Education Commons^™

Jesuit Education And History At The Archive Of The Jesuits In Canada, Francois Dansereau

Jesuit Higher Education: A Journal

This short article offers information on the scope of archival resources held at The Archive of the Jesuits in Canada (AJC), located in Montreal, Canada. It describes the characteristic of the archival collection, with a focus on historical records that testify to the Jesuits of Canada’s involvement in educational activities and institutions. It concludes by offering reflections on contemporary strategies at The AJC, particularly regarding archival material about Indigenous peoples, and by highlighting The AJC’s support to researchers.

Review: Catholic Higher Education And Catholic Social Thought, Bernard G. Prusak And Jennifer Reed-Bouley, Eds., Michael Rizzi

Jesuit Higher Education: A Journal

No abstract provided.

Using A Historical Approach To Teach Social Justice: A Classroom Model, Mary L. Troy, Timothy Powers, Emily Lee Chong

Jesuit Higher Education: A Journal

Social Justice epitomizes the Ignatian ideal of “men and women for others”. Utilizing Ignatian pedagogy, faculty at Jesuit colleges and universities can help students explore and understand the link between historical events and current social justice issues. This article demonstrates and applies a six-step model of utilizing history as a tool for social justice. The model can be adapted for any field of study at the undergraduate and graduate levels.

La Universidad De La Compañía Como Instrumento De Misericordia, J. Matthew Ashley

Jesuit Higher Education: A Journal

La universidad de hoy se enfrenta al desafío de reimaginar el paradigma fundamental a partir del cual trabaja, con el fin de responder mejor a desafíos políticos, culturales y ecosistémicos sin precedentes. Una universidad católica y jesuita puede y debe hacer este trabajo haciendo uso de los recursos extraídos desde sus raíces en la espiritualidad ignaciana, ofreciéndolos a todos los miembros de la universidad, sean o no cristianos o existencialmente comprometidos con esta espiritualidad. Los escritos del Papa Francisco sobre la educación mientras era arzobispo de Buenos Aires y sus escritos sobre la espiritualidad ignaciana en general dan pistas sobre …

El Eslabón Perdido De La Pedagogía Jesuita, Alberto Núñez, Josep M. Lozano

Jesuit Higher Education: A Journal

La pedagogía jesuita ha experimentado una renovación importante en los últimos cincuenta años. En este periodo, se han elaborado diversas formulaciones inspiradoras de su visión educativa. A pesar de mantener un lenguaje y espiritualidad comunes, reconocibles a lo largo de los años, existe el riesgo de que sólo sea vivida por una minoría de personas en las instituciones educativas. Este artículo propone una relectura de la Ratio Studiorum (RS) que ofrece una comprensión más precisa y completa de la pedagogía jesuita. Esta incluye tres elementos clave: el gobierno y administración de la institución, el enfoque en el proceso de enseñanza-aprendizaje …

Jesuit Pedagogy's 'Missing Link', Alberto Núñez, Josep M. Lozano

Jesuit Higher Education: A Journal

Jesuit pedagogy has undergone a major renewal in the last fifty years. In this process, various inspirational formulations of its educational vision have been chosen. Despite maintaining a common language and spirituality, we have identified the risk that it is only lived out by a minority of people in Jesuit educational institutions. This paper proposes a re-reading of the Ratio Studiorum (RS) that offers a more precise and complete understanding of Jesuit pedagogy. This leads us to conclude that, in addition to other well-known features, it must involve the institutional governance model, a focus on an educative community that learns …

Career Development & Learning At Jesuit Colleges & Universities During The Covid-19 Pandemic & Beyond, Christine P. Li-Grining, Maria Radulescu, Daniela Ugalde, Joyce Knight

Jesuit Higher Education: A Journal

Today’s youth are often interested in how they can work toward social justice, not just in their spare time, but also as part of their educations and careers. This includes students who are drawn to the social justice missions of Jesuit colleges and universities. In 2020, the COVID-19 public health crisis disrupted education and career plans, placing major obstacles along young adults’ pathways. Guided by the Engagement of Hope theoretical model, the current study examines student supports and how they may facilitate hope and learning. Mixed methods data were collected from five undergraduate students from a Jesuit university in a …

Possibility Thinking In The Community-Engaged Classroom: Uniting Hope And Imagination Towards Anti-Racist Action, Betsy Bowen, Lilly Campbell, Jenna Green, Emily A. Phillips

Jesuit Higher Education: A Journal

Drawing on the work of Patrick Saint-Jean, S.J., this article examines the contribution that “possibility thinking” makes to community-engaged learning at three Jesuit universities. The article considers ways in which possibility thinking intersects both Jesuit and secular perspectives on hope and imagination, and their relationship to anti-racist praxis. We then describe three institutional contexts at different stages of enacting community-engaged learning in introductory and upper-level English classes. The article concludes by offering three praxis-oriented directions for community-engaged learning educators to take up in their own institutional contexts: developing faculty capacity and awareness; fostering solidarity not charity; and encouraging reflection not …

Implications Of A Community-Based Learning Faculty Fellows Program To Facilitate Teaching And Learning In The Jesuit Tradition, Debra Fetherman, Julie Schumacher Cohen, Ovidiu Cocieru, Gerard Dumancas, Brian Snee, Patricia Wisniewski

Jesuit Higher Education: A Journal

The University of Scranton is one of the 28 Jesuit institutions of higher education located in the United States. Committed to community engagement and the development of Ignatian educators, a Community-Based Learning (CBL) Faculty Fellows Program was implemented academic year 2022-2023. The Ignatian Pedagogical Paradigm and the Engagement of Hope framework were used as models to develop, implement, and assess a CBL faculty development program. Program activities were designed to build faculty skills, capacities, and their identity as community-engaged practitioners. Lessons learned through program assessment on the impact on faculty’s transformation to Ignatian educators and their ability to imagine new …

Stories With Strangers: A Community Building Library At Regis University, Amy Hezel, Dawn Combe

Jesuit Higher Education: A Journal

The authors share foundational texts and topics of engagement that led to an event called: “Stories with Strangers: A Community Building Library at Regis University.” The event was named, “Stories with Strangers” to highlight the “stories” of lived experience as well as the importance of sharing those stories with “strangers” to grow understanding, build relationships, and establish shared values with each other, with the hope of creating a common good. The texts and topics of engagement that led to the event are shared, including: the concept of the “common good” and in particular, David Hollenbach’s The Common Good and Christian …

Faculty Formation In The Jesuit And Mercy Traditions, Mary-Catherine Harrison ,Phd, Arthur Ko ,Phd, Jill A. Turner ,Bsn, Mlis, Mals

Jesuit Higher Education: A Journal

Mentorship plays a major role in engaging faculty and supporting their development and growth within an academic institution. In order to support new faculty members’ success and belonging, the host institution piloted the Faculty Formation Program during the 2022-2023 academic year. The foundation of this mentorship program is based on Jesuit and Mercy values that align with the mission of the university. The program has engaged new and seasoned faculty in shared conversations about their roles as faculty members and their place in Jesuit and Mercy higher education. This paper articulates the foundation and characteristics of high-impact mentorship and describes …

New Approaches For Teaching Advertising: Looking Through The Lens Of Social Justice To Affect Career Behaviors And Choices, Pamela K. Morris, Minjin (Mj) Rheu

Jesuit Higher Education: A Journal

This exploratory study reviewed how a way of teaching advertising and strategic communication through the lens of social justice and as an active agent to impact society influenced student perspectives. Weaving together engaged scholarship and engagement of hope as a framework for investigation, an introductory advertising course was designed to incorporate social justice, diversity, equity, and inclusion (DEI). Students were interviewed about their learnings, feelings, and career hopes and choices. Assignments and year end reflections were also examined for ideas of social justice and pedagogical approaches. Findings indicate students are knowledgeable of the power and influence of advertising and are …

Combining High-Impact Practices To Facilitate Hope For Young Adults Transitioning Into College, Isabelle A. Jenkins, Alison Bryant Ludden, Michelle C. Sterk Barrett

Jesuit Higher Education: A Journal

Today’s societal challenges are causing young people to feel less hopeful about the future, negatively impacting their mental health. Educators are called to address this crisis and provide opportunities for young people to experience hope. Jesuit colleges and universities are uniquely poised to do so given their focus on caring for the whole person and the recent release of the Universal Apostolic Preferences, which prioritize “journeying with youth in the creation of a hope-filled future.” High-impact practices at Jesuit institutions could particularly be effective given the ways in which they intellectually engage students and help students cultivate a sense of …

Imagination Grasping Reality: An Ignatian Foundation For Critical Hope In Jesuit Education, Susan Haarman

Jesuit Higher Education: A Journal

As public faith in higher education faces an all time low, the need for hope to both infuse and be a product of our institutions of higher learning is paramount. Rather than a simple hopeful optimism, Henry Giroux conceptualized critical hope - an educated hope that will form students capable and willing to view themselves and the world through a critical lens and then imagine new ways of proceeding that serve the public good and honor human dignity. Jesuit education, at its best, is rooted in expressions of critical hope with a world-affirming commitment to depth of thought and imagination …

Navigating A Crisis With Imagination And Hope Through The Ignatian Pedagogical Paradigm, Rodney R.J. Uzat

Jesuit Higher Education: A Journal

This article examines a Jesuit all boys college preparatory high school’s response to the COVID-19 pandemic and how the Ignatian Pedagogical Paradigm (IPP) provided the school administrative team with guiding principles that inspired imaginative solutions allowing for in-person instruction throughout the majority of the crisis, which in turn offered much needed hope to the entire school community at a difficult time. The article begins with the context of the crisis for the community and then details the experience of the school going into the Fall of 2020 with attention to the process for putting pandemic go forward operating strategies in …

An Invitation To Exercise Hope And Imagination In Jesuit Education, Patrick M. Green, Stacy Neier

Jesuit Higher Education: A Journal

No abstract provided.

An Inquiry Into Hope And Imagination In Jesuit Education: Ignatian Design Thinking As A Lens For Exploration, Stacy Neier Beran, Patrick M. Green

Jesuit Higher Education: A Journal

Hope and imagination are foundational to a Jesuit education, and as central tenets, inform teaching and learning through Ignatian pedagogy. The authors explore hope and imagination in the Jesuit context through the lens of scholar-practitioner inquiry, drawing from the local context and practice of an Ignatian design thinking course as a source of knowledge. This inquiry approach is rooted in practice-based research, and situates scholarly exploration through lines of inquiry and problems of practice, specifically exploring how design thinking fosters curiosity and creates space for teaching imagination and hope. The authors draw on their teaching experiences, course design, and professional …

Review Of Leisure And Labor: Essays On The Liberal Arts In Catholic Higher Education, Timothy Rothhaar

Jesuit Higher Education: A Journal

No abstract provided.

Sources On The History Of Jesuit Higher Education: A Bibliographic Essay, Michael Rizzi

Jesuit Higher Education: A Journal

This essay provides an annotated bibliography, highlighting books and articles about the history of Jesuit higher education in the United States. It lists sources that should be helpful to anyone researching the topic, and can be used as a starting point for scholars seeking more information about how Jesuit colleges and universities evolved over time.

Operationalizing “Substantive Faculty Interaction” For Online Courses: Identifying High Impact Teaching Practices, Crystal Evans, M.D. Kinoti

Jesuit Higher Education: A Journal

To operationalize the concept of “substantive faculty interaction,” researchers at Regis University used exploratory and confirmatory factor analysis to determine what online teaching practices have the highest impact on students’ perception of faculty-to-student engagement. A three-component model that accounts for 70% of the variance was identified. The components consisted of high-touch, design, and high-tech teaching practices. The high-touch component accounted for the largest percentage of the variance and the six teaching practices that comprise this component are recommended to become requirements for online teachers. They include: (1) Actively engaging in discussion boards (load of .8000), (2) Getting to know faculty …

Challenges Faced By Jesuit Worldwide Learning Students: Piloting A Mixed Methods Investigation, Martha Habash, Alexander Roedlach, Jill M. Fox, Gretchen Oltman, Ashley T. Abraham, Yasmine H. Jakmouj

Jesuit Higher Education: A Journal

In 2017 a Creighton University Global Initiative grant provided 20 scholarships in its online B.S. in Leadership Studies for Jesuit Worldwide Learning graduates of the Diploma in Liberal Studies. In 2018-19 the first cohort of scholarship students living in Afghanistan and Jordan were enrolled at Creighton University (CU). In spring 2019, three Creighton University students collaborated with two of the co-authors to develop and to implement a research project to explore barriers faced by Jesuit Worldwide Learning students enrolled in Creighton’s B.S. program. The purpose of this project was to test if Group Concept Mapping, a mixed methods research approach …

Addressing Grade Inflation In Advanced Practice Provider Jesuit Education, Mitzi Marie Saunders

Jesuit Higher Education: A Journal

Grade inflation is defined as a high percentage of high grades in contrast to students’ academic achievements and/or an upward trend in the average grades awarded students. Globally, the A grade is the most common grade issued. Grade inflation is the norm and a topic largely understudied and inadequately addressed. Jesuit faculty can change this trajectory. For some, the matter is more urgent. In advanced practice provider (APP) education, patient safety could be at risk. This paper explores academic grading in the context of Ignatian pedagogy and identifies strategies to reduce grade inflation. It includes a study at a midwestern …

Of Crowns, Pilgrims, And Non-Asinine Mules, Moshe Gold

Jesuit Higher Education: A Journal

John O’Malley, S.J.’s emphasis on rhetoric challenges students to reconsider not only the significance of the history of rhetoric in relation to St. Ignatius’ texts, but also the importance of rhetoric in their own discourses. In this essay, I focus on one specific event in Ignatius’ Acts, an event replete with rhetorical, textual, biblical (both the New Testament and Tanakh, the Hebrew scriptures), and historical considerations, but which, surprisingly, does not appear as a major focus in John O’Malley, S.J.’s voluminous books: Ignatius on a mule, encountering “the Moor” (un moro). I outline a method of guiding students through …

The First Jesuits And The First Jesuit Universities, Paul Grendler

Jesuit Higher Education: A Journal

John W. O’Malley S. J. in The First Jesuits described well the basic principles of the Jesuit educational ministry that shapeed Jesuit schools and universities. He did not discuss what constituted a Jesuit university because that was not the purpose of the book. After assessing the major contributions that O’Malley made to define the principles of Jesuit education, this article will pick up where O’Malley left off by describing the first Jesuit universities. There was not a single model of a Jesuit university. Instead, the Jesuits taught in four kinds of universities: the all-Jesuit university, the civic-Jesuit collegiate university, the …

John O’Malley And Jesuit Education: A Journey Into Humanism, Cristiano Casalini, Alessandro Corsi

Jesuit Higher Education: A Journal

This article reflects upon the impact of the work of John W. O’Malley, S.J. (1927–2022), on the field of the history of Jesuit education. In The First Jesuits (1993), O’Malley provided an innovative approach to the subject that refuted some long-standing preconceptions about the way Jesuit schools and universities had originally developed. The approach that he took to to the topic throughout the 1990s and 2000s allowed him to identify two intertwined educational traditions at the heart of the Jesuit pedagogical model: the humanistic tradition of the Renaissance period, based on the Isocratic concept of pietas, and the scholastic …

Living, Learning, Serving: Outcomes Of Combining A Living-Learning Program With Service-Learning Courses, Allen Brizee, Kate Figiel-Miller, Marianna Carlucci

Jesuit Higher Education: A Journal

Abstract

This article discusses a two-year IRB-approved programmatic case study that measured the outcomes of merging a living-learning program (LLP) with service-learning. The study compared student survey data from four different pedagogical models, one of which was the hybrid LLP-service-learning model where service-learning students also participated in the LLP. We also interviewed instructors who used the LLP with their service-learning pedagogy. We used a one-way ANOVA and a non-parametric test to code and analyze the survey data. We used grounded theory to code and analyze interview data. Survey data revealed that the LLP-service-learning hybrid model scored the lowest of the …

Integral Conversion: A Catholic Pedagogical Framework For Teaching Environmental Sustainability And Ecological Citizenship From Japan, Michael R. Polito

Jesuit Higher Education: A Journal

As Vatican efforts expand to move awareness of environmental sustainability from the peripheries to the center of public consciousness, Catholic schools face the challenge of instilling in the next generation of graduates a distinctly Catholic sense of ecological citizenship. To this end, Catholic educators are faced with the challenge of presenting complex environmental problems in a manner that honors both the data of science and the transcendental worldview the Church proclaims. This paper offers a framework for examining environmental sustainability issues in the classroom from the perspective of Catholic social teaching. The author’s professional context of teaching Catholic social ethics …

Cura Personalis: The Incarnational Heart Of Jesuit Education, Catherine Peters

Jesuit Higher Education: A Journal

Cura personalis is one of the distinctive characteristics of Jesuit education, but the precise meaning of this phrase can sometimes be difficult to discern. Often translated as “care or education of the whole person,” the expansiveness of its formulations can lead to an overlooking of what should be central: the care of a person in their full personhood and a reminder of the person’s ultimate end. To understand cura personalis in a way that retains its distinctive character, I propose a return to Ignatius of Loyola himself, focusing especially on the importance of the Incarnation. I maintain that the …

Liberal Studies And Servant Leadership: Inspiring Ignatian Values At The Margins, Isabella Rega, Melodie Honen-Delmar

Jesuit Higher Education: A Journal

This paper aims to unpack how the concept of servant leadership is perceived from Liberal Studies graduates living at the margins of society. Anchoring this research in the work of Jesuit Worldwide Learning (JWL), a faith-based organization providing higher education to displaced and poor communities, this paper seeks to deconstruct the assumption present in the literature of an ‘already-in-power’ servant leader by inviting looking for servant leaders in vulnerable and marginalized places, where they would be most needed. By synthesizing the voices of more than 100 graduates from the Diploma in Liberal Studies program, this research looks at how graduates …

Reimagining The Humanistic Tradition: Using Isocratic Philosophy, Ignatian Pedagogy, And Civic Engagement To Journey With Youth And Walk With The Excluded, Allen Brizee

Jesuit Higher Education: A Journal

The world is in a perilous place. Challenged by zealots, autocrats, a pandemic, and now a war in Europe, elected officials and their constituents no longer exchange ideas in a functioning public sphere, once a hallmark of the humanistic tradition. The timeliness of the Universal Apostolic Preferences (UAPs), therefore, is profound as they provide beacons of light for dark times. In this article, I trace Isocratic philosophy through Ignatian pedagogy and contemporary civic engagement to argue that we can use these three models to help us Journey with Youth and Walk with the Excluded. Key to this approach is a …