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Articles 64561 - 64590 of 2916687
Full-Text Articles in Entire DC Network
Review: Constitutions Of The Society Of Jesus; A Critical Edition With The Complementary Norms, Ed. Barton T. Geger, Sj, Ron Mercier Sj
Review: Constitutions Of The Society Of Jesus; A Critical Edition With The Complementary Norms, Ed. Barton T. Geger, Sj, Ron Mercier Sj
Jesuit Higher Education: A Journal
No abstract provided.
Review: Who Will You Become? An Ignatian Introduction To Catholic Theology By Conor M. Kelly And Ryan G. Duns, Sj, Mary Kate Holman
Review: Who Will You Become? An Ignatian Introduction To Catholic Theology By Conor M. Kelly And Ryan G. Duns, Sj, Mary Kate Holman
Jesuit Higher Education: A Journal
No abstract provided.
Living The Humanities: Ghosts, Literature, & Social Justice, Emily A. Phillips
Living The Humanities: Ghosts, Literature, & Social Justice, Emily A. Phillips
Jesuit Higher Education: A Journal
How do we bridge the perceived divide between the study of humanities in our Jesuit universities and the real-world problems that surround our campuses? Jacques Derrida’s “hauntology" offers us a compelling way to move between the classroom and life, to guide our students through the Universal Apostolic Preferences of “To walk with the poor, the outcasts of the world, those whose dignity has been violated, in a mission of reconciliation and justice” and “To accompany young people in the creation of a hope-filled future.” This article offers a framework for combining literary analysis, historical inquiry, and creative writing in an …
Teaching Stem Courses Using Ignatian Pedagogy, Gintaras K. Duda
Teaching Stem Courses Using Ignatian Pedagogy, Gintaras K. Duda
Jesuit Higher Education: A Journal
Despite the impact of the Jesuit educational endeavor on the rise of science, the Ignatian Pedagogical Paradigm (IPP), the signature Jesuit Pedagogy, is not frequently used to teach courses in science, technology, engineering and mathematics (STEM), and very little literature exists documenting any such attempts. In this paper, I describe a framework for how to apply the IPP to STEM courses using active-engagement strategies and assessment tools from disciplinary-based educational research (DBER). I provide three examples of how I have implemented the IPP in physics courses at various levels in the curriculum at a Jesuit University complete with assessment results …
The Relative And Absolute Social Capital Of Jesuit Universities: Are There Differences?, Mark S. Rzepczynski, John Kalil
The Relative And Absolute Social Capital Of Jesuit Universities: Are There Differences?, Mark S. Rzepczynski, John Kalil
Jesuit Higher Education: A Journal
We test whether Jesuit universities, a specific college subset, are unique from public, private, and other religiously affiliated institutions of higher learning using social capital data for network cohesiveness, economic connectedness, and civic engagement from the Opportunity Insights Social Capital Atlas. Social capital dispersion is also measured across the set of AJCU Jesuit universities. Jesuit colleges show greater and more distinct social capital across selected college classifications and characteristics; however, there is limited social capital uniformity across the set of 27 U.S. Jesuit universities.
The Current State Of Global Engagement Within U.S. Jesuit Institutions: Challenges And Opportunities, Han Yan, Lin Lu
The Current State Of Global Engagement Within U.S. Jesuit Institutions: Challenges And Opportunities, Han Yan, Lin Lu
Jesuit Higher Education: A Journal
Jesuit education aims to cultivate global citizens who actively engage with the world and champion social justice. As economic and social ties grow increasingly interconnected, Jesuit institutions need to develop innovative international learning opportunities for students. In this study, using publicly available IIE Open Doors data from the past two decades, we assess international student enrollment and study abroad initiatives at U.S. Jesuit institutions and compare these metrics against national trends. The results suggest that U.S. Jesuit institutions have substantial potential to invest in and reap the benefits of global engagement. Grounded in the Jesuit mission and the Inspirational Paradigm …
'That All May Be One’: Incarnation, Solidarity, And Anti-Racism In Jesuit Education, Yancy Hughes Dominick
'That All May Be One’: Incarnation, Solidarity, And Anti-Racism In Jesuit Education, Yancy Hughes Dominick
Jesuit Higher Education: A Journal
Jesuit colleges and universities in the US have been striving to become anti-racist. This work is often tied to mission and to a shared commitment to Jesuit and Catholic values like a faith that does justice and the dignity of all persons. At the same time, however, many Jesuit institutions frame their commitment to anti-racism in language that does not appeal to specific aspects of Jesuit tradition; likewise, mission and Jesuit identity is often described in ways that make no overt reference to anti-racism. A robust anti-racism, I argue, arises necessarily out of Jesuit Catholic thought, and fully realized Jesuit …
Generative Ai And The Ignatian Pedagogical Paradigm, Nicole Reibe
Generative Ai And The Ignatian Pedagogical Paradigm, Nicole Reibe
Jesuit Higher Education: A Journal
A group of seven faculty members, the Digital Teaching Fellows (DTF), were formed in 2023 to explore issues related to generative AI at a Jesuit university in the United States. The group incorporated generative AI assignments into their courses and conducted a survey assessing students’ experiences with generative AI in the course. Drawing from both quantitative and qualitative analysis, the DTF reached two key conclusions. First, despite their reservations, students’ overall receptiveness to generative AI integration creates a fitting moment for thoughtful pedagogical innovation. Second, our findings reveal a critical gap between generative AI’s current implementation and its potential to …
We Need A New Language, A New Imagination, A New Story... And It Won't Come From Ai, Christopher Pramuk
We Need A New Language, A New Imagination, A New Story... And It Won't Come From Ai, Christopher Pramuk
Jesuit Higher Education: A Journal
Adapted from a public lecture given for Regis University’s Ignatian Mission Day, the essay wrestles with the crisis of communication across political divides, the attacks on universities across the country linked to Project 2025, and the emergence of Artificial Intelligence as a powerful new challenge in the landscape of Jesuit higher education. Identifying the root illness of our times as a diseased and captive cultural imagination, the author calls for responses that heal and break open the imagination. The poets and prophets, artists and storytellers, share common cause with the Ignatian imagination – a contemplative, transcendent horizon, grounded in the …
Abolitionist Principles And Pedagogy: Teaching To Build The World Anew, Jennifer E. Potter, Elyshia Aseltine
Abolitionist Principles And Pedagogy: Teaching To Build The World Anew, Jennifer E. Potter, Elyshia Aseltine
Feminist Pedagogy
No abstract provided.
Centering “Ubuntu” To Build Research Confidence And Joyful Collaboration, Suyent Rodriguez Candeaux, Brandi Wells-Stone
Centering “Ubuntu” To Build Research Confidence And Joyful Collaboration, Suyent Rodriguez Candeaux, Brandi Wells-Stone
Feminist Pedagogy
As feminist scholar-practitioners who are committed to an abolitionist teaching praxis, we are embracing the concept of Ubuntu, “I am because you are,” to build Black students’ research confidence through joyful collaboration. This critical commentary draws on our autoethnographic accounts to discuss how centering decolonial, critical, and Black feminist frameworks shifted how we support students in co-constructing knowledge through a cohort based undergraduate research program. Our collaborative approach to pedagogy has built students’ research confidence through culturally centered practices that value diverse ways of knowing and student contribution. Love (2019) argues, “abolitionist teaching is not sustainable without joy” (p. 120). …
"Be Like Water": Practicing Abolition On The Ground, Katie R. Horowitz, Taryn Johnson
"Be Like Water": Practicing Abolition On The Ground, Katie R. Horowitz, Taryn Johnson
Feminist Pedagogy
This Social Justice Strategy asks students to immerse themselves in abolitionist waters by learning abolitionist perspectives, strategies, and practices from a local abolitionist, transformative justice, or mutual aid organization while providing them a service or fulfilling one or more of their needs. This is a self-paced, term-long project scaffolded by abolitionist histories and best practices for working in community. The instructor uses a student survey as a basis for forming groups and matching them up with local organizations, then students create plans for working together, including how to address conflict restoratively. Groups research their organizations and collaborate with them to …
Strategies For Seeding Police Abolition In A Minefield, Kaden Paulson-Smith
Strategies For Seeding Police Abolition In A Minefield, Kaden Paulson-Smith
Feminist Pedagogy
A major challenge for abolitionist teaching is uprooting the assumption that carceral systems are natural and inevitable. This essay describes strategies for teaching about the colonial capitalist origins and white cisheteropatriarchal development of the police, and the critical theorization and abolition of policing, in a hyper-politicized minefield. These strategies emerged from teaching, “The Global Politics of Policing,” after the Summer of 2020 in the Midwest, where abolitionist critiques were frequently met with burning resentment. Three overarching strategies to facilitate learning about police abolition include: 1) consistent engagement with learning materials; 2) critical analysis as a learning objective and theoretical framework; …
Towards Abolitionist Media Studies, Beth Capper
Towards Abolitionist Media Studies, Beth Capper
Feminist Pedagogy
The reflections in this article are grounded in my experience teaching a graduate-level special topics course on media and abolition at the University of Alberta in 2023. In this article, I draw upon my experience teaching this course in order to offer a general framework for integrating abolitionist principles into the media studies classroom. In addition to tracing a critical genealogy of scholarly and activist efforts to delineate and intervene in the relations among prisons, policing and media, I propose two key abolitionist principles that challenge how we teach media studies: (1) an intentional centering of incarcerated/criminalized people and a …
Research For Structural Change: An Abolitionist Teaching Activity For Early-Career Scholars, Sophia Sarantakos, Shannon Sliva
Research For Structural Change: An Abolitionist Teaching Activity For Early-Career Scholars, Sophia Sarantakos, Shannon Sliva
Feminist Pedagogy
In recent years, social work practitioners, educators, and scholars have increasingly wrestled with the harmful history of the profession, and sought ways to align the field with the anti-oppressive principles it has long espoused. One expression of this struggle is a growing interest in prison-industrial complex (PIC) abolition, primarily among social work students and early career scholars, who are eager to study this critical theory of change and apply it to the various domains of social work practice and research (e.g., schools, family policing, healthcare, the legal system, and beyond). As social work educators and scholars whose work is centered …
Story Exchange Walls: Bridging Community And Carceral Spaces Through Writing, Tobi Jacobi, Braden Bomgaars
Story Exchange Walls: Bridging Community And Carceral Spaces Through Writing, Tobi Jacobi, Braden Bomgaars
Feminist Pedagogy
The “story exchange wall” activity that follows expands the scope and accessibility of stories that can contribute to building infrastructures grounded in abolition-minded practices of care and relationality. Story exchange walls are built upon the premise that: a) not all community voices are heard; b) there is value in pursuing understanding across discourse communities; and c) writing is an engaging method for encouraging dialogue on social issues and dismantling misconceptions about system-impacted people and their community commitments and contributions. Through a series of written and displayed dialogues, mobile story exchange walls offer a dynamic tool for engaging social issues and …
Reimagining Carceral Spaces – A Guerilla Tour Of Hm Prison Pentridge., Bree Carlton, Liam Gillespie
Reimagining Carceral Spaces – A Guerilla Tour Of Hm Prison Pentridge., Bree Carlton, Liam Gillespie
Feminist Pedagogy
In this paper, we reflect on our experience of running a Guerilla Walking Tour of the now decommissioned and repurposed HM Prison Pentridge. This original teaching activity, conducted with Master of Criminology students, was grounded in traditions of critical and radical pedagogy, which stem from the broad recognition that education can never be neutral or value free, but rather, that it is a political process through which students can become actively engaged in the worlds they are learning about so that they can critique and transform them. To this end, our walking tour was designed to encourage students to examine …
Creating Abolitionist Classroom Environments And Three Abolitionist Learning Activities, Marina Bell
Creating Abolitionist Classroom Environments And Three Abolitionist Learning Activities, Marina Bell
Feminist Pedagogy
In this paper I describe some of the approaches I have developed over the past six years of abolitionist teaching in the classroom. I will focus on three activities for helping students grapple with abolitionist concepts, principles, and values experientially, with the goal of generating conversation about some of their most challenging aspects, and working through emotions around them. Specifically these exercises are: 1) Distinguishing between carceral and abolitionist reforms, 2) What do we do with “the dangerous people” and our feelings about them?, and 3) A mutual aid exercise in which I have students identify and choose together what …
The Ethics Of “Educational” Prison Tours, Alessandra Milagros Early, Nicole Mckenna, Alison Colby, Lucas Alan Dietsche, Ashley Kilmer
The Ethics Of “Educational” Prison Tours, Alessandra Milagros Early, Nicole Mckenna, Alison Colby, Lucas Alan Dietsche, Ashley Kilmer
Feminist Pedagogy
Research examining undergraduate student attitudes toward corrections suggests that criminal justice majors hold more punitive sentiments in comparison to their peers in other fields (Mackey & Courtright, 2000). While taking criminal justice courses can shift attitudes (Farnworth et al.,1998; Lane, 1997), how classes are taught can impact student sentiments. Experiential learning, for example, expands learning beyond the classroom (Stacer et al., 2017). Although disciplines have embraced this method, incorporations in criminal justice curricula sometimes manifest as tours of active correctional institutions (Smith et al., 2009) which can be extractive and dehumanizing for people who are incarcerated (C. Agans, personal communication, …
Critical Hope As A Discipline: Resisting Neoliberal Education And Teaching Toward Futurity, David H. Kahl Jr.
Critical Hope As A Discipline: Resisting Neoliberal Education And Teaching Toward Futurity, David H. Kahl Jr.
Feminist Pedagogy
The university was founded on the principles of critical thought and the critical examination of ideas. However, this vision has gradually eroded over time due to the permeation of neoliberal thought into the university’s walls. Since the last 1970s, hyper-capitalist ideologies have disrupted efforts to develop students into engaged citizens of the world who speak out against gendered, racial, sexual, economic and other forms of marginalization by propagating post-truth messages. Specifically, neoliberal entities produce messages that teach students that their role in life is not to build community and communal bonds among people. Rather, neoliberal entities produce post-truth messages that …
To My Fellow White Women, With Love..., Hailey N. Otis
To My Fellow White Women, With Love..., Hailey N. Otis
Feminist Pedagogy
No abstract provided.
From Margins To Center: Black Feminism And Radical Imagination In The Classroom, Jane Mahon, Amanda Pierson, Jovanna Walker
From Margins To Center: Black Feminism And Radical Imagination In The Classroom, Jane Mahon, Amanda Pierson, Jovanna Walker
Feminist Pedagogy
We center Black feminism and the radical imagination as necessary conditions of abolitionist pedagogy, and share our experiences of how the prominence of these epistemological frameworks fostered the co-construction of knowledge in a police and prison abolition course at one of the richest and whitest private educational institutions in the United States. Drawing on our experiences as abolitionists, activists, and scholars, we remain resolved that abolitionist epistemologies and pedagogies can and should be incorporated into traditional classroom settings to the benefit of all classroom members. Traditional postsecondary curriculums and the preeminence of official knowledge require the segregation and diminution of …
2022u_Sm07_Approved_Cm_Bio-4813-4823-Curation-Of-Collections-Nat-Hist-Collections-Research, Undergraduate Curriculum Committee
2022u_Sm07_Approved_Cm_Bio-4813-4823-Curation-Of-Collections-Nat-Hist-Collections-Research, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm08_Approved_Program-Deletion_Ba-Environmental-Studies, Undergraduate Curriculum Committee
2022u_Sm08_Approved_Program-Deletion_Ba-Environmental-Studies, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm03_Approved_Cm_Bio-3033-Evolution-Rev1, Undergraduate Curriculum Committee
2022u_Sm03_Approved_Cm_Bio-3033-Evolution-Rev1, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Sm01_Approved_Cm_Bio-3302-3312-Comparative-Anatomy-And-Lab-Rev2, Undergraduate Curriculum Committee
2022u_Sm01_Approved_Cm_Bio-3302-3312-Comparative-Anatomy-And-Lab-Rev2, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2021u_Sm19_Approved_Cd_Bio-4361-Mammalian-Neurobiology-Laboratory, Undergraduate Curriculum Committee
2021u_Sm19_Approved_Cd_Bio-4361-Mammalian-Neurobiology-Laboratory, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2021u_Sm20_Approved_Cd_Bio-4363-Mammalian-Neurobiology, Undergraduate Curriculum Committee
2021u_Sm20_Approved_Cd_Bio-4363-Mammalian-Neurobiology, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Lac90_Approved_Cm_Art-1413-Design-Tech, Undergraduate Curriculum Committee
2022u_Lac90_Approved_Cm_Art-1413-Design-Tech, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.
2022u_Lac62_Approved_Pm_Bs-Digital-Technology-And-Design-Curriculum-Revision, Undergraduate Curriculum Committee
2022u_Lac62_Approved_Pm_Bs-Digital-Technology-And-Design-Curriculum-Revision, Undergraduate Curriculum Committee
All Approved Curriculum
No abstract provided.