Pub Date : 2011-08-22DOI: 10.15365/JOCE.1501072013
S. J. M. Massa
Rev. Mark S. Massa, S.J., is the dean and professor of Church history at the School of Theology and Ministry at Boston College. He was invited to give a keynote to begin the third Catholic Higher Education Collaborative Conference (CHEC), cosponsored by Boston College and Fordham University. Fr. Massa’s address posed critical questions about whether Catholic identity and Catholic Intellectual Tradition are still the focal points for academic excellence in Catholic schools. This question was continually revisited throughout the conference.
{"title":"Keynote Address: Rev. Mark Massa.","authors":"S. J. M. Massa","doi":"10.15365/JOCE.1501072013","DOIUrl":"https://doi.org/10.15365/JOCE.1501072013","url":null,"abstract":"Rev. Mark S. Massa, S.J., is the dean and professor of Church history at the School of Theology and Ministry at Boston College. He was invited to give a keynote to begin the third Catholic Higher Education Collaborative Conference (CHEC), cosponsored by Boston College and Fordham University. Fr. Massa’s address posed critical questions about whether Catholic identity and Catholic Intellectual Tradition are still the focal points for academic excellence in Catholic schools. This question was continually revisited throughout the conference.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129518686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-16DOI: 10.15365/JOCE.1404042013
Reyes Quezada, A. Estrada, J. Ammer
{"title":"The Internationalization of a Catholic University's Graduate Education and Professional Programs: Preparing Global Educators, Family Therapists, Counselors, and Leaders for the 21st Century","authors":"Reyes Quezada, A. Estrada, J. Ammer","doi":"10.15365/JOCE.1404042013","DOIUrl":"https://doi.org/10.15365/JOCE.1404042013","url":null,"abstract":"","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116114413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-16DOI: 10.15365/JOCE.1404032013
J. Duncan
The purpose of this paper is to establish the unity between the missions of the Family and Consumer Sciences (FCS) discipline and Catholic higher education by demonstrating relationships among (a) Catholic Social Teaching (CST) and the role of the service principle to FCS; (b) Catholic Intellectual Tradition (CIT) and the centrality of intellect to FCS; and (c) the institutional charism and the shared calling of FCS professionals, exemplified by the Sisters of St. Joseph of Carondelet, sponsors of Fontbonne University. Key philosophical and foundational FCS papers along with documents pertaining to the principles of CST, CIT, and the charisms of the Sisters, Servants of the Immaculate Heart of Mary, the Sisters of Charity of St. Vincent De Paul, and the Sisters of St. Joseph of Carondelet were examined and shared meanings were identified; institutional mission statements from respective sponsored institutions were likewise compared. The review process permitted a very pointed comparison between the disciplinary and institutional missions, substantiating the congruity between the two. The parity between professional and Catholic institutional missions outlined in this paper suggests that the longevity of FCS programs could be fostered by taking root in Catholic institutions.
{"title":"Rooted in Mission: Family and Consumer Sciences in Catholic Universities.","authors":"J. Duncan","doi":"10.15365/JOCE.1404032013","DOIUrl":"https://doi.org/10.15365/JOCE.1404032013","url":null,"abstract":"The purpose of this paper is to establish the unity between the missions of the Family and Consumer Sciences (FCS) discipline and Catholic higher education by demonstrating relationships among (a) Catholic Social Teaching (CST) and the role of the service principle to FCS; (b) Catholic Intellectual Tradition (CIT) and the centrality of intellect to FCS; and (c) the institutional charism and the shared calling of FCS professionals, exemplified by the Sisters of St. Joseph of Carondelet, sponsors of Fontbonne University. Key philosophical and foundational FCS papers along with documents pertaining to the principles of CST, CIT, and the charisms of the Sisters, Servants of the Immaculate Heart of Mary, the Sisters of Charity of St. Vincent De Paul, and the Sisters of St. Joseph of Carondelet were examined and shared meanings were identified; institutional mission statements from respective sponsored institutions were likewise compared. The review process permitted a very pointed comparison between the disciplinary and institutional missions, substantiating the congruity between the two. The parity between professional and Catholic institutional missions outlined in this paper suggests that the longevity of FCS programs could be fostered by taking root in Catholic institutions.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125249952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-16DOI: 10.15365/JOCE.1404062013
A. Estrada
This article explores the relevance and challenge of Catholic Social Teaching (CST) and internationalization to the Marriage and Family Therapy (MFT) program at the University of San Diego. These issues are discussed in the context of a graduate level course on human diversity that culminated in a 1-day cultural immersion and service learning trip to Tijuana, Mexico. Students learned firsthand about the legacies of colonialism, poverty, and injustice as well as the resilience and potential of rural Mexican communities to transform these experiences into new cultural and business practices, healing, and survival against many odds. Excerpts from student essays suggest the potential for MFT programs to create a space in Catholic higher education in which the intersection of CST and MFT could be openly examined and realized with opportunities to create new knowledge and energy to work for social change and justice beyond the borders. The pedagogical challenges, recommendations, and areas for future inquiry are discussed.
{"title":"The Intersection of Catholic Social Teaching, Internationalization, and Marriage and Family Therapy: Lessons from the Borderlands","authors":"A. Estrada","doi":"10.15365/JOCE.1404062013","DOIUrl":"https://doi.org/10.15365/JOCE.1404062013","url":null,"abstract":"This article explores the relevance and challenge of Catholic Social Teaching (CST) and internationalization to the Marriage and Family Therapy (MFT) program at the University of San Diego. These issues are discussed in the context of a graduate level course on human diversity that culminated in a 1-day cultural immersion and service learning trip to Tijuana, Mexico. Students learned firsthand about the legacies of colonialism, poverty, and injustice as well as the resilience and potential of rural Mexican communities to transform these experiences into new cultural and business practices, healing, and survival against many odds. Excerpts from student essays suggest the potential for MFT programs to create a space in Catholic higher education in which the intersection of CST and MFT could be openly examined and realized with opportunities to create new knowledge and energy to work for social change and justice beyond the borders. The pedagogical challenges, recommendations, and areas for future inquiry are discussed.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116725522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-16DOI: 10.15365/JOCE.1404072013
P. Haber, Cheryl Getz
This paper describes a 2-week global study course to Doha, Qatar for graduate students in the higher education leadership and student affairs program at the University of San Diego. The course sought to develop intercultural competence with a specific focus on understanding Qatari and Middle Eastern perspectives and culture, understanding the unique challenges in higher education student affairs for Qatar and other Middle Eastern countries, and identifying ways for students to apply learning from the course to student affairs practice. These learning outcomes are discussed in the context of the profession of student affairs and the University of San Diego and its Catholic mission. An overview of the global course components is presented along with student and instructor reflections of learning from the course. Challenges from the course are discussed followed by recommendations for similar global study courses.
{"title":"Developing Intercultural Competence in Future Student Affairs Professionals through a Graduate Student Global Study Course to Doha, Qatar","authors":"P. Haber, Cheryl Getz","doi":"10.15365/JOCE.1404072013","DOIUrl":"https://doi.org/10.15365/JOCE.1404072013","url":null,"abstract":"This paper describes a 2-week global study course to Doha, Qatar for graduate students in the higher education leadership and student affairs program at the University of San Diego. The course sought to develop intercultural competence with a specific focus on understanding Qatari and Middle Eastern perspectives and culture, understanding the unique challenges in higher education student affairs for Qatar and other Middle Eastern countries, and identifying ways for students to apply learning from the course to student affairs practice. These learning outcomes are discussed in the context of the profession of student affairs and the University of San Diego and its Catholic mission. An overview of the global course components is presented along with student and instructor reflections of learning from the course. Challenges from the course are discussed followed by recommendations for similar global study courses.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122847216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-16DOI: 10.15365/joce.1404092013
J. Gros
{"title":"Historia de la Educación de la fe Católica en Chile","authors":"J. Gros","doi":"10.15365/joce.1404092013","DOIUrl":"https://doi.org/10.15365/joce.1404092013","url":null,"abstract":"","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121982388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-16DOI: 10.15365/JOCE.1404022013
A. M. Mucci, A. Cranston-Gingras
Course work in philosophy is typically required as part of a core curriculum for preservice teachers who enter undergraduate teacher education programs in Catholic colleges and universities. The purpose of this study was to explore requirements in philosophy in undergraduate teacher education programs at selected Catholic colleges and universities as identified by The Newman Guide to Choosing a Catholic College: What to Look for and Where to Find It (Esposito, 2007c). This is accomplished primarily through an examination and analysis of the philosophy requirements and course descriptions at these selected institutions. Specific content from the course descriptions examined is discussed in relation to teacher education with recommendations for practice at Catholic colleges and universities provided.
{"title":"A Foundation for Reflection and Questioning: Philosophy Course Requirements in Teacher Education Programs at Selected Catholic Colleges and Universities","authors":"A. M. Mucci, A. Cranston-Gingras","doi":"10.15365/JOCE.1404022013","DOIUrl":"https://doi.org/10.15365/JOCE.1404022013","url":null,"abstract":"Course work in philosophy is typically required as part of a core curriculum for preservice teachers who enter undergraduate teacher education programs in Catholic colleges and universities. The purpose of this study was to explore requirements in philosophy in undergraduate teacher education programs at selected Catholic colleges and universities as identified by The Newman Guide to Choosing a Catholic College: What to Look for and Where to Find It (Esposito, 2007c). This is accomplished primarily through an examination and analysis of the philosophy requirements and course descriptions at these selected institutions. Specific content from the course descriptions examined is discussed in relation to teacher education with recommendations for practice at Catholic colleges and universities provided.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126349058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-16DOI: 10.15365/JOCE.1404082013
E. R. Nash, I. Martin, Lonnie L. Rowell, Peggy Hetherington, Susan M. Zgliczynski
This paper examines the internationalization experiences of four school counseling faculty members in a counseling program at a Catholic university. Counseling in general and counseling schools have become a global profession. As a result, it is imperative for training programs to develop graduates who are culturally competent across the globe. This reflective piece outlines the steps a Catholic university’s school counseling specialization has taken to internationalize its program and curriculum. Participants engaged in a community of practice to investigate thoroughly the current status of their program and curriculum. Findings highlight strengths and challenges associated with internationalization and the integration of Catholic Social Teaching into student international experiences. Strategies for others wishing to develop their own communities of practice to meet internationalization needs within Catholic institutions of higher education are presented and discussed.
{"title":"The Internationalization of a School Counseling Program at a Catholic University: Reflections Generated by a Community of Practice","authors":"E. R. Nash, I. Martin, Lonnie L. Rowell, Peggy Hetherington, Susan M. Zgliczynski","doi":"10.15365/JOCE.1404082013","DOIUrl":"https://doi.org/10.15365/JOCE.1404082013","url":null,"abstract":"This paper examines the internationalization experiences of four school counseling faculty members in a counseling program at a Catholic university. Counseling in general and counseling schools have become a global profession. As a result, it is imperative for training programs to develop graduates who are culturally competent across the globe. This reflective piece outlines the steps a Catholic university’s school counseling specialization has taken to internationalize its program and curriculum. Participants engaged in a community of practice to investigate thoroughly the current status of their program and curriculum. Findings highlight strengths and challenges associated with internationalization and the integration of Catholic Social Teaching into student international experiences. Strategies for others wishing to develop their own communities of practice to meet internationalization needs within Catholic institutions of higher education are presented and discussed.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129200275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-16DOI: 10.15365/JOCE.1404052013
Reyes Quezada
This study examined the reflections of six university student teachers from a Catholic university who participated in an international student teaching setting and sought to evaluate how they developed a global teaching ideology while student teaching abroad. Thomas Groome’s Shared Christian Praxis Learning Process was used as a lens to examine the reflections of the student teachers. Using qualitative measures, the data analysis revealed four themes: (1) development of world citizens, (2) developing as a globally competent professional educator, (3) new knowledge of cultural and comparative educational systems, and (4) self-monitoring for improvement of efficacy and instructional practice.
{"title":"Global Student Teacher Transformation Experiences: Living the Faith through the Shared Christian Praxis Learning Process","authors":"Reyes Quezada","doi":"10.15365/JOCE.1404052013","DOIUrl":"https://doi.org/10.15365/JOCE.1404052013","url":null,"abstract":"This study examined the reflections of six university student teachers from a Catholic university who participated in an international student teaching setting and sought to evaluate how they developed a global teaching ideology while student teaching abroad. Thomas Groome’s Shared Christian Praxis Learning Process was used as a lens to examine the reflections of the student teachers. Using qualitative measures, the data analysis revealed four themes: (1) development of world citizens, (2) developing as a globally competent professional educator, (3) new knowledge of cultural and comparative educational systems, and (4) self-monitoring for improvement of efficacy and instructional practice.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122030740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-03-01DOI: 10.15365/JOCE.1403022013
G. McDonough
This paper shows that a lack of explicit and clearly stated intentions regarding the development of Catholic students’ ecclesial agency through their schooling leads to potential problems as they experience and imagine themselves as lay persons in the Church. While the question of “ecclesial agency” applies throughout all Catholic schooling and the whole Church, in practice the usual flashpoint upon which its relevance emerges is in the discussion of issues that are controversial within Catholicism. This paper, therefore, examines the question of ecclesial agency through an analysis of the pedagogical treatment of three controversial intra-Church topics and documents on the Church’s understanding of the laity. Its conclusion reveals several important considerations and questions that concern the foundational aims of Catholic schooling and what outcomes are assumed regarding the student’s current and future participation as a lay person in the Church.
{"title":"What Is Assumed about a Catholic Student's Ecclesial Agency, and Why It Matters to Catholic Schooling.","authors":"G. McDonough","doi":"10.15365/JOCE.1403022013","DOIUrl":"https://doi.org/10.15365/JOCE.1403022013","url":null,"abstract":"This paper shows that a lack of explicit and clearly stated intentions regarding the development of Catholic students’ ecclesial agency through their schooling leads to potential problems as they experience and imagine themselves as lay persons in the Church. While the question of “ecclesial agency” applies throughout all Catholic schooling and the whole Church, in practice the usual flashpoint upon which its relevance emerges is in the discussion of issues that are controversial within Catholicism. This paper, therefore, examines the question of ecclesial agency through an analysis of the pedagogical treatment of three controversial intra-Church topics and documents on the Church’s understanding of the laity. Its conclusion reveals several important considerations and questions that concern the foundational aims of Catholic schooling and what outcomes are assumed regarding the student’s current and future participation as a lay person in the Church.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125394306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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