?
c. Are there moral principles which have received cross-cultural affirmation?
d. How does one connect moral reflection to action?
e. What constitutes a philosophy of life and world view? How does one formulate satisfactory versions of a philosophy of life and a world view?

10. Humanity in the Physical Universe (AH) (3-4 cr)
Students will ask questions about how the natural sciences provide a powerful means to understand and shape the world. Courses which are used to fulfill this requirement will address multiple dimensions of the material universe and help the student achieve levels of competency and capacity in the elements of “scientific literacy” on both the theoretical and applied (i.e., research experience) levels. Students will be given the chance to help design experiments to demonstrate the principles on which science is based. Courses which are used to fulfill this requirement will presuppose familiarity with quantitative reasoning, methods of analysis, and other skills achieved within the prerequisite general education mathematics courses.

The student will begin to address the following questions and topics:

a. What is the scientific method? What is the role of experiments in analyzing nature?
b. What is the nature and role of truth, evidence, and proof in science?
c. What are the connections among the sciences, and between the sciences and mathematics?
d. How can science be used to place important public issues in context?

11. Identity and Community (AI) (3 cr)
Students will ask questions about how human identity is formed. Courses which are used to fulfill this requirement will address the individual in relation to self and society. Students will explore dimensions of human development and interaction in order to understand how the individual and society interact to construct personal identity. Students will become aware of how they could use that knowledge to take a more purposeful and active approach toward their own interaction with the larger community.

The student will begin to address the following sorts of questions and topics:

a. What does it mean to be human?
b. What is the nature of the self?
c. How do humans, precisely as social and psychological beings, create their identity through everyday interactions with other people and institutions?
d. How do humans create their identity through self-expression?
e. How do situational variables and social conventions shape human behavior?



A cluster is composed of two advanced general education courses from two different thematic categories which are usually taken in the student’s junior or senior year. Students are required to be enrolled in both courses of the cluster in the same semester. Students must pass both courses in the cluster to meet the cluster requirement. Clusters are experiences designed:
  • to engage students and faculty in a synthesis of perspectives from different disciplines unified around a common theme;
  • to establish a common ground (content and theory) and to provide a common experience for all of the participants;
  • to allow students to bring their previous liberal arts experience to the examination of, or reflection on, the theme.
Clustered courses are designated with the following codes: -CA, -CH, -CI, -CV, -HA, -HI, -HV, -IA, -IV, -VA

The following policies regarding Clustered coursework are in effect:

1. Six to seven (6-7) credits of the advanced general education courses will be taken by students in one advanced thematic cluster of two courses from separate advanced general education categories. Students are required to take both courses in the cluster in the same semester. Students cannot withdraw from one of the cluster courses without withdrawing from both.
2. If a student passes one of the cluster courses and fails one cluster course, the student has not fulfilled the cluster requirement. The student will receive advanced general education credit in the appropriate area for the successfully completed course.
3. The faculty teaching the cluster courses will notify the Office of the Registrar when a student passes one cluster course and fails the other so that the advanced general education code on the passed course can be adjusted.

After completing the majority of required general education courses, Loras students will reflect on how they have developed the dispositions and skills necessary to continue or complete a program of liberal learning. To support their claims, each student will create and circulate an electronic portfolio. The College will review these portfolios and use them to assess the extent to which students meet the specific goals of its general education curriculum.

In their portfolio, students will reflect on artifacts collected from their general education courses and other educational experiences to demonstrate progress toward liberal learning objectives.

The portfolios should demonstrate:

1. That students understand the dispositions desired of a Loras-educated person.
2. That they have collected a body of significant work that reveals their ability to communicate and think.
3. That they have organized that body of work as evidence to support the claim that they have progressed toward the desired dispositions.
4. That they have integrated their involvement in general education and major courses, experiential learning (if taken), and co-curricular activities to produce an electronic document that is accessible to a community of readers and evaluators to include faculty, potential employers, graduate schools, and other students.
Prerequisite: Completion of three of the five advanced general education courses.


L.CTL-100 Modes of Inquiry-FI
L.HON-100 Modes of Inquiry-FI
L.LIB-100 Modes of Inquiry-FI

L.LIB-105 College Writing-FW
L.ENG-111 Critical Writing-FW


L.LIB-110 Public Speaking & Group Communication-FS

L.MAT-111 Math for Elementary School Teachers II – FM
L.LIB-112 Survey of Math Models-FM
L.MAT-113 College Algebra I-FM
L.MAT-115 Statistics-FM
L.MAT-117 Pre-Calculus Mathematics-FM
L.MAT-124 Finite Mathematics: A Modeling Approach-FM
L.MAT-150 Calculus of One Variable I-FM
L.MAT-170 Accelerated Calculus of One Variable-FM


L.LIB-220 Democracy/Global Diversity-MD

L.CTL-130 Human Dignity & Human Rights-MC
L.LIB-130 Catholic Voices-MC
L.LIB-130 Empowered Catholic Women-MC
L.LIB-130 The Heart of the Matter-MC
L.LIB-130: Monastery Voices-MC
L.LIB-130 Seasons of the Sacred-MC
L.LIB-130 Social Justice Today-MC
L.LIB-130 Three French Guys-MC
L.LIB-130 The Inner & Outer Worlds of the Worldly Mystics-MC
L.LIB-130 Witnesses to Hope, Heart, & Humanity-MC
L.LIB-135 Sacramentality, Mediation, and Communion-MC
L.LIB-135 Catholicism and African Tribal Religions-MC
L.LIB-135 Spiritual Journeys-MC
L.LIB-135 Spiritual Memoirs-MC
L.LIB-135 Priests, Ministers, Rabbis-MC

L.ART-270 Beginning Drawing-AA
L.ART-280 Painting Music-AA
L.COM-250 Western Theatre-AA
L.COM-251 American Theatre-AA
L.COM-285 World Cinema-AA
L.EDU-230 Children & Young Adult Literature-AA
L.ENG-231 Short Fiction-AA
L.ENG-232 The Novel-AA
L.ENG-233 Drama-AA
L.ENG-235 The Revisionist Superhero-AA
L.ENG-237 Fiction Writing-AA
L.ENG-239 Creative Nonfiction Writing-AA
L.ENG-241 Literature for Ethical Reflections-AA
L.ENG-242 Chicago Literature-AA
L.ENG-251 Literature of the Frontier & American West-AA
L.ENG-252 The Law in American Film and Fiction-AA
L.ENG-264 American Literature: Search for Identity-AA
L.HIS-246 Chicago’s Art & Architecture-AA
L.HIS-333 Imperial Geographies-AA
L.MUS-219 Music & Being Human-AA
L.MUS-252 Music Appreciation-AA
L.MUS-318 History of Musical Theatre-AA
L.MUS-321 History of Sacred Music-AA
L.MUS-350 Music in the Movies-AA
L.PHI-290 Christianity Film & the Arts-AA
L.PSY-267 Psychology and the Arts-AA
L.REL-252 God’s Literature-AA
L.REL-325 Liturgical Music/Theology-AA
L.SPW-247 Colonial Literature of Latin America-AA

L.COM-388 Art & Dissent in Czechoslovakia-AC
L.CRJ-275 Creating and Controlling Crime-AC
L.CTL-260 Martyrs Mendicants & Masterpieces-AC
L.EDU-265 Multicultural Education-AC
L.ENG-240 The Nature of Nature in Ireland-AC
L.ENG-273 The Gothic Imagination-AC
L.ENG-274 Irish Gothic-AC
L.ENG-290 Canadian Imagination-AC
L.EXP-240 Global Service Learning-AC
L.HIS-235 Race & Gender Reform in the United States-AC
L.HIS-239 United States Women’s History-AC
L.HIS-240 Greek Odyssey-AC
L.HIS-245 The Celts-AC
L.HIS-249 Russian Civilization-AC
L.HIS-257 Modern Brazilian History & Culture-AC
L.HIS-277 Modern Chinese History & Culture-AC
L.HIS-282 History as Film Africa-AC
L.LIB-245 The Irish in America-AC
L.PHI-376 Philosophy & the Rise of Christianity-AC
L.POL-351 Comparative Environmental Politics-AC
L.PSY-227 Culture & Psychopathology-AC
L.REL-251 Does the Land Belong to Israel-AC
L.REL-260 Martyrs, Mendicants & Masterpieces-AC
L.REL-261 Christ and Culture-AC
L.REL-318 Councils, Creeds and Culture-AC
L.SOC-254 Race and Ethnicity-AC
L.SOC-272 Global Inequality-AC
L.SPW-267 The Latino Experience in U.S.-AC

L.BIO-242 Microbes-AH
L.BIO-259 Issues in Environmental Biology-AH
L.BIO-260 Human Anatomy & Physiology-AH
L.BIO-265 Issues in Bird Biology-AH
L.BIO-270 Human Exercise: Measurements & Limits-AH
L.BIO-272 Biology of Women-AH
L.BIO-273 Human Genetics-AH
L.BIO-279 Experimental Design & Biostatistics-AH
L.BIO-375 Conservation Biology-AH
L.CHE-208 Forensic Science-AH
L.CHE-260 The Chemistry of Art-AH
L.CHE-261 Nutrition: You Are What You Eat-AH
L.CHE-262 Global Warming: Fact or Fiction-AH
L.CHE-263 Energy and Water-AH
L.PHY-207 Powerful Ideas in Physical Science-AH
L.PHY-208 Astronomy-AH
L.PSY-285 Drugs & Human Behavior-AH

L.COM-255 Interpersonal Communication-AI
L.COM-286 Identity & Community in Rock & Roll-AI
L.COM-296 Hippies in the Haight-Ashbury-AI
L.ECO-237 Community/Identity Urban America-AI
L.ENG-248 Caribbean/African/Asian Lit of Identity-AI
L.ENG-255 All for One, One for All-AI
L.ENG-266 Science Fiction Cyborg Communities-AI
L.GRS-215 Ancient Greek Tragedy-AI
L.HIS-225 Confederates: Virtual & Real-AI
L.HIS-226 Catholi-Schism Controversy-AI
L.HIS-229 African American History-AI
L.HIS-230 Community & Identity in the American West-AI
L.HIS-248 Identity, Community & the Cold War-AI
L.HIS-272 Japan in the Modern World-AI
L.HIS-342 The Reformation-AI
L.HIS-346 Isle of Saints: A Study Tour-AI
L.PHI-250 Human Identity in Community-AI
L.PSY-224 Applied Social Psychology-AI
L.PSY-225 Personality-AI
L.PSY-252 Positive Psychology-AI
L.PSY-323 Psychology of Adulthood & Aging-AI
L.REL-316 Pilgrims in Their Own Land-AI
L.REL-320 Sacraments: Catholic Identity in Community-AI
L.SCW-260 Identity & Alternative Lifestyles-AI
L.SMG-280 Women in Sport-AI
L.SOC-250 Hate Groups-AI
L.SOC-252 Self & Society-AI
L.SPW-277 U.S. Latino Literature-AI
L.SPW-285 Asset Mapping Iowa Latinos-AI
L.SPW-287 Latin American Communities Through Literature-AI

L.BUS-260 Morals and Money-AV
L.CRJ-280 Ethical Considerations in Criminal Justice-AV
L.ECO-236 Quest for Ethical Development-AV
L.ECO-254 God, Catholicism, & Capitalism-AV
L.HIS-231 History of U.S. Sexuality-AV
L.PHI-311 Business Ethics-AV
L.PHI-313 Environmental Ethics-AV
L.PHI-314 Computers, Ethics & Society-AV
L.PHI-315 Communication Ethics-AV
L.PHI-316 Ethics in Philosophy, Literature, & Film-AV
L.PHI-317 Ethics and the New Genetics-AV
L.PHI-318 The Theory and Practice of Bioethics-AV
L.PHI-319 Bioethics-AV
L.POL-321 War and Pacifism-AV
L.REL-270 Introduction to Christian Values-AV
L.REL-272 Christian Sexual Morality-AV
L.REL-335 Belief, Unbelief and the Good Life-AV
L.REL-345 Issues in Christian Ethics-AV
L.SMG-270 Ethics in Sports-AV


L.LIB-305: Portfolio-PJ
L.LIB-305 assists students in completing the preparation of their Loras Portfolio. In the portfolio class, the student presents a case for growth and change in terms of the Loras dispositions and life-long learning skills. All portfolios are electronic and posted on-line. Students will serve as peer reviewers of colleagues’ portfolio reflections. Prerequisites: completion of three of the five advanced general education courses. 1 credit. Each semester.

It should be noted that academic divisions may incorporate the Portfolio learning objectives into a major-specific “capstone course”. Students should consult their faculty advisor for more information.

The following is a list of January term courses. For January term calendar, schedule, course descriptions and polices, students should reference: loras.edu/jterm

L.ART-296 Discover the World of Art History
L.BIO-100 Population Biology
L.BIO-235 Plants and Human Health
L.BIO-300 Intensive Science Research Experience
L.BIO-315 Bird Conservation in South Texas
L.BIO-325 Environmental Issues in Costa Rica
L.BUS-115 Business Tours
L.CHE-150 Career Options in Science
L.CHE-151 Chemistry of Forensics
L.CHE-152 From Caveman to Scientist
L.CHE-203 The Science of Paintings
L.CHE-300 Intensive Science Research Experience
L.CIT-110 Computing & Info Tech Basics
L.COM-111 Civility in Service
L.COM-125 Go Dog Go: The Human/Canine Connection
L.COM-203 Principles of Interviewing
L.COM-262 Photojournalism
L.COM-263 The Wonderful World of Animation
L.COM-289 Global Filmmaking
L.COM-296 Hippies in the Haight-Ashbury-AI
L.COM-299 Presidential Inauguration
L.COM-302 Creative Children’s Theatre
L.COM-375 Roots: Blues and Rock & Roll
L.COM-388 Art & Dissent in Czechoslovakia-AC
L.CRJ-253 Corrections
L.CRJ-400 Women and Crime
L.CTL-260 Martyrs, Mendicants & Masterpieces-AC
L.EDU-203 Teaching for Social Justice
L.EDU-261 Early Childhood Language & Literacy
L.EGR-240 Mechatronics & Smart Product Design
L.EGR-242 Manufacturing Process & Design
L.ENG-150 Composing With Video
L.ENG-242 Chicago Literature-AA
L.ENG-253 Native Voices, Native Lives
L.ENG-254 Travel Writing: Guatemala & Int’l Serv.
L.ENG-301 Poetry in Performance
L.ENG-389 Revision Editing & Publishing
L.EXP-240 Global Service Learning-AC
L.EXP-273 The Sustainable Community
L.HIS-227 The March for Life
L.HIS-232 Hoover & Great Depression
L.HIS-240 Greek Odyssey-AC
L.HIS-246 Chicago’s Art & Architecture-AA
L.HIS-278 Chinese Cities Past & Present
L.HIS-285 Arab-Israeli Conflict
L.HIS-344 Celtic Christianity & Roman Catholicism
L.HIS-365 Contemporary Urban Portugal
L.HIS-385 Peace in Israel & Palestine
L.LIB-112 Survey of Math Models-FM
L.MUS-100 Soundscapes
L.MUS-318 History of Musical Theatre-AA
L.PHE-325 Preschoolers on the Move
L.PHI-225 Art Beauty & Meaning
L.PHI-278 Bioethics Society Culture
L.PHI-318 The Theory and Practice of Bioethics-AV
L.PHI-376 Phil & Rise of Christianity-AC
L.POL-203 Road to the White House
L.PSY-131 Psychology of Stress
L.PSY-190 The Working Poor
L.PSY-252 Positive Psychology-AI
L.REL-212 Roman Catholic Sacred Spaces
L.REL-216 Catholic Church in Latin America
L.REL-260 Martyrs, Mendicants & Masterpieces-AC
L.SCW-190 The Working Poor
L.SMG-225 Sports Business
L.SOC-101 Sociology in Action
L.SSC-240 Methods of Group Exercise Instruction
L.SSC-330 Motor Learning

*Applicants for a January term study away program must have a minimum cumulative
grade point average of 2.5.



The Breitbach Catholic Thinkers and Leaders program began in fall 2007. While enrolled in the Catholic Thinkers and Leaders Program, students will take part in a Modes of Inquiry (MOI) course, a Catholic Traditions course and a cluster. Students will study some of the key thinkers of the Catholic Intellectual Tradition: Augustine, Thomas Aquinas, Francis of Assisi, Teresa of Avila, Cardinal Newman, Dorothy Day and John Paul II – to investigate ideas about the meaning of life and how one makes a significant contribution to the world. There also will be opportunities to study important twentieth century Catholic writers’ visions of what is important in life and how one can make choices to change the world for the better. In discussions and activities outside the classroom, students will concentrate on bringing the principles of the Loras Catholic Identity Statement to life.
Students who are selected to the Breitbach Catholic Thinkers and Leaders Program will receive a scholarship. Interested incoming first year students should inquire with the Admissions and Financial Planning Offices as to admission requirements for the program and scholarship.
Continuing scholarship students must be full time and maintain at least a 3.00 cumulative grade point average. Students will be expected to successfully complete all components of the Breitbach Catholic Thinkers and Leaders Program. After two written warnings from the director of the program that the student is not meeting the expectations of the program, s/he is no longer eligible for continuing scholarship.
For more information about participation, please contact Rev. Douglas Wathier.
First Year 
  • L.LIB-100:Tradition Becoming  Who  You  Are:  Character  and  the  Catholic  Intellectual
  • L.LIB-130: Human Dignity and Human Rights
  • Four individual meetings per semester with program director
  • Monthly group prayer and spirituality/leadership development meeting
  • Participation in Lead 4 Loras program, second semester
  • Participation in community service – 10 hours per semester
  • Involvement in at least one aspect of Campus Ministry

Second Year

  • Bi-weekly Breitbach Catholic Thinkers and Leaders meetings
  • One retreat
  • Three individual meetings per semester with program director
  • Monthly group prayer and spirituality/leadership development meeting
  • Participation in Lead 4 Loras program
  • Participation in community service – 15 hours per semester
  • Serve as a Spiritual Resource Person in residence halls

Third Year

  • Cluster course first semester
  • January term study abroad
  • Bi-weekly Breitbach Catholic Thinkers and Leaders meetings
  • Two individual meetings per semester with program director
  • Monthly group prayer and spirituality/leadership development meeting
  • One retreat
  • Weekly mentoring meeting with first year Breitbach Catholic Thinker and Leader students
  • Participation in Community Service – 15 hours per semester
  • Leadership on campus

Fourth Year

  • Bi-weekly Breitbach Catholic Thinker and Leader meetings
  • Two individual meetings per semester with program director
  • Monthly group prayer and spirituality/leadership development meeting
  • Weekly mentoring meeting with sophomore Breitbach Catholic Thinkers and Leaders
  • One retreat
  • Participation in Community Service – 15 hours/semester
  • Leadership on campus


The Loras College Honors Program is dedicated to promoting in academically talented students the qualities of engaged global citizens, in particular the quest for understanding, creativity and problem solving, conscientious reflection, and the search for meaning, equipping them to be responsible contributors in diverse professional, social, and religious roles.

Honors Program Goals:

  • To train students to identify problems, grasp their context, and find imaginative solutions.
  • To provide students with an academically stimulating environment in the context of learning communities.
  • To facilitate student reflection on meaning and purpose within the context of learning and pre-professional activities.

Honors courses offer:

  • A high level of student engagement
  • Strong learning communitiesď‚·
  • Projects that require creative and original thinking
  • Public presentations outside the classroom
  • Experiential opportunities
  • Conceptually challenging topics and resources

Honors students may pursue an Honors Degree, in addition to a regular major. The Honors Degree requires:

  • A minimum grade point average of 3.5 at the beginning of their second-to-last semester at the College.
  • Honors general education courses: MOI, Catholic Traditions (L.HON-130 or 135), Democracy and Global Diversity, 3 Advanced General Education Honors courses.
  • Honors Inquiry – a four year collaborative research project. Students must register for Honors Inquiry in five of their final six semesters (HON 290, 291, 390, 391, 490, 491– 1 credit each). Students who study abroad, who graduate early, or who have other exceptional circumstances can work out special accommodations on an individual basis with the Honors Director.
  • Satisfactory assessment in a second language during one of the last three semesters of the student’s academic career
  • A research project abstract and annotated bibliography, presentation, and  defense supplementing the student’s research or senior project in the major field of study.

Note: Honors students are required to fulfill all Loras College General Education requirements. Honors courses with a suffix fulfill the College General Education requirement. In addition to Honors course requirements, students must complete the requirements for L.LIB-105 College Writing-FW (or L.ENG-111 Critical Writing-FW), L.LIB-110 Public Speaking and Group Communication-FS, L.LIB-112 Survey of  Math Models-FM (or  equivalent), and  all  five Advanced General Education categories (3 may be in Honors), including one cluster (does not have to be Honors). Students in the Breitbach Catholic Thinkers and Leaders Program do not take Honors sections of MOI or Catholic Traditions and are required to take two Honors Advanced General Education courses in addition to the CTL cluster. Students in the CTL Program must also fulfill the language requirement and have the same requirements for Honors Inquiry and Abstract and Defense.
The Center for Experiential Learning dramatically expands the dimensions of a Loras education by working with students to integrate their knowledge, experience, skills and capacities. Through structured learning experiences in other countries, cities, communities and working environments, students are encouraged to design and pursue their learning objectives outside the traditional classroom. The CEL works with students to reflect critically on their experiences and to communicate what they have learned from their experiences through a portfolio.
CEL works with students and faculty to help coordinate the following opportunities:

  • Academic Internships: students use their knowledge and skills to learn about and gain experience in the world of profit and not-for-profit organizations. Exploratory internships are designed for students who want to explore different career possibilities or different professional settings. More advanced internship experiences support students who are looking for practical opportunities to apply and enhance what they have learned in the classroom. Students have the opportunity to participate in internships across the country and internationally.
  • Education Abroad: students directly experience another culture through opportunities sponsored by Loras College or other accredited institutions. Loras College directs semester programs  in  Gaborone,  Botswana;  Dublin,  Ireland;  Pretoria,  South  Africa;  Santiago  de Compostela, Spain; and Lisbon, Portugal. International study travel courses are also offered during the January term. Institutional aid as well as state and federal aid are applied on Loras and other accredited study abroad programs. There are additional costs associated with study abroad.
  • Service Learning: students gain a deeper understanding of community and societal issues and develop a response and commitment to addressing them. Service learning opportunities occur locally, nationally, or even internationally through coursework, employment and volunteering.
  • Student Employment: designed to assist students in meeting the cost of their Loras education while enhancing their college experience and success at Loras. Employment, both education while enhancing their college experience and success at Loras. Employment, bothoff-and-on campus, provide an opportunity for students to develop and expand their skills in professional work settings and to deepen interpersonal competencies.
  • Career  Exploration  and  Planning:  Through  workshops,  programs,  resources  and individual assistance, CEL encourages students to identify and to articulate the integrated outcomes of their learning experiences as it relates to generating a successful path to satisfying work following graduation. CEL promotes exploration of career options and teaches job search skills. Through its statewide professional, employer and alumni connections it introduces students to entry-level employment opportunities.

Through these experiential learning opportunities, the CEL seeks to foster a level of inquiry and reflection in students that lasts long after their days at Loras College. CEL is located on the fifth floor of the Alumni Campus Center, room 590.

Students interested in preparing for professional degrees or graduate programs should consult with the chair of the division or pre-professional program advisor. Loras College offers academic advising and coursework for the following areas:
All American Bar Association-accredited law schools require a baccalaureate degree and the Law School Admission Test (LSAT). The ABA-LSAC Official Guide to ABA Approved Law Schools, published by the American Bar Association and the Law School Admission Council suggests students take courses that lend themselves to the creation of a context in which law may be better understood, courses that augment communication skills and courses that sharpen analytical skills. There is a common consensus that a broad-based academic experience well- grounded in the liberal arts provides the best preparation for law school. All majors offered at Loras College can offer such an experience. In addition, the St. Thomas More Society is a student-run organization that assists with pre-law advising and activities for students with an interest in the legal profession. Loras College sponsors Mediation, Moot Court and Mock Trial Teams for students interested in intercollegiate legal competition. See Prof. M.L. Neuhaus, J.D., 421 Hoffmann Hall to register as a pre-law advisee.
All students must consult with the pre-health science coordinator in planning an undergraduate program of studies. More detail regarding each of these programs is available on the Loras College Website.
Military science major and ROTC is available through cross-registration at the University of Dubuque. For more information, contact the office of the academic dean at the University of Dubuque.
To meet specific educational goals, students may “individualize” their majors at Loras. Interested students must apply through their advisor. The advisor submits the student’s proposal to the most appropriate Division Chair. The Academic Council reviews each application to determine
1)    that the proposed course of study does not duplicate a current major at Loras;
2)    that Loras can support the proposed individualized major;
3)    that the student who completes a proposed major will be able to  demonstrate  a proficiency in the liberal arts that compares well with students who graduate from Loras with a traditional major.


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