Loyola University New Orleans

Loyola University New Orleans is a Catholic institution that emphasizes the Jesuit tradition of contributing to the liberal education of the whole person.

The university searches for those students who are not satisfied with the ordinary, but who thrive on challenge.

Our purpose is to provide quality education for a select group of students.

Loyola University New Orleans is a Jesuit university founded by the Society of Jesus and chartered on April 15, 1912, with ownership vested in the Loyola community of Jesuit Fathers. The university was authorized to grant degrees by The General Assembly of Louisiana for the year 1912.

Today, Loyola still operates under its founding purpose of offering a liberal arts education on the undergraduate level to all who seek knowledge and truth.

Loyola University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, GA 30033, (404) 679-4500) to award bachelor, master, and doctor (juris doctor) degrees.

All educational programs and activities are open to all qualified persons without regard to age, color, disability, national origin, race, religion, sex/gender, or sexual orientation in the true spirit of Christian love and charity and the Jesuit commitment to social justice.

Loyola is a medium-size university with a total enrollment of more than 4,585 students, including more than 2,655 undergraduate students, and 1,930 graduate, law, and other students.

Loyola’s student body is geographically diverse. Students represent all 50 states, the District of Columbia, Puerto Rico, and 62 foreign countries. Students also represent a wide range of social and economic backgrounds.

Loyola is located in a residential area of uptown New Orleans known as the University Section. Fronting on tree-lined St. Charles Avenue where streetcars are the mode of public transportation, the main campus faces Audubon Park directly across the avenue. The 19-acre campus is a collection of beautiful Tudor-Gothic buildings and modern architecture. Two blocks up St. Charles Avenue is the four-acre Broadway Campus.

In recent years, Loyola University New Orleans has consistently ranked among the top regional colleges and universities in the South and as one of the top 60 in the United States by U.S. News & World Report’s special issue "America’s Best Colleges."

Loyola is committed to the task of equipping its students to know themselves, their world, and their potential. It operates from the belief that to perform that function properly, it must strive to be an academic community composed in a manner fitting today’s pluralistic society and ecumenical age. Students of all beliefs and faiths are welcome at Loyola.

Mission Statement

Loyola University New Orleans, a Jesuit and Catholic institution of higher education, welcomes students of diverse backgrounds and prepares them to lead meaningful lives with and for others; to pursue truth, wisdom, and virtue; and to work for a more just world. Inspired by Ignatius of Loyola’s vision of finding God in all things, the university is grounded in the liberal arts and sciences, while also offering opportunities for professional studies in undergraduate and selected graduate programs. Through teaching, research, creative activities, and service, the faculty, in cooperation with the staff, strives to educate the whole student and to benefit the larger community.

Approved by Loyola University New Orleans Board of Trustees

March 5, 2004


As a Catholic, Jesuit University, Loyola University New Orleans is an academic community dedicated to the education of the whole person. By thinking critically, acting justly students are to embody the Ignatian ideals of faith, truth, justice, and service. To meet these goals, the University will strive to become an increasingly selective university with outstanding liberal arts and sciences, professional, and graduate programs grounded in intellectual rigor and reflecting the more than 450 year Ignatian tradition.

Approved by Loyola University New Orleans Board of Trustees

May 2010

Loyola University Statement of Educational Purpose

Loyola is a comprehensive Catholic university that embodies the standards of academic excellence synonymous with Jesuit education. As a community united in the search for truth and wisdom, Loyola’s faculty, students, and staff are committed to scholarship, service, and justice. Consistent with its Jesuit and Catholic heritage, the university is open to all qualified persons.

As enunciated in Goals of Loyola and elaborated in the Loyola Character and Commitment Statement, the mission of Loyola University is to provide a rigorous education grounded in values for an academically able student body selected from diverse geographic, ethnic, and economic backgrounds. While reaffirming its commitment to the educational needs of the citizens of New Orleans and of Louisiana, Loyola will continue to seek students from throughout the region, the nation and the world.

To achieve its goals, Loyola recruits faculty who are dedicated to instruction and advising, to research that enriches their teaching, and to service both to the university and to the larger community. To preserve its Jesuit character, Loyola seeks to maintain a substantial presence of Jesuits as faculty members. Acknowledging that education is not limited to the classroom, the institution employs staff who are committed to the education of the whole student. Through the curriculum, advising, campus ministry, co-curricular activities, and student life programming, faculty and staff strive to provide a supportive but challenging environment in which students can realize their individual potentials while coming to recognize their responsibility to serve others. To meet the diverse needs of its students, Loyola offers a curriculum rooted in the liberal arts and sciences and fully supportive of a wide range of pre-professional and professional programs. Though its principal focus is undergraduate education, the institution offers selected graduate programs that are consistent with its mission.

In the Ignatian tradition, Loyola University endeavors to develop students into a new generation of leaders who possess a love for truth, the critical intelligence to pursue it, and the eloquence to articulate it. The goal of a Loyola education is not mere technical competence but wisdom and social responsibility.

As approved by the Board of Trustees, "Goals of Loyola" is Loyola University’s mission statement; the "Loyola Character and Commitment Statement" is an amplification of the institution’s Jesuit and Catholic identity and tradition; the "Loyola Statement of Educational Purpose" is a distillation of these two documents to be used for planning and assessment purposes.

Approved 03/03/94—Mission Effectiveness Committee/Board of Trustees

Approved 03/17/94—University Planning Team

Approved 03/24/94—Academic and Faculty Affairs Committee/Board of Trustees

Approved 05/19/94—Board of Trustees

May 1994

Goals of Loyola

The following statement represents many months of work by faculty, administrators and students at Loyola. It was mandated by the Council on Academic Planning, approved by the Standing Council for Academic Planning and approved in July 1971 by the Board of Trustees. Revisions proposed by the Standing Council for Academic Planning and approved by the Board of Trustees in July 1973, January 1977, and May 1983 are incorporated in this edition of the Goals Statement.


Loyola, as a Jesuit university, is committed to the belief that Christianity presents a world view which is meaningful in any age. Although the message of Christianity is not wedded to any given philosophy, science, art, or politics, it is still not compatible with every point of view.

The person is central in a Catholic university. Its task is to equip its students to know themselves, their world, their potential and their Creator. To perform this function properly, it must strive to be one academic community composed of administrators, faculty, and students, both laypersons and clerics. This community must be composed in a manner fitting to our pluralistic society and ecumenical age. It can, therefore, be made up of many whose modes of commitment to university aims differ: of those who have dedicated their lives to the Christian faith commitment, of those who live non-Christian faith commitments, and of some who live no formal faith commitment at all. Religious and non-religious, Christian and non-Christian, all will dedicate themselves to the mission of this Catholic university, each in his or her own way. All will cooperate in the search for truth, either by exploring the inner dynamism of Christianity and its implications for the present or by provoking the quest for truth in others. All are bound together by a common search for knowledge. All are dedicated to the discovery and promulgation of truth.

The community in quest of truth has a reverence for creation, not only the creations of God and the creations of people, but for life itself as a fountain of creativity. Reverence for creation fosters universal concern and dedication. All who are concerned for and dedicated to the truth are welcome in the Loyola community. Only those who condemn the commitments of those who seek the truth will not find a home here.

The Catholic university must foster among its students, its faculty, and the larger community a critical sense. To think critically one must have a place to stand. Criticism must be based upon agreement on basic values and principles. Without this there can be no meaningful disagreement. Loyola stands on its Catholic commitment. This commitment is not the end of a search, but the beginning of an inquiry into other traditions, other regions, other religions. Loyola seeks to hand down a heritage even as it learns and teaches methods of thinking which will revivify the heritage and breach new frontiers of knowledge.

Because Loyola is committed to the Christian tradition, it should support excellence in theological instruction and scholarship as well as recognize the pre-eminent place of theology among the disciplines of higher learning. Catholic teaching should be presented in some structured way to aid the student to form her or his own world view.

Rapid change is a feature of contemporary life. Education should equip students to meet the rapid developments they will encounter and should enable them to make sound judgments as values undergo constant scrutiny. It is the tradition of the Society of Jesus to discern what is good and true in the movements of history. Loyola pledges itself to educate its students to meet change with equanimity, good judgment and constructive leadership. Innovations in the direction of a more Christian and just structure for society are expected of the Loyola University community, its alumni and its friends.

Loyola is committed to a serious examination of those conscious and unconscious assumptions of contemporary American civilization that tend to perpetuate societal inequities and institutional injustices. In this endeavor it is particularly concerned with those prevalent economic, judicial and educational attitudes which are inconsistent with the social teachings of the Church.


Loyola intends to achieve its goal of integrating the vision of faith with the remainder of human knowledge by concentrating on the liberal education of its students. While Loyola emphasizes studies in the liberal arts, it is also committed to professional study. Liberal studies assist a student to broaden and deepen convictions; professional studies assist a student to actualize convictions. Planning and efforts, therefore, are to be centered on the achievement of excellence in liberal and professional education.

Loyola is aware of the need for innovation in undergraduate education. Because of its size and independent status, Loyola is in a unique position to explore new programs and approaches in education. Loyola should experiment with the full realization that lack of change often implies more risk than change itself.

Loyola’s spiritual and material resources will be dedicated to the support of graduate programs if they fulfill one or both of the following criteria:

(a) they are necessary for strengthening undergraduate programs;

(b) they fulfill serious community needs.


Loyola looks forward to its place in the community of the future. The American university of the future will be more involved in community service than the university of earlier decades. Loyola stands ready to do whatever is in its power as an independent Catholic university to solve the problems of American society today.

Loyola should make a serious effort to probe and uncover the latent unity of the Southern people so that together they may build a richer future for their children. Loyola should make conscious efforts to prepare the educationally underprivileged for college life and to make a college education available to them. In particular, Loyola recognizes its obligation to provide such educational opportunities to the Black community, which historically has been deprived of this advantage.

Within the limits of available resources, institutes and programs will be created, developed or discontinued as the need arises under the scrutiny of the Standing Council for Academic Planning. Among present programs are those that serve high school students and teachers, the educationally and economically disadvantaged, nurses, law enforcement agencies, and labor.


Loyola aims at developing and maintaining a distinctive community of scholars. The bond of this community is the desire of teachers and students to reach academic excellence in their pursuit, not of knowledge alone, but of truth and Christian wisdom. In such a community, students and faculty are in contact with centuries of accumulated wisdom and should be active in shaping this wisdom for a new day. By reason of their formative life within this community, they should be conscious of the achievements and failures of all of human history, particularly those of their own culture and time. As a result, they should be capable of principled judgment in the face of complexity and ambiguity, and humanely moved or divinely inspired to leave behind them a better world than they found.

Such a mission will best be accomplished in our day by a community drawn from many religious, ethnic and cultural backgrounds, and through firm, vigorous and dynamic programs in the arts, humanities, sciences, and law. It can be accomplished especially well by programs of studies which cross traditional disciplinary lines. Faculty and students are encouraged to collaborate in the formation of interdisciplinary curricula and programs.

The university’s libraries comprise an essential component in the development of a community of scholars. The expansion and improvement of library resources are major objectives of the university. Therefore, Loyola should continue to participate in cooperative efforts among universities designed to reduce unnecessary duplication of library resources and to experiment with innovations such as information retrieval technology.

In sum, Loyola wishes to assist each person in becoming more aware of the problems of society and of his or her ability to correct these problems. Such a person would have a firm moral conviction to live up to his or her obligations to himself or herself to community and to God.


Loyola is potentially strong in three areas that are in some significant way unique: communications, music, and religion. By achieving excellence in these unique areas and sustaining its strong undergraduate departments, Loyola will be a significant force in higher education.

The university should aim at a gradual and studied increase in size of the student body consistent with maintaining quality programs, close student-faculty contact and maximum use of existing resources.

Loyola should increase and make more effective its ties with other colleges and universities in the New Orleans area. The New Orleans Consortium is a good example of how such effective bonds can be forged.

There is an obvious relationship between certain fields of study and the institutions and social movements of the modern city, state, and nation. A portion of studies such as business and the social or behavioral sciences should be done off-campus with students examining and working in institutions and agencies actually practicing in these fields. Such study can be an academic activity. It should be undertaken as part of regular academic programs because it is directly related to the subjects for which Loyola takes educational responsibility.


One of the principal responsibilities of the Standing Council for Academic Planning (SCAP) is to direct an orderly and systematic planning sequence that will ensure that Loyola is prepared for the future. To fulfill this role, SCAP must carefully examine not only all the elements of any new programs but also assess the viability and quality of existing programs. Economic constraints, educational and professional needs and community expectations are necessary considerations in all recommendations.

As an additional responsibility, SCAP should be active in lending its support to the extension and development of the New Orleans Consortium so that fuller use of the combined resources of facilities, faculties, and staff may be made.


Loyola recognizes that value-oriented education must occur in the context of total human development and is founded upon an appropriate integration of the religious and intellectual development of the student and the education of the whole person. Loyola students should be provided with a foundation of learning experiences which will enable them to develop further their personal values and life goals. For this reason, Loyola expects students to accept responsibility in determining policies, programs and curricular requirements. The university involves students in the planning of their education and the shaping of their environment and encourages student participation in the deliberations of faculty and administration.

Loyola is committed to the development of a culturally and educationally diverse student body and is pledged to represent this diversity in all programs and services which affect student life. One of Loyola’s greatest assets is a student body which reflects the cultural diversity of metropolitan New Orleans. Loyola will make every effort to attract a sizable percentage of students from outside of Louisiana and the Deep South to increase the cultural, intellectual and demographic diversity of the student body. Special efforts will be made to encourage students to share their differing cultural perspectives in contributing to the campus community and its programs. In order to ensure this diversity and balance in the student body and maintain the quality of admitted students, the Admissions Office will continue a careful evaluation of every applicant. Based upon this commitment to diversify the student body, Loyola balances ability and need in making its financial awards.

In keeping with its commitment to educational excellence, Loyola will continue to enrich the student population with outstanding students who will attract other good students and faculty and stimulate all to greater efforts. In support of this goal, special enrichment programs have been established and will be continued and strengthened. Loyola also maintains a strong commitment to the average and the underachieving student and provides programs to facilitate his or her adjustment to the academic environment.

The university recognizes the importance of providing programs to facilitate the integration of the new student into the university community and to encourage the development of harmonious relationships among the diverse elements of the student body. Loyola provides counseling at every level. Academic counseling should be systematically organized and supervised by the deans, and faculty members should recognize their counseling responsibilities. Personal counseling, growth opportunities and support programs to help the student meet the normal problems associated with making the transition from one life stage to another are provided by the Counseling Center. Loyola will continue to establish programs led by professionally trained personnel to facilitate students’ continuing personal and social growth, to help students to develop the skills necessary to cope with academic demands, and to aid them in identifying and pursuing purposeful career goals and future aspirations. Personal and spiritual counseling should complement one another. Campus Ministry does play a special role in assisting students to adjust both to university life and to understanding the full scope of a Loyola education. Programs which strengthen the student’s social, cultural and academic environment outside the classroom should be supported. Student activities and co-curricular programs which are educational and which prepare students for further leadership will be expanded. Such programs include student government and organizations, prayer groups, organized recreational activities and the Loyola Community Action Program (LUCAP).

Loyola is cognizant that the student body increasingly includes senior citizens, career persons returning for further education, women preparing to re-enter previous careers and other students in non-traditional programs. As part of the education at Loyola, it is important that these students be strongly encouraged to participate in campus life and to see the university as able to make a significant contribution to their lives outside regular classroom experiences. Facilities, programs and services will be developed to support the active participation of such students utilizing professional staff, peer assistance and community referral.


A university is a community of teachers and learners. The knowledge and teaching ability of the faculty place it in a unique position of leadership. The faculty has primary responsibility for such fundamental areas as curriculum, subject matter, methods of instruction, research, faculty status and those aspects of student life which relate to the educational process. The faculty sets requirements in courses, determines fulfillment of the requirements, and approves degree candidates for presentation to the President and Board of Trustees.1

Within the framework of excellent liberal and professional education, faculty activities should be a studied balance among teaching, research, and community service. These goals can best be realized by a stable, financially secure and professionally active faculty. Faculty participation in university governance reflects its concern with academic excellence through teaching, research, other scholarly activities and the maintenance of an atmosphere of academic freedom and responsibility. It is expected that Loyola faculty will have active professional interests which will contribute to the vitality of its work in the classroom.


The university curriculum provides the students, faculty, and administration with a common reference system for the pursuit of academic excellence and scholarship. Loyola is committed to a steady exploration in and experimentation with curriculum design. Curricular reform should be planned and conducted by faculty-student committees working in cooperation with the dean of their college.

So that each undergraduate can achieve a liberalizing education, the curriculum should ensure that instruction be given in the traditional areas of the humanities, sciences, and the fine arts, regardless of the major field of study. This common portion of the contribution reflects Loyola’s commitment to participation in the Judeo-Christian intellectual tradition. To achieve this objective, the curriculum must convey a grasp of religious thought and philosophical discourse which frees from ignorance and from mindless conviction and commitment. Each degree program must fulfill all university and college requirements but remain flexible enough to meet the changing needs of the field of study involved.

Differences in the educational objectives of the undergraduate colleges may result in variations in the extent of their participation in the common curriculum. However, the number of major courses required by each program should not be so great as to produce over-specialization of the student. Periodic reviews of the degree requirements should be conducted.

The development of a high degree of ability in expressing ideas both verbally and in writing should form an essential part of each student’s education. Moreover, the student should be encouraged to develop a basic competence in those languages that best complement his or her own program of study. In keeping with this, Loyola should continue to explore innovations in instruction in both human and machine languages and encourage utilization of presently available technical aids including computer-assisted instruction. Loyola should also explore the possibility of greater inter-university cooperation and specialization in the areas of language, arts and computer science.

Because of its intrinsic importance, education in the physical and life sciences has held an important place at Loyola. Loyola will continue to make every effort to inculcate scientific literacy in all of its students. Many patterns of thought in our time are grounded in the methods employed by the sciences. College students should be exposed to the disciplines of the natural sciences. Thus, Loyola will continue to devote sufficient resources to maintain its excellent program of service courses for undergraduates in other fields and will make every effort to recruit talented majors in these programs.

An ordered society needs men and women trained in the law and business administration. Loyola has produced and will continue to produce leaders in law, government and business administration. Because Loyola is committed to the Christian tradition, it should provide the leaders of tomorrow with those values which strengthen our society.

Law and graduate students should be offered a liberalizing education, and their respective curricula should insure that instruction is given in the areas of ethics, professional responsibility and the humanistic concerns of their respective disciplines. Legal and graduate education at Loyola should also reflect Loyola’s commitment to participation in the Judeo-Christian intellectual tradition.

The School of Law is committed not only to a theoretical and practical understanding of the law, but also to the highest ideals of social justice and professional responsibility. The law school offers a comparative law approach to legal education through its complete common law and civil law programs. It is unique in the community in providing a legal education in the evening.

All Loyola disciplines should provide opportunities for study through seminars, honor courses, discussion courses, independent study, research projects and courses designed by students. Loyola will continue its tradition of close student-faculty contact which has always constituted the basis of quality education.

Loyola Character and Commitment Statement

The following statement represents many months of work by both Jesuit and lay faculty, staff and administrators at Loyola. It was written by the Task Force on Jesuit Identity and approved by the Board of Trustees in November 1980.

  1. Loyola faces the years ahead with confidence. Relying on God’s providence and assiduously practicing the virtue of discernment, we will plan for what lies ahead. Our society is marked by increasingly rapid change, growing complexity, and a burgeoning pluralism. These realities are not without their impact upon our community. Loyola is today a larger, more complex institution than it was thirty years ago. The student body and the faculty are more numerous and more pluralistic in their composition. Moreover, the proportion of Jesuits at Loyola has declined and may show further decline in the immediate future. It appears beneficial, therefore, that we take stock at this juncture and articulate, without diffidence or defensiveness, our self-understanding and our educational vision.
  2. Our starting point as a community is our recognition and acceptance of the goodness of all God’s creation and the ideal of human solidarity and community under God. Further, we acknowledge the Lordship of Jesus and affirm that God was in Christ reconciling the world to God. Around this central confession of faith we hope to shape our lives. It would be meaningless for Loyola to label itself Catholic and Jesuit were it not to center its self-understanding upon these truths. Though our world is broken and fragmented by evil, both personal and social, the enfleshment of God’s Son as our brother grounds our hope for the eventual and ultimate victory of goodness and order. God in Christ has called us to choose freely and to follow in the footsteps of our Lord and to do what in us lies to nurture the Reign of God that is aborning in this world where divine and human activities intersect.
  3. Motivated by the Christian vision of reality, Loyola undertakes its task as a Catholic institution of higher learning in the Jesuit tradition. Loyola’s Jesuits have publicly stated that their "mission is essentially religious but specifically intellectual and educational in the broadest and deepest sense." In all phases of this academic endeavor the university community must strive to achieve the excellence that has come to be synonymous with the Jesuit tradition of learning. As a community of educators and scholars, Loyola’s faculty and staff must be dedicated to excellence in teaching, in research, and in service to the larger community. The university must provide an environment conducive to growth of its faculty and staff and the development of scholarship and understanding of personal values that is so much a part of the Christian tradition. At the same time, concern for the student as a person is central to the Jesuit educational mission. Above all, Loyola will endeavor to develop in its students a love for truth, the critical intelligence to attain it, and the eloquence to articulate it. By word and example, Loyola will dedicate itself to educate our students in the Christian tradition, which we recognize as "not wedded to any given philosophy, science, art or politics...but still not compatible with every point of view." (Loyola University Goals Statement)
  4. While academic excellence and liberal education are the immediate goals of our university community, they cannot be, in view of our commitment as a Jesuit university, the ultimate raison d’etre. Academic excellence stands in the service of the full human development of persons as moral agents. In this regard, it would be well to recall the role of the Spiritual Exercises of Ignatius Loyola in the development of every Jesuit. After the Gospel, the Exercises are the wellspring of the Jesuit spirit. They endow Jesuit activity with a distinctive quality. Some understanding of the Exercises, therefore, is necessary to understand the ultimate aim of the Jesuit educational endeavor. The Exercises aim to enable a person, with God’s help, to make a Christian choice in regard to the most significant truths and values of life. The choice may be a fundamental option or a conversion affecting the totality of one’s existence. Again, it may simply issue from a periodic reassessment of priorities. Whatever the matter of choice may be, the decision-making process should be marked by certain characteristics. First, it ought to be disentangled from inordinate attachment, disordered affectivity. It must purge itself of bias, prejudice and stereotypical thinking. Only so can it be genuinely free. Second, any significant option ought to be illuminated by human and divine wisdom. No pertinent light that comes to us from history, science, art or religious experience should be ignored. Third, significant choices must not remain merely notional. They must be woven into the texture of one’s life; choice must incarnate itself in action. In the light of the Ignatian ideal, choices are to be made with a commitment to pursuing the greater good in any course of action. Capacity for truly human action is what Jesuit education hopes ultimately to achieve.
  5. Because education at Loyola is person-centered and concerned ultimately with choice and action, the curriculum, spiritual life and student life must on all levels and in all areas be concerned with values. Our goal is wisdom, not mere technical competence. In this regard it is well to recall that the Spiritual Exercises, as the Gospels before them, while world-affirming, condemn self-aggrandizement and promote service to others. Jesus, the man for others, is for us the archetype. Solicitude for others, not mere efficiency or mere bureaucratic convenience, must motivate us to a concern for all members of the university and to ever-widening circles of concern for our city, our state, our region, our nation and our planet. Because of our human solidarity, a concern for one, even the least of his brothers or sisters, is a concern for all.
  6. It is understandable then that in the face of our contemporary situation Jesuits the world over have recently determined that the best way to embody their commitment to the Gospel and the Ignatian Exercises is through the promotion of justice animated by faith. Accordingly, Loyola as a Jesuit university embraces the conclusion of the 32nd General Congregation of the Society of Jesus that Jesuit education must be a catalyst for needed social change, hence dedicated to fostering a just social order.
  7. This commitment to social justice can be shared by all who are of good will, thus capable of enlisting the support of our entire community in all its ecumenical diversity and ideological pluralism. We must, therefore, in our policymaking, in our administration, in our entire curriculum, and in the totality of our campus life, strive to bring to life concern for justice to which our Jesuit and Christian heritage commit us. Further, we must challenge all assumptions in light of this commitment. Consequently, as an institution we must be person-centered, not merely bureaucratically efficient.
  8. All members of the university community, regardless of their personal faith-commitment or value system, are urged to collaborate in the promotion, clarification and pursuit of the objectives set forth in this statement. With full respect for the complexities of a pluralistic culture, with wholehearted commitment to the ideals of religious and academic freedom, and with renewed dedication to the ecumenical spirit of Vatican II, Loyola University is open to any person who sincerely seeks for truth and value. Dialogue and debate concerning controversial issues, even religious ones, are not only tolerated but encouraged. Yet, it should be recognized that the university has an identity defined by its mission that relates to every aspect of institutional life. Deliberate derogation from or subversion of these objectives is incompatible with the university’s mission, destructive of its identity, and disruptive of the university community well-being. The university community should make every effort to reconcile any member who finds himself or herself in conflict with these objectives.
  9. More could be said about Loyola’s identity. However, what has been said should suffice to spur reflection and dialogue. Loyola is a community given to the pursuit of excellence in teaching and scholarship, personal and spiritual development, and to the promotion of justice and faith in accordance with its nature as an institution of learning. One of the leading challenges to any university today, and especially to Loyola in view of its Jesuit and Catholic character, is to teach an ethic of selfless service and sharing that decisively breaks with the present obsession with joyless and insatiable consumption. Education at Loyola succeeds only to the extent that it leads our community to examine how faith relates to society’s systemic injustice. Moreover, it fails if it does not demonstrate how faith can be coupled with love to move us to action in the pursuit of justice. Jesuit education, then, is the education of persons for others, persons who will seek to act justly, to love tenderly and to walk reverently in the spirit of Jesus as the man for others.


The Story of Loyola University New Orleans

The Jesuits were among the earliest settlers of New Orleans and Louisiana. A Jesuit chaplain accompanied Iberville on his second expedition, and the fathers are credited with introducing the growing of sugar cane to Louisiana, paving the way for one of the state’s prime industries. They probably brought this from their West Indies farms and planted it on the plantation they bought from former Governor Bienville in 1725. This tract, used by the fathers as a staging area or supply base for their activities in ministering to the needs of settlers and Indians in the up-country, was located "across the common" (now Canal Street), running along the Mississippi River to what is now Jackson Avenue. When the Jesuit order was banned from the French colonies in 1763, the land was sold at public auction.

The city’s leaders, including Bienville, had long hoped for a Jesuit college. After the Jesuit order was restored, the Bishop of New Orleans implored the Jesuits in France to come to the city. In 1837, seven Jesuit priests arrived. After weighing several sites, they decided that Grand Coteau, in St. Landry Parish, was a better site for their boarding college than the fever-ridden city.

Meanwhile, New Orleans continued its dramatic growth, despite yellow fever. The desire for a Jesuit college here intensified in both the citizens and the fathers. In 1847, the priests bought a small piece of the same land they had owned nearly a century before, and in 1849, the College of the Immaculate Conception opened its doors at the corner of Baronne and Common streets.
This college became a well-established and beloved institution. As the city grew, however, it became obvious to Rev. John O’Shanahan, S.J., superior general of the province, that the downtown area would become too congested for a college. He began looking for a suburban site.

The Cotton Centennial Exposition in 1884 had given impetus to the development of the uptown section of the city, especially around Audubon Park. This area was reached by the New Orleans and Carrollton Railroad which ran from Lee Circle to the City of Carrollton on the present roadbed of the St. Charles streetcar line. Father O’Shanahan learned that a large site directly across from the park was available. This was the site of the Foucher Plantation, owned by Paul Foucher, son of a New Orleans mayor and son-in-law of Etienne de Bore, famed as the granulator of sugar from cane syrup.

The entire Foucher site was offered to Father O’Shanahan for the sum of $75,500. It included the land now occupied by Loyola and Tulane universities, and Audubon Place. The priest’s advisers dissuaded him from purchasing this lest the acquisition of such a large tract bring on the charge of commercialism. He acceded, but said later he wished he had not since he could have within 10 days sold enough of the property "to pay for the entire tract I bought and to put aside a sinking fund for the education of our young men."

The section of the Foucher estate Father O’Shanahan bought in 1886 fronted on St. Charles and ran approximately to the Claiborne canal. It was purchased with the assistance of Chief Justice Edward Douglass White, a Jesuit alumnus, and the Brousseau family. The price was $22,500, paid in three installments at six percent interest. On the day the act was signed, the fathers were offered $7,500 more for the property.

In May 1890, the parish of Most Holy Name of Jesus was established for the area. Rev. John Downey, S.J., was the first pastor. A frame church, known affectionately among Orleanians as "Little Jesuits," was built, and Mass was celebrated in it in May 1892.
In 1904, the long-planned Loyola College, together with a preparatory academy, opened its doors. First classes were held in a residence located to the rear of the church on what is now Marquette Place. The first president was the Rev. Albert Biever, S.J., who was appointed by the provincial, Rev. William Power, S.J.

The college grew steadily. Father Biever promised and did give a holiday when the student body reached 50. In 1907, Father Biever called a meeting of prominent Catholic laymen to plan for a new building. Acting chairman was W.E. Claiborne. Out of his group grew the Marquette Association for Higher Education with B.A. Oxnard as chairman. In 1910, this group, with the assistance of its ladies auxiliary, was responsible for the building of Marquette Hall, queen of Loyola’s buildings and centerpiece of its campus horseshoe. Strongly encouraged by Archbishop Blenk and prominent New Orleanians, the Jesuits and the Marquette Association had several years previously begun to make plans for expansion to a university.

In 1911, the Jesuit schools in New Orleans were reorganized. Immaculate Conception College became exclusively a college preparatory school and was given the preparatory students of Loyola College. The downtown institution relinquished its higher departments—what are now known as college programs—to Loyola, which was in the process of becoming a university.

On May 28, 1912, a bill was introduced in the Louisiana Senate by Senator William H. Byrnes, Jr., of Orleans Parish which proposed to grant a university charter to Loyola. It was passed unanimously and sent to the State House of Representatives. There was some backstage opposition, and Father Biever, fearing a fatal snag, made an impassioned speech to the house. The bill passed, and on July 10, 1912, the governor signed the act authorizing Loyola to grant university degrees.

Under the direction of the dynamic Father Biever and with the advice and financial support of New Orleans citizens, the new university grew dramatically. Thomas Hall, residence for the fathers, was dedicated in 1912. The new church known as the McDermott Memorial, with its soaring tower, arose in 1913.

In that year also the New Orleans College of Pharmacy, incorporated in 1900 by its founder, Dr. Philip Asher, chose to affiliate with Loyola. In 1919, the college merged completely with the university. The college was discontinued in 1965.

The School of Dentistry was organized in 1914 with Dr. C. Victor Vignes as first dean. First classes were held in Marquette Hall. The school was transferred to Bobet Hall when that building was completed in 1924. The college was phased out between 1968 and 1971.

The School of Law also was established in 1914 with Judge John St. Paul as founding dean. First classes were held at night in Alumni Hall near the College of Immaculate Conception. However, after the first year they were moved to the new university.

Dr. Ernest Schuyten had founded the New Orleans Conservatory of Music and Dramatic Art in 1919. It was first located at Felicity and Coliseum streets and later moved to Jackson Avenue and Carondelet Street. It was incorporated into Loyola University in 1932 as the College of Music. The next year it moved to the Loyola campus with Dr. Schuyten as dean.

The roots of educating adult students date back to 1919 when evening courses were first offered at Loyola for students who were unable to pursue full-time degree programs. By 1949, the demand for such evening courses had grown to an extent that the university decided to establish an Evening Division to serve the educational needs of working adults. In 1970, the Evening Division, with an enrollment of 1,200 students, was chartered as City College, with its own full-time faculty.  In 2006, the university made each college responsible for educating undergraduate adult students.  City College was discontinued as an administrative unit and its faculty became department members in the other colleges.

From 1926 to 1947, a four-year degree program leading to a bachelor of science degree in economics was offered by the College of Arts and Sciences. In 1947, the Department of Commerce of the College of Arts and Sciences expanded into the full-fledged College of Business Administration granting a bachelor of business administration degree. The college moved into Stallings Hall shortly thereafter. Dr. John V. Conner was the first dean. In 1950, the college was admitted to associate membership in the Association to Advance Collegiate Schools of Business, and in 1957, the college was admitted to full membership. In 1983, the college was renamed the Joseph A. Butt, S.J., College of Business Administration in honor of the Jesuit priest who taught generations of Loyola business students. The college moved to Miller Hall, its present home, in 1986.

The university thus has a colorful and distinguished history marked by the zeal and scholarship of the Jesuit fathers and the valued advice and support of leading citizens of New Orleans. Hundreds of the city’s top leaders received their education from the Jesuits at Loyola University, or its predecessor, the College of the Immaculate Conception. Teachers, scientists, attorneys, pharmacists, musicians, and business executives call Loyola their alma mater.

Loyola has a colorful sports history. A double-decker stadium on Freret Street was the scene of exciting football games, including the first collegiate night game in the south. Olympic and national champions have worn the maroon and gold.  In 1945 the basketball team won the National Intercollegiate Basketball Championship Tournament.  The intercollegiate athletics program was discontinued in 1972 but reinstated in 1991, following a student referendum in which students voted for its return. The Wolfpack currently competes in the N.A.I.A. (National Association of Intercollegiate Conference) for both men and women.

In 1964, Loyola completed major physical plant expansion with the dedication of three new buildings, a 404-student residence hall, a university center, and a central heating/cooling plant. In 1967, Buddig Hall, a 412-student women’s residence, was dedicated.

In 1969, the university completed the largest academic structure in its history, the 180,000-square-foot J. Edgar Monroe Memorial Science Building. Today this impressive structure houses science-oriented departments and is known as Monroe Hall.

In 1984, the university purchased the 4.2-acre Broadway campus, formerly the campus of St. Mary’s Dominican College. The Broadway campus, located on St. Charles Avenue at Broadway, is a few blocks from Loyola’s main campus. Major renovations were completed to two existing buildings in 1986, creating modernized housing for the School of Law and Law Library.

In 1986, a 115,000-square-foot Communications/Music Building was dedicated. The building, constructed on the corner of St. Charles Avenue and Calhoun Street, houses the Department of Communications and the College of Music. The building boasts, in addition to the latest technology for broadcasting and music studios, the 600-seat Louis J. Roussel Performance Hall.

The six-level Recreational Sports Complex was dedicated in February 1988. The RecPlex includes two floors of racquetball, tennis, basketball, and volleyball courts; a natatorium with diving pool, whirlpool, sauna, and steam room; an elevated jogging track and weight room. The building also houses a four-story parking garage.

The Activities Quad, between Bobet Hall and the Danna Center, was renamed the Plaza De Los Martires De La Paz in 1989 to honor the six Jesuits, their cook, and her daughter who were slain in El Salvador.  The Jesuits taught at the University of San Salvador.  Eight trees were planted in the Peace Quad as a permanent memorial to these contemporary martyrs.

In 1989, historic Greenville Hall on the Broadway campus was renovated to provide office space for the Division of Institutional Advancement (alumni/parent relations, development, and public affairs/publications/marketing communications). This outstanding Italianate structure was built in 1892 for St. Mary’s Academy, a girls’ school established in 1861 by Dominican nuns from Cabra, Ireland. In 1864 when the nuns acquired the property on which the building sits, the area was known as the village of Greenville, a community which was annexed by the City of New Orleans in 1870. In 1910, the academy became St. Mary’s Dominican College. In 1984, the same year Loyola bought the Broadway campus, Greenville was designated a historic landmark by the Orleans Parish Landmarks Commission.

Loyola’s Broadway campus today also includes the School of Law, Cabra Residence Hall, and the Department of Visual Arts in St. Mary’s Hall.

In 1993, Loyola purchased Mercy Academy at the corner of Calhoun and Freret streets. The facility was renovated in 1994 – 95 and a number of departments moved in including the Office of Human Resources, the Office of International Student Affairs, the Women’s Resource Center, and Physical Plant.

In 1996, Loyola officially changed its name to Loyola University New Orleans to distinguish itself from other Jesuit institutions with similar names.

Loyola continues to grow and expand physically. A new 500-car parking garage was completed on West Road in 1996. The 150,000-square-foot, 550,000-volume-capacity J. Edgar and Louise S. Monroe Library opened its doors in January 1999 and was dedicated in February 1999. Thresholds: The Campaign for Loyola University New Orleans supported the library project and provided funding endowment for faculty and staff support and endowment for student financial aid. The $50 million capital campaign, the largest in Loyola’s history, exceeded its goal within its established five-year framework (1993 – 1998) with a total of over $51 million raised. Carrollton residence hall was also completed in 1999.

In 2003, athletic scholarships were once again awarded to men’s and women’s basketball players.

In 2006, following the devastating effect of Hurricane Katrina on New Orleans, Loyola implemented Pathways: Toward Our Second Century. This plan restructured the existing colleges and departments into five distinct colleges: Business, Humanities and Natural Sciences, Law, Music and Fine Arts, and Social Sciences. Under the plan, the School of Mass Communication and the School of Nursing were also created and housed under the College of Social Sciences.

In 2007, the College of Law opened its Wendell H. and Anne B. Gauthier Family Wing. The four-story, 16,000-square-foot addition, located at the corner of Pine and Dominican Streets, seamlessly connected to the main law building.

Also in 2007, the Danna Center was renamed the Danna Student Center, and the Recreational Sports Complex became the University Sports Complex.

In 2008, the Loyola Institute for Ministry (LIM) celebrated its 40th anniversary.

Also in 2008, Loyola completed an extensive renovation of the Danna Student Center. In addition, two classrooms in Bobet Hall were redone, and the Gregory R. Choppin Chemistry Wing in Monroe Hall was renovated.

Loyola University New Orleans is one of 28 Jesuit colleges and universities in the United States. It is open to students of all faiths.


Loyola University publishes the name of its primary accreditor, Commission on Colleges of the Southern Association of Colleges and Schools (SACS), in its bulletins in the manner specified by SACS. The following statement is found in the Undergraduate, Graduate, and Law School Bulletins:

Loyola University New Orleans is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, GA 30033 (404) 679-4500) to award bachelor, master, and doctor (juris doctor) degrees.

Association of Jesuit Colleges and Universities

One Dupont Circle, NW
Suite 405
Washington, D.C., 20036
Telephone: (202) 862-9893

Spring Hill College, Mobile

Loyola Marymount University, Los Angeles
Santa Clara University, Santa Clara
University of San Francisco, San Francisco

Regis University, Denver

Fairfield University, Fairfield

Georgetown University

Loyola University Chicago

Loyola University New Orleans

Loyola University Maryland

Boston College, Boston
College of the Holy Cross, Worcester

University of Detroit Mercy

Rockhurst University, Kansas City
Saint Louis University, St. Louis

Creighton University, Omaha

Saint Peter’s College, Jersey City

Canisius College, Buffalo
Fordham University, New York
Le Moyne College, Syracuse

John Carroll University, Cleveland
Xavier University, Cincinnati

Saint Joseph’s University, Philadelphia
University of Scranton, Scranton

Gonzaga University, Spokane
Seattle University, Seattle

Wheeling Jesuit University, Wheeling

Marquette University, Milwaukee

Policy on Non-discrimination

Loyola University New Orleans has fully supported and fostered in its educational programs, admissions, employment practices, and in the activities it operates the policy of not discriminating on the basis of age, color, disability, national origin, race, religion, sex/gender, or sexual orientation. This policy is in compliance with all applicable federal regulations and guidelines. For more information on Loyola’s non-discrimination policies, go to http://www.loyno.edu/human.resources/policiesandprocedures/manual/5-13.html

University Policy for Students with Disabilities

Loyola University is committed to ensuring equal access and reasonable accommodations for students with disabilities under Section 504 of the 1973 Rehabilitation Action and the 1990 Americans with Disabilities Act (ADA) and to providing support services which assist qualified students with disabilities in all areas of the university. Disability Services was created to ensure the careful implementation of this policy by faculty and staff and to assist students with disabilities in meeting the demands of university policy.

Correspondence Directory

Address Correspondence to:

Loyola University New Orleans
6363 St. Charles Avenue
New Orleans, LA 70118
Main Telephone:
(504) 865-2011

Admissions Information:

Dean of Admissions and Enrollment Management
(504) 865-3240, 1-800-4-LOYOLA
E-mail: admit@loyno.edu

Residential Life:

(504) 865-3735

Meal Plans:

Loyola Dining Services
(504) 865-2127

Early Registration/Student Records:

(504) 865-3237

New Student Orientation:

(504) 865-3676


Office of Scholarships and Financial Aid
(504) 865-3231

On-campus Student Jobs:

Office of Human Resources
(504) 864-7757

University Administrators

Board of Trustees 2010-2011

  • Suzanne T. Mestayer, Chair
  • J. Kevin Poorman, Vice Chair
  • Rev. Kevin Wm. Wildes, S.J., Ph.D., University President
  • Rev. Peter Rogers, S.J., Vice President
  • Rev. Lawrence W. Moore, S.J., Secretary and Treasurer
  • R. Bentley Anderson, S.J.
  • Virginia Angelico-Tatum, D.D.S., '75
  • Rev. James M. Bowler, S.J.
  • Robert "Bob" Brown
  • James A. Caillier, Ed.D.
  • Carolyn Callahan, '88
  • Rev. Gerald Cavanagh, S.J.
  • Dennis C. Cuneo, L'76
  • Shawn M. Donnelley, ’91
  • David M. Ferris, L'96
  • John J. Finan, Jr., G'70
  • Anne B. Gauthier
  • S. Derby Gisclair, '73
  • Gail W. Jock, D'62
  • Rev. T. Frank Kennedy, S.J.
  • Barry D. LeBlanc, G'82
  • Rita Benson LeBlanc
  • Joseph E. Mahoney, Jr., '76
  • Floyd J. Malveaux, M.D., Ph.D., G'64
  • Elissa F. Moran
  • Rev. Joseph M. O'Keefe, S.J.
  • Sean O'Keefe
  • Rev. Kevin P. Quinn, S.J.
  • Richard P. Salmi, S.J.
  • Stephen Sauer, S.J.
  • Robert A. "Bobby" Savoie, G'81
  • Ashley C. Schaffer, '98
  • Chad Shinn
  • N. John Simmons, Jr., '76
  • Rev. Paul Soukup, S.J.
Trustee Emeriti
  • Donna D. Fraiche, L'75
  • Theodore "Ted" Frois, L'69
  • Adelaide W. Benjamin
  • David F. Dixon
  • Rita O. Huntsinger
  • John B. Levert, Jr.
  • Jerome J. Reso, Jr., B'58, L'61
  • Betty S. Sherrill
  • Moise S. Steeg
  • Jeanne Wolf


University Administrators

President's Office
President Rev. Kevin Wm. Wildes, S.J.
  Executive Assistant to the President Gail Howard
  Executive Assistant to the President for Board Relations Kristine Lelong
  Administrative Assistant Tammy Jackson
  Director of Government Relations Tommy Screen
  General Counsel Gita Bolt
  Internal Auditor V. Lynn Hoffman, Director
Academic Affairs
Provost and Vice President for Academic Affairs Edward Kvet, D.M.E.
  Vice Provost George Capowich, Ph.D.
  Vice Provost for Academic Programs Roger White, Ph.D.
  Senior Vice Provost for Academic Affairs Lydia Voigt, Ph.D.
  Vice Provost for Faculty Affairs Melanie McKay, Ph.D.
  Vice Provost for IT and Chief Information Officer Bret Jacobs, B.S.
  College of Humanities and Natural Sciences Dr. Jo Ann Cruz, Ph.D., Dean
  Associate Dean Dr. Judith Hunt, Ph.D.,
  College of Social Sciences Luis Mirón, Ph.D, Dean
  Associate Dean Philip J. Frady
  Loyola Institute for Ministry Thomas Ryan, Ph.D., Director
  Twomey Center for Peace Through Justice Ted Quant, B.S., Director
  Lindy Boggs National Center for Community Literacy Petrice Sans-Abiodun, Ph.D., Director
  College of Business William Locander, Ph.D., Dean
  Associate Dean of Educational Systems Angie Brocato Hoffer, M.A.
  Assistant Dean Kathy Barnett, Ph.D., Interim
  College of Music and Fine Arts Donald R. Boomgaarden, Ph.D., Dean
  Associate Dean Anthony DeCuir, Ph.D, Associate Dean
  College of Law Kathryn V. Lorio, J.D., Interim Dean
  Associate Dean of Academic Affairs Lawrence W. Moore, S.J., J.D.
  Associate Dean of Student Affairs Stephanie W. Jumonville, M.Ed., J.D.
  Assistant Dean of Admissions K. Michelle Allison-Davis, J.D.
  University Library Deborah Poole,M.L.I.S., Interim Dean
  Vice President for Enrollment Management and Associate Provost Salvadore Liberto, M.A.
  Admissions, Director Keith E. Gramling, B.S., B.A., Director
  Scholarships and Financial Aid, Director Cathy Simoneaux, M.B.A., Director
  Academic Resource Center Sarah M. Smith, M.Ed., Director
  Information Technology Bret Jacobs, B.S., Vice Provost for IT and Chief Information Officer
  Institutional Research Cynthia Dorsa Caire, Associate Director
  International Education Debbie Danna, M.A., J.D., Director
  Service Learning Kelly Brotzman, Director
  Student Records  
  Administrative Services Michael Rachal, B.S., Director
  Registration Services Kathy Gros, Director
  Women’s Resource Center Karen Reichard, Ph.D., Director
Finance and Administration
Vice President for Finance and Administration Jay Calamia
  Associate Vice President for Financial Affairs Leon Mathes
  Bursar Shannon Duplantis, Director
  Controller Michael Connick
  Portfolio Manager Doug Dougherty
  Purchasing Bret Pennison, Director
  Student Finance Judy Vogel, Director
  Assistant Vice President for Administration Paul C. Fleming, B.A.
  Construction and Safety Robert S. Oehlke Jr., Director
  Facilities Operations Ann Moss, Director
  Facilities Systems Charles B. Marshall, Director
  Mechanical Systems Charles B. Smith, Director
  University Police Patrick Bailey, Director/Chief
  Human Resources Ross Matthews, Director
  Risk Management Richard W. Bell, Director
Institutional Advancement
Vice President for Institutional Advancement Victoria A. Frank
  Associate Vice President for Major Gifts Chris Wiseman
  Major Gifts Suzanne Valtierra, Senior Major Gifts Officer
  Advancement Research Mary Ellen Fleury, M.A., Director
  Planned Giving Robert S. Gross, J.D., Director
  Associate Vice President for Marketing and Communications Terrell F. Fisher
  Assistant Director of Marketing Jennifer Schlotbom
  Publications Allee Parker, Art Director
  Public Affairs and External Relations Meredith Hartley, Director
  Web Communications Jacee Brown, Director
  Director of Advancement Records Martha Bodker
  Director of Alumni Relations Monique Gaudin Gardner
  Director of Annual Giving Marcel M. McGee
Mission and Ministry
Vice President for Mission and Ministry Rev. Ted Dziak, S.J.
  Associate Director of Mission and Ministry and University Ministry Director Kurt Bindewald
Student Affairs
Vice President for Student Affairs and Associate Provost M.L. "Cissy" Petty, Ph.D.
  Assistant Vice President for Student Affairs Robert Reed, M.Ed.
  Counseling Center Alicia Bourque, Ph.D., Director
  Career Development Center Roberta Kaskel, M.A., Director
  Danna Student Center and Co-Curricular Programs William D. Gunn, Director
  Athletics and Wellness Michael F. Giorlando, D.D.S., M.Ed., Director
  Medical Director Dr. Gwen George
  Student Health Services Alicia Bourque, Ph.D., Director