{"title":"An Inquiry into Hope and Imagination in Jesuit Education: Ignatian Design Thinking as a Lens for Exploration","authors":"Stacy Neier Beran, Patrick M Green","doi":"10.53309/2164-7666.1461","DOIUrl":"https://doi.org/10.53309/2164-7666.1461","url":null,"abstract":"","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"C-19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275725","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}
{"title":"What Does The Ignatian Leader Do?","authors":"Michelle Wheatley","doi":"10.53309/2164-7666.1433","DOIUrl":"https://doi.org/10.53309/2164-7666.1433","url":null,"abstract":"","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132103709","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}
{"title":"Operationalizing “Substantive Faculty Interaction” for online courses: identifying high impact teaching practices","authors":"Crystal Evans, M. D. Kinoti","doi":"10.53309/2164-7666.1401","DOIUrl":"https://doi.org/10.53309/2164-7666.1401","url":null,"abstract":"","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"44 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132359232","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}
Martha Habash, Alexander Roedlach, Jill M. Fox, Gretchen Oltman, Ashley T. Abraham, Yasmine H. Jakmouj
In 2017 a Creighton University Global Initiative grant provided 20 scholarships in its online B.S. in Leadership Studies for Jesuit Worldwide Learning graduates of the Diploma in Liberal Studies. In 2018-19 the first cohort of scholarship students living in Afghanistan and Jordan were enrolled at Creighton University (CU). In spring 2019, three Creighton University students collaborated with two of the co-authors to develop and to implement a research project to explore barriers faced by Jesuit Worldwide Learning students enrolled in Creighton’s B.S. program. The purpose of this project was to test if Group Concept Mapping, a mixed methods research approach integrating qualitative and quantitative methods, combined with the analysis of narrative course evaluations and interview texts with students, faculty, and staff adopting the Grounded Theory approach can lead to insights that further our understanding of barriers and struggles faced by Jesuit Worldwide Learning students and their instructors, can help strengthen institutional gaps in international learning, and can be used for a future study. The process and the results strongly suggest that the methodology is indeed appropriate to systematically study this or a related research question.
{"title":"Challenges Faced by Jesuit Worldwide Learning Students: Piloting a Mixed Methods Investigation","authors":"Martha Habash, Alexander Roedlach, Jill M. Fox, Gretchen Oltman, Ashley T. Abraham, Yasmine H. Jakmouj","doi":"10.53309/2164-7666.1366","DOIUrl":"https://doi.org/10.53309/2164-7666.1366","url":null,"abstract":"In 2017 a Creighton University Global Initiative grant provided 20 scholarships in its online B.S. in Leadership Studies for Jesuit Worldwide Learning graduates of the Diploma in Liberal Studies. In 2018-19 the first cohort of scholarship students living in Afghanistan and Jordan were enrolled at Creighton University (CU). In spring 2019, three Creighton University students collaborated with two of the co-authors to develop and to implement a research project to explore barriers faced by Jesuit Worldwide Learning students enrolled in Creighton’s B.S. program. The purpose of this project was to test if Group Concept Mapping, a mixed methods research approach integrating qualitative and quantitative methods, combined with the analysis of narrative course evaluations and interview texts with students, faculty, and staff adopting the Grounded Theory approach can lead to insights that further our understanding of barriers and struggles faced by Jesuit Worldwide Learning students and their instructors, can help strengthen institutional gaps in international learning, and can be used for a future study. The process and the results strongly suggest that the methodology is indeed appropriate to systematically study this or a related research question.","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136039115","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}
This essay provides an annotated bibliography, highlighting books and articles about the history of Jesuit higher education in the United States. It lists sources that should be helpful to anyone researching the topic, and can be used as a starting point for scholars seeking more information about how Jesuit colleges and universities evolved over time. In 2022, after seven years of research
{"title":"Sources on the History of Jesuit Higher Education: A Bibliographic Essay","authors":"Michael Rizzi","doi":"10.53309/2164-7666.1423","DOIUrl":"https://doi.org/10.53309/2164-7666.1423","url":null,"abstract":"This essay provides an annotated bibliography, highlighting books and articles about the history of Jesuit higher education in the United States. It lists sources that should be helpful to anyone researching the topic, and can be used as a starting point for scholars seeking more information about how Jesuit colleges and universities evolved over time. In 2022, after seven years of research","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123643113","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}
This article offers a brief history of two obscure and often overlooked Jesuit schools from the nineteenth century: the Conewago Latin School in Pennsylvania and Guadalupe College in Texas. Although neither school ever fully developed into a true institution of higher education, both began life similarly to other Jesuit schools of the 1800s, and under different circumstances they might have evolved, like those other schools, into true American colleges. The purpose of this historical sketch is to preserve the memory of these nearly forgotten Jesuit institutions. In writing the history of Jesuit higher education in the United States, one challenge is determining which institutions “count” as colleges. The definition of a college, and the ages of students considered appropriate for “higher” education, have evolved over time. If a time-traveler from the twenty-first century could somehow visit Georgetown University, Saint Louis University, or any other Jesuit college in the early 1800s, those institutions would seem more like high schools than like any modern-day university. Typical students were in their mid-teens or even younger. The present-day structure of the American education system—a four-year “high school” followed by a four-year “college”—did not become standard until roughly the turn of the twentieth century. It is especially challenging to classify schools that opened and closed in the 1800s, shuttering their doors before they could develop into modern institutions. Catholics (and other religious groups) founded hundreds of denominational colleges in the nineteenth century that did not survive. Historian Edward Power estimates that over 70% of the Catholic colleges founded in the 1800s closed, but this is partly a matter of definition, since many institutions were never legally chartered to grant degrees.1 Many so-named “colleges” in the nineteenth century were only high schools in practice. Nonetheless, some such schools did evolve into modern colleges and universities, eventually obtaining charters from their respective state governments that gave them the legal right to award bachelor’s degrees. Jesuit schools present a special challenge because the traditional Jesuit curriculum, the Ratio Studiorum (in place from 1599 until roughly the 1910s), prescribed a seven-year plan of study comparable to what we today would consider a combined high school/college education. Nearly all Jesuit colleges founded in the nineteenth century originally structured themselves this way. Some Jesuit schools only offered the first few years of the Ratio Studiorum curriculum, after which students were expected to transfer to an established university like Georgetown that offered the full seven-year experience. One example of such a school is St. Joseph’s College (1884-1898) in San Jose, California, which advertised that students could begin a bachelor’s degree program on its campus and then transfer without examination into nearby Santa Clara University or
(这两个殖民地之间的确切边界在18世纪60年代正式确定，一些自认为是马里兰人的定居者被困在这条线的宾夕法尼亚一侧。)耶稣会士于1730年在科内瓦戈建立了现在的圣心大教堂。它被认为是西半球最古老的教堂。耶稣会士在1901年离开教区之前，曾多次试图在这里开办一所学校。虽然运作一直很简单，但它在较小的规模上类似于许多早期成功的耶稣会学院。一些教学可能是在19世纪初在教区进行的。第一个明确的记录显示，在1835年至1838年期间，有五个男孩入学，从184448年到1856年至1856年，共有四个耶稣会兄弟在这里经营一所学校。教师由耶稣会兄弟组成，而不是牧师，这意味着学校专注于较低水平的教育，可能还有贸易。虽然这并不能使它成为一所“高等”教育机构，但其他具有类似特征的耶稣会学校最终发展成为真正的大学。耶稣会兄弟在19世纪40年代和50年代为西部土著人民开办了几所小学和贸易学校。其中一些，如圣玛丽学院(1848-1931)和奥塞奇手工劳动学校/圣。弗朗西斯学院(Francis Institute, 1847-1891)都位于堪萨斯州，最终获得了授予学位的特许。虽然科内瓦戈学校从未被宾夕法尼亚州立法机关特许为“学院”，但在19世纪40年代，它与那些未来的堪萨斯学院处于类似的发展阶段。内战和附近的葛底斯堡战役暂停了耶稣会在科内瓦戈的教育。这所学校最接近真正的大学地位是在19世纪60年代末，当时耶稣会士弗朗西斯·x·德内克雷神父(Father Francis X. DeNeckere)实施了该校最雄心勃勃的课程。大约在1868年左右，学校有五名教师(三名耶稣会士和两名非信徒)，学校开始看起来有点像当时典型的耶稣会学院的预备部。它提供了典型的耶稣会大学生活的特色，如戏剧和校内运动。根据一种说法，“学习的课程是严格的古典，并且与马里兰州巴尔的摩洛约拉学院的目录相吻合。”大约在这个时候，“科内瓦戈拉丁学校”这个名字似乎开始被使用。这个名字和没有大学章程清楚地表明，这所学校是一所大学预科学校，但学生的经历与任何耶稣会学院的低年级的第一年或两年相似。Rizzi:非耶稣会高等教育的耶稣会学院12(1):16-22(2023)18不幸的是，当时马里兰州的耶稣会在其他地方扩张，快速发展的波士顿学院、巴尔的摩的洛约拉学院、乔治城学院和圣十字学院对耶稣会教员的需求很高。科内瓦戈的乡村拉丁学校落后于这些优先事项。圣心教区继续赞助圣约瑟夫修女会开办的一所成功的小学，但为年长男孩开设的耶稣会预备学校却每况愈下。在1881-84年和1887-89年之间，只有一位老师——一位叫dc·史密斯的外行人。从1890年到1892年，另一位外行伊格内修斯·兰利(Ignatius Langley)组成了整个教学队伍在这期间，预科学校似乎处于休眠状态。1901年，耶稣会从圣心教区撤出，但教区神职人员接管了教堂，圣约瑟夫修女继续在教区小学教书，直到今天，这所小学以各种不同的名字幸存下来。这所学校现在被称为加尔各答圣特雷莎学校(St. Teresa of Calcutta School)，由当地教区的一个财团赞助，为从学前班到八年级的学生提供服务，并在科内瓦格(conewago)保留了两个校区中的一个。瓜达卢佩学院(Guadalupe College，德克萨斯州塞根)关于瓜达卢佩学院的记录很少，部分原因是它从未隶属于在美国运作的主流耶稣会省份或传教会。相反，它是墨西哥省的一个项目，在它短暂的生命中，它基本上是墨西哥耶稣会士因政治原因被迫离开自己国家的一个副业项目。虽然它从未被特许为一所大学，而且明确地只运营了一个学年，但它仍然是美国土地上的一所耶稣会学校。William McGucken, s.j.在1932年写了一本关于美国耶稣会高中的综合历史，他对瓜达卢佩学院不屑一顾，只是顺带提了一句:“墨西哥耶稣会士在德克萨斯州的Seguin有一段时间(1878-79年)为墨西哥人开设了一所大学，但这在美国耶稣会教育史上没有地位。这句话很可能透露了某种程度上1930年代的种族偏见，因为客观上这所学校并没有什么不美国的地方。事实上，它在招收美国学生的同时招收了墨西哥学生
{"title":"The Jesuit Colleges that Weren't: Conewago Latin School and Guadalupe College","authors":"Michael Rizzi","doi":"10.53309/2164-7666.1429","DOIUrl":"https://doi.org/10.53309/2164-7666.1429","url":null,"abstract":"This article offers a brief history of two obscure and often overlooked Jesuit schools from the nineteenth century: the Conewago Latin School in Pennsylvania and Guadalupe College in Texas. Although neither school ever fully developed into a true institution of higher education, both began life similarly to other Jesuit schools of the 1800s, and under different circumstances they might have evolved, like those other schools, into true American colleges. The purpose of this historical sketch is to preserve the memory of these nearly forgotten Jesuit institutions. In writing the history of Jesuit higher education in the United States, one challenge is determining which institutions “count” as colleges. The definition of a college, and the ages of students considered appropriate for “higher” education, have evolved over time. If a time-traveler from the twenty-first century could somehow visit Georgetown University, Saint Louis University, or any other Jesuit college in the early 1800s, those institutions would seem more like high schools than like any modern-day university. Typical students were in their mid-teens or even younger. The present-day structure of the American education system—a four-year “high school” followed by a four-year “college”—did not become standard until roughly the turn of the twentieth century. It is especially challenging to classify schools that opened and closed in the 1800s, shuttering their doors before they could develop into modern institutions. Catholics (and other religious groups) founded hundreds of denominational colleges in the nineteenth century that did not survive. Historian Edward Power estimates that over 70% of the Catholic colleges founded in the 1800s closed, but this is partly a matter of definition, since many institutions were never legally chartered to grant degrees.1 Many so-named “colleges” in the nineteenth century were only high schools in practice. Nonetheless, some such schools did evolve into modern colleges and universities, eventually obtaining charters from their respective state governments that gave them the legal right to award bachelor’s degrees. Jesuit schools present a special challenge because the traditional Jesuit curriculum, the Ratio Studiorum (in place from 1599 until roughly the 1910s), prescribed a seven-year plan of study comparable to what we today would consider a combined high school/college education. Nearly all Jesuit colleges founded in the nineteenth century originally structured themselves this way. Some Jesuit schools only offered the first few years of the Ratio Studiorum curriculum, after which students were expected to transfer to an established university like Georgetown that offered the full seven-year experience. One example of such a school is St. Joseph’s College (1884-1898) in San Jose, California, which advertised that students could begin a bachelor’s degree program on its campus and then transfer without examination into nearby Santa Clara University or ","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126194502","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}
{"title":"Book Review: Daniel Hendrickson, SJ. Jesuit Higher Education in a Secular Age.","authors":"Emily Jendzejec","doi":"10.53309/2164-7666.1427","DOIUrl":"https://doi.org/10.53309/2164-7666.1427","url":null,"abstract":"","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128150488","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}
{"title":"The Jesuit Archives and Research Center: Your Next Research Destination?","authors":"Ann Knake","doi":"10.53309/2164-7666.1424","DOIUrl":"https://doi.org/10.53309/2164-7666.1424","url":null,"abstract":"","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"247 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114076705","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}
{"title":"Ignatian Leadership as a Mechanism for Human Liberation: “What’s Love Got to Do with It?”","authors":"Jennifer Tilghman-Havens","doi":"10.53309/2164-7666.1431","DOIUrl":"https://doi.org/10.53309/2164-7666.1431","url":null,"abstract":"","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121746002","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}
The Jesuits know the importance of words and their delivery, both on the page and orally, which is why they place heavy emphasis on “perfect eloquence,” or eloquentia perfecta . It was in the spirit of the adjustment of words with a sensitivity to patients ’ needs that inspired, Eloquencia Perfecta – Speaking in Public, a public speaking performance class session within the graduate pharmacy curriculum at Regis University. The courses described herein are part of the core curriculum within the School of Pharmacy. They place emphasis on not only understanding the science of what the students are communicating, but how they communicate. Students are taught to focus on their communication soft skills (written, verbal, listening) which are intimately connected to the building of empathy and trust with peers and patients. These communication goals are achieved, in part, because the instructors utilize eloquentia perfecta . This article provides the details of the development process and iterations of changes that led to the current version of the performance class that keeps our students focused on the unique human connections and virtues in their work. The class has been well-received by students and an enhancement to their thought process on how to prepare for presentations in person and virtually.
{"title":"Eloquentia Perfecta: Performing Public Speaking to Enhance Scientific Presentation Skills of Pharmacy Students","authors":"Marta J Brooks, Trudi Wright","doi":"10.53309/2164-7666.1408","DOIUrl":"https://doi.org/10.53309/2164-7666.1408","url":null,"abstract":"The Jesuits know the importance of words and their delivery, both on the page and orally, which is why they place heavy emphasis on “perfect eloquence,” or eloquentia perfecta . It was in the spirit of the adjustment of words with a sensitivity to patients ’ needs that inspired, Eloquencia Perfecta – Speaking in Public, a public speaking performance class session within the graduate pharmacy curriculum at Regis University. The courses described herein are part of the core curriculum within the School of Pharmacy. They place emphasis on not only understanding the science of what the students are communicating, but how they communicate. Students are taught to focus on their communication soft skills (written, verbal, listening) which are intimately connected to the building of empathy and trust with peers and patients. These communication goals are achieved, in part, because the instructors utilize eloquentia perfecta . This article provides the details of the development process and iterations of changes that led to the current version of the performance class that keeps our students focused on the unique human connections and virtues in their work. The class has been well-received by students and an enhancement to their thought process on how to prepare for presentations in person and virtually.","PeriodicalId":256472,"journal":{"name":"Jesuit Higher Education: A Journal","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122740960","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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