An Assessment of the Institutional Vision of Catholic Colleges and Universities
Robert Abelman & Amy Dalessandro
Cleveland State University & Kent State University
(pp. 223-257) Vol. 12 No. 2; Dec 2008
Institutional vision is a philosophical template—a concept of what, at its best, a college
or university is like and the kinds of human beings that institution is attempting to cultivate. A content analysis of the institutional vision of a nation-wide sample of Catholic schools was performed and key linguistic components found to constitute a well conceived, viable, and easily diffused mission and vision were isolated. The prevalence of these components in comparison to other types of religious schools and secular four-year institutions is discussed. Findings suggest that Catholic schools are vision-driven institutions that communicate their priorities and defining characteristics by employing clear, highly optimistic, and inspirational language. They do little to articulate effectively a unification among the community of students, faculty, and staff, or coordinate their vision of the institution with that of the administration. They are less likely than other types of religious and secular schools to address the pragmatic benefits of their education.
Hiring to Maintain Mission
Richard D. Breslin
Saint Louis University
(pp. 227-238) Vol. 4 No. 2; Dec 2000
This article is a direct outgrowth of the appearance of Ex Corde Ecclesiae and the need for Catholic colleges and universities to address their hiring practices in order to maintain their identity as Catholic institutions of higher learning. The author draws a parallel between the personal philosophy of individuals within the community and the perceived, if not real, institutional philosophy of the college or university as Catholic. Catholic institutions can lose their souls while climbing the ladder of success and prestige simply because they have paid insufficient attention to the question of the philosophical fit between their employees and their espoused Catholic mission and philosophy. Hiring the right people will determine, in the long run, whether a Catholic college retains its Catholic identity in fact or in theory.
Teaching: Profession or Vocation?
Joseph A. Buijs
St. Joseph’s College, University of Alberta, Edmonton
(pp. 326-345) Vol. 8 No. 3; March 2005
Underneath Teaching there lies a conceptual framework through which we view its role and purpose. Different frameworks vary in outlook and imply contrasting attitudes and values. Which one we adopt impacts on what and how we teach. This study explores what it means to think of teaching as a professions versus a vocation. Its focus is restricted to teaching at the university level, but the analysis can be applied to other aspects of an academic career. The issue is of particular interest in relation to the Christian or Catholic identity of denominational colleges and universities. The intent is to show how the conceptual framework of a profession versus a vocation implies a number of contrasting attitudes and values towards teaching. Al though these contrasts need not be incompatible, they are in dialectical tension within academic institutions: excess of one highlights absence of the other, Finally, the study suggests that teaching as a vocation more directly promotes a distinctively Christian or Catholic identity in denominational institutions of higher education.
The Good Under Construction and the Research Vocation of a Catholic University
Patrick H. Byrne
Boston College
(pp. 320-338) Vol. 7 No. 3; March 2004
Responding to challenges questioning the possibility of distinctively Catholic higher education, this article seeks to establish an integrated vision for Catholic universities. Relying on the works of Philip Gleason, Ignatius of Loyola, and Bernard Lonergan, the author provides a framework for the important research function of Catholic universities and conceives the mission of Catholic institutions of higher education as contributing to the ongoing, creative, and redemptive work that is ultimately God’s plan for humanity.
What I Overheard in the Sesquicentennial Conversation
Una M. Cadegan
University of Dayton
(pp. 61-75) Vol. 10 No. 1; Sept 2006
Catholic higher education is in many ways still responding to the challenge first articulated by John Tracy Ellis in his 1955 essay. In efforts to promote both a unique Catholic identity and a culture of excellence on par with secular institutions, Catholic universities can learn much from their historical context, founding religious communities, and contemporary experience. This essay suggests some practical applications for campus life and governance that might be culled from a university’s religious history.
An Ignatian Analysis of the Walt Disney Company: Lessons for Jesuit Higher Education
Michael P. Caruso, S.J.
Loyola Marymount University
(pp. 373-400) Vol. 5 No. 3; March 2002
Love it or leave it, the Walt Disney Company is widely regarded as a model organizational culture, a multinational corporation with theme park, movie, and entertainment interests all over the world. Disney has experienced unequaled success in promoting its vision and mission. This article, the first of a two-part series, examines the lessons of Disney for Catholic higher education, particularly in the Jesuit tradition.
An Ignatian Analysis of the Walt Disney Company: Lessons for Jesuit Higher Education
(Part II)
Michael P. Caruso, S.J.
Loyola Marymount University
(pp. 454-487) Vol. 5 No. 4; June 2002
How do directors of mission and identity at the 28 Jesuit institutions of higher education in the United States perceive campus culture? This article reports the findings of a survey of 27 chief administrators responsible for mission and identity and seeks to use the data obtained to identify similarities and differences in advancing mission and identity between Jesuit higher education and the Walt Disney Company. Based on the survey results, suggestions are made to enhance mission and identity programming, hiring and orientation practices, and the campus culture at Jesuit institutions of higher education. Part One of this study was published as An Ignatian Analysis of the Walt Disney Company: Lessons for Jesuit Higher Education (Caruso, 2002) in Volume 5, Number 3.
The Challenge to Catholic Teacher Education in Scotland
James C. Conroy & Douglas McCreath
(pp. 327-327) Vol. 2 No. 3; March 1999
Maintaining a strong sense of religious purpose is a challenge facing private education. Institutions of higher learning confront special challenges when addressing issues of religious identity, governance, and mission. Scotland’s Catholic community encountered a major challenge when the only teacher education college for those aspiring to teach in Catholic schools, St. Andrew’s College, began merger talks with the University of Glasgow, an institution with historical ties to the Church of Scotland. After reviewing the historical context of the merger discussions, the authors provide a helpful analysis of the process and offer a four-fold model of analysis for other institutions in similar transitional stages.
Jesuit Higher Education in New Jersey, 1899-1900: Saint Peter’s College
Alan Delozier
Seton Hall University
(pp. 491-507) Vol. 3 No. 4; June 2000
The Society of Jesus (Jesuits) has made inestimable contributions to the development of Catholic education in the United States. This article provides a historical overview of one venerable Jesuit institution, Saint Peter’s College in New Jersey, the only Jesuit-operated institution of higher learning in the state. Special attention is given to the Ratio Studiorum and to other details of the delivery of Jesuit education circa 1900.
What would Newman do? John Cardinal Newman and Ex Corde Ecclesiae
Stephen J. Denig
Niagara University
(pp. 162-174) Vol. 8 No. 2; Dec 2004
John Paul II’s 1990 Apostolic exhortation Ex Corde Ecclesiae and subsequent legislation require those teaching theological disciplines in Catholic Universities to have a mandatum. This article explores the thought of John Cardinal Newman with a view to defending a position, consistent with Newman’s thought, relative to the seeking and acceptance of a mandatum.
Communicating Identity and the Challenge of Ex Corde Ecclesiae
Anthony J. Dosen
DePaul University
(pp. 170-204) Vol. 4 No. 2; Dec 2000
Arguing that the current challenge in Catholic higher education to implement the norms of Ex Corde Ecclesiae is largely a conflict of different world views, the author describes three competing visions of Church—pistic, charismatic, and mystical—and offers three “lenses” to clarify each vision: functional, interpretive, and post-modern. A textual analysis of Ex Corde Ecclesiae and the 1993 and 1999 drafts of ordinances of the National Catholic Conference of Bishops (NCCB) reveals a world view at odds with most Catholic universities.
Ex Corde Ecclesiae, Culture, and the Catholic University
Mario O. D’Souza, CSB
University of St. Michael’s College
(pp. 215-232) Vol. 6 No. 2; Dec 2002
Catholic institutions of higher education continue to wrestle with the demands of John Paul II’s Apostolic Constitution, Ex Corde Ecclesiae. This article looks beyond the juridical aspects of implementation and focuses on culture as a way to explore the contribution of Catholic colleges and universities to the broader life of the Church and to the wider academy. Popular culture, with its dependence on visual imagery and entertainment, creates a particular challenge for advancing the unique mission and identity of Catholic institutions.
Enacting Social Justice to Teach Social Justice: The Pedagogy of Bridge Builders
Karen E. Eifler, Jeff Kerssen-Griep, & Peter Thacker
University of Portland
(pp. 55-70) Vol. 12, No. 1; Sept 2008
This article describes a particular endeavor, the Bridge Builders Academic Mentoring Program (BAMP), a partnership between a school of education in a Catholic university in the Northwest and a community-based rites of passage program for adolescent African American males. The partnership exemplifies tenets of Catholic social teaching, in that it is community-based, justice-oriented and in many ways countercultural. The pedagogy aligns with the goals of service learning; that is, the service extended by university students satisfies a genuine community need, and at the same time affords those engaged in service an opportunity to acquire crucial knowledge, skills, and dispositions to which they would not otherwise have access. Implications for translating this program to other contexts are provided.
Working with Gay and Lesbian Students at Catholic Colleges and Universities:
A Student Affairs Perspective
Sandra M. Estanek
Alvernia College
(pp. 151-158) Vol. 2 No. 2; Dec 1998
Controversy often surrounds issues of sexual ethics on campus. This article offers a helpful framework for consideration of one of today’s difficult issues: ministry to gay and lesbian students at Catholic institutions. By demonstrating how one may be faithful to Magisterial teaching, the Gospel command to love, and solid principles of human development and psychology, the author offers concrete steps for establishing and protecting a climate of conversation.
Assessing Catholic Identity:
A study of Mission Statements of Catholic Colleges and Universities
Sandra M. Estanek, Michael J. James, & Daniel A. Norton
Canisius College, Boston College & Nazareth College
(pp. 199-217) Vol. 10 No. 2; Dec 2006
Since the publication of Ex Corde Ecclesiae (John Paul II, 1990), Catholic colleges and universities have become more deliberate and intentional regarding their institutional and Catholic identity. This article continues the conversation about catholic identity as it relates to student outcomes, and proposes some preliminary strategies for assessment.
The Catholic Mind: Culture, Philosophy, and Responsibility in Higher Education
William A. Frank
University of Dallas
(pp. 205-217) Vol. 4 No. 2; Dec 2000
This article argues that any quest to establish or strengthen Catholic identity in educational institutions is ultimately a question of philosophical foundations. The author discusses the importance and fragility of culture as it applies to Catholic though and analyzes the philosophical components necessary for sustaining a dominant cultural ethos. This article concludes with a tentative formulation of four responsibilities of professors in Catholic institutions of higher learning.
The Identity of American Catholic Higher Education: A Historical Overview
Matthew Garrett
Loras College
(pp. 229-247) Vol. 10 No. 2; Dec 2006
American Catholic higher education has faced and overcome challenges, both from American higher education and Vatican officials, in its long and rich history. Georgetown College’s founding in 1789 was the first of several Catholic higher education institutions created in the late 18th and early 19th centuries. The 20th century brought the challenges of accrediting agencies and mixed communication with The Vatican, including Pope John Paul II’s (1990) Ex Corde Ecclesiae. This document attempts to clarify the nature of a Catholic
institution’s identity.
Ex Corde Ecclesiae: Promises and Challenges
Francis George
Archbishop of Chicago
(pp. 239-253) Vol. 4 No. 2; Dec 2000
How does the mission of the university relate to the mission that Christ gave his Church? This article explores the presuppositions that preceded Ex Corde Ecclesiae and offers an analysis of the recently approved ordinances for its implementation. Candid discussion of the challenges that remain in the implementation process concludes the article. Calling the 1967 Land O’ Lakes Statement by the presidents of the major American Catholic universities “not the path to follow,” the author explains how a successful implementation of Ex Corde Ecclesiae might look.
The Internship: Bridge Between Marketplace and Liberal Arts Education in Catholic Tradition
Eric Grabowsky & Janie M. Harden Fritz
University of Mary & Duquesne University
(pp. 436-448) Vol. 10 No. 4; June 2007
Internships can be distinctive pedagogical opportunities within a Catholic liberal arts education. The applied marketplace experience provided by an internship, properly understood, is consistent with the Catholic understanding of education. The value of internships for Catholic higher education can be illustrated by focusing on communication and rhetorical studies. This essay consists of a selected review of literature situating internships within liberal arts education, followed by the articulation of a Thomistic framework for rhetorical education.
The Creation of the Catholic School Leadership Program at Seton Hall University”
Kevin M. Hanbury, Zeni V. Fox & Charles P. Mitchel
(pp. 315-324) Vol. 3 No. 3; March 2000
This article summarizes the development and implementation of a Catholic school leadership program at a diocesan university. Supported by university faculty as well as seminary faculty, this program offers a unique response to the training of future school leaders. The course work blends leadership theory, theology, and educational administration and is delivered via a cohort model.
Religion and U.S. Culture
James L. Heft, S.M.
University of Dayton
(pp. 153-169) Vol. 4 No. 2; Dec 2000
After reviewing the history of the interplay between religion and culture in the U.S., this article explores important facets of contemporary American society that color the experience and meaning of religious faith. Among these are excessive individualism, a heightened awareness of the need for personal integrity, and the desire for personal religious experience. While religion is often treated as a “classroom pariah” at universities, the author argues that there are numerous possibilities for a more full integration of religion into university life and overall American culture.
The Meaning of the Mandatum: A Report on the Dialogue Between One Archdiocese and a Catholic University Faculty of Theology
James L. Heft, S.M.
University of Dayton
(pp. 491-497) Vol. 6 No. 4; June 2003
In response to John Paul II’s Apostolic constitution, Ex Corde Ecclesiae, the bishops proposed a number of requirements, which were approved by the Vatican. One of the requirements was that Catholic theologians teaching courses in Catholic theology request a mandatum from their local bishop. This article examines the mandatum and its impact on Catholic higher education in general and on one university in particular.
Catholic Education and Social Justice
James L. Heft, S.M.
University of Dayton
(pp. 6-23) Vol. 10 No. 1; Sept 2006
Catholic institutions of higher learning compete mightily for students, faculty, and research dollars with other colleges and universities. Yet, the history and tradition of many Catholic institutions offer a unique faith perspective from which to understand and appreciate the role of the Catholic university as serving the common good. Catholic social teaching is an essential part of the Catholic intellectual tradition and is indispensable for fulfilling the Church’s mission through higher education.
Newman’s Vision of a University: Then and Now
James L. Heft, S.M.
Institute for Advanced Catholic Studies, University of Southern California
(pp. 357-375) Vol. 10 Num. 3; March 2007
Catholic universities face many challenges today. Increasing secularization, faculty salaries, external funding, Catholic identity, academic freedom, and institutional autonomy are among the most prominent. This essay examines the contributions of John Henry Newman to Catholic higher education and argues for their relevance today.
Evangelical Higher Education: History, Mission, Identity, and Future
Gary K. House
Huntington College
(pp. 480-490) Vol. 6 No. 4; June 2003
Evangelical Christian colleges have has a unique role in the development of higher education in America and in producing Christian leadership for the world. These institutions have sought to educate and train leaders not only by transmitting knowledge and skills but also by attempting to instill moral character, integrity, and responsibility in their students. They have endeavored to educate according to Christian purposes, recognizing the value of integrating faith and learning. The evangelical Christian liberal arts college is especially adapted to create a context for educating the whole person. These institutions have a unique heritage, a clear purpose, a distinct identity, and a bright future.
University as Church: Fides et Ratio as a Source for Ecclesiology
M. J. Iozzio
Barry University
(pp. 218-226) Vol. 4 No. 2; Dec 2000
John Paul II’s Fides et Ratio has taken a back seat in scholarly literature due to the attention given the juridical norms surrounding Ex Corde Ecclesiae. This article dissects the message of Fides et Ratio, calling for a new relationship between the disciplines of theology and philosophy. Collegiality is discussed not as a characteristic of persons but as the quality that should animate university departments in order to sustain cross-disciplinary and interdisciplinary pursuits. The article concludes by articulating a functional ecclesiology: university as church.
An Organizing Framework for Specifying and Maintaining Catholic Identity in American
Catholic Higher Education
Christopher M. Janosik
Villanova University
(pp. 15-32) Vol. 3 No. 1; Sept 1999
All Catholic institutions are increasingly involved in discussions about what constitutes Catholic identity. It is a pressing question for schools, universities, hospitals, and social service agencies. As the debate proceeds on the possible implementation of formal norms for Catholic universities according to Ex Corde Ecclesiae, the question of Catholic identity becomes a most crucial for Catholic colleges and universities. Through a content analysis of literature on Catholic higher education, the author suggests a framework for specifying the content of Catholic identity. Within a structure of three major influences which are delineated in 18 categories, Catholic identity is described as a rich and multifaceted phenomenon.
Clouded Horizons: Catholic Higher Education in the Coming Decade
Martin F. Larrey
Marymount University
(pp. 414-426) Vol. 1 No. 4; June 1998
Catholic institutions of higher education in the United States are increasingly finding themselves at risk concerning their survival because of potential threats in five principal areas: 1) changing delivery systems, 2) a failure of management, 3) Catholic identity and religious affiliation, 4) competitive price structures, and 5) the volatility of enrollment. Yet there is no remorseless law of entropy to which Catholic colleges and universities are inexorably bound. There are many choices facing us, some better than others, and only a few really bad. Two of the latter are: to do nothing or, worse, to continue to do things the way we have been doing them. This essay suggests lines of approach that, taken together, offer hope for escape from the present situation and point to long term success.
The Application of Ex Corde Ecclesiae in the United States
Most Reverend John H. Leibrecht
Diocese of Springfield-Cape Girardeau
(pp. 138-149) Vol. 5 No. 2; Dec 2001
Pope John Paul II published Ex Corde Ecclesiae, his apostolic constitution on Catholic higher education, on August 15, 1990. As requested by Ex Corde Ecclesiae, U.S. bishops developed an application of that document for the United States during the remainder of the decade. On May 3, 2000, the Vatican approved what the bishops submitted. This article highlights the issues and actions associated with the development of the U.S. application.
Bernard Lonergan on a Catholic Liberal Arts Education
Richard M. Liddy
Seton Hall University
(pp. 521-532) Vol. 3 No. 4; June 2000
With a call for integration commonly expected in liberal arts education, this article explores the philosophy of Bernard Lonergan. Highly specialized disciplines, as valuable as they are to preserving and expanding a professional knowledge base, can nonetheless lead to the extreme compartmentalization of education. This article offers a philosophical foundation on which to build a truly Catholic liberal arts education.
Motivating Content: How Interest and Self-Efficacy Respond to Subject Matter Taught in an Alternative Teacher Education Program
Joyce F. Long & Raeal Moore
University of Notre Dame & The Ohio State University
(pp. 442-464) Vol. 11 No. 4; June 2008
Understanding how teachers’ motivational levels respond to the course content is particularly relevant in Catholic schools, where instructors are routinely required to teach courses both within and beyond their certification area because of budgetary constraints. Students in the ACE alternative licensure program face this challenge during their 2 years of teacher preparation. Pre and post data from first- and second-year ACE students (n = 107) revealed that although subject matter interest levels remained relatively robust throughout the academic year for primary certification subjects, significant differences emerged in scores for religion and other out-of-certification courses. In addition, sense of self-efficacy in classroom management, student engagement, and instructional strategies also varied by subject matter taught and year in the program.
Some Background on Addressing the Topic of Homosexuality in Catholic Education
Michael J. Maher
Loyola University Chicago
(pp. 498-515) Vol. 6 No. 4; June 2003
The Catholic magisterium has made a distinction between homosexual orientation (disordered, but not sinful), homosexual activity (sinful, but judged “with prudence”), rights of gay and lesbian people, and the Church’s pastoral responsibilities to gay and lesbian people. Both the Vatican and the American bishops have clearly stated that the topic of homosexuality must be addressed in Catholic education, but the emphasis on how it is addressed differs between the Vatican (emphasis on finding causes and cures) and the American bishops (providing pastoral care and inclusion). Research indicated that some American Catholics may be very supportive of the rights of gay and lesbian people even if they disapprove of their sexual activity. It also appears that American Catholics are becoming more positive in their attitudes toward homosexuality over time. The Vatican has been directly confrontational with many gay and lesbian Catholic groups, expressing concern that they disregard the teaching against homosexual activity in the quest to meet pastoral needs. Some dioceses have begun to train their secondary school staffs on issues of homosexuality and to include the topic in the curriculum. On the other hand, gay and lesbian students at Catholic colleges, universities, and seminaries have a history of confrontation with Catholic educators.
Seventh-Day Adventism in the U.S.: Committed to Higher Education
John Matthews
Andrews University
(pp. 457-479) Vol. 6 No. 4; June 2003
In this article, attention is given to the historical context in which the relationship between the “religious” and “educational” arms of the Seventh-Day Adventist church was forged; the commitment of Adventism to higher learning in the U.S. is explored; strategies for maintaining a distinctive purpose in Adventist educational institutions are assessed; and a select number of challenges currently facing Adventist institutions in North America are addressed.
“A Great and Lasting Beginning”: Bishop John McMullen’s Educational Vision and the Founding of St. Ambrose University
George W. McDaniel
St. Ambrose University
(pp. 22-46) Vol. 9 No. 1; Sept 2005
Catholic education surfaces as a focus and concern in every age of the U.S. Catholic experience. This article examines the struggles in one, small Midwestern diocese surrounding the establishment and advancement of Catholic education. Personal rivalries, relationships with Rome, local politics, finances, responding to broader social challenges, and the leadership of clergy were prominent themes then, as they are now. Numerous historical insights detailed here help explain the abiding liberal character of Catholicism in the Midwestern United States.
Neighbors Engaging in Dialogue: A University-Community Partnership
Pete Miller
Duquesne University
(pp. 71-95) Vol. 12, No. 1; Sept 2008
The purpose of this case study was to learn more about the emergence and development of the Rogers Community Learning Center over its initial 5 years of operation. The interview, observation, and documental data were viewed through a theoretical lens informed by the work of Paulo Freire, Myles Horton, and Cornel West in order to examine how notions of history, culture, and power affected the collaborative work of the Rogers Center. The findings indicated that the disconnect and distrust that previously described the relationship between St. Benedict University and its adjacent Northeast Neighborhood were mitigated to a degree by the work of the Rogers Center. Although Neighborhood residents expressed gratitude for the many educational and social opportunities present at the Rogers Center, their value for being engaged as equal partners by St. Benedict’s resonated most clearly as the foundational element to their emerging friendship. The article concludes with several suggestions that attempt to assist the continued development of the Rogers Center and also serve as helpful insights for other partnerships that seek similar relationships.
Hate Studies: Toward Jesuit Leadership on Curriculum Development
James M. Mohr
(pp. 97-114)
This paper examines how the academic study of hate can be understood through Catholic social justice teachings with an emphasis on the Jesuit commitment to faith and justice to allow for a critical reflection on the relationship between theory and practice. To make the connections between social justice and the study of hate, the paper begins with a description of Hate Studies and a brief overview of the Jesuit conception of social justice as it relates to higher education. Following these descriptions it is explained how Jesuits can influence the development of a curriculum for Hate Studies. The influence is reflected through the five key processes of promoting justice, human dignity, and human rights; integrating faith, scholarship, and activism; involving Catholic colleges and universities with contemporary issues; engaging in reflective practice; and transforming culture.
Effecting a University’s Mission: The Praxis of Charism
Robert J. Murray, O.S.A.
Villanova University
(pp. 49-70) Vol. 6 No. 1; Sept 2002
Religious communities engaged in educational ministry have been challenged by the Second Vatican Council both to reappropriate the initial charism of their founders and to review their ministry in the schools staffed by their communities. Compounding this challenge has been the shift in the number of members of the founding congregations in their faculties. This article reframes the discussion in terms of an issue of committed culture. After presenting a theological foundation and sociohistorical critique of charism, a praxis model for mission effectiveness as it is applied to student orientation within a Catholic university setting will
be introduced.
Tales from the Front:
Reflections of a Catholic University Administrator on Spirituality and Leadership
Alven Neiman
University of Notre Dame
(pp. 69-81) Vol. 2 No. 1; Sept 1998
Many good books on the theory and practice of the Catholic university have been published. The modest aim here is not to try to outdo or replace them, but only to provide something of an autobiographical account and musings of one who has served as a director of a humanities program at Notre Dame for over 15 years. The hope is that “Tales From the Front” will resonate with some readers or at least lead them to reflect upon the challenges of their own work in Catholic teaching or administration.
A Catholic Future for Catholic Higher Education? The State of the Question
David J. O’Brien
College of the Holy Cross
(pp.37-50) Vol. 1, No. 1; Sept 1997
Catholic higher education is prospering, but most colleges and universities exhibit uncertainty about their specifically Catholic mission and identity. For 30 years, these schools have lived with the consequences of separate incorporation, as religious orders passed control to mixed boards of trustees and the institutions sought to improve the quality of their programs. Now their faculty and staffs are lay, highly professional, and religiously very diverse. If the institutions are to be meaningfully Catholic, trustees, faculty, and professional staff must develop programs which foster Catholic intellectual life and influence the work of teaching, research, and service. In doing so, they have reason for confidence, because the tradition is rich and the contemporary Church is filled with resources, but also for modesty, for there are no blueprints for Catholic scholarship and teaching. The keys are commitment, the decision to be constructively Catholic, conversation, willingness to engage the entire community in a dialogue about the religious dimensions of academic life, and competence.
Sister M. Madeleva Wolff, C.S.C.
M. Loretta Petit, O.P.
University of Dayton
(pp. 320-333) Vol. 9 No. 3; March 2006
Sister M. Madeleva Wolff, C.S.C., teacher, essayist, poet, and college administrator, through her creative ability and innovative practices made possible major contributions to Catholic education in her lifetime. Without her strong personality and boundless energy, many of her dreams for an ideal college curriculum would not have come to fruition. Her most significant legacy, the Graduate School of Theology, afforded for the first time the opportunity for the laity and religious women to study theology at the graduate level. She served as president of St. Mary’s College, Notre Dame, Indiana, from 1934 to 1961.
Educating for Eternity: Higher Education and the Church of Jesus Christ of Latter-Day Saints
E. Vance Randall
Brigham Young University
(pp. 438-456) Vol. 6 No. 4; June 2003
The role and place of religion in institutions of higher education in America have largely disappeared except for institutions sponsored by religious organizations. Even here, questions are raised as to whether these religiously oriented colleges and universities can retain their religious identity in an increasingly secular society that is often hostile towards religion. The marginalization and even dismissal of religious worldviews in the public square make the survival of religious institutions of higher education even more critical in our efforts to educate the whole person. The Church of Jesus Christ of Latter-day Saints embraces the belief of a dualistic human nature. A holistic approach to education includes the spiritual with the secular, teaching and learning by faith and by reason. The Church sponsors four institutions of higher education: Brigham Young University, Brigham Young University—Hawaii, Brigham Young University—Idaho, and LDS Business College. The challenge for these four institutions of higher education with religious mission is how to integrate faith and knowledge, the sacred with the secular.
Catholic Higher Education and Latino(a) Students:
Exploring the Experience of University Undergraduates
Lisa M. Raphael, Michael Pressley, & Jennifer Kane
Michigan State University, Michigan State University, & Rutgers University
(pp. 197-218) Vol. 7 No. 2; Dec 2003
The experience of Latino(a) undergraduates at Notre Dame was the focus of this study. In general, the students had a positive experience at the university, but one that included challenges, including physical separation from family and familiar community. Family and spiritual supports were important to the Latino(a) students as they coped with difficulties they encountered at the university, than for a comparable sample of Anglo students attending
Notre Dame.
Motherhood and Tenure: Can Catholic Universities support Both?
Bridget Burke Ravizza & Karen Peterson-Iyer
St. Norbert College
(pp. 305-325) Vol. 8 No. 3; March 2005
This paper presents a plan for the implementation of more family-friendly policies at Catholic colleges and universities, both as a matter of justice for women and on behalf of the well being of families. It is motivated by the teachings of the Catholic social tradition that emphasize the equality and dignity of women; the importance of the dual vocations of Christian parents, who are called to raise children and to work more publicly on behalf of the common good; and the inherent value of children and their right to be properly nutured and educated within the Christian family. Our starting point is the condition of families in the U.S. today as they struggle to thrive in spite of tremendous demands placed on parents who also work outside the home. We examine the negative effects on women and families that result from a refusal to accommodate parents with young children in the workplace. We are concerned in particular with the challenges faced by women academics at colleges and universities who are also mothers. We argue that, by and large, these women are not adequately supported in academia, even at Catholic universities, in spite of that tradition’s professed commitment to the health and well being of families. Finally we offer several concrete suggestions by which universities may better support women academics who are mothers, thereby contributing to the well being of women and families.
Service, Ethnography, and the “Leap of Faith”:
A Spiritan Catholic Perspective on Service Learning
Kathleen Glenister Roberts
Duquesne University
(pp. 96-116) Vol. 12 No. 1; Sept 2008
This article considers the state of service and experiential learning initiatives in higher education, especially in Catholic universities. Concluding that the Catholic mission of service, education, moral values, world concerns, and ecumenism can be integrated into student experience, the essay offers a model of service ethnography. Service ethnography is a research method wherein ethnographers undertake service with the intercultural community as a central component of their learning. The model is explored via a case study, demonstrating the experiences of students at a Catholic university and uses their reflections to describe a new vision of ethnography as a “leap of faith.”
Student Affairs Professionals at Catholic Colleges and Universities: Honoring Two Philosophies
Molly A. Schaller & Kathleen M. Boyle
University of Dayton & University of St. Thomas
(pp. 163-180) Vol. 10 No. 2; Dec 2006
Student affairs professionals are encouraged by their professional organizations to recognize the responsibility they have to their institutions by “supporting its mission, goals and policies” (American College Personnel Association [ACPA], 2006, p. 6) and by avoiding conflicts of interest between the self and the college or university (national Association of Student Personnel Administrators [NASPA], 1990), others point out that most students affairs professionals are educated at secular universities and experience little preparation regarding the Catholic intellectual tradition (Estanek, 2001). The purpose of this study was to explore the following questions: Are there student affairs professionals at Catholic colleges and universities who are able to bring together a student affairs philosophy with that of catholic colleges and universities? If these professionals do exist, what can we learn from their knowledge and approaches that might help other student affairs professionals at Catholic colleges and universities to honor both philosophies? The results suggest that a great deal can be learned from seasoned professionals in Catholic student affairs, which may well assist new professionals in negotiating these two different philosophies.
The Character, Mission, and Future of Lutheran Higher Education
Mark R. Schwehn
Christ College, Valparaiso University
(pp. 423-437) Vol. 6 No. 4; June 2003
This article looks at the history of Lutheran higher education in the United States, discusses what Lutheran institutions of higher education must do to remain vital centers of learning, and examines questions that face American higher education in general.
Women Scholars, Integration, and the Marianist Tradition:
Learning from Our Culture and Ourselves
Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman,
Patricia R. Grogan
University of Dayton
Laurice M. Joseph
The Ohio State University
(pp. 297-314) Vol. 5 No. 3; March 2002
In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each others’ scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing –Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the group processes, the group best identified with the Marianist mandate to educate in family spirit. Each member of the group considered the possible reasons for this outcome.
The University Consortium For Catholic Education (UCCE):
A Response to Sustain and Strengthen Catholic Education
Paige A. Smith
John Paul II Institute for Studies on Marriage and Family
(pp. 321-342) Vol. 10 No. 3; March 2007
This article examines the current and potential contributions of the University Consortium for Catholic Education (UCCE) to both K-12 and higher Catholic education. In order to situate the development of alternative teacher preparation programs, a history of Catholic teacher formation is addressed followed by a brief summary of the existing programs that comprise the UCCE. Attention is given to the essential nature of a Catholic educator’s responsibility to deepen Catholic identity through authentic education in collaboration with the family and how recent college graduates who matriculate in UCCE programs are formed to respond to
this task.
The Purpose of a Student Affairs Preparation Program within Jesuit Higher Education
Jeremy Stringer & Erin Swezey
Seattle University
(pp. 181-198) Vol. 10 No. 2; Dec 2006
This article addresses the congruence of a student affairs professional preparation program within Jesuit higher education. It connects the mission of Jesuit education and Jesuit religious and educational principles to the philosophy of student affairs work in colleges and universities. A program in student development administration at Seattle University is presented as an example of how a student affairs preparation program honors Jesuit principles.
Tradition and Innovation at Catholic Universities: Ideas from Bernard Lonergan
Donna Teevan
Seattle University
(pp. 308-319) Vol. 7 No. 3; March 2004
This article discusses applications of Lonergan’s thinking on tradition and innovation to the world of Catholic education. Even now, at the beginning of the 21st century and 20 years after his death, it is worthwhile to explore his understanding of tradition and innovation, with attention to how it related to the Catholic intellectual culture of his own time, and more importantly, how it might contribute to an understanding of the identity of Catholic educational institutions in today’s period of great transition. In recent years, faculty members and administrators at Catholic universities have been engaged in many discussions about the Catholic intellectual tradition and Catholic higher education. Most of the attention in these conversations has gone to the issue of what it means to be Catholic. The next step is to explore what it means to have a tradition. Thus, this essay examines the usefulness of one leading 20th century Catholic intellectual’s approach to tradition as it relates to Catholic education in general and to Catholic universities in particular.
Ensuring the Catholicity of the Church’s Schools:
The University of San Francisco Responds to the Challenge
Mary Peter Traviss, O.P. & Gini Shimabukuro
University of San Francisco
(pp. 334-342) Vol. 2 No. 3; March 1999
The most successful graduate program for the training and formation of Catholic school administrators is without a doubt the Institute for Catholic Educational Leadership (ICEL) at the University of San Francisco. This article describes the history and current structure of the ICEL program and provides a replicable model for other Catholic colleges and universities with the institutional commitment to offer graduate degree programs for Catholic school leaders.
Incarnational Immersion-Based Learning in Cultural Contexts: A Charity Model
John Trokan
College of Mount St. Joseph
(pp. 134-151) Vol. 9 No. 2; Dec 2005
The Religious Pastoral Studies and Behavioral Sciences Departments of a Midwestern college have collaborated in offering academic courses in theology and anthropology that include service immersion experiences with people of diverse cultures in South Dakota, North Carolina, New Mexico, Kentucky, and Honduras. This paper explores the incarnational dimension of immersion experiences between native peoples and college students. Using a contextual theology model, students and faculty from various social science and religious studies disciplines reflect with native people on the historical and contemporary elements of their culture and spirituality. This paper discusses the historical development of the immersion courses, methodology, curriculum design, student learning objectives and outcomes, incarnational value formation in Sisters of Charity charisms, and future directions.
The Catholic University in Modern Academe: Challenge and Dilemma
James Turner
University of Notre Dame
(pp. 252-262) Vol. 1 No. 3; March 1998
How can the Catholic university reconstruct itself to bring the resources of Catholic tradition to bear on our common task of rebuilding the house of learning? The Catholic university needs to inhabit the domain of secular learning and Christian knowledge. The participation of Catholic intellectual and universities in the postmodern dialogue will benefit the entire
intellectual community.
Catholic Intellectual Traditions and Contemporary Scholarship
James Turner
University of Notre Dame
(pp. 35-45) Vol. 2 No. 1; Sept 1998
The Catholic university can make a natural home for experimenting with the foundations of knowledge because Catholic scholars retain faith in a God who created the universe and human reason as a reliable God-given instrument for comprehending this creation. The central question is: How can the Catholic university reconstruct itself to bring the resources of Catholic tradition to bear on our common task of rebuilding the house of learning? Our common problem is the fragmentation of knowledge. The Catholic university needs to inhabit the domains of both secular learning and Christian knowledge. The participation of Catholic intellectuals and universities in the postmodern dialogue will benefit the entire
intellectual community.
The Sacred and the Secular: Aligning a Marianist Mission with Professional Standards of Practice in an Educational Leadership Doctoral Program
Darla J. Twale & Carolyn S. Ridenour
University of Dayton
(pp. 181-196) Vol. 7 No. 2; Dec 2003
This inquiry was conducted to explore how the characteristics of our university’s religious mission are interwoven into our educational leadership doctoral program and are manifest in the structure and learning experiences that our students encounter. We examined how these characteristics might correspond to or relate to the Interstate School Leaders Licensure Consortium (ISLLC) standards that resulted from national reform initiatives in educational leadership in the mid 1990s. We concluded that the foundations of the PhD program are built solidly on the distinctive characteristics and identity of our founders and are aligned with these professional standards as well. Implications for universities include our conclusion that when the distinctive mission of a university aligns with the professional standards of a field, more effective leadership preparation will result.
Guidelines Concerning the Academic Mandatum in Catholic Universities (Canon 812)
United States Conference of Catholic Bishops
(pp. 150-156) Vol. 5 No. 2; Dec 2001
Recommended procedures for granting, withholding, or withdrawing the mandatum required for Catholics who teach theological disciplines in the U.S. Catholic colleges and universities were approved June 15 by a voice vote of the U.S. bishops during the spring meeting in Atlanta. The mandatum was called for in a bishops’ document (Origins, Vol. 30, pp. 65ff) applying Pope John Paul II’s 1990 apostolic constitution on Catholic higher education, Ex Corde Ecclesiae (Vol. 20, pp. 265ff), in the United States. The June 15 text says that its “guidelines are intended to explain and serve as a resource for the conferral of the ‘mandatum.’ Only those guidelines herein that repeat a norm of the [application document] have the force of particular law.” The nature of the mandatum, how it is to be granted, what is to be done if a professor does not request it, and considerations related to its denial are among concerns the document addresses (an earlier draft text of the procedures appeared in Origins, Vol. 30, pp. 425ff). “The ‘mandatum’ recognizes both the professor’s ‘lawful freedom of inquiry’ and the professor’s commitment and responsibility to teach authentic Catholic doctrine and to refrain from putting forth as Catholic teaching anything contrary to the Church’s magisterium,” the document says. It observes, “Theologians who have received a ‘mandatum’ are not catechists; they teach in their own name in virtue of their baptism and their academic and professional competence, not in the name of the bishop or of the church’s magisterium.” The new document notes that “the ‘mandatum’ is an obligation of the professor, not of the university”; it explains that the Catholic theological disciplines in this context are “sacred Scripture, dogmatic theology, moral theology, pastoral theology, canon law, liturgy, and church history.” The text says that “ecclesiastical authority should presume, until the contrary is proven, that those who attest that they teach in full communion with the Church actually do so.” It says, “Any negative judgment concerning an objectionable portion of a professor’s work should be assessed at three levels: (1) the significance of that portion of the professor’s work within the context of his or her overall theological contribution; (2) its relationship to the larger Catholic tradition; (3) its implications for the life of the Church.” The text of the recommended procedures includes sample letters for requesting and granting the mandatum. The text, copyright 2001, by the U.S. Catholic Conference, follows. (See also the “On File” page of June 28, 2001, Origins for a report on discussion of the mandatum during the
bishops’ meeting.)
Teachers for Whom? A Study of Teacher Education Practices in Catholic Higher Education
John Watzke
University of Notre Dame
(pp. 138-167) Vol. 6 No. 2; Dec 2002
This article presents the results of a study of teacher education practices at 80 Catholic colleges and universities. The impetus for this work was the many Church documents in support of Catholic schools and the cooperative work of diocesan superintendents and educational leaders in the matter of teacher education. The goal of the study was to investigate questions fundamental to the role of Catholic higher education in the preparation of teachers: From where will the next generation of teachers to serve Catholic schools come? How does the preparation of teachers in Catholic institutions of higher education relate to the unique opportunities Catholic schools afford their communities? Do these programs serve Catholic schools? Given the dearth of research and professional literature specific to these questions, the study and data analysis were exploratory with the goal of identifying themes and issues for continued research, dialogue, and professional action.