INSTITUTIONAL GRADUATE ATTRIBUTES

IGA 1- Christ-centered

An LCCian recognizes that Christ is present in each person. As such, he/she:

 recognizes the centrality of Christ in his/her life;

 manifests love for Christ by loving others as he/she loves himself or herself;
 strives to live a life following the example and teachings of Christ;
 has a personal relationship with God that is nurtured and nourished by dedicating a regular
time for prayer and personal reflection on one’s daily encounter with God;
 appreciates and actively participates in the school’s religious and spiritual formation
activities;
 supports actions that foster the common good and calls out behaviors that harm life; and
 promotes the building of a harmonious Augustinian community through respect, dialogue,
and collaboration in the example of the Holy Trinity.

IGA 2- Globally Competent

An LCCian possesses knowledge, skills, and values which meet the demands of the profession
locally, nationally, and globally. As such, he/she:

 is creative and innovative;

 communicates effectively (both oral and written) in at least one international language;
 can skillfully plan and execute tasks demanded by the industry;
 is confident in interacting and collaborating with people regardless of gender, social and
economic status, culture, and age;
 uses knowledge and skills learned to generate new ideas or questions for further inquiry;
 employs critical thinking in analyzing situations and dealing with problems;
 has basic knowledge and competence in doing research; and
 is aware of the interrelationships of local, national, and global contexts and trends.

IGA 3- Culturally Responsive

An LCCian understands that the human person who is part of the global community also possesses
a particularity. As such, he/she:

 recognizes and respects subcultures in and outside the academic community (e.g., PWDs,
LGBTQ, students with special needs, and indigenous peoples);
 appreciates and celebrates one’s culture;
 recognizes the limitations of one’s culture;
 does not look down on the culture of others;
 is willing to learn from and embrace the good practices in other cultures;
 manifests interest in and acceptance of the culture and traditions of foreign groups; and
 uses inclusive language and consciously avoids the use of words or expressions which are
offensive to other cultures and subcultures.
IGA 4- Responsible Steward

An LCCian recognizes that the earth and its goods are gifts from God which have been entrusted
to human persons. As such, he/she:

 expresses gratitude through the selfless sharing of one’s goods with others, especially with
those who are in need;
 uses personal goods and the school property with care;
 avoids actions that contribute to the destruction of Mother Earth;
 participates actively in activities that foster the flourishing of God’s creation;
 refuses and calls out practices that lead to the destruction of Mother Earth;
 understands the principle of “limited goods” and as such reduces one’s needs and wants
and practices the reusing and recycling of material goods; and
 actively promotes individual and communal responsibility in the care and concern for
natural and man-made resources.

IGA 5- Search for Truth

An LCCian understands that he/she is an embodied spirit with an inner longing that can only be
satisfied by God who is the Truth. As such, he/she:

 continually searches for the meaning and purpose of one’s life in light of one’s vocation as
a person who is created in the image and likeness of God;
 is not driven by the pursuit of power, social recognition, or material goods;
 engages neither in gossip nor in the crafting and propagation of fake news;
 has the capacity for deep listening to the Interior Teacher who is Christ through reflection
and contemplation;
 takes the time to meditate and contemplate on the Sacred Scriptures;
 welcomes the views and opinions of others without imposing one’s personal views; and
 is aware of one’s limitations and the need to continually study and reflect.

1. As a teacher. How did I put IGAs into action?

2. How did students put these IGAs into action?

3. How did I incorporate the teaching of IGAs into my syllabus?