For the last six years, one week in November has been set aside for International Education Week, a joint initiative of the U.S. Department of State and the U.S. Department of Education, which promotes the importance of international education and the global exchange environment between the U.S. and other countries. This week presents an opportunity for higher education institutions to pause and consider what they are doing to foster their internationalization efforts.
At Jesuit colleges and universities, promoting and celebrating international education is a year-round event. In addition to the international students from over 150 countries at the 28 institutions, there are numerous exchange opportunities for American students to study in countries ranging from Argentina to Zimbabwe. (The recently updated AJCU Resource Book on International Education lists study abroad programs in 66 countries at Jesuit schools.) The strength of the international Jesuit network can be found in the many partnerships between our U.S. colleges and universities and their sister institutions abroad. We feature articles about some of these partnerships in this issue.
The support for internationalization can be found in collaborative initiatives as evidenced by the recent “Commitment to Justice in Jesuit Higher Education” conference at John Carroll University where administrators and faculty representatives from the 28 Jesuit colleges and universities focused on developing more effective ways to incorporate national and international social justice concerns into the curriculum, and keynote speakers Frs. Dean Brackley, S.J. and Paul Locatelli, S.J. highlighted the magnitude of our global efforts. These efforts are part of educating students for what Fr. Kolvenbach, the Superior General of the Society of Jesus, described as a “well-educated solidarity,” a concept which calls individuals to develop compassion for and a connection with those that may be suffering or marginalized.
The greater questions of our global society can’t be answered overnight, but by continuing to make international education a priority at Jesuit institutions, our graduates will continue to play key roles in developing solutions for a more just world. With a 450-year tradition behind us, I’d say we’re off to a pretty good start.
Letter From the President
Local, National and Global
In recent years we have seen that description lived out in increasing ways in our colleges and universities. Without losing any sense of commitment to their local communities and national constituents, our campuses are taking on an increasingly international perspective in students, programs and outreach beyond our borders. Our colleges and universities have taken very seriously both Fr. Kolvenbach’s call to educate for “solidarity with the real world,” and the commitment presidents made shortly after September 11, 2001, to do more to internationalize our campuses.
The pages of Connections have chronicled many of these efforts and do so again in this issue. Every one of our schools is seriously committed to educating for global citizenship. The two most recent presidential inaugural addresses by Fr. Bob Niehoff at John Carroll University and by Fr. Brian Linnane at Loyola College Maryland featured global themes, as did the keynote addresses by Frs. Dean Brackley and Paul Locatelli at the recent Justice Conference at John Carroll, challenging us to put a more human face on the forces of globalization.
The most recent survey of international programs on our campuses lists relationships with nearly 100 countries, faculty exchanges on five continents, and study abroad programs in 66 countries on four continents. Many new institution-institution relationships continue to develop; presidents, north and south, serve on one another’s boards; and more and more international themes find their way into the curriculum. Immersion programs increasingly bring not only students, but also faculty, administrators and trustees into life-transforming contact with women and men of different cultures and experiences.
A very important part of this global outreach is the increasing contact and relationships with Jesuit institutions around the world. The most contact has been with our sister institutions in Latin America, but AJCU schools also have relationships with Jesuit universities in Europe, Asia and Africa that involve student and faculty exchanges.
Responding to the massive migration of peoples in today’s world, and to a call from Jesuit leaders for a concerted hemisphere-wide effort, a network of scholars from the United States, Mexico and Central America has been formed to share findings and resources on migration issues. Last June, a major conference on “Migration Studies and Jesuit Identity” at Fairfield University brought together these and other scholars and practitioners from around the world.
After a very successful meeting of information and education technology directors from U.S. and Latin American universities in Guadalajara, Mexico a few years ago, AJCU Deans of Adult and Continuing Education are planning a meeting at the UCA in Managua, Nicaragua next spring. Later next year, Regis University will be hosting an international conference on adult and distance learning. The Jesuit distance education network, JesuitNET, is working closely with Latin American universities to share online courses on human rights, poverty and globalization.
Much has been done, but there is still more to do, e.g., achieving a better flow of information on programs, coordinating better, and engaging more of our students and faculty in international opportunities. One very practical step is underway. Our chief academic officers are working with our international program coordinators to make it easier for students from any of our 28 institutions to participate in the study abroad programs of other AJCU institutions. We’ll keep you updated on their progress.
The Senate passed the Reconciliation Bill by 52-47 the first week in November. The total is $39 billion, of which $7 billion is deemed for student loan cuts. Because the Reauthorization of the Higher Education Act was attached, there was another savings of $1.7 billion, which was designated for bringing the Origination fee to 2 percent, and the remainder going for elementary and secondary education disaster relief.
Higher education received no disaster relief in reconciliation. Moderate Republicans such as Senators Collins (R-ME), Snowe (R-ME), Chafee (R-RI), Coleman (R-MN) and DeWine (R-OH) voted against reconciliation. Senators Landrieu (D-LA) and Nelson (D-NB) voted for reconciliation.
The House was poised to vote on their Reconciliation package on November 10, but it is still under consideration. Many Republican Moderates have made it known that they are doubtful if they can pass this $50 billion bill or not. For higher education student loans, $14.5 billion will be cut for student loans for lender fees (9.5 percent), guarantee agency fees and insurance and increasing origination fees. The Higher Education Act Reauthorization is not attached to the House Reconciliation bill.
The good news is that the Perkins loan program was not cut or eliminated in either reconciliation bill. AJCU worked hard to assure that this program be saved from reconciliation cuts. Yet, students will sustain inevitable losses because if reconciliation numbers hold, those lender losses will be passed to the students with as high an estimated loss as $5,800 over the life of the loans. Should reconciliation fail on the Floor or in conference, it is likely that the Reauthorization of the Higher Education Act will be delayed until next year.
Students across the country have been mobilizing against reconciliation cuts citing, “Don’t Raid the Aid on Student Aid.” Jesuit college and university students have been involved as well: Loyola University Chicago students held press conferences, and Georgetown university students (three busloads of them) participated in a House of Representatives Democratic Rally against reconciliation.
Beyond higher education student cuts are other industries who will suffer from the reconciliation knife such as Medicaid recipients, pension benefactors, environmentalists for ANWR relief to name a few. Congress wants to adjourn by Friday, November 18, but the House may very well hold the deck for the final deliberation on Reconciliation. AJCU will continue to work against reconciliation cuts in the House and encourages all Jesuit institutions to weigh in with their Members.
President Bush sent a dismal $17.1 billion for the third Emergency Supplemental to Congress the first week in November. Missing is the $1,000 per dislocated student that was promised by President Bush following the Katrina and Rita Hurricanes. There is no higher education relief in this supplemental. AJCU has been working with the Department of Education and Congress to alleviate student and institutional complications relating to Title IV aid for the 15 impacted closed institutions, including Loyola University New Orleans.
Recently, AJCU has confirmed that host institutions, such as Spring Hill College, with a large proportion of affected students and families, can reapply for Federal student aid because of the impact of the hurricanes on recalculating family incomes. In addition, students do not have to return Pell grants or campus-based aid, but institutions are awaiting Congressional approval to assist in institution’s request to not return Title IV aid and keep it.
Higher education associations, including AJCU, NAICU, Black Colleges and Universities and ACE, are involved in ongoing, extensive efforts to acquire $4 billion to $6 billion in Emergency relief. The Emergency Supplemental will be considered within the next two weeks. AJCU will continue to try to get federal assistance for Loyola University New Orleans to reopen in January, 2006.
This university was founded in 1995 and, in an unusually rapid process, it was fully certified by the Chilean government in 2004. In keeping with the philosophy of their university’s namesake, the founders decided to locate the university in the older, poorer section of Santiago near the Los Heroes subway entrance. It was not far from here that Saint Hurtado taught at the Colegio San Ignacio and founded the El Hagar de Cristo, a shelter for homeless adults and abandoned children.
Desiring to become a “cutting-edge” university that would help shape the future of Chile as well as all of South America, officials contacted several Jesuit universities in the United States to form partnerships in different areas. In 2002, the president of Saint Joseph’s University in Philadelphia, at the time Father Nicholas Rasford, S.J., was approached by Alberto Hurtado’s vice president for international relations, Father Fernando Verdugo, about the possibility of forming a partnership to offer a joint master’s degree in educational administration as well as a student exchange program. That summer three members of the Saint Joseph’s faculty traveled to Santiago to explore these possibilities.
Over the next year, officials at the universities developed programs in both of these areas. Whereas the student exchange program is just beginning, the joint master’s degree courses were inaugurated with a seminar at Alberto Hurtado presented by Saint Joseph’s professors Robert Palestini and Jeanne Brady, as well as myself, in August 2003.
Indicative of the interest generated by the partnership is the fact that more than one-hundred and fifty Chilean educators attended the seminar in spite of the fact that a labor strike had shut down all public transportation in the city on that day.
The joint master’s program features five courses offered by Saint Joseph’s faculty in Santiago and six courses plus a practicum and thesis preparation taught by Alberto Hurtado staff members. Saint Joseph’s professors not only develop a strong foundation in various aspects of educational administration, but also strive to create transformational leaders. In this respect, they teach the democratic and progressive ideals of John Dewey and Maxine Greene. They also develop post-modern theories advocated by critical pedagogues such as Paulo Friere, Dr. Brady, and Patrick Slattery. In many respects these theorists are in the tradition of Alberto Hurtado himself, who saw education as the key to reforming society. His 1935 doctoral dissertation went to the heart of Progressive educational reform and is entitled The Pedagogical System of John Dewey Before the Demands of the Catholic Doctrine.
Interest in the joint master’s degree has been high. The first cohort, consisting of thirty-five students, is completing its coursework this semester. A second, with more than thirty enrollees, began in August. Many of these students are elementary or high school principals who want to receive their master’s degrees. Others are teachers who desire to become principals, directors, or other educational leaders. They have been pleased with the Saint Joseph’s courses and have made comments such as “this is a champagne and caviar” course directly to the professors.
Alberto Hurtado and Saint Joseph’s officials are also pleased with the partnership. In a June 21st letter Alberto Hurtado education department chair, Juan Eduardo Garcia-Huidobro, wrote that “. . . we can only report benefits and satisfaction for ourselves and our students.”
The dreams for this partnership continue to develop beyond the joint master’s degree initiative. An agreement for a student exchange program was signed in August and is expected to begin in the spring of 2006.
Another collaborative effort involves Chile’s certification requirements for school principals. Alberto Hurtado has received a grant from the Chilean government to study and make recommendations regarding the training, evaluation, and accreditation of competencies for school principals. As part of their study they have spent considerable time interviewing Saint Joseph’s faculty members as well as several Saint Joseph’s curriculum graduates who are currently principals in the Philadelphia area.
All of these initiatives reflect the serious approach taken by Alberto Hurtado University officials in attempting to reform Chile’s educational system. They are capturing the democratic spirit that has pervaded the country following the downfall of the Pinochet dictatorship in 1990. Their efforts bring to mind the words of Chilean Nobel prize poet Pablo Neruda when he wrote in A Light from the Sea:
Saint Joseph’s University is honored to be in a partnership with a university that widens perspectives each day, moves as the sea, and blooms as flowers over all of the earth.
For more information about the Joint Masters Degree Program with Universidad Alberto Hurtado, contact Dr. Terrance Furin at email@example.com.
The recent Commitment to Justice Conference, October 13-16, 2005 at John Carroll University, highlighted what we have learned as individuals and as institutions along the three challenges outlined by Fr. Kolvenbach in his foundational address, “The Service of Faith and the Promotion of Justice in American Jesuit Higher Education,” : Who our students become (formation and learning), where and with whom is our heart (teaching and research), and our way of proceeding (institutional integration of mission).
Throughout the conference, participants attended a number of panel sessions. (Fifty-eight panels were selected from more than 100 submissions by a peer-reviewed process.) The panels ranged from conceptual topics such as John Coleman, S.J.’s “Social Justice and Education: Inter-Disciplinary Conversations between Ethics, Sociology and Education,” and Roger Bergman’s “Justice after MacIntyre.”
Other panels focused on the critical pedagogies, social justice, and student community-based learning experiences such as service learning or immersion programming. Some panelists explored both conceptually and practically the distinctive way we promote faith and justice as Jesuit institutions.
In addition to panel sessions, participants met in “affinity groups” to discuss practical matters such as institutional and program assessment, student leadership in justice programs, or to find links between universities and national partners in justice education, Catholic Relief Service, Catholic Campaign for Human Development, or Jesuit Volunteer Corps. The Conference featured two stimulating keynote addresses.
On Friday, Dean Brackley, S.J., from the Universidad Centroamericana (UCS) in El Salvador, talked about “Justice in Jesuit Higher Education.” He identified seven “higher standards” for Jesuit education: 1) Reality is the primary object of study; 2) Focus on the big, life-and-death questions; 3) Cognitive liberation. Take bias seriously; 4) Help people discover their deepest vocation to love and serve; 5) Study and hand on Catholic tradition; 6) Bring in those who otherwise cannot afford it; and 7) Proyección social.
He also articulated five pending items. Fr. Brackley’s remarks led to a live question and answer period, which continued throughout the conference.
On Saturday afternoon Paul Locatelli, S.J., President of Santa Clara University, gave the second keynote address, “The Catholic University of the 21st Century: Educating for Solidarity.” Fr. Locatelli traced the origin of solidarity and academic excellence in the Ignatian tradition. He challenged Jesuit colleges and universities to enrich our understanding of social justice efforts to include trans-formative educational experiences, “the justice of solidarity.” Such an education, Fr. Locatelli contends, will:
• improve the quality of education and forms contemplatives in action for the new century;
• transform our point of view by placing the common good and the dignity of each person at the center, as the highest values;
• lead to equality in relationships and in community;
• lead to moral action.
This conference focused on engaging the world; the next conference, Fr. Locatelli remarked, should focus on transforming the world.
The conference concluded on Sunday morning with the “listening team” identifying the generative themes that emerged throughout the sessions. These themes were given to the new national steering committee for implementation leading to the next Commitment to Justice in Jesuit Higher Education Conference.
At the end of the conference, new steering committee members were welcomed and a new chairperson was named.
Returning steering committee members include Juniper Ellis, Loyola College, Maryland, Chairperson; Mark C. Falbo, John Carroll University; David McMenamin, Boston College; Kathleen Orange, Springhill College; Harry O’Rouke, Saint Louis University.
New steering committee members are Mary Beth Combs, Fordham University; Kurt Denk, S.J., Jesuit School of Theology; Keenab Grenell, Marquette University; Nick Santilli, John Carroll University; Patricia Schmidt, Le Moyne College; Winston Tellis, Fairfield University; and Georgie Weatherby, Gonzaga University.
Dr. Mark Falbo submitted this conference update. For more information, please contact him at firstname.lastname@example.org.
For over 450 years, the Jesuit attributes of education have provided a powerful model for high quality learning. Jesuit education moves the learning experience beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation. Ignatian pedagogy translates these Jesuit educational characteristics into action, addressing many aspects of the teacher-learner relationship.
Ignatian pedagogy supports teaching by asking faculty to accompany learners in the lifelong pursuit of competence, conscience, and compassionate commitment. It enables teachers to enrich the content and structure of what they are teaching, and allows them to expect more of students, to call upon them to take greater responsibility for and be more active in their own learning.
Ignatian Pedagogy supports learning by asking students to reflect upon the meaning and significance of what they are studying. It motivates students by involving them as critical active participants in the teaching-learning process. It encourages close cooperation and mutual sharing of experiences and reflective dialogue among learners.
To realize the Ignatian pedagogical model, JesuitNET developed the Competency Assessment in Distributed Education (CADE) course design process that uses evidence-centered design to identify and assess student competencies, and cognitive apprenticeship to promote student mastery of higher-level thinking skills.
With CADE, faculty shift from thinking about what students know to thinking about what students can do with what they know. They design their courses around developing strategic, discipline-based skills among their students.
The workshop consists of four modules during which faculty develop a portfolio for their new on-campus or online course. These modules address important aspects of course design including the identification of strategic knowledge students will develop, what constitutes evidence of mastery for these competencies, assessments, instructional strategies for teaching strategic thinking, content, and the selection of media to enhance the learning experience.
For six weeks this fall, thirteen professors from eight Jesuit colleges and universities are designing competency-based courses in the entirely-online CADE workshop. A major workshop requirement is their active and ongoing participation in the workshop’s discussion forum—the electronic equivalent of a normal face-to-face discussion in an on-campus course.
For the instructional strategies module of the workshop, Fr. David Robinson, S.J. from the University of San Francisco led an online conversation on how to design courses from an Ignatian perspective.
Fr. Robinson noted that “an Ignatian model of learning always embraces the foundational value of ‘excellence’—whether this be found in the academic training of the professor, the resources and methods of instruction, or the anticipated learning outcomes manifested by the students.”
“I feel that CADE is a widely applicable model for educational design,” he said, “since its foundational premises are based upon a millennia-old model of apprenticeship, which promotes learning by mastering the skills of mentors. Over the centuries, the academic world has all too often substituted an information conduit for the communal and personal dimensions of an education that shaped whole persons, and not simply ‘experts.’ Since the totality of the CADE process is ultimately qualitative before it is quantitative, the delivery technology is not the primary concern—integrated learning is!”
During Fr. Robinson’s discussion forum, workshop participants contributed their own insights into and experiences with the CADE course design process.
Professor James Sylvis of Canisius College found that the CADE methodology “seemed to teach students to think and problem solve on a higher level. The question then becomes how do we develop something akin to the Ignatian learning community within a four-year program, where certain skills, beliefs, attitudes, values are questioned, reinforced and adopted.”
Seattle University’s Bill Matson was faced with integrating Jesuit values into a course with pragmatic students and a highly pragmatic topic. For his business school discipline, the challenge was “not just how to develop an information system. It was how to benefit lives and empower people to change their professional and personal lives for the better by developing systems that really meet users’ needs—not just superficial needs.”
Fordham’s Kirk Bingaman found that “what is being reinforced for me in the CADE program is the need to prepare students for living and working in an increasingly complicated postmodern world, where, more and more, there are no easy answers, solutions, or ‘7 easy steps’. That we, in the spirit of CADE, work toward the transformation of our students, rather than simply imparting content and information, is a necessity and is fundamentally in keeping with the ethos of Jesuit education."
The CADE workshop is a deliberate attempt to address key issues of curriculum design in the context of Jesuit education. Through a series of reflective exercises, faculty articulate the “strategic thinking” that is most important for their students to develop and leave with from their course. This strategic thinking addresses the intellectual, social, moral and religious formation of the whole person.
While the “Jesuit” calling card has opened many doors, these opportunities become viable only after the realization that the plans are based first on their academic quality and the scholarly reputation of the faculty and also importantly, on mutual respect and the recognition that we all have much to learn from each other.
The shared Jesuit educational tradition together with our approach of collegial cooperation has created unique joint opportunities. Agreements with approximately 15 Jesuit universities in Argentina, Brazil, Chile, El Salvador, Japan, Mexico, Philippines, and Spain have led to developing joint degree programs, publication of books, the creation of bi-national courses for students from both institutions, conferences, an exchange of faculty, and an innovation in curriculum.
Joint Curricular Offerings. For more than five years, USF has offered four- and six-week-long summer courses in cooperation with Jesuit universities in Mexico (at Universidad Iberoamericana, Tijuana), El Salvador (at Universidad Centroamericana José Simeón Cañas), and Philippines (at Ateneo de Manila). The goal of these programs is to offer students first-hand, informed experiences of a country’s social realities. We endeavor to provide our students with first-hand information about social issues such as poverty, unemployment, development, democratic systems and conflict. The students can draw their own conclusions after talking to local experts, the community, and the students from the other institution. These experiences abroad have produced life-changing opportunities for students both from USF and the host universities.
Cooperation in Degree Programs. Various agreements have made possible the interaction of USF faculty and their counterparts abroad, leading to a number of cooperative academic experiences. For example, a shared concern about the environment led a group of environmental scientists to create a joint master of science in environmental management at the Ateneo de Manila University. Classes are taught by both USF and Ateneo’s faculty.
Likewise, USF and the Ateneo are offering joint internships and thesis research opportunities to graduate students thanks to both institutions’ strengths in development economics. IQS in Barcelona has allowed USF students to learn about business practices in Cataluña and business professors from both institutions have together taught short-term executive training programs in Barcelona and San Francisco.
New Curricular Offerings. Cooperation agreements with Jesuit universities abroad has allowed the development of unique curricular offerings including:
• The participation of a USF ethics and environment professor in a master’s program in sustainable design at ITESO, the Jesuit university in Guadalajara, Mexico.
• A videoconference course on US-Mexico relations for USF students and faculty and students at the Universidad Iberoamericana in Mexico City and Puebla.
• A summer program in Spanish offered by Universidad Iberoamericana - Puebla, where USF students learn the language within a program that emphasizes human rights, gender, poverty, and globalization in Mexico. Language practice includes not only classroom recitations but also compulsory conversations with Mexican students and service activities among the poor and underserved. A similar course is now being developed in cooperation with Universidad Comillas in Madrid, Spain.
Joint Scholarly Projects. In the last seven years, USF and other international Jesuit universities have developed joint scholarly programs. The benefits of such scholarly projects include USF’s hosting of Fulbright scholars and joint book publishing. One jointly published book on environmental ethics is used as a textbook and scholarly resource in Mexico as well as at USF. Two recent Fulbright scholars have significantly strengthened our programs in Latin American Studies and in Filipino Studies. Other USF projects carried out in cooperation with Jesuit universities are:
• "USF Week” at the Universidad Iberoamericana, Puebla
• Academic immersion programs at Chile’s Universidad Alberto Hurtado and at the UCA in El Salvador
• The celebration of Mexican literature through binational marathon readings coordinated by faculty at USF and at the Universidad Iberoamericana, Mexico City
• Semester-long visits to USF by business students from Ateneo de Manila University
• A week-long immersion program on border issues hosted by Universidad Iberoamericana-Tijuana for USF’s leadership team.
Joint programs with other Jesuit universities from around the world are one important part of our effort of “educating minds and hearts to change the world.” In developing those programs, USF has only signed agreements with institutions where such agreements count with support from the presidents, provosts, and faculty; where students have shown interest; and where the cooperation agreement will be more than a piece of paper stored in someone’s cabinet. Likewise, USF has tried to create programs that produce mutual benefits rather than imposing its ideas and expectations.
The nine-year collaboration between The University of Scranton, Pennsylvania, and Universidad Iberoamericana, its sister Jesuit university in Mexico City, is educating future counselors in innovative approaches created to address much-needed mental health services for underserved populations in the U.S. and Mexico.
By engaging the cooperation and input of academic and community partners in the process, the partnership has been able to develop intervention models that can be self-sustained and implemented elsewhere. The collaboration is also generating ambitions for additional joint degree and community programs.
In 2002, The University of Scranton and Universidad Iberoamericana received a three-year competitive grant from the United States Agency for International Development (USAID) to support an International Collaboration for Community Development (ICCD).
“Our ultimate goal is to decrease the social disparity between Mexico and the United States for the poor who lack access to social services, specifically quality mental health services,” said University of Scranton Professor of Counseling and Human Services, Thomas M. Collins, Ph.D., who is one of the lead investigators of the initiative that also seeks to establish a collaborative master’s/dual degree program in community counseling. The proposal was submitted by Dr. Collins and University of Scranton Professor Elizabeth Jacob, Ph.D., and by Universidad Iberoamericana professors Maria de la Soledad Garcia Venero, Ph.D., lead investigator, and Antonio Tena-Suck, Ph.D. The grant is being coordinated by Scranton faculty member Stephen Szydlowski.
“Mexico will greatly benefit from this counseling program that will train community counseling professionals,” said Rosalba Bueno-Osawa, Ph.D., director of the Department of Psychology, Universidad Iberoamericana. “It will focus the country’s attention on a program that has always been a priority of the Universidad Iberoamericana, which is to work at providing quality services to those social groups, families, and individuals who normally do not have access to good community and mental health services.”
The Jesuit universities are progressing in the design of a culturally sensitive graduate curriculum in community counseling and continuing self-study in pursuit of accreditation for the collaborative program. Each institution has modified its respective curricula to meet culturally specific needs identified through partner meetings, local community assessment and experiential site-visits.
The collaborative degree program is being developed according to the nationally accredited standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). All three of the graduate programs offered through The University of Scranton’s Department of Counseling and Human Services are CACREP accredited.
Through the joint degree program, Universidad Iberoamericana will seek to become the first accredited counseling program in Mexico. Its graduates would then have the educational criteria met for recognition as nationally certified counselors and licensed practitioners in Mexico and the U.S.
“Portability of credentials has been at the heart of the program plans from the beginning and efforts are in progress to develop this capability through program accreditation and national certification,” said Dr. Collins. “The cooperation between schools has been presented regionally, nationally and internationally to the mental health community and will hopefully result in more collaborative projects between the U.S. and Mexico which will further decrease the disparity between the countries.”
The cooperation is generating momentum to develop additional programs. Initial steps to develop a collaborative Master’s Degree in Health Administration have taken place, as have discussions to develop a trilateral community counseling program which could expand the collaboration between the two Jesuit schools to other Jesuit Universities in Venezuela and Chile.
Through the USAID grant, 82 faculty members from the two universities have participated in cross training in counselor education and human services. Twenty-six Mexican students have begun the community counseling program at Universidad Iberoamericana and one Mexican student has completed Scranton’s counseling program. The schools have invested in computers and video conferencing technology, and faculty from both schools have attended numerous conferences and have collaborated in research, presentations and publications.
Also through the initiative, the institutions collaborated to publish the first journal issue of Selected Topics in Psicologica Orientacion: Creating Alternatives and coordinated the first International Conference “Counseling in the Americas” at Universidad Iberoamericana.
Community engagement is another key element of this program.
“In this model, the needs of a community become the focus of academia,” said Dr. Collins.
The program establishes partnerships with agencies within the community that have direct contact with the individuals needing access to culturally sensitive mental health services. The partnerships then play a critical role in developing the shared vision and the resulting intervention strategies needed to serve families and children in the respective communities.
“A key to continued success is the ability to implement programs and services in situations where there are few to no resources. Academic and community partners attempt to develop programming that is self-sustaining and teaches community members to address their own needs within the context of increasing professionalization,” said Dr. Collins.
According to Dr. Collins, the collaboration between the Jesuit universities has initiated thinking on a global collaborative model, resulting in the progress of improved access to quality culturally-sensitive mental health services for Mexico and the U.S.
Fairfield University Launches Center for Faith and Public Life
On November 7, Cardinal Theodore McCarrick, Archbishop of Washington, DC, and Archbishop Celestino Migliore, Apostolic Nunzio and Permanent Observer of the Holy See to the United Nations, took part in the ceremony launching of The Center for Faith and Public Life at Fairfield University.
Rev. Richard Ryscavage, S.J., who will direct the Center, gave the address and Richard Boucher, deputy director of the White House Office for Faith Based and Community Initiatives/U.S. Department of Education, offered remarks.
“The Center will seek to create opportunities for students, faculty, policymakers and religious leaders to reflect on the intersection of Faith and Public Life,” said Ryscavage. “In the Catholic Jesuit Tradition it will respect diversity while searching for the common good of society.”
New Performing Arts Center at Georgetown
On November 12, Georgetown opened its new Royden B. Davis, S.J., Performing Arts Center. The Davis Center will be home to the university’s theater program and will provide a new forum for the integration of both the academic and performance worlds with a special emphasis on artistic excellence and interdisciplinary learning.
“Opening the Davis [Center] is an extraordinary step forward for Georgetown — for the arts, for our students and faculty, for the college and our national standing, for the neighborhood,” said Maya Roth, assistant professor of theater and the center’s artistic director. “Symbolically and pragmatically, the Davis Center’s placement in the center of campus performs a vision for the central role the arts can play in forging community, cultural transformation and learning about the world.”
To see the full performance schedule, see the website for the Davis Performing Arts Center, http:/performingarts.georgetown.edu/davis/.
Lifetime Achievement Award Presented to Santa Clara University President
Rev. Paul Locatelli, S.J., president of Santa Clara University, was presented with a Spirit of Silicon Valley Lifetime Achievement Award from the Silicon Valley Leadership Group (SVLG). Fr. Locatelli was honored for helping anta Clara University become a nationally recognized institution and for his commitment to ethics.
Upon accepting the award, Fr. Locatelli stated, “This award is less about me and much more about Santa Clara University and the Jesuits, the religious order of Catholic priests dedicated to education. Our ideal of educating leaders of competence, conscience and compassion matches SVLG's ideals for this award, namely, business excellence, impeccable ethics, and community engagement.”
National Conference on Homelessness Held at Seattle University
Seattle University is hosting about 300 college and university students from across the country November 11-13 for the 18th annual conference of the National Student Campaign Against Hunger and Homelessness (NSCAHH)—a conference organized by and for students. The three-day conference focuses on issues of hunger, homelessness, and poverty, and brings together scholars and community activists to address the current impact of social policies and to help participants become advocates for long-term social and political change.
“The coverage of Hurricane Katrina opens the eyes of many Americans to the poverty millions of our citizens are living in,” said Joseph Seia, a Seattle University student and conference organizer. “This conference will bring together the passion and ideas of students motivated to end poverty in America.”
Best-selling author Paul Loeb, who penned “Soul of a Citizen: Living With Conviction in a Cynical Time,” will be the keynote speaker.
USF President Chosen to Speak at the First Annual Father Horace B. McKenna, S.J. Lecture
Fr. Stephen Privett, S.J., President of the University of San Francisco, gave the First Annual Fr. Horace B. McKenna, S.J. lecture on November 3 at Saint Aloysius Catholic Church in Washington, DC. Fr. McKenna served at Saint Aloysius in Washington for many years. He was known as “an apostle to the poor,” and was instrumental in founding So Others Might Eat (SOME), the Sursum Corda housing complex and Martha’s Table.
In Fr. Privett’s talk, he discussed how Jesuit, Catholic colleges and universities must use their resources to combat unjust conditions in our global society. Fr. Privett expressed that just as Fr. McKenna was devoted to meeting the needs of the poor and homeless in his community, Jesuit colleges and universities need to reach out to men and women around the world who confront conditions of poverty and oppression every day.
On striving to understand the real world:
“Scholars certainly need to master the literature of their fields. By all means, let us lose ourselves in fiction, poetry, drama and the arts. That will, we hope, teach us about life and shape us in ways that will help us live better. But let us resist the kind of obsession with dominating “the literature” of narrow sub-specialties that hides the wider reality from us. When that happens, “the literature” dominates us. The deficient U.S. political culture is one sign that students are not learning enough about the world in which they live. Citizens of the world’s only super-power have a special responsibility to learn about the world beyond their borders, the realidad mundial.”
On focusing on the life-and-death questions:
“A second higher standard is related: focus on the big questions. The chief goal of education is wisdom, not mere information. When that goal structures education as it should, university life turns around the axis of the most important questions, questions about life and death, injustice and liberation, good and evil, sin and grace.”
On discovering our deepest vocation:
“Engaging suffering people and injustice frequently awakens in students the crucial question: What am I doing with my life? Education of the whole person, in the Ignatian style (as Paul Crowley says), helps students discover their vocation in life, above all their vocation to love and serve.
Vocations are called forth from us, especially by role models and mentors, including generous teachers, but also by poor and suffering people who show us how much we are needed.”
On keeping faith:
“Catholic universities should welcome people of other communions and faiths, and no faith, as first-class citizens. At the same time, they must be places where the Catholic tradition is studied, understood and handed on. Now that we take pluralism for granted, we no longer take traditions, or faith, that way. While pluralism presents rich opportunities, we should fear for the future if students were to graduate from Jesuit colleges with first-class training in, say, economics, and only a first-communion, or a Newsweek-level, understanding of Christian faith.
Through serious study of Christian faith and life, our colleges and universities should help the church overcome unjust practices that are unworthy of it, as well as the ideologies that support them.”
“We are called to fashion a new kind of university, building on the rich heritage of Catholic and Jesuit education. This “new” university makes an option for the poor and for justice that refocuses tired debates of liberal vs. conservative, confessional vs. secularist (I. Ellacuría, “The Challenge of the Poor Majority,” in John Hassett and Hugh Lacey (eds.), Towards a Society That Serves Its People).A university that strives to understand reality, especially the great life-and-death issues; that struggles to overcome bias; that helps students discover their vocation to service; that embraces the Catholic tradition in dialogue with others; that opens its doors to minorities and the poor; that takes public stands on vital issues: that community of learning is committed to greater academic excellence. This may provoke conflict, persecution, even financial troubles. (At the UCA, it has cost 18 bombings and martyrdom.) It may entail a loss of prestige as the world defines it. But it will also provide a stronger sense of identity and mission and more universal and lasting good for the glory of God.”
[Father Kolvenbach] urges students to “let the gritty reality of this world into their lives, so they can learn to feel it, think about it critically, respond to its suffering, and engage it constructively.” He notes that “solidarity with our less fortunate brothers and sisters. . . is learned through ‘contact’ rather than through ‘concepts.’ When the heart is touched by direct experience, the mind may be challenged to change. Personal involvement with innocent suffering, with the degradation and injustice that others suffer, is the catalyst for solidarity which then gives rise to intellectual inquiry, reflection, and action (Kolvenbach, “The Service of Faith”).
What is the “gritty reality” that we must allow to infect our colleges and universities?
Roughly 170,000 people have died and 127,000 are missing following the terrible South Asia tsunami. Yet, how does that one-time event compare to the on-going gritty reality of this world where there are growing levels of poverty and inequality, where more than one billion people still live on less than a dollar a day, and where, each year, three million people die from the HIV/AIDS pandemic, leaving tens of millions orphaned. Add to this the scandal in Africa where 4.8 million children die annually before the age of five. That’s nine per minute every day of the year. Even worse, Africa is the only region in the world where the mortality rate among children is rising (Preliminary assessment on Sub-Saharan Africa – the human costs of the 2015 ‘business-as-usual’ scenario. U.N. Human Development Report Office. 2005).
Ongoing scandalous realities like these require critical analysis of their root causes and educated solutions to address such devastating problems. They are the ones that Fr. Kolvenbach want us to include in our teaching, research, and learning because, as he notes, global problems require global solutions. And, a well-educated solidarity will prevent us from becoming de-sensitized to these realities.”
On the Catholic University and the Commitment to Justice:
“Academic excellence must always be the sine qua non of Jesuit education. Excelling academically is a hallmark of Catholic education and Ignatius insisted that Jesuit universities thrive within the context of Catholic education.
As Pope John Paul II insisted in Ex Corde Ecclesiae, “Every Catholic university, as a university, is an academic community which, in a rigorous and critical fashion, assists in the protection and advancement of human dignity and of a cultural heritage through research, teaching, and various services offered to the local, national, and international communities” (Pope John Paul 11, Ex Corde Ecclesiae).
All of us readily agree that research and teaching are necessary and proper for any university, but a third dimension, service to communities, is not as readily accepted as a value in itself. But such service goes directly to the point of using knowledge wisely and constructively to fashion a more humane and just society rather than only to ensure the most efficient political or profitable economic systems.”
On Understanding the Virtue of Human Solidarity:
“In the context of Christian anthropology, solidarity invites us to transcend the human condition, not by sacrificing personal liberty, but by realizing our freedom and full potential in the community, and assisting others to do the same. It is important to restore the sense of transcendence and the sacred, and not let human life be devalued, manipulated, or lost. Human solidarity thus becomes communion which, more than interconnection or interdependence, is a way of living together as one human family.”
On Educating for Solidarity:
“Solidarity brings all of reality, good and bad, into sharp focus and makes us aware of our obligation as educators, an obligation that I believe is even greater for us than it is for corporate, civic, and community leaders. Only education is able to address the greater questions of our time and our global society, and solidarity opens our horizons to include gritty reality and the preference for the poor in preparing students to be ethical, socially responsible citizens.”
Connell, Christopher. Internationalizing the Campus 2003 : Profiles of Success at Colleges and Universities. Washington, DC: NAFSA: Association of International Educators, 2003.
Green, Madeleine, and Barblan, Andris. Higher Education in a Pluralist World: A Transatlantic View. Washington, DC: American Council on Education, 2004.
Green, Madeleine. Measuring Internationalization at Research Universities. Washington, DC: American Council on Education, 2005.
Resource Book on International Education at U.S. Jesuit Colleges and Universities. Washington, DC: Association of Jesuit Colleges and Universities, February 2005.
Siaya, Laura M., and Hayward, Fred M. Mapping Internationalization on U.S. campuses : Final Report 2003. Washington, DC: American Council on Education, 2003.