Conversations Is Published by the 40 Why Do I Endure All This? Mark Scalese, S.J

ON JESUIT HIGHER EDUCATION Spring 2012 • Number 41 Faculty Life Issues

Leadership and Governance • Work-Life Balance • Experiencing the Spirit • Reports SPRING 2012 NUMBER 41

Members of the National Seminar on ON JESUIT HIGHER EDUCATION Jesuit Higher Education

Lisa Sowle Cahill Boston College Faculty Problems and Response Harry R. Dammer University of Scranton Features Susanne E. Foster Marquette University 2 How We Got Here, Raymond A. Schroth, S.J.

Patrick J. Howell, S.J. 6 The Importance of Good Coffee, Michael J. Graham, S.J. Seattle University 10 A Union Plus Three Senates, Michael D. Friedman Steven Mailloux 12 Step by Step, Colette Windish Loyola Marymount University 14 Put the Catholic Jesuit Identity Up Front, Robert Niehoff, S.J. Diana Owen Georgetown University 17 So You Want to Be A President? Vincent M. Cooke, S.J. Stephen C. Rowntree, S.J. 18 Profiles of Non-Jesuit Presidents at Jesuit Colleges and Universities Loyola University New Orleans Alison Russell 20 Doing What’s Right, Robert J. Parmach Xavier University 22 Tenure: How To Get It, James L. Wiser Raymond A. Schroth, S.J. 24 An Appendage or Vital Component? Lynne C. Elkes America Magazine 26 The Right Man for the Job? Timothy O’Brien, S.J. William J. Stempsey, S.J. The College of the Holy Cross 28 Rising Voices: Women’s Leadership in Jesuit Higher Education, Aparna Venkatesan Mary-Elaine Perry and Melissa Collins DeLeonardo University of San Francisco

Stephen C. Rowntree, S.J. 30 Work-Life Issues: What To Do About Them, Diane Dreher Loyola University New Orleans 34 Obstacles to Excellence: Work/Life Balance, Theresa W. Tobin 37 Seeking Work-Family Balance: Perils and Possibilities, Julie Hanlon Rubio Conversations is published by the 40 Why Do I Endure All This? Mark Scalese, S.J. National Seminar on Jesuit Higher Education, which is jointly sponsored by the Jesuit Conference 42 Experiencing the Spirit, Kaye Wise Whitehead and Jeanne Fielding Lord Board and the Board of the Association of Jesuit Colleges and 44 Being Gay at a Jesuit University, S. Wade Taylor and Kevin J. Mahoney Universities. The opinions stated 48 Sustainability and Catholic Higher Education, Daniel R. DiLeo herein are those of the authors and not necessarily those of the 51 Heart Meets Head: Integrating the Mission and the Workplace, JC or the AJCU. Kathy Coffey-Guenther and Doug Leonhardt, S.J.

Comments and inquiries may be Student Pieces addressed to the editor of 9 Dear Faculty, Ask for More, Ryan Wolf Conversations Raymond A. Schroth, S.J. 27 Know Our Names, Make Us Think, Matthew Gillespie America House 106 W. 56th Street 39 Finding God in Every Classroom, Matthew Bender New York, NY, 10019-3596 52 Not Filling A Bucket, But Lighting A Fire, Jayson Joyce Phone: 212-515-0142 e-mail: [email protected] Book Reviews For information about 53 James R. Kelly on Not for Profit subscriptions to Conversations: Stephen C. Rowntree, S.J. 56 Mark Massa, S.J., on The Catholic Studies Reader Secretary to the National Seminar on Jesuit Higher Education Loyola University New Orleans Talking Back 1575 Calhoun Street New Orleans, LA 70118 59 Real Presence: Challenges and Opportunities for a Wired Generation, Phone: 504 865 2781 Jeanine Warisse Turner e-mail: [email protected] 62 Networking Research through Jesuit Institutions, Michael J. Schuck Conversations back issues are available online at 64 How to Not Develop the Athlete, Jim Sankovitz http://epublications.marquette. edu/conversations/ Photo Collages Design and layout by Pauline Heaney. 16 Xavier University • 36 Loyola University New Orleans Printed by Peacock Communications, Lincoln Park, N.J. From the Editor

Faculty Life Issues: From Challenge to Change

eaching is not always fun. Even the Garden of Two themes stand out. First, they want a personal relation- Eden had snakes. The obstacles to good teaching ship between the teacher and the student, not just the sit in have many sources — inadequacies in students, class, take the notes, and take the test standard impersonal T faculty, and administration, but also from the cul- routine. At least two mentioned teachers who did not know ture of the institution itself. the names of their students! On the one hand, this is an occa- The theme of this issue began in the Friday discussions sion to be shocked; on the other hand, I’ve know more than the members of our seminar have enjoyed with faculty in a few students who could not tell me the names of their pro- every Jesuit college and university we have visited over the fessors. Second, they want to be challenged. Recent literature past several years. As it happened, topics like the core, on higher education documents universities where faculty “excellence,” and the Jesuit General’s recent letter were more require students to neither read nor write on the level decent immediately focused, while “faculty life issues” seemed dis- standards require. parate, pulling in different directions. For example: modes of ur cover, though exaggerated, depicts the physi- governance, faculty unions, tenure procedures, underpaid cal and emotional tug between the obligations of adjuncts, hiring policies, ambition to higher office, women’s a parent and those of a university professor progress, student-faculty relations, tension between home Oembodied in the same person. Should there be and work obligations, and making gay students feel at home different contracts for faculty depending on their domestic had to be weaved together, keeping in mind the Jesuit char- responsibilities? A three or four course load for the single 35- acter of the institution, increasingly diverse, as a raison d’e- year-old male English professor training for a marathon and tre of this magazine. who is working on a novel which might be published some Several essays concern governance; the insistence that fac- day, compared to a two-course load for a single mother psy- ulty voices be heard grows louder every year. And a president chology professor who has to drive her five-year-old daugh- determined to raise the college’s academic profile may find a ter to school every day and pick her up every afternoon? And faculty senate resisting changes that will require faculty to pub- how many Jesuit universities have day care for both faculty lish more without a reduction in their teaching load. And how and married students? fair are the procedures for tenure? In the six years prior to the Faced with these problems, universities generally tenure decision, has the faculty member been given a semes- appoint committees to study them and report. These reports ter off to concentrate on a publishable article? The articles here lead to new institutions like Georgetown’s program for gay don’t raise all these questions; but perhaps the conversations students, or new configurations of senates at Scranton and which follow publication will bring them up. Spring Hill, or an office to train faculty in Jesuit spirituality at Other than being fired, no experience is more harrow- Marquette, or structured dialogue at Xavier. Ignatian pro- ing than the fight for tenure. At Fordham in 1970 student grams multiply, so that today lay faculty of various faiths leaders occupied the administration building and called a have experienced some adaptation of the Spiritual Exercises student strike to protest the denial of tenure to a popular more than was ever dreamed of in the days when Jesuits English professor. The administration replied by restructuring owned and dominated Jesuit schools. the campus government, creating a campus council with administration, faculty, and student membership; the professor, still denied tenure, died a few years later. In the recent For the cover, I thank photographer Mark Wyville, who has Chronicle of Higher Education (Nov. 11) a communications done other Conversations covers; Fordham Professor professor, Al Auster, writes that he has been denied tenure Gwenyth Jackaway; sophomore Brendan O’Malley; Aidan four times at three schools — because of ill will between two Heaney, son of Thomas and Pauline Heaney our designer; departments, a “nest of vipers” at another institution, and Kerry Weber, associate editor of America, and Jose R. failure to fill out some paper work at his current home. Guzman of the America business office who played student Each issue invites four students, recommended by a roles; and Frank Turnbull, S.J., who generously provided the local professor, to either speak to the readers on behalf of John LaFarge Lounge for the cover drama. ■ their peers or simply write about what’s on the top of their minds. This time I suggested that each say something the fac- RASsj ulty should hear about student expectations of their teachers.

Conversations 1 How We Got Here A History

By Raymond A. Schroth, S.J.

he overall reputation of Jesuit col- Md., since 1872, which chronicled the history of the leges and universities today is higher American Society of Jesus as it happened, in first than it has ever been. But this status person narratives, reflections, and obituaries. Two has not come quickly or easily, and young Jesuit scholastics were walking along the road progress, as always, has left its during summer vacation in 1892 while the older one wounded along the road. . . . . instructed the younger, who was about to begin his Conversations has addressed teaching assignment, about the status of our institu- aspects of this theme from the tions. One weakness he said, was that they had had beginning, but most recently in its to hire some lay persons for a while; but fear not, the issue on the role of philosophy and following year the staffing would be 100 percent theology (32), on how professional education is Jesuits. At that time there were 28 Jesuit institutions “Jesuit”T (35), on revision of the core (38), and final- in the United States and Canada, 11 of which were ly on the search for excellence (39). Change means boarding schools, with a total enrollment of 7,086; competition, stress, tension, gain and loss. In some 22 of them are among the 28 colleges and universi- places the gain in prestige has come with a slip in ties in America today. morale, less free time, less socializing with fellow The first nail in that balloon came the following faculty and students, and a profound power shift year when Charles W. Eliot, president of Harvard, from Jesuit dominance to leadership from lay men published new rules on who would be admitted to and women, many not Catholic, who may or may Harvard Law School, rules which excluded graduates not buy into the traditional Jesuit and Catholic ethos. The story, which has unfolded over 110 years, begins with a little fantasy, which I referred to in Raymond A. Schroth, S.J., is editor of Conversations, Conversations #32, from Woodstock Letters, the jour- an associate editor of America, and author of The nal published at the Jesuit theologate in Woodstock, American Jesuits: A History (NYU Press).

2 Conversations Magnificent stained glass window at John Carroll University. of Catholic and Jesuit colleges — not because of prejudice, but Measuring Up because the Jesuit curriculum, known as the Ratio Studiorum, required the Classics at the expense of science, and empha- The process of adapting to American higher standards sized public piety and dormitory surveillance to build the stretched out over several generations. Beginning in the 1920s Christian gentleman. This left its students intellectually ill- the 21 Jesuit colleges and universities began accommodating equipped. Jesuit spokesmen eloquently defended their sys- their structure and philosophy to the Association of American tem; but the overall impact was to lay bare the weaknesses of Colleges and Universities (AAUP), the North Central the system of which the Jesuits were smugly proud. Association for Colleges and Secondary Schools (NCA), and While the rest of the country followed the accrediting the devastating bombshell from the American Council on agencies and divided high school and college into two four- Education (ACE) which surveyed 77 graduate schools offering year experiences, Jesuits clung to a seven-year sequence, PhDs in 1934 and accredited zero Jesuit programs. even though most students stayed only three or four years The Society’s internal wake-up call was known as the and only a third were doing college level work. Enrollment Macelwane Report (1931-1932), from a committee led by in Jesuit colleges declined and the number of Catholics at James B. Macelwane, S.J., an outstanding physicist at St. Harvard College went up. Louis University. Why were non-Catholic institutions better? The Jesuit General at the time, Luis Martin Garcia, They had well organized statutes and laws, hired faculty who opposed modern ideas, and the American Society was gov- wrote books and articles. participated in professional associ- erned largely by European immigrants who did not under- ations, and taught demanding courses that required maturity stand the New World. The American New York-Maryland to master. Only 9 percent of Jesuits surveyed had PhDs and provincial, a lonely reformer, asked, “Why should our published research. The Report concluded that every Jesuit Society alone hold itself, as it were, aloof and remain a should have a PhD, that seminaries should move to univer- stranger in the land?” The unhappy fact was that American sity campuses, and that the Society had at the time too many Jesuits, in terms of research and scholarly productivity, were “pious but useless men.” just not very intellectual.

Conversations 3 The next watershed in the transformation of Jesuit iden- teach philosophy and theology and other things, even in the tity was the post-World War II period called the “Golden old seminary mode of lecturing from mimeographed notes. Era,” in which the two sources of “gold” were the influx of When Michael Walsh, S.J., became president of Boston veterans on the GI Bill of Rights and the availability of gov- College in 1958 he discovered that many philosophy and ernment funding. As a result, colleges started thinking of theology courses were taught by Jesuits who were intellec- themselves as “universities,” because they added professional tually below par. So he reduced the combined requirement undergraduate and graduate programs — nursing, law, medi- to 9 courses, set up an honors program, removed some Jesuit cine, business, social service, education, etc. — and the tradi- faculty, and pushed all the faculty to do more research. To tional liberal arts core courses were sometimes given low pri- celebrate Boston College’s centennial in 1963, he gave an ority, demoted to “service” courses, their requirements honorary degree to Harvard president Nathan Pusey, whose chipped away, to make room for the programs generating university, a half-century before, had refused to recognize income. As a result, where professional programs quickly the Boston College degree. dominated, professors and students distinguished between the he loss of Jesuit control meant loss of own- humanities, which traditionally embodied Jesuit ideals, and ership, that the Jesuit rector was no longer “real world” education which promised security and wealth. the president, that the control of student life The first to courageously call attention to the church’s went to lay professionals, and that the academic mediocrity was Catholic University’s leading histo- provincial could no longer assign a young rian, John Tracy Ellis, whose “American Catholics and the Jesuit to Fordham or Boston College. The Intellectual Life” appeared in Thought (1955), published at Jesuit had to compete, get his PhD, build his Fordham University. Ellis, among other points, lambasted resume with publications, and surpass out- Catholic colleges who opened graduate programs without standing men and women, probably the libraries or scholars to justify them. younger than he, fresh out of Ivy League Universities with publications already on their resumes, and The Turning Point whoT may or may not care a fig about the Jesuit Identity of the college where they applied. The major break with the past came at the 1967 meeting at As a dean for six years at two Jesuit colleges, I inter- Notre Dame’s villa house at Land O’Lakes, Mich., of 26 pres- viewed a long list of applicants. When I raised the identity idents and other intellectuals in response to Vatican II’s question with applicants who had not done their homework Constitution on “The Church in the Modern World.” They and had to explain what “Jesuit” meant, several replied, “Oh, decided to compete for excellence on the same terms as sec- I could live with that.” The 1970s produced a surge of bright ular schools and at the same time remain as a community of doctoral students from the “best” universities, and the incli- scholars in which Catholicism is “effectively operative.” nation was to hire them whether or not they would foster the The year before, Paul Reinert, S.J., president of St. Louis spirit of the school. Some lay faculty would embrace half the University and of the Jesuit Educational Association, pro- double identity of “Catholic and Jesuit.” They may not posed changes that gave lay faculty a full voice, including believe in God, but liked the Jesuit political commitment to the vote on the appointment of Jesuit faculty, and established the weak and the poor. lay-dominated boards of trustees and separate incorporation Today, 9 of the 28 colleges and universities are led by lay of the Jesuit community. This was the breakthrough, the first persons, and Jesuits, whose numbers in the United States have separately incorporated Jesuit institution independent of shrunk, for many reasons, from their peak of 8338 in 1960 to Roman and provincial supervision. By 1972, 20 of the 28 2650 today, struggle to redefine their role. One strategy is that Jesuit communities had gone down the same road. the smaller cohort of these dedicated men must work three The impact was revolutionary. The imagined conversa- times as hard and develop their ability to be in several places tion of the two scholastics in 1892, which expressed the at the same time. Another is to train laymen and women in the Jesuit culture of the time, was in the waste basket. But it Spiritual Exercises of St. Ignatius Loyola, who was himself a lay clung in various forms. An older generation of Jesuits in the man when he created the Exercises and trained his first follow- 1960s and 1970s still looked upon their institutions as “patri- ers, and trust them to protect the flame. Another is an affirma- mony,” property they had built not just to serve an apos- tive action that reaches out to what Jesuit talent is available and tolate but as an investment in a secure future. Now, to creates non-tenured positions that might showcase their talents. a vociferous minority, separate incorporation was a But the era of lay-Jesuit antagonism has slipped into the past. “sellout,” in both the economic and moral sense. The once rulers are now a comparative remnant. And it took only a hundred and ten years. The trouble was that Jesuits at some institutions believed ■ that the “course” of 13 years, for all Jesuits, whether or not they had PhDs or did scholarly research, qualified them to Right, Fordham University fans cheer on their team. Photo courtesy of Stephen Moccia.

4 Conversations

Governance and Leadership: Introduction

overnance in Jesuit colleges and universities decides all manner of varied greatly from school to school. The common models themselves Gpolicies from broadest to the most modest, and means to implement had been challenged and changed by movements for more participatory them, given limited resources. A form of governance sets the who and forms of democracy, characteristic of the 1960s. Governance forms and how of decision-making. Until the 1960s, Jesuit colleges and universities practices remain imperfect. Academic shared governance conflicts with were directly governed by the Society of Jesus. For example, philosophy corporate management models. Effective governance and leadership and theology requirements at my university were ultimately decided by engage the knowledge and commitment of all members according to the provincial, though in consultation with local authorities, all of whom their particular institutional roles and their particular individual gifts. Each were Jesuits. of our contributors describes shared governance or leadership in a differ- Post-Vatican II (1965 and after), Jesuit superiors in the United States ent context: in a small college, in a college with collective bargaining, recognized, in consultation with university authorities, that our colleges and in a large university with several schools/colleges. and universities could not and should not be governed directly by them. Stephen C. Rowntree, S.J., a philosophy professor at Loyola New Orleans, Hence governance models common in American higher education were is secretary of the Seminar. generally adopted, though the precise character and the date of adoption

The Importance of Good Coffee Building Community among Faculty at Xavier University: The Center for Teaching Excellence

By Michael J. Graham, S.J.

hat does the faculty want? It’s a peren- The Center nial question, often provoking myriad responses from faculty and consterna- The conceptualization, design and realization of the CTE tion among administrators. For many unfolded over several years, with faculty input along the years, in multiple public forums, when way. The CTE officially opened in August, 2010, in dedicat- faculty at Xavier were asked some ed space in the University’s new Michael J. Conaton Learning variation of the question, one faculty Commons in the very heart of campus. The Center is co- member in particular would stand up directed by a faculty director and an administrative director andW state, “Two words: dining room.” Aside from the attrac- who report to the associate provost for academic affairs. An tion of easily accessible food, the statement succinctly cap- advisory committee of seven faculty members assists in plan- tured the faculty’s desire for opportunities to meet and inter- ning the CTE’s programming. act with other faculty across the University, in a venue that The CTE’s mission is to “support Xavier faculty in creat- promoted good conversation and fellowship, that is, commu- ing rich, collaborative learning environments that challenge nity. Even at a moderate-size university like Xavier, it seems our students intellectually, morally, and spiritually. The that faculty have difficulties getting to know each other. We Center promotes effective teaching that is reflective, engag- can’t assume that community emerges naturally, at least ing, creative, and informed by both pedagogical and discipli- beyond departments, and certainly not outside of colleges. nary knowledge.” In fulfilling the mission, two of the CTE’s Facilitating community has to be intentional, and what better fundamental goals speak directly to building community way to achieve this than to build upon what our faculty does among faculty. First, the CTE cultivates environments and best – teach and educate our students. Xavier’s new Center relationships to build networks and communities of learning for Teaching Excellence (CTE) has begun to foster community while supporting faculty members’ efforts to become more reflective and effective teachers. Michael J. Graham, S.J., is president of Xavier University.

6 Conversations and scholarship. Second, the Center inspires faculty to reflect at Miami University. Communities are cross-disciplinary on their work as well as to share and learn from the experi- groups of 8-12 faculty members who engage in a year-long ence, diversity, and expertise of their colleagues. The CTE collaboration dedicated to exploring one theme or issue provides a broad range of programming, including speakers, related to teaching and learning. The FLC is guided by key workshops, faculty panels, brown bag discussions, and a questions and directed toward results defined by the group, number of signature programs — Faculty and incorporates both individual and group Learning Communities, Faculty-in- projects. Whenever possible, FLC member- Residence, Teaching-Mentoring pairs, and ship represents multiple colleges and faculty fellows. includes no more than two faculty members During the 2010-2011 academic year, from a single department. Each FLC is 185 different faculty members, well over expected to share their results with the half of all full-time faculty on campus, rep- wider campus community. Fifty-one faculty resenting all three colleges and 33 depart- members, drawing from 21 different departments, attended at least one CTE program. ments, participated in five FLCS that began On average, faculty members participated in 2010-2011, and thirty-eight faculty mem- in 2.6 programs. Assessment results confirm bers will participate in five FLCs that will that community-building is an important begin in 2011-2012. outcome. In a survey sent to all faculty Building community is an obvious members at the end of the year, 86 percent expectation and outcome of the FLCs. A sur- agreed or strongly agreed that “it is impor- vey administered to faculty midway through tant that the CTE build community among their FLC found that 92 percent of the mem- faculty,” and 69 percent agreed or strongly bers hoped that their FLC would lead them agreed that “it is important that the CTE build community to feel more connected to the faculty community, and 89 per- among faculty and staff.” cent hoped to develop deeper relationships with other facul- The CTE fosters community in a number of ways, includ- ty. At the end of the year, among faculty who had participating providing a variety of programs of potential interest to a ed in an FLC, 94 percent agreed or strongly agreed that FLCs wide range of faculty, distributing a weekly email to all fac- have the potential to improve the climate among the faculty ulty describing upcoming events and deadlines, and co-spon- community, and 87 percent agreed or strongly agreed that soring and/or providing space for other faculty-relevant pro- they have the potential to improve the climate among the grams. However, three characteristics of the Center are par- larger University community. ticularly significant for its community-building capacity. An additional program that supports community building First, the CTE is centrally located on campus, within the is the Faculty in Residence Program that provides faculty University’s new Conaton Learning Commons, and provides and staff with access to some of Xavier’s most talented and physical space that supports a variety of functions. Two experienced teachers, through two primary components. classrooms are used for observing classes and for workshops. First, the Faculty in Residence periodically teaches a selected A kitchenette and lounge support informal interaction as well course in one of the CTE classrooms and opens it to faculty as some programs, such as brown-bag discussions. Office observers, followed by a discussion of the class. Second, the space is provided for the directors and the CTE faculty fel- Faculty in Residence offers a series of lectures related to the lows. The configuration of the space allows traffic to flow course, designed specifically for staff members across the easily from one space or activity to another. In addition, the university. During the fall of 2010, 25 faculty members from CTE’s central location on campus and its close proximity to 15 departments attended one or more class observations, and complementary spaces and services, such as the library, 19 staff members attended at least one lecture. classrooms, an auditorium, and instructional technology and design services, draw faculty from across the campus. Faculty pairs

Faculty small groups A third CTE activity that promotes community is the Teaching Mentoring Pairs program. Pairs of faculty from Second, the Center supports a number of programs that different academic departments, at similar or different stages intentionally and purposefully foster community among fac- of their careers, observe one another’s classes on two occa- ulty around teaching. Most effective in this regard are three sions, and after each pair of visits, the CTE pays for lunch to of the CTE’s signature programs: Faculty Learning allow the members to discuss their observations with each Communities, Faculty-in-Residence, and Teaching-Mentoring other. During the spring of 2011, 32 faculty members (16 Pairs. Xavier’s Faculty Learning Communities (FLCs) imple- pairs) from all three colleges and 15 departments participat- ment a widespread model based on the work of Dr. Milt Cox ed. In an open-ended evaluation of the program, several

Conversations 7 Art, books, and lunch

Significantly, the CTE’s space and programs promotes community among faculty specifically around teaching. A final characteristic of the CTE that builds community in general is that it provides ample opportunities for informal interaction among faculty. The kitchenette and lounge, furnished with high-top tables, chairs, and sofas make the CTE a comfortable space for lunch, coffee between classes, and conversations with colleagues. Rotating faculty art exhibits as well as reading and browsing materials, including The Chronicle of Higher Education and articles and books related to pedagogy and issues in higher education, makes the CTE a comfortable place for faculty to pass time. The importance of good coffee cannot be overestimated! Perhaps less obvious James Riordan, S.J., is assistant director at Xavier’s Center for Faith and Justice, is the importance of actually programming which seeks to deepen spiritual lives, pursue justice and promote pluralism. informal interaction. During the first week of All Xavier photos courtesy of Gregory Rust. the new academic year, the CTE hosts a Week of Welcome that provides food and prizes throughout the week and culminates with a happy hour in the faculty lounge. Continental breakfast is provided in the lounge during the first and final weeks of each semester. One of the more popular informal CTE programs is monthly happy hours, held on Friday afternoons, and sponsored by campus offices or programs, including the Office of the President. Ninety-two percent of respondents to the end-of-the-year survey agreed or strongly agreed that the lounge should be an informal gathering place for faculty, and 94% agreed or strongly agreed that the lounge should actively host programs and events that draw faculty together. Results from the end-of-the-year survey emphasize the community-building potential of the CTE. Fifty-two percent of respondents indicated that during a CTE program they had met at least one new person, 38 percent met All students at Xavier must take theology classes as part of the core curriculum, several new people, 65 percent had at least one good conversation with another faculty which are taught by the University’s most published group of faculty, including member, and 56 percent caught up with facul- Sarah Melcher, chair of the Department of Theology. ty they don’t often see. More generally, 63 per- participants spoke directly to the community: “it was nice to cent felt more connected to the faculty community, and 44 per- get to know another faculty member outside my depart- cent felt good about the University investment in its faculty. ment/college. We plan to get together once a semester to talk A faculty dining room may or may not be in the cards about teaching,” “the opportunity to meet and get to know someday – although a section of the new university dining colleagues from other departments has great social value for hall will help in that regard. But the Center for Teaching me, helped me learn more about Xavier culture, and form a Excellence is well on its way to helping Xavier faculty build stronger connection to the faculty, and “developing relation- an enhanced sense of community centered on those activi- ships with faculty in other disciplines is an important aspect ties and interest that are at the heart of university life. ■ of this opportunity.”

8 Conversations Furthermore, the abstractions of academia become more human, less limited and arbitrary, when students and faculty are able to have face-to- Dear Faculty, face, one-on-one meetings. Engaged students who are quieter in a classroom setting may be more comfortable in less public situations. Ask for More Professors also should not be afraid of providing challenges for students who have made clear that By Ryan Wolf they are motivated to go above and beyond simply meeting requirements for graduation. Perhaps the t is no secret that many stu- majority of students under- dents approach college solely standably would not appreci- as a means to a career, caring ate additional pressure or little for the knowledge they responsibility in the face of obtain and more for the end their many obligations. result of gaining the degree Nonetheless, there is a notable Ithey need to compete with in a minority of students who thrive global economy. There is, however, on challenging and expanding a significant segment of the student themselves. By expecting or, at population interested in more than minimum, suggesting more from the bottom line. Genuinely some students, a professor may engrossed by the ideas, opportunities, be doing them a favor. and experiences that come with aca- Faculty-student relation- demic life, they are able to appreciate ships are an important part of a the fullness of higher education. Not valued, well-rounded education all may be naturally confident, for- that can prove to be more than an ward, or expressive. Nonetheless, if ordeal that students undergo in faculty are able to identify their hopes of an eventual career pay- potential and encourage their intellec- familiar with the off. It is the responsibility of stu- tual endeavors, these students would student’s interest might use this reve- dents to take hold of their educa- benefit immensely through faculty- lation as a way of connecting with tion. It is the responsibility of facul- student relationships. the student in conversation. ty to foster the growth of active stu- Some professors may observe Professors I have personally found dents and to inspire the less active stu- participation in in-class discussions as influential in my development as a dents to join their ranks. Though it a way of determining how engaged a human being have frequently may not always be easy for professors student is. This may not, however, be reached out to me by recognizing my and students to connect and establish the most accurate indicator. In fact, interests and inspiring me to expand personal relationships, they should many of the quietest students in a my knowledge. try. Even those exclusively interested classroom may have some of the Though faculty may successfully in their career life after college could most fascinating perceptions despite interact with students through benefit from developing professional their hesitance to contribute. How thoughtful feedback in papers or connections with faculty, and the then should a faculty member reach through e-mail correspondence, experience might even open their out to a student who may not open- face-to-face communication remains eyes. Effort on the part of both stu- ly display a passion for knowledge? the most meaningful manner in dents and faculty is required to create Often students will incorporate which students and professors can a strong, intellectually satisfying cam- their intellectual preoccupations into develop valuable and productive pus environment. ■ their writing assignments. For exam- relationships. When a professor is ple, asked to write an essay on a welcoming during office hours, stu- Ryan Wolf is a senior majoring in work of literature, he or she might dents already interested in learning English, communications, and mention another book as an appro- more about a subject are able to find creative writing and minoring in priate reference. An astute professor the expert mentor they seek. philosophy at Canisius College.

Conversations 9 A Union Plus Three Senates

s the story goes, the 1980’s, an accreditation visit by the Shared Faculty Affairs Council Middle States Association found inad- (FAC) at the University of equate faculty participation in shared Governance at Scranton owes its exis- governance at the university. tence to a brain tumor. Specifically, the accrediting team the University The faculty union came contended that the existing universi- intoA being in the early 1970s in ty senate (comprised of representa- response to an attempt by the univer- tives from the faculty, administration, of Scranton sity’s president to make intersession staff, and student body) did not grant and summer school teaching a part the faculty sufficient influence in the of the faculty’s regular load. This uni- development of the curriculum. By Michael D. Friedman lateral decision galvanized faculty In response, the university creat- resistance to the administration, and ed a new faculty senate, which ini- the existing faculty bargaining unit tially operated alongside the universi- applied for and received union certi- ty senate and took responsibility for fication by the National Labor providing faculty input on curricular Relations Board in 1974, during a matters, as well as on policy issues brief period when the NLRB was not connected to wages, hours, and allowing the formation of unions at working conditions. private religious institutions. Shortly Eventually, the university senate thereafter, the university’s president was disbanded and the staff and studied of a brain tumor, which had dents each formed their own senates. probably contributed to his unchar- For the discussion of university-wide acteristically authoritarian behavior. issues, such as a speakers’ policy, a Since that time, FAC has contin- university governance committee ued to function effectively as the sole bargaining agent for the faculty at the University of Scranton on all matters Michael D. Friedman is chairperson, regarding wages, hours, and working of the faculty affairs council at the conditions. However, in the mid- University of Scranton.

10 Conversations was established, comprised of representatives from by a record of sexual harassment culpability would be the three senates (faculty, staff, and students) and the placed in a faculty member’s evaluation file. According administration. to the Faculty Handbook, the board on rank and This system of shared governance continues at the tenure, which examines the faculty member’s evalua- University of Scranton, and for the most part, it allows tion file, is limited to the consideration of teaching, the faculty sufficient opportunities to affect the opera- scholarship, and service, so the placement of a record tion of academic affairs on a regular basis. The rela- of sexual harassment culpability in that file would vio- tionship between FAC and the faculty senate has not late the collective bar- always been a cordial one, however, especially in the gaining agreement. senate’s early years, when there were significant turf FAC was therefore complex, unwieldy, battles and concerns about the faculty senate’s poten- compelled to intervene tially “supervisory” oversight of the curriculum. One of in the faculty senate’s and inefficient the first major tasks assigned to the faculty senate after consideration of this its creation was an overhaul of the general education policy change and to demand that the provision be curriculum. A senate proposal creating a faculty body deleted. Eventually, a compromise was reached charged with monitoring compliance with general edu- whereby the Faculty Handbook was altered to allow cation policies caused considerable alarm among the the president to consider sexual harassment culpabili- union officers in light of the Yeshiva decision, which ty in rendering a final decision on rank and tenure declared that faculty with managerial duties were not cases, but the board on rank and tenure’s role in the entitled to bargain collectively. Although the general process with regard to the contents of the evaluation education proposal was clearly a curricular matter, and file remained unchanged. therefore the business of the faculty senate, the very With its two overlapping faculty bodies, the existence of FAC was at stake, and thus the proposal University of Scranton’s system of shared governance became a union issue as well. Eventually, after much is complex, unwieldy, and inefficient, which means contentious debate, the monitoring body was removed that alterations to existing procedures often require a from the general education proposal. great deal of time. Yet when such changes do occur, Although it might seem desirable to draw clear they represent the product of considerable thought dividing lines between the purview of the union and valuable contributions from multiple perspectives, (wages, hours, and working conditions) and that of so new policies are less likely to make a negative the faculty senate (curriculum and University-wide impact on those affected by such procedures. policies), in practice, it is impossible to do so. Since Moreover, any process of shared governance is only as FAC has a responsibility to ensure compliance with the good as the administrators in charge of running the collective bargaining agreement, which includes the system allow it to be. If the academic officers of a uni- Faculty Handbook and the Faculty Contract, any issue versity genuinely seek the input of the faculty, and that touches upon a matter mentioned in either of then listen with careful attention to the recommenda- those documents becomes a union issue, even if it also tions that result, then they are in a position to make involves curriculum or policy. wise decisions about the operation of academic affairs. For example, in the early 2000s, the University owever, if administrators become impatient undertook a revision of its sexual harassment policy, with the time that effective shared governance and as part of that discussion, the administration fol- requires and subvert the system by enforcing lowed the principles of shared governance by sending policies on a top-down basis, they may achieve a draft to the faculty senate for recommendations. short-term success in changing existing proce- However, this proposal contained a provision where- Hdures at the cost of faculty commitment, which is essential to the long-term efficacy of any academic endeavor. Indeed, the mission of a Catholic and Jesuit university Sole bargaining agent… depends upon the dedication of all members of the com- new faculty senate…clear munity to the institution’s core values, which is most effectively promoted by an inclusive and on-going con- dividing lines… impossible versation among various constituencies, not by pro- to do nouncements delivered from on high. ■

Conversations 11 Avenue of the Oaks, Spring Hill College. STeP by STeP The Road to Shared Governance

By Colette Windish

hat is shared governance? At most nance model, many questions were raised. What is the colleges, faculty members are role of the faculty within the greater body of the college? involved in governance as far as How can or should the faculty contribute to governance? academic matters are concerned, but How does the college balance the roles of its different the idea of shared governance constituencies? Is any meaningful change possible? implies a much broader participato- These questions were especially pertinent in light of ry role. It recognizes that the board the 2008 economic crisis and its financial consequences. Wof trustees, the administration, the faculty and the pro- As at many other schools, numerous decisions that fessional staff, although exercising distinct responsibili- affected the faculty had been made and were being ties, are colleagues who are equally interested and con- made at Spring Hill College without proper consultation cerned with the well-being, reputation, and day-to-day or information. This was antithetical to the Jesuit ideals work of the college. of cura personalis, but it also had its roots in a paternal- Shared governance is achieved when all constituen- istic model of college governance that we shared with cies participate fully in the decision-making process of many other colleges. the college, including the areas of budget and finance, student affairs and strategic planning. In November 2009, when the provost asked the faculty of Spring Hill College to assess the current state of Colette Windish is an associate professor of French at the college and its need or not for a different gover- Spring Hill College.

12 Conversations The problem our main goals was to provide a structure that insured that all committees were held accountable and reported One thing was clear: the faculty felt unhappy and their to a wider body, to avoid redundancy and/or lack of main voice was one of critical disenchantment. A shared transparency. The small size of the college and our nor- governance committee of a small group of eight faculty mal 4/4 teaching load meant faculty members were members was thus promptly formed and I served as its already overburdened with committee work. This meant chair until May 2011, when the faculty adopted a new streamlining some existing bodies, while adding others. model of governance for the college. This was a very It also meant sharing the load between tenured and exciting and time-consuming process that was served by untenured faculty members more fairly. the tireless dedication and enthusiasm of my fellow com- n April 2011, the committee proposed a college- mittee members. We believed that we needed to help wide shared governance model resting upon a the faculty overcome the feeling of alienation which it bicameral system, with a faculty assembly and a felt from the administration in governing the college. college senate, made up of representatives from Faculty believed that their input was not appreciated and the faculty and other constituent groups (adminis- their efforts were useless. Creating a sense of shared tration, staff, and students). The committees of the governance could help restore meaningful engagement. faculty were designed to oversee academic affairs We were faced with several questions. Would we Iand issues of exclusive concern to the faculty and the simply consider faculty governance or would we expand councils of the senate to oversee the non-academic our scope to shared governance at the college level? aspects of the college community. The transition process How could we involve the rest of the community? How started in May, with the election of the new executive would the administration and trustees react? Our process committee of the faculty assembly whose charge therefore had two goals: involve the whole community includes implementation of the new model. and craft a viable governance model. Lessons learned What we did We are still faced with serious challenges. Although we The information side of the project was to respond to a had initial enthusiastic support from our president, the college culture that lacked proper transparency, consul- process of consultation with staff and administration tation or accountability and to the fact that the very con- over the summer, while still ongoing, revealed strong cept of shared governance was not understood by every- resistance from some administrators who are wary of one on campus in the same way. To deal with these faculty encroachment on what they see as their turf. We issues, we organized open forums, reported to the facul- are hoping to see the revised model eventually adopted ty on a regular basis, posted our minutes and documents by the board of trustees, but we are much further from we were studying on the college website, invited other that than we thought at the beginning of the summer. members of the community, including the president, the This experience offers many lessons about attaining provost, the cabinet, and the vice-president for student better governance. Philosophical and pragmatic consid- affairs to share their views. We knew that the process erations do not always sit well together, but you must try could not succeed if we did not have a constant conver- to compromise to achieve your goal. It is also crucial to sation with all of the governing partners. We were less nurture difference of opinion and minority voices; we successful in trying to expand the membership of the had as democratic and transparent a process as we committee, which remained heavily skewed towards fac- could, and it was made better by people who disagreed ulty in the social sciences and humanities. with the majority opinion. Another lesson is that there can be a real gap in communication and articulation of common goals between the faculty and the staff and Restructuring administration, but you can only make a substantial difference when you cross those boundaries. To reach a viable model, we started by assessing the Maybe the most important lesson I learned from this problems Spring Hill was facing in terms of morale and process is that the process is the key. You cannot change faculty involvement and looked at governance models a culture overnight, but our work has made shared gov- from other Jesuit institutions and small Southern col- ernance part of the campus vocabulary. Our final pro- leges. There was much philosophical and pragmatic posal was a starting point and one that will evolve once debate between improving faculty governance and insti- implementation progresses. What we have tried to pro- tuting wider shared governance. In a way, our commit- vide is a framework for better shared governance and tee was only representing the faculty, but we came to the real test will be the sharing of governance on a day- the conclusion that, to obtain meaningful change, we to-day basis in the future. ■ needed to expand the scope of our endeavor. One of

Conversations 13 Put the Catholic Jesuit Identity Up Front Hiring for Mission and Academic Excellence, can we have it all?

By Robert Niehoff, S.J.

or over 20 years, faculty and administrators provide the basis for my comments here. In this brief have addressed the issue of hiring for mission reflection, I intend to explore the intricacies of the search in the context of a Catholic Jesuit University. process, which I believe might help make our hiring for For years, much of the energy in these con- mission discussions more useful. versations focused on defining the scope and An important point - and one thing often forgotten meaning of our institutional mission, and yet in this discussion - is that all hires are choices between the definition of mission was not really very the ideal and the possible. Every search committee, at its clear. In discussing hiring for mission, far too best, attempts to determine the candidates who will most oftenF mission was seen to encompass only the religious effectively advance the university’s goals. Some of the mission and identity of the institution. Within a Jesuit clearest examples of unrealistic position descriptions I University our mission clearly includes our Catholic and have seen are the unrealistic presidential position Jesuit identity but is not limited to that. Every institution descriptions that many institutions produce. We all know is grounded in its history and traditions which help that no one can perform all of the demanding functions define its mission. For instance, for many of us, our insti- excellently, as the position descriptions require, even on tutional founding and early mission focused on educat- his or her best days. ing the children of Catholic immigrants and later educat- The posted position description is the first stage of ing first generation college students became more of a the hiring process and this is the point at which many focus. Since the 1970s our institutions have focused on prospective candidates begin to self-select regarding academic excellence as seen in research agendas and their willingness to engage the institutional mission. In graduate programs. The discussion of hiring for mission the position description the institution (through an indi- then at times began to be a tug of war between excel- vidual, a department, or a committee) describes itself lence and ‘mission’ defined in religious terms. The prob- and the specific contribution of an ideal selected candi- lem is that excellence is clearly demanded by all aspects date. In every case, possible candidates evaluate them- of our missions. selves against the criteria in the job description and their It is not my goal to discuss the definition or devel- knowledge, real and imagined, of the institution and its opment of our institutional missions. It is, however, cru- people. The self-selection process continues through the cial that each institution develop a more robust opera- on-campus interview right up to agreeing to take the posi- tional definition of mission in order to foster more mean- tion, and as some of us have unhappily experienced, even ingful “hiring for mission” discussions. While the hiring after the individual arrives and begins the role still ambiva- process for administrative and leadership positions in our institutions significantly influence our missions, much of our historical discussion focused on faculty hir- Robert Niehoff, S.J., is president of John Carroll ing. Both faculty and administrative hiring experiences University.

14 Conversations lent about the institution. While candidate self-selection is the organization and think they hired the best? I believe significant, and often not in the power of the institution to that a comprehensive commitment to our mission—in control, the quality of the institution’s ability to articulate its teaching, learning and service is demanded in every mission both in the position description and operationally, institutional hire. (I recommend Susan Resneck Pierce’s e.g. in the campus visit, in the orientation to the campus “Presidents and Mission” in Inside Higher Education, and to the role, is key to successful recruitment. August 21, 2011.)

It is crucial that the position description address the So every hire we make is a hire for mission. Every significance of the Catholic and Jesuit character of hiring decision adds to the institution’s collective values the university and the commitment to excellence. and energy to achieve our mission goals however we The way the institution addresses this question will reflect might articulate them. I know of no institution that its commitment (or lack thereof) to these values. Where would hire a candidate because of his or her ability to these characteristics fall within the various criteria in the articulate their commitment to our mission, especially position description is also significant. Job descriptions typically begin with required training (degrees), experience (teaching or administrative), skills and background. After the position requirements we often see the desired training, experience and skills enumerated. How the institution describes its commitment to academic excellence, social justice, service and service learning, commitment to the disadvantaged locally and globally, and its commitment to its Catholic and Jesuit character will matter to many candidates and I argue should come up front. Balancing the ideal and the possible

These suggestions have at time elicited negative responses. Some might see them as efforts to impose litmus tests on candidates. In the most extreme examples and for some, in an attempt to reduce this discussion to the absurd, you will hear the question asked — does this mean that you will only hire Catholics? I sometimes will respond for effect— that I would not even hire a Jesuit, Catholic or not, for reason of their support for the mission alone! And there are countless examples of non- Robert I. Niehoff, S.J., president of John Carroll University, stopping Catholics who support the mission and identity of our to talk to students on the quad. institutions very effectively. our Catholic and Jesuit mission, absent the academic and It is this challenge of balancing the ideal and the professional skills and ability we require for that role. This possible which vexes many of us. The reality that no is true be they a Catholic or Jesuit or of no religious affil- candidate is perfect forces institutions to do their best to iation at all. I would argue the “hiring for mission” discus- attempt to judge “a fit” between the institutional needs sion might actually help our campuses to articulate how and the prospective candidates. Among those judgments the Catholic Intellectual traditions can contribute to a more is an evaluation of the candidate’s fit with the institution- robust curriculum and certainly to a more meaningful al mission. There is no short cut to resolving this forced campus conversation regarding our values. Faculty and choice. It is not enough for the candidate to suggest that administrators who bring or can be educated to appreci- they ‘do not have a problem’ with our mission (which ate our intellectual tradition(s), not just that of their disci- includes our Catholic and Jesuit tradition and values as plines, can contribute to our campus community and our these have helped determined who and what our com- students’ experiences. As I suggest to our new faculty munities are today). What corporation, non-profit, or hires at their orientation, every person we bring into the educational institution would hire anyone — janitor, community makes our conversation more robust because electrician, faculty member, or administrator — who he or she brings his or her own experience and reality to does “not have a problem” with the mission and goals of what we believe and how we live on our campus. ■

Conversations 15 Xavier University

16 Conversations So You Want to Be A President?

By Vincent M. Cooke, S.J.

he best advice I ideas. If they see you do that, they will ters do have can give younger have respect for you. Most of the deci- to be thought faculty or adminis- sions administrators make are judgment over, and trators who want calls that could go either way. If people sometimes to move ahead in see that you listen to them, if you com- further con- the Jesuit system municate to them what you are thinking sultation is as senior adminis- and why you are thinking it, if you are necessary, T trators, deans, vice candid about your own doubts or hesi- but the presidents, and even presidents is tations, and if you then listen to their vast majority of decisions KNOW YOURSELF. Administration is feedback, they will follow you. They are relatively clear cut. If so, make the not for everybody. You may already will do this because they trust you, and decision immediately, and let your peo- have the best job you will ever want if you have earned their trust. ple get on with it. you are working directly with students Do you know how to build trust? Do you want to be an administrator and helping them to grow as human Trust is the most valuable asset an because you want to control things? beings. If so, sit back and enjoy the run. administrator has. You must always This is the worst reason to become an The higher you progress in administra- speak the truth, or at least the truth as administrator. “I don’t know. What do tion the more remote you become from God gives us to see the truth, and you you think?” These are the words that direct involvement with students. Is this must never try to manipulate people. good administrators speak more often what you really want? Administrators You manipulate people when you try to than any others. They do this because have a different job. Their time is spent get them to do something for reasons they know that one of their primary working with faculty, other administra- that you keep secret and which they tasks is to empower other people to tors, trustees, and all sorts of people would never consent to if they knew take responsibility and make decisions external to the university. Administration what your reasons really were. themselves. That’s the way things get has a lot of satisfactions, but they are not Manipulation destroys trust. It may done in good organizations. People do the same as those of a teacher. not want to be robots. Give them a job Administrators have to interact with a and let them figure out how to do it. wide variety of people. Do you have the That’s what makes their job fun! social skills to do that, or at least are you Do you know how That brings me to my final piece of willing to make the effort to learn those to build trust? advice. Whatever role you choose to pur- skills? As a faculty member you have sue at a university be sure that you enjoy almost complete control of your private doing it. There is nothing sadder than see- time. Administrators constantly have their work in the short run, but it always ing someone doing something day after private time interrupted by the unpre- leads to failure in the long run. day when he or she really does not enjoy dictable demands of their job. Weekends What kind of a decision maker are doing it. If you find you are not really are rarely completely their own. you? Can you make decisions calmly happy at your job, get out of it, and do Are you the kind of person who and quickly? Do you agonize over deci- something else immediately. God wants likes to go to meetings and talk a lot? sions? Do you have to “think over” even you to have some poetry in your life. ■ The first skill required of an administra- the simplest decisions? Do you always tor is the ability to really listen. People say “I’ll get back to you on that.” People will want to see that you really do lis- do not want to be kept waiting while Vincent M. Cooke, S.J., is the former ten to them and have respect for their you are thinking things over. Some mat- president of Canisius College.

Conversations 17 Profiles of Non-Jesuit Presidents at Jesuit Colleges and Universities

CANISIUS COLLEGE different roles, including dean of student John Hurley, JD financial services and interim AVP. John J. Hurley, JD began his appointment as the first lay president of “The work as lay president is a call to Canisius in July 2010. A 1978 alumnus both institutional and apostolic leader- of Canisius, Hurley previously served as ship: I serve both as chief executive and the college's executive vice president director of this Jesuit work. In my daily and vice president for college relations. experience, the significance of the term For his contributions to the Canisius “collaboration” is truly operative, and in community, he was the recipient of the evidence; our effectiveness is measured 2002 Canisius College Distinguished by how well the mission is lived, as a Alumnus Award. A Buffalo native, Hurley earned his JD from call shared by us together.” the University of Notre Dame School of Law. LE MOYNE COLLEGE "I’ve told our board and campus community that the challenge Fred Pestello, PhD for Canisius is not how we will fare with a lay president. After Dr. Fred P. Pestello became the 13th pres- all, I am just one person. The real challenge, in light of the ident, and first lay leader, of Le Moyne declining Jesuit presence on our campus, is how all of the lay College in July 2008. Prior to his arrival at people at the college – faculty, administrators and staff - will Le Moyne, Dr. Pestello spent 24 years at work to keep our college authentically Jesuit. I am energized by the University of Dayton, where served as that challenge." professor, associate dean of the College of Arts and Sciences, provost and senior GEORGETOWN UNIVERSITY vice president for educational affairs. An John DeGioia, PhD alumnus of John Carroll, Dr. Pestello Dr. John J. DeGioia has served as the earned his PhD from the University of Akron-Kent State first non-Jesuit president of Georgetown University joint doctoral program. since July 2001. An alumnus of Georgetown, Dr. DeGioia has also “As the recipient of a Jesuit education that benefited me served both as a senior administrator tremendously, I am honored to be leading a Jesuit college and and as a faculty member. Highlights of humbled by the support I have received. At Le Moyne we have Dr. DeGioia's tenure as president joined together around an explicit commitment to ‘fully and include completion in December 2003 energetically express our Catholic and Jesuit mission, identity of the largest fund-raising effort in and character.’” University history; creating more research opportunities for faculty; and enhancing the university’s relationships with local, LOYOLA MARYMOUNT UNIVERSITY national and international cities. David Burcham, JD David W. Burcham, JD was named presi- "Whether Georgetown's president is Jesuit or lay, our role is to con- dent of Loyola Marymount University in tinue reinterpreting and reimagining what it means to be Catholic 2010. Previously, Burcham was executive and Jesuit in order to enliven our tradition and provide a context vice president and provost at LMU. He is where all members of our community are able to do their very best a native of Los Angeles and graduated work and become their very best selves. This work is not static: we first in his class from Loyola Law School have to keep examining the truth of who we are in the context of in 1984. After seven years in public and our time, and to evolve as tradition demands of us." private practice, he was appointed dean of the law school in 2000, before being GONZAGA UNIVERSITY named provost. Thayne McCulloh, PhD Dr. Thayne M. McCulloh was named the first lay president of “I feel a particular responsibility to maintain and strengthen Gonzaga University in July, 2010. Before enrolling as a student our Catholic mission and identity. But this responsibility does- at Gonzaga, Dr. McCulloh completed a three-year enlistment as n't lie in one person or in one office. The Ignatian perspective a food service sergeant in the US Army. He earned his PhD must permeate all of our planning and decision-making if we and master's degree from Oxford University. Prior to his role are to preserve LMU's academic excellence and commitment to as president, Dr. McCulloh served at Gonzaga in several education of the whole person.”

18 Conversations ROCKHURST UNIVERSITY College’s academic dean, provost and vice president for aca- Tom Curran, OSFS demic affairs. He received three degrees (including his PhD) Rev. Thomas B. Curran, OSFS, began his from Fordham. tenure as the 14th president of Rockhurst in June 2006. As the first non-Jesuit presi- “As a product of Jesuit education, I deeply share the values of dent of Rockhurst, he is well grounded in my predecessors, all of whom were Jesuits. The mission and the philosophy of Jesuit higher education, ideals of the Society of Jesus have long been a part of my life. As having earned degrees from two Jesuit a lay president, I believe I have both an obligation and an universities. He previously served as asso- opportunity to be even more overt about our Jesuit mission. It's ciate vice president for university rela- vital that Saint Peter's lay community understand and embody tions and assistant to the president at the mission of the Jesuits. We try to achieve this through various Regis University. Before his tenure at Regis, Fr. Curran founded programs, lecture series, service activities, liturgies, and oppor- and served as executive director of Nativity Preparatory School, a tunities to experience the Spiritual Exercises of St. Ignatius.” middle school for low-income boys. UNIVERSITY OF DETROIT MERCY “Because the Salesian spirituality of my religious order, the Antoine Garibaldi, PhD Oblates of St. Francis de Sales, is rooted in the Ignatian spiritu- Antoine M. Garibaldi, Ph.D., assumed his ality of the Society of Jesus, I consider Rockhurst University position as president of UDM in June home. I also am the proud alumnus of two Jesuit universities, 2011. Previously, Dr. Garibaldi served as so I can also personally attest to the transformative aspect of a president of Gannon University from Jesuit education.” 2001-2010. Prior to joining Gannon University, Dr. Garibaldi was a Senior SAINT JOSEPH’S UNIVERSITY Fellow at the Educational Testing Service John Smithson, MBA (Interim) in 2000-01; he served as first provost and John W. Smithson ’68, MBA ’82 was chief academic officer at Howard appointed as interim president of St. University and a tenured Professor in the School of Education Joe's in April, 2011; he began his tenure between 1996 and 2000; and, between 1982 and 1996, he served in this role in May, 2011. Previously, he successively as chairman of the education department, dean of served at the university as senior vice arts and sciences, and vice president for academic affairs at president, and as a University Trustee Xavier University of Louisiana. from 1999-2007 and Board Chair from 2003-2007. Prior to working at the uni- “As a non-Jesuit president, I believe that my experiences as a versity, Smithson was senior vice presi- lifelong Catholic, Josephite seminarian for nearly nine years, dent at Towers Watson Reinsurance and CEO and President of and president, vice president for academic affairs, dean, and PMA Capital Corporation. chairman and professor at two Catholic universities for twenty- five years will help me to build upon University of Detroit “As a lay (interim) President, I value the experience I bring as Mercy’s rich Jesuit Mission and charisms in education, social a former senior trustee during my eight years in that capacity. justice and service.” As Board Chair, I frequently reminded the trustees that their primary responsibility was, and is, to preserve and advance the WHEELING JESUIT UNIVERSITY Jesuit and Catholic Mission of Saint Joseph’s. For lay trustees, Richard Beyer this is an extremely high priority and, in some ways, my own Richard Allen Beyer began his appoint- lay status can have the effect of reinforcing the importance of ment as the ninth president of Wheeling advancing the Mission. In addition, my close relationship with in January 2011. Prior to that, he served the Rector of the Saint Joseph’s Jesuit community and my fre- as a corporate vice president and member quent collaboration with our Jesuit leadership are invaluable in of the executive committee at Trimble helping me stay constantly focused on the critical partnership Navigation Ltd. Beyer first became affiliat- between the Society of Jesus and our lay leadership.” ed with higher education in 1994 at his alma mater Olivet College, where he SAINT PETER’S COLLEGE served on the board of trustees and Eugene Cornacchia, PhD became chairman in 2000. He currently serves on the board of Eugene J. Cornacchia, PhD was named trustees at American University and the Association of Governing the first lay president of Saint Peter's in Boards of Universities and Colleges (AGB). May 2007. Under his leadership, the school has expanded its undergraduate “I feel a deep sense of responsibility to foster the Jesuit mission and graduate programs, established its and continue the work that has helped build the institution’s first doctorate program and established academic reputation. Always at my consciousness is the sense a School of Education and a School of of stewardship to the university and a real respect for Wheeling Nursing. Prior to being named presi- Jesuit University's history. It is most important to grow and dent, Dr. Cornacchia served as the progress in a manner that will make the Jesuits proud.”

Conversations 19 DOING WHAT’S RIGHT The Value of the Other Half: Qualifying Cura Personalis

By Robert J. Parmach

he term cura personalis is as well-known wrongdoer should be punished; we disagree who is in Jesuit schools as the term super-sized at classified as the wrongdoer. We now see the need to McDonald’s, 401(k) in human resources, or develop and apply sound criteria held under critical anytime minutes for loquacious cell phone scrutiny in order to alleviate speculation and moral users. The problem arises when cura per- relativism, not merely that we simply congratulate sonalis is used for merely half its worth – the “ethical” man in theory alone. We knew that whenT its only connections to life are the self-evident, already. When a student routinely sees her professor nice and neat congratulatory ones. We’re all guilty of during office hours, studies hard, and earns an “A” this periodic offense. I say this not to berate the on the paper, we applaud them both for seizing laudable and transforming work accomplished by cura personalis to its fullest. True, but the value of hundreds of thousands of students, administrators, cura personalis is obvious in this case. What about faculty, staff, and alumni of Jesuit schools. I say it the student who intentionally deceives her professor because we can benefit from a gentle reminder to or residence hall director and makes rash, emotion- apply the other half of cura personalis – critical ally charged decisions based on speculation and scrutiny coupled with respect – in order to bring prejudice? What about the faculty member who forth transformation. This is the half we need to con- assertively barks that cura personalis translates into front in academic integrity violation meetings, one- the reason why his (unmerited) request should be on-one freshman advising sessions, and spiritual honored if “our Jesuit, Catholic institution and its counseling. For purposes of academic clarity, it’s mission of (insert favorite Latin phrase) really cared easy to acknowledge the antiseptic value of “care of about its professors”? What about the helicopter par- the whole person” where theory need not clash with ent whose offensive verbal assault is rooted in con- concrete particulars. The Platonist cheers, but jecture, misplaced anger, and simply void of facts? Aristotle and Ignatius of Loyola offer a resounding It is unlikely that these individuals will learn a “boo”…and rightfully so. The lingering question better and more Ignatian way of proceeding if we do remains: what about the value of the other half? not employ the other half of cura personalis – criti- That’s where the rubber meets the road. That’s cal scrutiny coupled with respect. That is, we respect where transformation happens. the individual so much that we really care for the person’s whole development beyond the visible sur- What “whole person” means face. Appreciating a girlfriend when she makes you happy is nice. Appreciating her when she works to To do the term justice, care of the whole person means just that. Consider an example. In Euthyphro, Plato’s dialogue concerning the search for an Robert J. Parmach, is freshman dean of Fordham unequivocal definition of holiness, Socrates makes a College at Rose Hill and teaches philosophy and careful distinction: we do not disagree that the theology in the College’s Manresa scholars program.

20 Conversations make you a better person is even better. That’s the A former student, Mike C., phoned me yesterday transforming half. Given today’s growing expecta- to share his gratitude that Fordham didn’t relent on tion that colleges should succumb to a service indus- teaching him that character formation matters. try model of giving the customer (student and pay- Though it took him five years post graduation to ing parents) what they request, the value of tactfully internalize this lesson, Mike commented that he applying the other half of cura personalis is that “really understands it now” and that Fordham cared much more important. Without a doubt, it is also enough about him to risk offending his ego while more challenging and difficult to uphold, but our tactfully calling him to task on his tendencies to commitment to its value requires our diligence. evade accountability. Mike comments that he’s a n practical terms, it means that we spend the more professional, ethical, and faith-filled alumnus extra time crafting a pointed, accurate, and today because of that lesson – resurfacing the often prudent email response, instead of surrender- forgotten half of cura personalis. I think that quality, ing to what our impulsive fingers really want to spunky Jesuit education respectfully, intellectually, type. It means using the humble arsenal of per- and ethically annoys us in small dosages for the right sonal mistakes we’ve made ourselves, in order reasons – not to berate, dismiss, or judge, but rather Ito showcase and challenge a different perspective for to build up and transform. Thanks Mike C. Your our students to reflect upon. Cura personalis does not phone call and reminder made this teacher’s day. mean to simply render what someone wants or Truth be told, I made a similar call to my former pro- expects to hear, but rather what he needs to hear – fessor eight years ago. By the way, Mike C., I’m curi- what is right and good and just, even if it’s an uncom- ous…did you finally cut that long hair or what? Send fortable conversation. This is the transformation me a current picture for my office wall of photos. ■ Ignatius teaches, and it requires the key ingredients of respect, patience, and tact for all parties involved.

Hands on the statue of Saint Ignatius Loyola, Regis University.

Conversations 21 Tenure: How To Get It Holding the demands of our work and personal lives in tension

By James L. Wiser

n an era when there are increas- may be otherwise inadequate to recruit ing demands for measurable and retain the most gifted into its ranks. indicators of faculty productivity and heightened concerns regard- II ing costs and accessibility the Whatever the future of tenure may be, institution of tenure is under the current situation at our Jesuit schools severe scrutiny...... is that a significant number are on The traditional criticisms of tenure-track. The issues they face are tenureI are well known. These include numerous and varied but perhaps can be the process’s tendency to value research summarized in general as a search for over teaching and tenure’s utility in pro- balance - a search with at least three tecting poor performance. In addition by dimensions. “locking in” individuals with specific skill First, faculty responsibilities typically sets and interests tenure promotes a cul- include teaching, research, and service. ture of institutional conservatism which Although one may (and ideally will) makes fundamental reform difficult. This, inform the other, fulfilling these duties in turn, limits an institution’s ability both requires both time and energy and each to respond to new expectations from the of which is limited. Given this, the chal- market place and to incorporate recent lenge is to strike a balance in the effort scholarly and professional advances. devoted to teaching, research, and serv- The traditional rationale for tenure is ice. To a certain degree a faculty mem- also well known. It is designed to protect ber’s interests will inform this determina- the academic freedom of each professor tion, but ultimately it is the institution’s and to promote the institutional autono- my of the professoriate. In addition, by providing for relative job security, tenure James L. Wiser is a member of the adds to the attractiveness of a profession department of politics and provost at whose compensation structure alone The University of San Francisco.

22 Conversations own understanding of its mission which will decide the III issue. As a consequence, tenure-track faculty need to know Finally, I have been asked if I can offer any practical advice the standards by which they will be judged. Faculty must for “walking the tightrope” of the tenure track. Allow me to master their faculty handbooks. How much weight is given suggest four items. to the various responsibilities and how one’s performance in 1) Remember your audience. As you prepare your each area is assessed can vary greatly from school to school. materials for promotion and tenure remember that Given this, it is not advisable to rely upon either one’s pre- once your application moves beyond the department vious experience or a tacit understanding of the rules. From and is being reviewed by college and university the very beginning of their appointments tenure-track facul- committees you cannot assume that there will be ty need to know the rules in play at their own institutions members from your scholarly discipline on these and to consult with those who have an understanding of committees. You will need to explain – without jar- how these rules have been used in the past. gon – the meaning and significance of your work. econd, faculty are simultaneously members of For example, your colleagues may not know which several different communities. Two of the most journals in your field are double-blind peer important of these are the university or college reviewed, which conferences are international, community which employs them and the dis- national, or local in scope, or how co-authorship is ciplinary community constituted by the schol- regarded in your discipline. You will need to be arly professionals in their field. For example, I explicit about what constitutes excellent teaching in am member both of the University of San your field and how it is assessed by your peers. You Francisco and of the scholarly community of will need to explain the significance of your service Sprofessional political scientists. Each of these communities has and not just give the names of the various commit- expectations of me, establishes standards by which my work is tees on which you have served. You cannot assume evaluated, and is in a position to recognize and support my that your colleagues from other departments or efforts. Each expects me to contribute to its mission and to schools will know these details. assist in the pursuit of its goals. Each has a call upon my time, energy, and loyalty. Once again then, the challenge is to strike 2) Document/document/document. From day one you a proper balance between these calls. This is a challenge which should be collecting and saving documentation will continue throughout one’s professional career. which records your achievements. You can always What is considered the proper balance will differ from weed what you have saved at the appropriate time, college to college and discipline to discipline. It will also but it is almost impossible to recreate that which you depend upon the career stage of the individual faculty mem- need 3 or 4 years after the fact. In other words you ber. What is the appropriate balance for a newly hired pro- should be building your case for tenure and promo- fessor may not be the same as that for a more experienced tion from the first day of your appointment and not colleague. In my experience there is a tendency for the be waiting to do so during the year in which your newest faculty to emphasize their professional associations at materials are due. the expense of their institutional homes and for the more 3) Establish a research program. Your colleagues will experienced professors to do the opposite. In each case it is be asked to assess your research productivity and important to avoid the extreme. promise. Determining one’s promise is easier if there Third, all who work are faced with the challenge of finding is a pattern and finding a pattern is easier if there is a proper balance between their professional and personal a program. Your colleagues will be looking for a lives. Our work can all too easily become all-consuming. research program upon which you can build in the Given the individual nature of the particular situations in future – not for a collection of unrelated, disparate which each of us concretely lives, it is difficult for me to offer research efforts. Avoid the temptation to jump at all general advice – except to suggest that we should make the available opportunities by imposing the discipline of effort to consciously hold the demands of our work and per- a program upon your research agenda. sonal lives in tension. It is too easy to let the immediate sit- 4) On an on-going basis ask your chair and/or dean to uation or the urgent tasks at hand determine our actions and give you regular feedback regarding your progress priorities. Although we must respond to the challenges of the towards tenure and promotion. If you have annual moment, our responses are best if informed by an awareness evaluations, use the occasion to ask your supervisor of that tension introduced by our desire to live a meaningful to look beyond the year and give you a reading as and fully human life. I don’t believe there is a general for- to your general progress towards tenure. There mula for maintaining this awareness but I hope that by work- should be no surprises when the tenure decision is ing at a Jesuit institution we are provided with an environ- announced. ■ ment which encourages us to do so.

Conversations 23 An Appendage or Vital Component? Adjunct faculty and Jesuit principles: the needs of a neglected majority

By Lynne C. Elkes

he Jesuit tradition embraces respecting and other faculty, chairs and academic administrators. responding to the unique needs of individ- Jesuit institutions should be keen to enhance the ual persons, as well as helping them to teaching competence and commitment of adjuncts, identify and develop the full range and improve the classroom experience for students, and variety of their particular gifts and talents. more broadly apply the principles of cura person- Among Jesuit institutions there is a consis- alis, discernment, and magis to this cohort. tentT emphasis on academic achievement, excellence Similar to many of its Jesuit brethren, Loyola in teaching, and engaged, meaningful scholarship. University Maryland, my home institution, relies The efforts of tenured, tenure-track and adjunct fac- upon adjunct faculty to offer courses to its students at ulty are required to meet and exceed the high expec- the undergraduate and graduate levels. Many per- tations set by Jesuit tenets. course instructors teach on a regular basis and bring However, a roadblock to this achievement is the professional expertise or specialized knowledge growing need for better support for a substantial sec- while others are on call as enrollments and tenure- tor of the instructional workforce: occasional, part- track lines change. The latter subset of adjuncts is time, and non-tenure track instructors all of which I diverse; many instructors have full-time jobs and will refer to as adjunct. Most colleges and universi- teach in the evenings or on weekends, others cobble ties rely upon adjunct faculty members to offer together classes from different departments and/or numerous courses to universities and still both undergraduate and others teach 3-4 class- graduate students. While es per semester. this workforce offers For 17 years I was unaware To be honest, for universities a means to most of my 17 years at serve a rapidly growing of Jesuit teachings Loyola as an adjunct number of students in a faculty member I was cost-effective manner and expose students to current unaware of the nature of Jesuit teachings and their practitioners, adjunct faculty members do not consis- relevance to classroom pedagogy. It was only as I tently receive the tools they need to be effective in became more involved in my current position as the classroom. director of adjunct faculty training programs that I Moreover, adjuncts often are viewed as an was exposed to these values in the broadest sense appendage rather than as a vital component of the campus community. Resources and training need to be tailored specifically for adjunct faculty and uti- Lynne Elkes is instructor of economics at Loyola lized to increase engagement between adjuncts and Maryland University.

24 Conversations and was able to apply them in the classroom, with very positive results. I strive now to bring that knowledge to my fellow adjuncts, in part to better link them to the university community, but also to enable them to view their teaching in a new context. Learning about cura personalis has changed my outlook on how to approach my students and fellow faculty members. The Jesuit concept to honor, care for and educate the whole person by encouraging all members of the college community, students and faculty alike, to strive after intellectual, physical, psychological, social and spiritual health and well- being, is unique in higher education. It is important to create comprehensive programs to support facul- Statue at America House, New York City. ty in their path to greater personal growth and development and tenure/tenure-track faculty are regularly mediocrity. Adjuncts crave the opportunity to better encouraged to partake of programming in this area. themselves, either in their disciplines or in general Adjunct faculty have in many cases been left far pedagogy. Jesuit institutions owe it to this cohort to behind in their Jesuit learning curve, as scarce provide the means to pursue this desire for growth. resources are used to support full-time faculty in Some ideas for these difficult economic times. However, it is exact- the promotion of ly “these difficult times” that have caused many uni- these values are Adjuncts crave the versities to rely more heavily on a cadre of non- as follows: offer- tenure track faculty to fill in gaps caused by a lack ing workshops opportunity to better of funds or simply an abundance of students. How on a variety of themselves will Jesuit institutions maintain their uniqueness in topics at conven- the crowded field of higher education if adjunct fac- ient times, providing even small amounts of funding ulty are not given the chance to incorporate basic for continued study or travel, providing engagement Jesuit educational and human values into their roles for adjuncts with division deans, encouraging discus- as mentors and teachers? sion about the role of adjunct faculty in the broader The concept of discernment is a crucial piece of scope of the institution, and creating peer-mentoring the growth and development of the whole person. opportunities. More specifically, the ability and opportunity to A program that offers adjuncts advanced training think critically, inform one’s conscience, and culti- in best practices in the classroom, immersion in the vate habits of ongoing reflection and self-evaluation, application of the university’s core values and form the basis of personal academic growth. Adjunct opportunities for advancement in their own discipli- faculty rarely have the chance to be mentored as is nary study, would increase the level of dedication by common for tenure/tenure track faculty, or even to adjuncts to their students as well as their overall reflect on their body of teaching materials. Peer effectiveness in the classroom. Students taught by mentoring or portfolio review mentoring workshops enthused, engaged faculty will typically connect bet- for adjunct faculty are appropriate paths to engage ter to the material and ultimately be more successful and expose this cohort to the ideals that should be and motivated to continue with their studies. developed in all faculty members. The establishment of a campus culture that Adjunct faculty, whether they are part-time or views professional development for adjuncts as full-time, instructors of traditional undergraduates or equally important to that of its tenured/tenure-track graduate students in pursuit of professional advance- faculty is critical. Through providing adjunct faculty ment, tend to be in the classroom because they members with professional development opportuni- enjoy the opportunity to share their knowledge with ties, establishing better communication channels others in a constructive environment. I have found with the broader campus, and underscoring how the that adjunct faculty at Loyola are driven to succeed institution values the contributions of the adjunct and help their students succeed. The idea of magis faculty workforce, Jesuit institutions can continue to is already at work; the restless pursuit of excellence define themselves as unique, caring organizations across the board, and a refusal to be satisfied with dedicated to a community of learners. ■

Conversations 25 The Right Man for the Job? By Timothy O’Brien, S.J.

n the relatively brief span of my Jesuit life, I use of his talents. The law of opportunity costs makes have heard the following (or similar) words this an issue we can elide for only so long: a Jesuit sent innumerable times: “We would really love to to one place is no longer available to minister at anoth- find a Jesuit for this position…” The context has er university, parish, or other work—no matter how most often been job searches in Jesuit higher noble and worthwhile. education, for openings as diverse as the institu- It is also natural to wonder what effect smaller com- tion’s presidency, appointments in campus min- munity sizes, together with fewer Jesuits pursuing doc- istry, and tenure-track faculty positions. By now, toral degrees, will have on young Jesuits. Will this I hear those seemingly ubiquitous words with an almost encourage or discourage us from entering the higher credal inflection; a type of first principle mentioned education apostolate? The final answer remains to be whenever job talk comes up at a Jesuit institution. seen. Still, it is helpful to recall that Jesuit university min- As one in formation for Jesuit priesthood, I confess to istry is a ‘vocation within a vocation.’ Young Jesuits, well various reactions when I hear this. On one level, these sen- aware of smaller numbers across the board, have entered timents are encouraging. The fact is that everyone, Jesuit or the Society anyway. In other words, mission is more not, likes to feel wanted. Moreover, these search commit- important than census for my ‘generation’ of Jesuits. My tee confessions are reminders that there is an overarching experience is that men in formation remain eager to goal of our long training. We are an apostolic order, and it serve in higher education precisely because the work is consoling to remember that there is good is important. work to be done for the church, for the Society It is common to hear of Jesus, and broader world. young Jesuits remark that At the same time, a simple but important the Society of Jesus we question sits on the back of my tongue when entered will have a differ- I hear someone talk of hiring a Jesuit: Why? ent face from the one in It seems straightforward enough, but the which we will live and answer is often elusive. Why does this school minister. Precisely what want a Jesuit in that particular role? Why is it that face will be remains important that a member of the Society hold uncertain. What is clear is this particular post at this time? Why prefer a that Jesuits in formation hypothetical Jesuit to a competent, qualified, today are generous and and passionate non-Jesuit? At times there will passionate men eager to be answers to these questions, and their put their many talents at articulation will help hone the search for a the service of the Church qualified Jesuit. In other cases, the answers and the Society, including may show that the need for a Jesuit is less our institutions of higher pressing than instinct suggests. education. In the end, Yet it is not the institution’s responsibility alone to however, this is no longer simply a matter of matching articulate why a Jesuit is needed. Indeed, full collabora- talents with open positions. It is a question of discern- tion with our lay colleagues—rightly emphasized by the ment and apostolic priorities. To that end, individual Society’s leadership—means that Jesuits have at least an Jesuits will be aided by clear expectations on the part of equal duty in this process. Looking to the future, it seems the Society, and clearly expressed needs from those who to me that Jesuits will have to ask hard questions, indi- would love to hire them. ■ vidually and corporately, about the overarching apostolic needs and priorities of the Society of Jesus. Given that there are comparatively fewer Jesuits available for mis- Timothy O’Brien, S.J., a Maryland Province Jesuit, is an sion, asking “why?” is more urgent today than in the past. alumnus of The College of the Holy Cross and a gradu- It will be in this light that the Jesuit and his superiors ate student in philosophy at Loyola University Chicago. consider why a particular place and position is the best

26 Conversations own education, and can plant the seeds for future interactions. Of course, all of these tactics lose their gusto if the effects are not trans- Know Our Names, lated into the classroom. In this sense, students want and need to be forced to think. Whether by challenging a student to validate a claim in a paper or Make Us Think suggesting an additional text to read to expand one’s knowledge on a subject, these actions compel students to sit, By Matthew Gillespie evaluate and address the purpose behind a class. Students learn by critical thought, and it’s up to the professor hen I first stepped difficult to recognize, but a student’s to foster an environment in which crit- into Dr. Maorong path to success in college and beyond ical thought is welcome. Jiang’s Political begins with the student believing that All of these actions, in some form Science 101 class, I they have a faculty that shows genuine or fashion, show students that you feel had no great expecta- regard for their future. invested in them as human beings, and tions for what I’d take There are several it, in turn, makes Wout of it. True, it was in a subject I felt factors to showing this them want to show passionate about, but I had low expecta- regard, but the most an investment in the tions for a class that would be vying for basic is for faculty to classroom. Students my attention during a Friday afternoon. know the names of their don’t want confi- It wasn’t until I visited Dr. Jiang students. While it might dence in them and during his office hours one day that seem obvious, one of the their abilities to be that very passion was invoked. I advantages of a Jesuit misplaced, and will dropped by to discuss a frustration with education is the empha- strive for success if writing a paper for his class, and, need- sis it places on the stu- they feel their efforts less to say, I was not expecting to leave dent, and this emphasis are recognized. with more than a few quick sugges- begs for the professor to While there are tions. Instead, what began as a largely have at least a basic countless other technical question quickly expanded knowledge of their stu- means of achieving into a diverse range of topics, before dents. While professors the same goal, they finally settling down as Dr. Jiang urged with large class sizes or a all center around one me to push myself to my intellectual number of different sec- truth: students need limit not just for his class, but my entire tions might be validated in their trepi- support. I’ve been fortunate to belong career at Creighton. It was from this dation, a visible effort to learn names to the journalism, media and and subsequent conversations with Dr. within the first few weeks of school is computing department at Creighton Jiang that I later became involved in not lost on students, and failing to do University, in which it’s the norm, not the school newspaper, school govern- so can signal apathy on behalf of the the exception, to drop into a profes- ment, and began on a path to profes- professor, even when none is intended. sor’s office even if it is “just to chat,” sional school. and in which success beyond To this day, Dr. Jiang continues to Creighton is a mutually shared vision invest himself in my future, well after I The failure to learn between faculty and students. have changed majors and finished tak- While college is considered their ing his class. It is from him that I have names can… transformative years, they still look for learned what the cryptic term magis guidance in those around them. As stu- truly means, a lesson that I hope to In a related vein, interacting with dents continue to learn and grow, so carry with me well beyond my short students outside of the classroom is a too do they continue to seek love and career at Creighton. cornerstone of a meaningful education. faith to inspire them. As St. Ignatius While the relationship between Whether it be as brief and simple as once said, “Love is shown more in students and teachers, especially at a clarifying an issue for an essay during deeds than in words,” and may we all collegiate level, is complicated, there is office hours, or as unexpected as a hope to live them. ■ an underappreciated and often chance meeting in the milk aisle of the untapped potential to be found. This grocery store, these interactions signifi- Matthew Gillespie is a junior journal- potential is often unexpressed, and is cantly define how students look at their ism major at Creighton University.

Conversations 27 A SPECIAL REPORT

Circumstances have improved, however … earlier years, there were no women presidents at AJCU institutions in 2008- 09, and there was still a lag in the number of vice presidents in the areas of academics (18 percent) and finance Rising Voices: (seven percent). In the second phase of the study, the Human Resources (HR) Director on each campus was asked questions about Women’s Leadership development programs for faculty and staff, the existence (or not) of a Women’s Center on campus and the in Jesuit Higher names of two or three prominent women on their campus who could be interviewed for this study. (The HR Directors were chosen as the point per- Education sons for this information based on their objectivity and their knowledge of key leaders in all areas on campus.) Five HR Directors indicated programs and/or formal mentoring for women administrators. Four indicated programs and or By Mary-Elaine Perry and Melissa Collins DeLeonardo formal mentoring of women faculty. Eight schools indicated they have Women’s Centers. Often these centers are focused around student issues and support for education. The names of at least two women he role of women in How the study was done were gathered from each of the 28 leadership in Jesuit high- schools; in some cases, more than two er education in the The current study was initiated in the names were suggested. From the seven- United States has been fall of 2008 and set out to determine ty-four names that were collected, the studied for nearly 20 what progress women have made in study team reviewed each of the names T years. In 1993, Alice achieving higher-level positions, and and departments to ensure there was Hayes did the first study and concluded identify what makes a difference to a cross-section of women being repre- that more women need to be encour- women in their quest for leadership sented. At least 56 (two from each U.S. aged to pursue and prepare for leader- opportunities. Jesuit institution) were invited to partic- ship positions in Jesuit institutions. This ipate in the study, and the final list was followed by a work done by Sr. The study began with a review of turned out to be 49, with at least one Maureen Fay O.P. in 1999. She reported the AJCU Directory and confirmation on female interviewee from each AJCU that there was a higher percentage of titles and gender of administrators listed institution. Ten volunteers conducted women in mid-level administrative posi- in each. According to the data, women interviews with the women tions and that the lower the positions on held 39 percent of the administrative leaders, who were asked a series of the hierarchy, the higher the percentage positions (assistant dean through the eight questions. Through the interviews, of women who occupy them. In 2003, president) in 2008-09 compared to 32 several themes emerged. Mary Beadle did an analysis of the percent in 2002-03 and 22 percent in Considering both the number of women in leadership positions as listed 1992-93. When the study group added women in leadership roles and the in the 2002-2003 AJCU Directory. She women administrators in the following concluded that there was an increase of areas – mission and identity, campus women in higher-level administrative ministry, library, registrar, enrollment Mary-Elaine Perry is assistant vice positions, but that the vice presidential management, admissions, financial aid, president for student development, level continued to have fewer women athletics, and human resources – the Saint Joseph’s University, and Melissa than the lower level administrative posi- percentage of women administrators Collins Di Leonardo is director of tions. Each of these studies has shown increased to 40 percent. These cate- communications, Association of Jesuit an increase of women in administrative gories were added to have baseline Colleges and Universities (AJCU). The positions with the exception of vice information for future studies. authors thank the generous volunteers presidential positions in academic affairs Although the number of women in who helped with the interviews. and finance. administration is greater compared to

28 Conversations climate for women, the study pointed out that icantly more women than men believed that if Starting the dialogue circumstances for women have improved over they applied for a higher-level position at their time; however, it is also clear that institution, they would not be selected due to As mentioned earlier, Jesuit institutions have women sometimes feel that they are not held their gender. seen increases in the number of women in in the same regard as men. What emerged key leadership roles, and the Ran, from the interviews were stories of women Support from the President Zimmerman-Oster, Zarkowski study indicates who were the first female members of their that men and women survey respondents had department, first chair, dean or vice president The theme from the 2008 study that appears to an overall positive impression of career or who were the only women currently in par- have a strong impact on the advancement of opportunities at work. But if Jesuit institutions ticular roles. women and the potential for women in lead- are striving for cura personalis for all mem- In the last 20 years, there has been a shift ership in the future is the relationship that bers of the campus community (and not just from departments or programs that are male- presidents have with women on their campus students), how can we address some of the dominated and inhospitable to women to and the atmosphere that a president creates challenges to women’s advancement in Jesuit more departments where women are seen as on a campus. higher education? contributing members and often serve as Women spoke of presidents who took It starts with a conversation or dialogue department chairs. While some faculty mem- them under their wing, recognized their skills on the subject. bers felt embraced by their departments, oth- and talents and opened doors for individual The AJCU study team points out that no ers discussed the slow nature of change women that would not have otherwise hap- solution or set of solutions will work for and how some older male faculty had been pened. Others indicated that their president everyone since institutional cultures vary reluctant to welcome women. looked for the right person for a job, whether across the 28 Jesuit campuses, but each insti- that person was a man or a woman. One inter- tution can encourage discussions among their The Importance of Mentoring viewee was clear in her message about the faculty and staff about what women see as the president’s impact on women’s advancement, support systems and obstacles in place that Women in the study indicated the importance “If the president wants women’s equity to be affect their performance and their careers. of supervisors, Jesuits and other mentors in a priority, it will be.” Department and division heads, deans, supporting women’s development and advo- vice presidents, and even presidents, all have cating for their promotion within their institu- Raising awareness opportunities on a daily basis to advise, men- tions. Supervisors, in many cases, can either tor and encourage women in their profession- support women or hold them back. Several al development. Including women on search women praised the support and encourage- While there have been positive changes in the committees, being open to considering family ment of supervisors, some of whom were climate for women on Jesuit campuses, the needs, and mentoring women through all Jesuits. Other women had a different experi- question has been asked, “Why so slow?” How phases of their career can have a major impact ence with people in the same roles. Some do we move toward being more inclusive and on women’s advancement. women saw men who were less experienced more supportive of women’s advancement? While Jesuit colleges and universities can and less qualified advance over themselves or The Ran, Zimmerman-Oster, Zarkowski study provide support, women must be their own other women. Still others felt excluded from indicates that a good place to start is raising advocates and play an active role in promot- conversations and were therefore denied awareness about some of the existing barriers ing themselves and asking for support. They access to information that could influence to women’s career progression, particularly must look for mentors who can both encour- their work. among male leaders. age them and assist with their advancement. In a recent quantitative study, involving Another consideration is that as Jesuit insti- Furthermore, they must demonstrate their 484 men and women from AJCU institutions, tutions attract more lay leaders, they need to do leadership by initiating conversations about (“Women’s Career Advancement in Jesuit a better job of considering strong women can- women’s issues on their campuses. Higher Education Institutions,” Ran, didates for key leadership positions, including Zimmerman-Oster, Zarkowski, 2011) women the presidency. Further, support structures for Moving forward with a mentor who functions as an informa- women (i.e. mentoring, extended tenure clocks, tion source are seen as more likely to advance child care) are lacking in many institutions, and in their careers than those without mentors or finding the resources to put these programs and If we use the increase in the number of with mentors who perform other functions. policies in place can help. women administrators since 1992 as a barom- However, a higher frequency of men than There is a need to abolish what has been eter, women’s advancement on Jesuit campus- women in this study felt their mentor was an described by some women as a “culture of es is moving in a positive direction. However, information source for them. fear” that keeps the status quo in place, and it becomes clear when women share their Similarly, Ran, Zimmerman-Oster, Zarkowski work towards understanding the needs of experiences that there is still more work to do. found that significantly fewer women than women in the workplace. If women are not Several women in the study cited that one of men felt that their skills and abilities were encouraged or supported on the road to lead- the main reasons they were attracted to work- appreciated at their institution, that they were ership, they may choose to stay on the side- ing at a Jesuit institution was its mission and delegated an appropriate amount of responsi- lines not because of their lack of talent and its commitment to social justice. As Jesuit insti- bilities and that they were offered leadership ambition, but because the path is not as obvi- tutions move forward, that commitment can development opportunities. In addition, signif- ous or welcoming to them. serve as a guiding force in addressing the concerns surrounding women’s leadership. ■

Conversations 29 WHAT TO DO AbOUT IT Cura Personalis and the Challenge of Work-Life Balance

By Diane Dreher

or many faculty members today, no mat- (“Networking Jesuit Higher Education,” Mexico City, ter how hard we work, there’s always April 23, 2010). Our universities have a long tradi- something more to do. As we attempt to tion of cura personalis, offering a compassionate balance our personal and professional alternative to the status quo. In the 1970s, Santa lives, handling our teaching, scholarship, Clara University president, William Rewak, S.J.,’s and service along with new expectations annual address reminded our faculty that the work for assessment, program review, and we do makes a powerful difference in the lives 24/7 e-mail availability, something has around us, and by extension, to the world. Back hadF to give. Too often it is cura personalis, care of then, faculty members had long conversations with the whole person—our students, our colleagues, our students about classes, current events, and the direc- families, and ourselves. To handle the avalanche of tions of their lives, and we enjoyed lively discus- daily demands, many of us answer e-mail after mid- sions with colleagues over lunch at the faculty club. night and spend our weekends trying to catch up. But now we often find ourselves so busy that we eat The problem goes beyond the academic world. lunch at our desks while answering e-mail. Americans are working more hours now than ever In the lives of college faculty, these changes add before. In 2006, the Center for Economic and Policy up, for how we spend our time expresses our values. Research in Washington reported that Americans Ideally, universities can light the way to shared explo- work 193 more hours per year than the British, 376 ration and discovery, encourage intellectual playful- more than the Germans and 388 more than the ness, camaraderie, and living our vocations — the French. Now as American corporations continue to reasons we went into higher education in the first downsize, we’re witnessing an unhealthy combina- place. But universities also have their shadow side, tion of high unemployment for many and higher when the light of meaning and purpose is buried workloads for others, accompanied by increased under administrivia, our vocations reduced to endless burnout, stress-related illnesses, and depression. to-do lists, denying us quality time for teaching and research, let alone the joy of discovery or that one Eating lunch at our desks while conversation that can change a student’s life. answering email.

In a culture of dehumanizing capitalism and what Fr. Diane Dreher is professor of English and work-life General Adolfo Nicolás has called the “globalization balance consultant at Santa Clara University. of superficiality,” Jesuit universities have a new chal- Her most recent book is Your Personal lenge: to be beacons of light, affirming human dig- Renaissance: 12 Steps to Finding Your Life’s True nity and discernment to heal our troubled world Calling (Da Capo Press).

30 Conversations The myth of multitasking

Too many of us spend our days multitasking, slyly checking e-mail while in meetings, on the phone, in class, or trying to spend time with friends and families. But we cannot really multitask. Research has shown that our brains merely shift from one task to another, losing concentration, effectiveness, and perhaps even neural connections along the way. The chronic stress of trying to do too much in too little time sacrifices the quality of our personal interactions and shrinks the hippocampus, a vital part of the brain involved in memory. Many faculty are chronically sleep-deprived, struggling through our days like battle-weary veterans. One morning I complained to a colleague that to finish grading midterms, I’d gotten only five hours of sleep the night before. “I got four,” she told me. Walking by, another colleague upped the ante —“I didn’t get any sleep at all.” Studies have related sleep deprivation to memory loss, mood swings, blurred vision, poor judgment, impaired coordination, a weakened immune system, and increased risk for serious dis- eases and accidents, noting that driving while sleep deprived is worse than driving while intoxicated. As our work has increased in quantity, its quality—and the quality of our lives—has diminished, standing in stark contrast to cura personalis, the care of the whole person, the hallmark of Jesuit education. Instead of taking time for discernment, we often grasp impatiently at short-term solutions. Our health suffers—physically, mentally, emotion- ally, and spiritually. We need personal self-care to Marianne B. Culhane, professor of law and dean of the School of protect us from burnout and institutional policies to Law at Creighton University, teaches in the classroom. support us as whole persons. The challenge to Jesuit © 2006 Geoff Johnson higher education today is to seek the magis, to take the lead in creating a more compassionate, balanced cate more effectively about the resources we had. counterculture of cura personalis for ourselves and Santa Clara has had an on-site child care center, Kids our communities. on Campus, since the early 1970s but it has not grown to meet the needs of our increasing faculty and staff. Santa Clara’s response to the We have a generous family leave policy and employee assistance program with free legal, financial, and challenge psychological counseling, but many faculty members were struggling with their problems alone, unaware of In 2008, Santa Clara University received an award these resources. from the Alfred P. Sloan Foundation and American In 2009-2010, the first full year of our grant, our Council on Education to strengthen our support for university added a new faculty resources website, work-life balance. The personal investigator for the and our faculty development director prepared a grant, our vice provost for academic affairs, set up a new brochure for administrators, Career Flexibility faculty work-life advisory committee, created my posi- and Work-Life Balance for SCU Faculty: A Toolkit for tion of work-life balance consultant, and initiated a Chairs and Deans (http://www.scu.edu/provost/ series of innovative campus programs. By surveying facultydevelopment/prof-dev/dept-chair- the faculty, we found that we needed not only to resources/upload/SCU-Toolkit-01-06-11.PDF). In 2011, expand our existing resources but also to communi- our faculty development director initiated an annual

Conversations 31 Campus speakers, workshops, and support programs

During the first year of our grant, we invited distinguished speakers to campus to deepen our awareness of work- life issues and best practices. Joan Williams, distinguished professor of law at University of California Hastings College of Law; Mary Ann Mason, professor and co-director of the center for economics and family security at the University of California Berkeley School of Law; and Laraine Zappert, clinical professor of psychiatry and behavioral sciences at the Stanford University school of medicine shared their research and strategies. During the last two academic years, we have held six workshops for faculty and staff on issues from personal balance—mindful- ness and life management—to career flexibility, child care, elder care, and retirement. Our workshops were well attended, with record numbers at our elder care workshop, demonstrating serious unmet needs in this area as midlife faculty and staff struggle to balance their work, family and community lives while handling crises from aging parents, often hundreds of miles away. faculty resource fair and our interim provost distrib- uted a brochure for faculty, Promoting Work-Life Personal support, community, Balance and Career Flexibility: A Faculty Resource and creative growth Guide. (http://www.scu.edu/provost/facultydevelopment/work-life/w-l-research/upload/Faculty_ By developing a network of personal support, we Work_Life_Resource_Guide.pdf). We have reached have strengthened our culture of cura personalis. out to campus leaders with annual work-life balance Our vice provost, later interim provost, and the workshops for deans, associate deans, and depart- assistant vice provost for academic affairs have ment chairs. The faculty development director gives actively promoted work-life balance. The chair of them the Toolkit, explains our current work-life our work-life advisory committee has led with pas- resources, goes over hypothetical cases, and rein- sionate commitment, and committee members have forces their responsibility to support work-life bal- met regularly to plan programs, address current ance for faculty and staff. problems, draft policy statements, and advocate for Our efforts are making a difference. Follow-up constructive change. Our two recent faculty devel- surveys have shown a significant increase in both opment directors have served ex officio on the faculty awareness of work-life support policies and work-life committee and incorporated work-life bal- their belief that administrators support their needs ance into many of their programs. As work-life bal- with greater understanding and flexibility. ance consultant, I have met with individual faculty

32 Conversations members to offer information, advice, and referrals, The examen and ongoing often to our work-life balance coach. A vital source of support, our coach is a licensed psychotherapist discernment in the community, available to meet with faculty members confidentially for three sessions to help As Fr. Nicolás has reminded us, Jesuit universities them set priorities, manage time, deal with stress, are instruments of progress “for individuals as well and develop a program of self-care. If faculty need as for society.” In terms of work-life balance, we can more extensive counseling, the coach helps them fulfill this responsibility by exercising ongoing dis- locate a therapist through our employee assistance cernment and adopting the Ignatian examen for our- program. Since 2009, 52 faculty members have ben- selves and our institutions. efited from work-life coaching. As a recent example, last year when our work- As work-life balance consultant, I facilitate life faculty advisory committee became concerned monthly work-life affinity groups in which faculty about escalating demands on faculty time, they pre- members meet over lunch to share concerns about pared a proposal for our faculty senate and univer- personal balance, child care, elder care, and other sity coordinating committee, asking that “All propos- work-life challenges. Small groups of faculty discuss als for projects, programs, policies, procedures, and personal issues, offer support, and share strategies other initiatives that affect faculty workload should while learning about campus resources. These ses- provide realistic estimates of anticipated faculty sions have revealed new solutions commitments of and helped shape university poli- time and effort” cy. When one faculty member They needed emergency and that “best told how she had tried to finish a practice suggests conference paper in her office child care, but didn’t know that these costs one Saturday while her toddler should be made played on the floor, she found where to find it. explicit and taken that across campus a colleague into account in had been doing the same thing. decision making, Faculty members began building community, and that initiatives that impose new burdens on fac- exchanging contact information, offering to share ulty should justify these burdens in terms of the ben- child care. Some faculty members with young chil- efits to the institution,” balancing faculty members’ dren told of mornings they were scheduled to teach work commitments accordingly. but found a child sick, not seriously ill, but too sick Institutionally, our universities—at the depart- to go to school or child care. They needed emer- ment, program, and administrative levels—can con- gency on-call child care, but didn’t know where to duct an ongoing examen of their policies: asking how find it. Other faculty members told of panic calls well they support the Ignatian cura personalis while when an aging parent needed help and lived on the listening for unmet needs that signal directions for other side of the country. When I passed these future growth. Individually, as faculty and administra- needs on to our interim provost, he responded by tors, we can cultivate greater balance for ourselves by signing the university up with Care.Com, an on-line making a daily examen, pausing for a few moments at service that provides referrals for child care, includ- the end of each day to review our activities, asking ing urgent on-call care, a consultation with a geri- how well they express our deepest values. atric care manager, and a nationwide network of Jesuit universities have traditionally combined elder caregivers. cura personalis with wisdom, creativity, and innova- The work-life affinity groups have produced tion to educate new generations of leaders. One what Fr. Nicolás has called “real creativity. . . an powerful form of education, according to psycholo- active, dynamic process of finding responses to real gist Albert Bandura, is social modeling. If, in our questions,” providing not only support and informa- institutions and individual lives, we can model for tion for faculty but also initiating a productive con- our students greater balance, joy and meaning, then versation between faculty and administrators, help- we can affirm the magis, fulfilling our mission of ing to build our culture of cura personalis as we cul- education by lighting the way to reveal new possi- tivate community, making time to listen, explore, bilities in the complex challenges of our times. ■ and create new possibilities together.

Conversations 33 “…and Two Articles a Year.” Obstacles to excellence: Work/Life balance

By Theresa W. Tobin

hen I arrived at Marquette, a col- didn’t I feel the same sense of compulsion to spend time league placed a cartoon on my with my family? office door. It pictures an Our very naming of “the work-life balance problem” Associate Professor welcoming the commits a kind of category mistake by comparing two new assistant professor with this dis-analogous things. ‘Life’ is a much broader concept caption: “Congratulations! You than ‘work,’ and the two are really not properly objects have just been appointed assistant of comparison. The mistake in naming is illustrative, professor! We’ll expect you to though, because it reveals the nature of the problem: teachW three courses, sit on four committees, grade four ‘work’ no longer seems like part of ‘life’ but rather like hundred papers, and turn out at least one original article some kind of distinct force that threatens to take over, each term.” During my second year on the job, howev- consume, even destroy our lives by trumping all the er, my confrontation with work-life balance reached a other goods that make life meaningful. The hardest critical juncture that was not so funny. I was waking struggle for me is the way work encroaches on my inte- ridiculously early and putting in 15-plus hour days just to rior life— the inability to stop thinking or worrying about keep my head above water prepping new courses, try- work, feeling guilty for taking time off, or overwhelmed ing to write articles, applying for grants, etc. I felt as if I at what it will take to get back up to speed. had no time or energy left for close relationships, self- I am a bit of a perfectionist and a bit of a control care, faith life, or anything remotely approaching fun. I freak, especially when it comes to teaching. I have a initially thought this was a sure sign of incompetence strong desire to pull my weight, which makes me eager because other people were working hard, but not at this to say ‘yes’ and feel guilt-ridden when I say “no.” And I pathological rate, and yet seemed to accomplish a lot have suffered from a lack of self-trust in my own judg- more than I. ments about what counts as a reasonable amount of At the height of my struggle, someone brought to my work. Looking back, though, there are also many struc- attention that I was in fact making choices to value work tural forces at work that have made achieving work-life over other areas of my life, and that I could make differ- balance such a challenge for me. ent choices about working less or differently, and still Some are broader cultural forces that affect all pro- manage to do my job well. Intellectually this seemed fessionals in our society. Email and smart phones give us right, but I did not feel as if I had a choice. I felt absolute- more flexible work options, but they also make it possi- ly compelled by work, a bit like one driven by addiction, who is able to recognize alternatives as nominal, but not real options. Although my work is really important to Theresa W. Tobin is an assistant professor of philosophy me, family and faith life are even more valuable, so why at Marquette University.

34 Conversations Our special sense of place that work happens “here” but not “there” has been challenged. ble never to leave work, and they shape social expectations batical for most tenure-track faculty and a faculty-mentoring that we will and should be available around the clock and from program. I have also found tremendous support from partic- all locations. Our spatial sense of place that work happens ular individuals in departmental and college leadership, “here” but not “there” has been challenged, and the technolo- especially from a department chair who has been willing to gy that makes it easier to work at flexible times also makes it forge creative solutions for faculty struggling to meet these easier to work all the time. expectations while balancing Some obstacles have to do the demands of the rest of life. with the nature of my academic This latter resource is unstable, work. My spouse is an account- though, because it depends on ant. He likes what he does well the will of the people who hold enough, but accounting work is these positions. not identity constituting for One of the most effective him, in the way that teaching resources for me has been the and writing about philosophy Faber Center for Ignatian are central to my sense of self. Spirituality. They offer wonder- Work-life balance is difficult ful programs to facilitate the simply because it is hard for me “inner work” that achieving to separate what I do from who work-life balance requires. It’s I am. In academic life, there is open to people of any faith also a fair amount of unstruc- perspective, or who claim no tured time, which means one faith tradition but who has to place her own limits on nonetheless seek to strengthen work. Yet for a tenure-track fac- their mental and spiritual ulty member with the pressure capacities. I resisted using this to do everything she can in resource at first because I could order to keep her job, or make not imagine adding another herself an attractive candidate in the event of a move, it feels event to the calendar, let alone something not aimed at pro- as if there are no limits to work, so it is easier to make dis- ductivity. Yet the time investment has been small and the torted judgments about how many hours to devote to class payoff significant. Allowing myself to pause, and to step prep, or to an article before sending it out for review. away from work in order to care for the soul, has not only Some obstacles are built into the institutional structure of helped me cope but has actually enhanced creativity, pro- my particular university. Marquette advances a teacher/schol- ductivity, and motivation. ar model of education, which values excellence in research Work-life imbalance is not unique to academic life or and teaching equally. I very much admire and support this Jesuit schools. It is an American cultural problem. Being in model as an ideal. Trying to live out this ideal in practice, the front lines of teaching, I see the impact of this cultural though, has contributed to my struggle with work-life bal- trend most acutely in my students, who have often appeared ance. At research-oriented universities faculty typically teach in my office on the verge of breaking down from the over- less and/or have graduate student assistance for grading and whelming pressure of academic work. What is unique about running small discussion sections. At teaching-oriented Jesuit schools is that the values we commit ourselves to make schools, there are typically reduced expectations for publish- us responsible for resisting the trend to value work above all ing. At Marquette, the expectation is that we will be both. Asking faculty to excel at both is not itself a problem. I want to be part of a top-notch research university that The expectation is that we also supports smaller class sizes and close teacher-student relationships. Yet we need to discern whether and how we will do both. provide faculty with sufficient material resources and time so that they are able to do both at the highest levels of excel- else. And I think we can do better on this score. Catholic lence without reaching the point of total burn out or exhaus- social teaching on the role of work in human life, and the tion, and without sacrificing other important goods, especial- Old Testament command to honor the Sabbath, a day of rest, ly relationships with family and friends. are just a few of the rich resources our tradition offers for Marquette does have some institutional resources in thinking about how to create a campus ethos that genuinely place to mitigate these challenges, including a semester sab- supports the formation of the self in all its dimensions. ■

Conversations 35 Loyola University New Orleans

36 Conversations Seeking Work-Family Balance: Perils and Possibilities Special allowances for special needs? By Julie Hanlon Rubio

A Snapshot is demanding, it is also extremely flexible. There are very few hours in a week when I absolutely have to be somewhere. hen I started teaching at St. Louis University, When my kids were little, I was able to put them in half-day my boys were two, three, and five. We had preschool, be home with them during winter and summer just moved from the west coast. Before I breaks, be a homeroom parent, attend special presentations went to work three days a week, I woke up during the school day, and stay home with them when they early to exercise, changed diapers, helped were sick. If something conflicted with class or a faculty the boys get dressed, supervised breakfast, meeting, I had to scramble, but my husband was ready to Wpacked lunches, made sure each one had his homework and jump in and we developed a network of friends who helped permission slips, walked one kid to school, drove the others each other out. All in all, I got to spend a lot of time with my to preschool. I arrived at school with little time to spare kids, much more than most full-time working professionals. before class. I taught, held office hours, ate lunch at my desk, Of course, I paid a certain price for that privilege. I gave and tried to make it home by either noon or two, when the up sleep, friends, and personal time. I had very little energy preschool day ended. On days at home, I took kids to the left to hang out with colleagues at work or contribute to cam- park, read stories, played games, caught up on housework, pus life. I did what I could, but often, I just had to say no. and tried to work during nap times. Each year, as my kids progressed (i.e., went to school for a In my second shift (afternoons and evenings), I walked full day, were able to walk themselves to school, could stay kids home from school, took them outside to play, helped home alone for short periods of time, didn’t need me to with homework, made dinner, cleaned up the inevitably dirty bathe them or make their lunches, read their own books, floor, did dishes, gave baths, read stories, helped the boys etc.), the time I had given up came back to me. I began to clean their rooms and get into their pjs, and put them to bed. contribute more to campus life. I have the next 25 years to Then the third shift of grading and class preparation would keep giving. The sacrifices I made to have both a rich fami- begin and often last until well after midnight. I tackled writ- ly life and a rich professional life were worth it. ing projects during winter, spring, and summer breaks. Somehow, in the blur that was the early 2000s, I pub- The Responsibilities of lished enough to earn tenure. A few years ago, I had a near Jesuit Universities sudden realization that the really difficult days were over. I could breath. I could take a yoga class, meet a student for Still, some might ask whether universities should avoid hir- coffee, read the morning paper, write regularly during the ing parent-academics like myself. After all, if I was able to academic year. My kids had reached their teens and they did- teach and publish well enough to earn tenure working fewer n’t need me as much anymore. I still juggle more in the hours than my non-parent colleagues, presumably I would mornings and evenings than my single colleagues do, but be able to do a great more if I had no children. Perhaps, my most of my interaction with my kids happens in carpools, at single or childless colleagues offer the university more for dinner time, or later in the evening when we all combine their money. school work with reading and listening to music. In some cases, those without children do give more. In particular, I notice that priests at my university are exceptionally Was It Worth It?

As I look back, I am grateful to have had a career in acade- Julie Hanlon Rubio is in the theology department at mia when my children were young. Although my profession St. Louis University.

Conversations 37 Best Practices

If we’re serious about forming men and women for others, we have to find ways to support workers with family care-giving responsibilities.

What can universities do? • Have formal, written policies on family leave and extending the tenure clock, and make sure department chairs know about them. A semester of paid leave is optimal. • Provide assistance with child care and elder care, at least through offering information and flexible spending accounts, if possible through offering care on campus or subsidizing costs. • Encourage a family-friendly culture in which faculty and staff do A student at Regis University juggles childcare while trying to study. not fear taking advantage of benefits or asking for help when they generous in the time they spend with students. Some single need it. professors are very prolific. However, I also know colleagues with small children who somehow manage to publish more, What can departments do? teach better, or do more administrative work than most of the • When scheduling courses and meetings, first rest of us. consider the needs of those with family care-giving Yet, it is important to remember that not everyone can responsibilities. pull this off. For instance, women academics are more likely • Protect caregivers’ time by minimizing requests for on to be married to men with demanding jobs than male aca- campus service. demics, while male academics are more likely to have spous- • Fairly evaluate colleagues with respect for their care- es who work part-time or have flexible hours. In addition, giving responsibilities. women still do a greater share of childcare and housework in dual career marriages, though the gap is closing. Some What can individuals do? people have special needs children, two or three children • If current policies are inadequate, start a conversation close together, or high-needs kids. Some juggle both child- in one department or across departments. Join togeth- care and elder care. Many live far away from extended fam- er to advocate for more justice. ily. Some simply are not going to be able to give as much of • If you are a caregiver, take advantage of benefits their time to work during the intensive years of care. offered to you. At a Jesuit university, I hope that’s acceptable. If we’re about • If you are not a caregiver, make yourself available to teaching the whole person, then it only makes sense that we help out. should treat faculty and staff as whole persons. Sociologists • Support others in their choices, whatever they are. talk about “spillover” when family issues (illness or school vacations, for instance) intrude on the workday. Though treating caregivers justly will require some sacrifice Traditionally, the “good worker” was someone who refused on the part of universities, we all stand to benefit from a more to allow these issues to get in the way of performance. But diverse workforce, not to mention a happier one. This sort of that was only possible because someone was at home to take accommodation need not diminish the Jesuit mission. After all, care of things. Today, most families are headed either by sin- when care-giving responsibilities are most intense, faculty and gle parents or dual-career parents. Spillover is inevitable. staff are being men and women for others in their homes. Care- Treating the worker as a person means recognizing this real- giving is a service not just to their own families, but to the whole ity and working with it. Not to deal with these issues means society. Small adjustments can make it possible for Jesuit univer- accepting a gender gap that still persists for full-time faculty sities to do their part in helping workers balance the many dif- and failing to care well to the most overburdened among us. ferent ways in which they give of themselves. ■

38 Conversations to expand into every discipline. I began to notice Him in unexpected places. Dr. Peter Norberg of the English department has helped to make room for God through his Ignatian pedagogy program. Gathering nearly two dozen professors Finding God from all disciplines and faith traditions, he takes them through a formation program through which they learn about Ignatian spirituality and pedagogy. The goal of the ses- in Every sions is to develop lessons that incorporate the three aspects of the Ignatian Paradigm: experience, reflection, and action. Physics professor Dr. Douglas Kurtze, a Bahá’í, teaches my Classroom course on “energy: problems and promises.” In addition to teaching about the conservation of energy and how to con- vert to Joules to BTUs, he examines how policy decisions affect not only the environment, but also the poorest of the By Matthew Bender poor, thus connecting my studies to people. I have been challenged to consider the ethical dimensions of cap-and- trade, carbon taxing, and policy options. e all know that American Jesuit higher God in all places. education is in a period of transition. In the past benefited from experience with Jesuits as professors, administrators, and The management department has taken several steps to ensure the president; now the average student faithfulness to our Jesuit heritage. Two new majors were intro- has very little contact with these men. We duced: leadership, ethics, and organizational sustainability Wcan either bemoan the lack of vocations to the Society of (LEO) and managing human capital. The objective of the LEO Jesus or recognize this as an invitation by the Spirit to major is to “develop leaders whose goal is to lead and work breathe new life into Ignatius’ vision. That must be cultivat- for the greater good. This includes several components, included through a commitment by the laity to the mission of the ing leadership, social responsibility, ethics, and justice.” Dr. Eric Society. The faculty must be the primary Patton, a graduate of Dr. guardians and translators of this heritage. Norberg’s Ignatian peda- This past summer, I participated in Saint gogy program, incorpo- Joseph’s University’s summer scholars pro- rates his Catholic back- gram which allowed me to conduct research ground into the managing with Dr. Gerald Beyer of the theology human capital major, department and Fr. Daniel Joyce, S.J., of the which he directs. office of mission and identity. My project, Our Ignatian tradition “The History and Future of the Laity in says we should find God in Fulfilling the Jesuit Mission in Higher all things. He is present in Education” examined the history of the all places on campus, in Society as well as current practice in cooper- every discipline in the ation with the laity in mission. classroom. The challenge My experiences have allowed me to is, faculty need to make come in contact with many professors. As a room for God in their history major and theology minor for quite courses. But for every Dr. some time I saw the humanities, as the traditional clearing- Kurtze or Dr. Patton, there houses of mission and identity, as the only way to truly under- are so many others who avoid it like the plague. They see God stand our Catholic, Jesuit tradition. My views changed when I as solely in the realm of the theology faculty and campus min- read a passage from an address given by Fr. Gregory Konz, S.J., istry. The word “God” is never mentioned, either out of sensi- at the Jesuit Education 21 Conference in 1999. Commenting tivity for non-Catholics, an inability to see connections to their that for many students, the humanities do not provide the field, or apprehension at their lack of theological training. appropriate framework for a interaction with God, he said, “If Students are responsive, however, to practical issues and their Jesuit education were restricted to the liberal arts, then these ethical implications. We want to engage the world, because students are lost…If I take the Contemplation to Attain Divine when we experience injustice and suffering, God is there. Love in the Spiritual Exercises seriously, I must help them find Matters of faith do not scare us. They may make us uncomfort- God in their lives.” able, but that is what faith should do. ■ This idea radically changed my perspective on where God can be found. God was no longer confined, in my Matthew Bender is a junior history major and theology and mind, to the ivory tower of the humanities, but was allowed faith-justice studies double minor at Saint Joseph’s University.

Conversations 39 WHY DO I ENDURE ALL THIS? Challenges to Jesuits in Work-Life Balance

By Mark Scalese, S.J.

t is a truism among Jesuits that the reasons why As faculty everywhere can attest, I attend a lot of we enter are rarely the reasons why we remain meetings every month: three in my academic program; at in the Society of Jesus. Likewise, it is often the least one in my department; one in the College of Arts case that the work we imagined ourselves doing and Sciences; one for the general faculty of the universi- when we applied is seldom the work to which ty; one for the faculty handbook committee on which I Iwe end up devoting our time — St. Ignatius serve; four in my residence hall; and two in our Jesuit himself was but the first and most visible example of this! community. And emails. I receive and respond to a flood That dynamic has certainly been true in my case. of emails every day — from students, faculty, administra- When I joined the Society in 1987, I imagined that I tors, staff, our Jesuit superior, our provincial, the pastor would end up working in secondary education. I had of the parish, my family and friends, plus even more already taught art in public school for six years and most from Facebook, iTunes, Amazon, my cell phone carrier, of the Jesuits I knew up to that point were the men who bank, and credit card company…whew! taught me at Scranton Prep. I never imagined that I might work as a television producer in the Washington, DC, Keeping those balls in the air area after my ordination, much less that I could become a tenured professor at one of our Jesuit colleges. And yet The metaphors I use to describe my life are telling: like here I am, happily, in the middle of my eighth year at being shot out of a cannon, or drowning, or swinging Fairfield University, producing documentaries and teach- from one trapeze bar to the next. Personally, I find it ing film production and cinema studies. pretty difficult to keep all those balls in the air at once At present, I am one of fourteen Jesuits working here (yet another metaphor!). My day usually begins around — a pretty healthy number by current standards. While 6:30 and doesn’t end until half-past midnight. And in my profile is not as high as our president, Jeffrey von between I keep a pretty constant pace, going so far as to Arx, nor my tenure as longstanding as the chaplain to eat lunch at my desk to save time. About the only respite our athletes, George Gallarelli (nearly fifty years!), my is the two hours I spend at Mass and dinner in our Jesuit “portfolio” of responsibilities at Fairfield is as typical —- community, and sometimes I need to forego even those and extensive — as the rest of my brothers. And like because of activities at the university. them, it is a real and enduring challenge to balance my After dinner I usually end up back in the office for work-related activities with the rest of my life as a Jesuit. class prep or grading or meetings with students, often Among many other things, I teach a full load of three bringing my laptop home to the dorm where I can contin- courses each semester, serve as the director of our New ue working in my room. Absent from this litany are any Media: Film, Television & Radio Program, advise about number of activities I enjoy: reading; watching television; thirty students, live in a sophomore residence hall, assist exercising; going out to dinner with friends; wandering with campus ministry service trips and retreats, provide spiritual support for the Jesuit Volunteers in nearby Bridgeport, say Mass in a local parish, see four people a Mark Scalese, S.J., is an associate professor of film and month for spiritual direction, and join my Jesuit brothers video production in the department of visual & per- for Mass and dinner in our community. forming arts at Fairfield University in Connecticut.

40 Conversations who want to become majors or minors. I do not have a secretary, nor did I seek out this role; it was my “reward” from our department for earning tenure. (I did receive a generous raise, but I never see my salary anyway because it all goes to our Jesuit community.) Another issue is that, as a Jesuit priest, the hours when I am “on the job” don’t correspond to normal working hours. Because I live where I work, I am always available for meeting with students after dinner to prepare for campus ministry trips, or saying Mass in my dorm at 10:00 p.m., or making brownies for residents followed by a late-night movie. Most of the time, I don’t even get weekends off because I need to prepare homilies for the masses I say on campus A priest celebrates mass at John Carroll University. or in the local parish. around museums in New York City; or walking through Why? the leafy neighborhoods near our school. And the things I struggle to squeeze in — including prayer, or editing doc- Why do I endure all this? Basically, because Fairfield umentaries as part of my scholarship — rarely occur in remains a very good place to exercise my vocation as a longer stretches of time when I can revel in them. Jesuit priest. In religious terms, I do it all “for the greater Beyond the sheer number of responsibilities I have glory of God,” or the magis. In practical terms, I want to is how much time they require. Take those 30 academic help others flourish as human beings, whether they be advisees, for example. In the Jesuit tradition of cura per- students, professional colleagues, parishioners, or any- sonalis, I like to meet with each of them at least twice a one who watches my films. At this point in my career, all semester: once at the beginning for 30 minutes, to assess of the activities enumerated in this essay have become their academic progress and to discuss their personal and vehicles — excuses if you will — for loving people. scholastic goals; and once prior to registration to help Because of that, those 15 hours in which I cram individ- them select appropriate courses for the following semes- ual advising sessions are enormously life-giving, not only ter. Do the math: those initial meetings alone take up 15 for my advisees (I hope!) but for me. When I slog hours! Or because of the types of courses I teach, it can through grading assignments, I want to help my students take at least 15 minutes to grade a single student’s work catch a glimpse of their potential, not only as creative in editing, for example. That adds up to a four-hour com- artists, but as human beings. Few things are more satis- mitment, just for one class. fying to me than watching our seniors struggle to take the vital issues of their life experiences and transform Not everything gives life them into capstone films, TV shows, or scripts that move people. When I say Mass in my dorm, even if only 10 The trouble is that some of my responsibilities at Fairfield students show up, it is to help them get in touch with the don’t give me much life , worse, take precious time away mystery at the heart of their lives, the desire for God from those that do. Most of that involves the administra- which they may not even be able to articulate. tive paperwork and logistics that pertain to my role as I am willing to put up with the tedious aspects of my director of our film and video program: sending regular life at Fairfield because they are part of being a respon- email announcements to our 100 majors and minors; call- sible colleague here, but mostly because they include so ing our faculty together and facilitating meetings; figur- many other aspects that give me life and joy. Keeping all ing out course schedules, enrollment caps, and room that in balance is not easy, and I am not sure that I even assignments; corresponding and meeting with potential do a good job of it, but at this point in my life, it is def- adjunct faculty; submitting budgets and compiling data initely worth it. for the department or dean; signing forms for students And oh, how I welcome summer when it comes! ■

Conversations 41 experiencing the Spirit

I believe that we are all pilgrims on some type of journey. I do remember that my professor felt that the Jesuits were We learn early in life that our parents are our first, and in passionate in their pursuit of a better and more just and many ways, our best guides. They are the ones who love us peaceful world. long before we even know who we are. They name us, train If I had known then that I would someday find myself us, and then send us on our way. There are moments in our standing in the cave where St. Ignatius had lived for ten journey when we must walk on an uncharted path: I think of months writing the Spiritual Exercises, I probably would my first day at college when I realized (with a sigh) that I have paid more attention. It did not seem real to me when I would l have to trust that my alarm clock would wake me up was sitting in my classroom in South Bend, Indiana, nor was since my mother was too far away to do it, and of the it real when I read his Autobiography in preparation for this moment when I first arrived in Kenya for my study abroad trip; but, when I stood in that cave and I studied the carvings when I realized (with a shudder) that I would really have to of the cross that he had made on the wall, and when I laid be, for the first time in my live, the “master of my fate and my hand on the floor of the cave and tried to imagine him the captain of my soul.” living and sleeping here while he concentrated on doing the And then, there are moments when you learn that there active work of the Lord, then it was real to me. It was that are benefits to walking and journeying in a path already moment when I understood that the choice that I had made worn by another. This was my experience earlier this sum- to work at a Jesuit institution was only the next step in the mer when I participated in the Ignatian Pilgrimage: a ten-day journey that I had been walking in all of my life. I am not a trip to Italy and Spain retracing the steps of St. Ignatius of Jesuit, but as a result of this pilgrimage, I have realized how Loyola. Prior to joining the faculty, I was only somewhat much I firmly believe in cultivating the ideas of cura person- familiar with Ignatius and with Jesuit education. I received alis and magis, and in becoming an active citizen of my aca- my master’s degree in international peace studies from the demic community. Joan B. Kroc Institute for Peace and Justice at the University It was there, in a little cave in Manresa, Spain where I of Notre Dame and we had spent some significant time talk- realized (with a smile) that the path of St. Ignatius of Loyola ing about Jesuits and their philosophies around the ideas of had led me back to myself. ■ peace and justice. Although I vaguely remember the content of the lectures, because, like most compulsory classroom Kaye Wise Whitehead is assistant professor communications experiences, it sits somewhere on the edges of my memory. at Loyola University Maryland.

ing the joy and peace they seemed to find in their prayer. Under the skilled and sensitive guidance of my spiritual director, I began, slowly, to find prayer accessible, letting go of my familiar intellectual and rational approach, and begin- The Ordinary ning to pray with my whole being, entering into the imagination Ignatius recommends to us. The ordinary became the sacred, illuminated by a new awareness of the gifts of friendship, love and worthy work. Becomes Sacred My morning walk across campus, too often dominated by a By Jeanne Fielding Lord litany of anxious thoughts, became a time for gratitude and for small expressions of thanksgiving, for freeing prayer. The shared experience of the Exercises has nurtured and strengthened bonds of trust with colleagues and an under- The invitation to participate in the 19th Annotation retreat standing of our shared mission and for that I am especially arrived amidst the press of fall semester correspondence. For grateful. ■ a day or two, I reflected; curiosity in conflict with the quo- tidian. At the end, I accepted, drawn powerfully by the Jeanne Fielding Lord is vice president for student affairs at example of others who had experienced the Exercises, seek- Georgetown University.

Conversations 43 being Gay at a Jesuit University

The Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Resource Center at Georgetown University: A Case Study

By S. Wade Taylor and Kevin J. Mahoney

n June, 2009, with funding from needs of LGBTQ students at ing groups to generate reports with rec- the provost’s task force on “The Georgetown in early October. Students ommendations that would help imple- University and the Catholic suggested four major areas of improvement the LGBTQ university initiative. Intellectual Tradition” at Boston ment for the university, and as a result, For the remainder of this report we College which encouraged each the President called an open town hall will closely examine the LGBTQ of its members to take on a salient discussion on October 24, 2007, pro- Resource Center (which grew out of the projectI relevant to our university and its posing “that our community work Working Group on Resources) and pos- Catholic identity, we chose to investi- together on a more comprehensive ini- sible lessons for other Jesuit universities. gate policies and structures that Jesuit tiative to strengthen Georgetown’s The Working Group on Resources universities have established to wel- approach to addressing the needs of was encouraged by President DeGioia come and foster the growth, health and LGBTQ students.” to “evaluate the nature and level of sup- welfare of our lesbian, gay, bisexual, President DeGoia appointed two port for coordinating LGBTQ communi- transgender, and queer (LGBTQ) stu- vice presidents to provide senior admin- ty resources.” The group initiated three dents, faculty and staff. This report istration leadership for this coordinated interest groups, consisting of members resulted from that funding. effort. They were in charge of develop- who had been known in the past for Around 2:30 AM on September 9, ing and staffing four working groups being supportive of LGBTQ students, 2007, a 19-year-old gay, male student at covering: Reporting Incidents; Resources; their issues and concerns, and for hav- Georgetown University was verbally Education and LGBTQ Issues, while also ing a deep intellectual understanding of assaulted and physically attacked by reporting all findings via reports to the the Catholic tradition. Each group was three men on 36th Street near the cam- provost and the president. Members of encouraged to be inclusive of all per- pus. The victim identified one of the the groups broadly represented the spectives and to participate transparent- attackers as being another Georgetown Georgetown community, as students, ly with openness and honesty, as well student, and that student was later staff and faculty volunteered their time as to have group members representing charged with simple assault on toward this LGBTQ campus-wide initia- faculty, staff, undergraduate and gradu- September 27th in connection with the tive. All groups were charged to com- ate students. attack. The university did not alert the plete their work in the fall 2007 term, so Georgetown community until the arrest that in the spring 2008, recommendations The Internal Evaluation Group was made. In response to this incident, a from each group could be considered focused on reviewing and imple- group of students protested what they and implemented. menting the teaching of the considered the university’s failure to alert Within a year after the hate crime, Catholic Church, Georgetown’s its community of a reported hate crime. Georgetown University established its This attack on a GU student and LGBTQ Resource Center staffed with a the pro-active response from students full-time director. It took only three S. Wade Taylor and Kevin J. Mahoney were the major precipitating events that months after President DeGioia are in the Boston College Graduate led President John J. DeGioia to meet addressed the Georgetown community School of Social Work. This essay is a with student leaders and discuss the on October 24, 2007 for all three work- condensation of a longer report.

44 Conversations mission and identity as a Jesuit school, the importance of access to equal education, the care of the whole person (cura personalis), and the need to provide necessary resources for all students, including at-risk populations. Members addressed issues that pertained specifically to the internal climate of the university, including both negative and positive reactions to creating a LGBTQ Resource Center. They discussed the history of LGBTQ issues and concerns on campus, the needs of all students on campus regarding LGBTQ resources, and LGBTQ education and its implementation across Georgetown University students participating in March for Community. campus and with other student support groups. alumni supported Georgetown dent, the LGBTQ Resource Center was Magazine (Spring/Summer, 2008) in place. In August, 2008, it opened its The External Resources Group published an article entitled “Out doors with a full-time director, and in investigated what and how other on the Hilltop.” This article provid- spring, 2009, a full-time program coordi- universities had created resources ed personal stories about the lives nator was added. It now has student specific to LGBTQ students and of LGBTQ alumni and their lived interns who staff various programs and their needs. Some of these schools experiences while being students at help provide leadership around campus. (including Duke, Princeton, the university (Georgetown It is the first known LGBTQ resource Syracuse and the University of Magazine, Spring/Summer, 2008). center in the nation at a Jesuit universi- Pennsylvania) were invited to Also, a special reception for LGBTQ ty that has a full-time director. The attend a two-day symposium at GU alumni, attended by the President director of the LGBTQ Resource Center to discuss the mission of their cen- and many members of Georgetown’s reports directly to the vice president of ters, results to date, and the time- board of trustees, was held at the student affairs. lines in which these results had annual alumni gathering. Determining the best location for the occurred. In addition, one execu- Resource Center was very important. tive administrator from GU visited Each interest group reported their find- After a rigorous decision-making process, selected schools to identify in more ings to the larger working group, and the group decided locating the center on depth how these colleges met the the information helped the working campus would provide an easily accessi- needs of LGBTQ students. group to develop a proposal for creat- ble center for the entire Georgetown ing an LGBTQ Resource Center, and to community. It is a resource center for all The Allies/Friends Group hire a full-time director and a program persons affiliated with the university, focused on gathering information coordinator. The products of their regardless of sexual orientation and gen- on alumni attitudes. Alumni support efforts included a description of the der expression. was crucial for a successful project. director’s position, a budget for staffing The Resource Center mission state- Allies and friends and a number of and managing the Center, and sugges- ment, its vision, and the values and state- LGBTQ alumni responded positive- tions for necessary liaisons and connec- ments of values and action are described ly to providing not only their pro- tions for the Center to be effective. below and can also be read from the fessional expertise on identifying From beginning to end, it took about LGBTQ website at http://lgbtq.george- resources, but also their personal three months for the working group on town.edu/about/mission.html. stories as students who once LGBTQ resources and its interests Interviewees identified four themes attended Georgetown. Though not groups to complete its work. which describe the gestalt of how and directly related, in the In less than a year after the initial why the center functions positively Spring/Summer 2008 the official hate crime was reported by a GU stu- within a Jesuit university:

Conversations 45 The Care of the Person: The Relationship with Campus learned, and developing a LGBTQ Catholic Jesuit ideal of cura person- Ministry: Since the inception of Resource Center at GU is no exception. alis encourages us not only to the LGBTQ Resource Center, the Completing the case study provided the strive to care for the whole person, director has been working closely following insights that may be consid- but also to help provide the means with campus ministry and chaplains ered for any Jesuit institution interested and opportunities for that person to (a total staff of 45-50 people). For in conducting similar steps to provide succeed holistically. This care must both departments, it was important adequate resources for LGBTQ students. occur within a free and respectful for students, staff and faculty, A transparent and an inclusive environment where adequate regardless of sexual orientation and approach to implementing an LGBTQ resources are available equally for gender-variant expression, to contin- initiative may be the best policy. all persons. For students, staff and ue developing an intellectual and President DeGioia and his administration faculty at a Jesuit school, these meaningful understanding of faith demonstrated this approach in the fol- resources are considered a necessi- development. LGBTQ students, staff lowing ways: Calling the town hall meet- ty to identify and preserve our and faculty are also spiritual persons, ing and inviting students to provide God-given talents. and they require resources that will insight and potential leadership as the help them to continue their faith university conceptualized the LGBTQ ini- Internal Partnership across the development across the lifespan. The tiative; presenting to the Board of University: The ongoing internal resources campus ministry and its Trustees the need for an LGBTQ partnerships across the university chaplains provide have been salient Resource Center and informing the lead- are also a theme that continues the education about faith development ership of the archdiocese of Washington, success of the LGBTQ Resource and the dignity of the person. They DC; and, inviting both internal and exter- Center. It was important for all joined in partnership to help create nal evaluation groups, including alumni, issues and concerns from all safe places where people can pursue to participate in creating the resource departments and schools to be their sexual identities in relationship center. These examples established a heard and synthesized, as well as to to their own spiritual journey. spirit of transparency and inclusivity that be considered important feedback ultimately helped to create and imple- for consideration. This openness Considerations for Other ment a resource center expeditiously. and transparency lead to a stronger Jesuit Universities An LGBTQ Resource Center should internal partnership. This internal work closely with other educational and partnership was further strength- intellectual avenues on campus. When ened by creating multiple LGBTQ Every university has a different tradition, hired, the director immediately invited working groups that included stu- environment, culture and leadership. faculty and staff in the chaplain’s office to dents, staff and faculty from differ- Given that the relationship between join an intellectual conversation on faith ent departments and schools across Catholicism and homosexuality has often development within all persons at the university. been seen as problematic, this case study Georgetown, including LGBTQ students. focused on the pioneering work at A relationship with campus ministry is Active Involvement of Alumni: Georgetown University, one of our sister imperative for a center to provide As a stakeholder group, alumni Jesuit institutions. For the administrators resources particularly in regards to intel- were invited to participate through and faculty interviewed, responding to the lectual faith development. LGBTQ stu- the entire process of creating the needs of LGBTQ students was seen as an dents deserve a safe space to be able to LGBTQ Resource Center. Prior to the opportunity, not as a threat. Moreover, it address similar questions associated with hate crimes of the Fall 2007 term, a was an opportunity for them to further the faith development as any other student small group of LGBTQ alumni had principle of cura personalis because of, regardless of sexual orientation or gender been actively encouraging the uni- not in spite of, their faith and beliefs. expression. At this time, the chaplain’s versity to develop a more inclusive With great dedication and persist- office has an explicit goal to assist the and safe environment for LGBTQ ence, GU implemented a resource center LGBTQ Resource Center in its mission. students. The resource committee which now provides the entire The LGBTQ Resource Center and inquired about alumni attitudes and Georgetown community with diverse its leadership should consider whether concerns from alumni who were education, intellectual dialogues, and or not it wants to include in its mission homosexual and heterosexual. social support regarding LGBTQ per- a political agenda. It was important for These alumni were satisfied that sons, their families and friends. As with GU that their center focused on provid- their voices were finally being heard all diversity initiatives, the process of ing education and resources for the by executive administration. implementation usually results in lessons community while not using the center

46 Conversations Addition to the Report as a political platform. For of GU shared their ideas and “In Dreams Begin example, some student groups insights openly, and have Responsibility” may want to use the LGBTQ assured us they are interested By Sivagami Subbaraman Resource Center as a platform in sharing this experience with to push a particular perspec- fellow Jesuit institutions. They The line comes from an old Irish Catholic play serves as tive about sexuality that may acknowledge that the creation touchstone for how we envision the work at the Center. or may not be in concordance of the resource center is not It has been a dream for many, over many decades to have with the Catholic Church. At a panacea; homophobia and space, value, permission, and belonging on the hilltop. the university, some students No dreams, no vision for wanted the resource center to this work is possible with- endorse a “Sex Positive” week, out both an individual which was hosted by GU and a collective sense of Pride, United Feminists and responsibility—to create a the Georgetown Solidarity community that speaks to Committee. The week advo- all of who we are — a cated particular perspectives community that gives about sexuality, and the expression to the full resource center chose not to range of our humanity endorse this agenda. It did, and dignity, which is a however, continue its mission fundamental principle of by providing resources and the Ignatian tradition. education, when necessary, Central to this work is our for those students, faculty and ability to grasp and make staff associated with or affect- tangible the central para- ed by “Sex Positive” week. dox: to hold in place The implementation of equally the sense of an any LGBTQ initiative at a Jesuit impossible dream, and an intractable responsibility, in institution may be most effec- Sivagami Subbaraman, director order to do this work. tive if it is supported by the of the LGBTQ Resource Center, The Center opened its doors in the Fall of 2008, and executive administration of the Georgetown University. in our three years here, we have become both integral institution, starting with the and integrated into the campus community. We partici- president. One of the major hetero-sexism cannot be pate in the full range of pre-orientation, orientation, and strengths that helped GU to conquered overnight. Still, leadership programs at the start of the year, and close create and implement a they unanimously agreed with Lavender Graduation, and between offer Coming LGBTQ Resource Center was that the results were worth Out Week, Gender Liberation Week, Pride Week, and the support and leadership the effort. We would like to special speaker series. We also collaborate with many coming from the top. The thank specifically those academic units to deepen the conversation on campus. administrators modeled for members of the Georgetown Lavender Graduation honors LGBTQ and allied stu- other staff and students work- community who agreed dents and their contributions to the community; and it ing with them the Jesuit princi- without reservation to talk has grown from 30 students to 70 students with more ple of cura personalis and a with us about the LGBTQ than 200 attending the event. It has become a central spirit of love and equality. It Resource Center, its imple- community celebration to start off our Commencement was this leadership which also mentation, and what they week, and a way to rejoice in all of who we are. We required a transparency and believe contributes to its suc- have worked very hard to find and re-engage our inclusivity throughout the cess. Without their help we LGBTQ alumns, and we now routinely participate in entire process. would not have been able to Homecoming, Reunion, and John Carroll alumni week- These insights and les- compile this report, and we ends. For many of our alums who have felt dis-engaged sons learned may be utilized are grateful for their time, or not welcome, this has been a huge sea change, and strategically in any Jesuit-affili- energy and willingness to feel they can now truly call the Hilltop their home. ated university that desires to engage in further conversa- implement a LGBTQ initiative tion about implementing Sivagami Subbaraman is director, LGBTQ Resource or resource center on campus. LGBTQ initiatives at other Center, Georgetown University.: [email protected]. The administrators and faculty Jesuit universities. ■

Conversations 47 SPECIAL REPORT: RESOURCES

Sustainability and Catholic Higher education: A Toolkit for Mission Integration

New resource seeks to ll across the country, dimension the Christian vocation Catholic colleges and (Genesis 2:15). As such, grounding universities have taken sustainability work in Catholic mis- help Catholic colleges positive steps to sion is critical if schools are to attain become more ecologi- a holistic and integrated realization and universities cally sustainable. of mission. This can be especially While encouraging, challenging if sustainability is seen more fully ground there is a recognition merely as an optional “add-on” to Athat more needs to be done to Catholic mission rather than woven sustainability work in ensure that these efforts are explicit- into its very fabric. ly and consistently grounded in Mission-based sustainability is Catholic mission. Towards that end, important because the Catholic tradi- Catholic mission the Association for Jesuit Colleges tion offers unique contributions to the and Universities (AJCU) has collabo- larger sustainability conversation. For rated with seven other national example, linking sustainability to By Daniel R. DiLeo Catholic organizations to publish Catholic mission enables the articula- Sustainability and Catholic Higher: tion that environmental issues are A Toolkit for Mission Integration inexorably connected to Catholic (available for free download at commitments to protect and defend http://catholicclimatecovenant.org/r human life and dignity, especially of esources). The publication of this the poor and vulnerable. If, however, resource recognizes that there are sustainability work is not grounded in important reasons to firmly ground Catholic mission, these invaluable sustainability work in Catholic mis- contributions to the ecological con- sion, and is especially timely given versation can quickly become lost. the Society of Jesus’ recent Special Report on Ecology. The Toolkit and its sponsors rec- Daniel R. DiLeo is project manager ognize that it is essential for schools of the USCCB-endorsed Catholic to ground sustainability work in Coalition on Climate Change. Catholic mission because He may be reached at “cultivat[ing] and car[ing] for” God’s dandileo@catholicsandclimate- good gift of Creation is a core change.org.

48 Conversations Finally, grounding sustainability offers an Assessment work in Catholic mission is critical Tool which enables for Catholic schools because doing schools to discern the so can prevent these efforts from extent to which their becoming politicized. For example, sustainability work is rooting sustainability in faith enables already grounded in the U.S. Conference of Catholic Catholic mission. Bishops to assert in “Global Climate The sponsoring Change: A Plea for Dialogue, organizations hope that Prudence and the Common Good,” all Catholic colleges At its core, global climate change is and universities will not about economic theory or polit- not only implement the ical platforms, nor about partisan • LEARN about and educate Toolkit, but also join the 25+ nation- advantage or interest group pres- others on the causes and al Catholic organizations which have sures. It is about the future of God’s moral dimensions of envi- become Catholic Climate Covenant creation and the one human family.” ronmental degradation and Partners by formally endorsed the In order to help Catholic col- climate change; Pledge. Doing so offers schools the leges and universities more firmly • ASSESS how we — as indi- unique opportunity to publicly ground sustainability work in viduals and institutions — affirm their commitment to mission- Catholic mission, AJCU has collabo- contribute to environmental based sustainability, and stand in rated with the Association of degradation and climate solidarity with other Catholic organ- Catholic Colleges and Universities, change; izations that recognize caring for the Association of Franciscan • ACT to change our choices creation as a core dimension of Colleges and Universities, the and behaviors to reduce the Catholic life. Lasallian Association of College and ways we contribute to envi- In September, the Social Justice University Presidents, Catholic Relief ronmental degradation and and Ecology Secretariat at the Services College, the Catholic climate change; General Curia of the Society of Jesus Campus Ministry Association, the • ADVOCATE for Catholic (Rome) published “Healing a National Catholic Student Coalition principles and priorities in Broken World” which considers the and the USCCB-endorsed Catholic environmental and climate realities of environmental degrada- Coalition on Climate Change to pub- change discussions and tion and climate change in light of lish “Sustainability and Catholic decisions, especially as they the Jesuit mission and charism. The Higher: A Toolkit for Mission impact those who are poor document’s recommendations par- Integration.” The Toolkit is organ- and vulnerable. ticularly encourage Jesuit institutions ized around the five components of of higher education to “[r]oot univer- the Catholic Climate Covenant: The Each section of the Toolkit sity teaching, research, and service St. Francis Pledge to Care for examines a different dimension of activities in social and environmen- Creation and the Poor, and offers the Pledge by: identifying who on tal justice issues,” and the co-spon- practical suggestions by which campus can most effectively take sors of the Toolkit encourage Jesuit schools can holistically: action; offering suggestions for how colleges and universities to use both each element might be implemented this resource and Catholic Climate • PRAY and reflect on the duty on campus; suggesting ways in Covenant Partnership as ways to to care for God’s Creation which the institution might take the more fully respond to this call of the and protect the poor and Pledge “beyond the campus” into Society and the Church. ■ vulnerable; the community. The Toolkit also

Conversations 49 Loyola Marymount University students from the 1970s from the Archives and Special Collections, William H. Hannon Library, LMU.

50 Conversations Introduction. The Ignatian Colleagues Program, of which the Marquette Colleagues Program is an off-shoot, has 26 participating institutions, sponsored by four provinces — Chicago-Detroit, California, New Orleans, and Wisconsin — that establish conversations among the members through gatherings, online learning, and retreat, an international immersion experience, and finally a capstone where the members gather for three days to plan projects for their own campuses. RASsj

Heart Meets Head: Integrating the Mission and the Workplace

By Kathy Coffey-Guenther and Doug Leonhardt, S.J.

uilding from four of the five Each cohort gathers eight times mission into the way faculty, staff and components of the Ignatian during a semester, including two full administrators lead, teach, do research Colleagues Program, the day meetings. One day consists of a and work. It is an attempt to educate Marquette Colleagues retreat day during which there is an and form Marquette personnel in the Program has adapted the introduction to the Autobiography of St. Ignatian spirit which animates the mis- same foundations in an Ignatius and an overview of the Spiritual sion of the university. abbreviatedb program for faculty, Exercises with time for reflection and Participants who discussed their administrators and staff on campus. prayer. The second day is a service day experience report that the program The four building blocks include edu- in which colleagues volunteer at differ- made them part of the university com- cation and formation in the Spiritual ent social outreach agencies. The group munity, helped them see the difference Exercises, the Jesuit and Catholic edu- gathers as a whole at the end of the serv- between Marquette and a non-Jesuit cational heritage, the commitment to ice day for reflection and sharing of university and unite the heart and head justice through service and a cap- experiences. For the main body of the as their decisions help others grow, stone experience to develop an action MCP, each cohort gathers every two Graduates of the MCP program are plan for one’s work. weeks for an hour and a half conversa- invited to continue their formation During the past two years, four tion over lunch. The four topics for the through participation in alumni retreat cohorts have participated in the noon discussions are: Ignatian discern- days, a service day, and programs Colleagues program: senior leaders from ment, Jesuit education, the Catholic and sponsored by the Faber Center for advancement, associate vice presidents Jesuit identity of Marquette and the faith Ignatian Spirituality. ■ and directors from the operational side and justice mission of the Society of of the university, associate and assistant Jesus. The discussions are primed by deans and ten faculty members from the several articles which are required read- College of Nursing. During the fall ing. The final session of MCP is the cap- semester of 2011, there will be two more stone experience during which the par- Dr. Kathy Coffey-Guenther is director of cohorts: academic department chairs and ticipants talk about their written plans to Ignatian programs at the Faber Center senior administrative assistants. The par- bring what they have learned to their for Ignatian Spirituality. ticipants choose to be part of a cohort in colleagues or classroom. response to an invitation and the groups The program was designed to con- Doug Leonhardt, S.J., is chaplain vary in size from eight to eighteen. tribute to the integration of Marquette’s of the College of Education at Marquette University.

Conversations 51 I do not view Jesuit tradition as the mere dissemina- tion of facts. A computer can do that. William Butler Yeats once said that “education is not the filling of a bucket but the lighting of a fire.” Not Filling A My next two expectations from professors appear to contradict each other. Perhaps the idea is undeveloped. Nonetheless: Perhaps more than any generation in history, we Bucket, But have been subject to intense commercialization. Nothing irritates me more than when students from the business school force some product on us at the behest of their Lighting A Fire marketing professor. Indeed, that the corporatization of the university seems to be the most dire threat to authentic education should beget critical thinking. This war- By Jayson Joyce rants separate attention in a different piece. What is worse than having a product forced on us, however, is having an ideology. Nothing offends me so much as the notion that I am not being educated, but ho am I—in academia three years—to rather sold something. It is cheap and it is a violation of lay judgment upon the professors the implicit trust that students place in professors. When whom I have encountered, some of I take an economics class, I do not want the subjective whom the best in their field? That policy preferences of my professor mixed in with my said, I cannot shirk from this unique notes on fundamental theories. If opinion need enter the opportunity. I will discussion, let it at the very least be clearly tryW to focus on the four expectations delineated. that students should have of a Jesuit Furthermore—and I am a decidedly lib- university, supported with anecdotal eral and partisan—nothing is less appealing evidence. than a cheap joke at the expensive of our First, the implementation of new previous president. I’m proud to volunteer technologies into a curriculum can on President Obama’s reelection campaign, change the entire nature of a course. but leaving a class where a liberal professor Economics has never been my strong uses his pretense of objectivity to mix fact suit, and I struggled in a class taught and opinion makes me a less ardent support- conventionally. I switched sections in er, not more. I do not want your ideology. the next semester and found that an e- And now, the contradiction. When I book, which updated itself to relate entered an institution founded in the Ignatian the fundamental principles that we tradition, I entered into a covenant. I do not were learning to the current global expect to be fed stale facts in my four precious economic crisis, made the class come years at BC, not even as tools for my future alive. My international relations career. I remember a state representative who course uses Google Earth to bring us came to Bishop Feehan, my high school, and to refugee camps a world away. In a talked about the difference between Catholic political science course, interactive and public schools: the fourth R. All schools graphs made global demographics teach reading, (w)riting, and ‘rithmetic. easier to conceptualize. Catholic schools do so as well, but all in the Second, to teach at a Jesuit institu- context of the fourth R: responsibility. Jesuit tion does not require one to be schools inculcate core values into their stu- Catholic, but it does set one’s strategy dents: solidarity, social justice, contemplation of teaching within a particular paradigm. I expect that the in action, and so many more. My fellow students and I professor has some concept of cura personalis. I had a want to be changed by these values after four years. If our philosophy professor who refused to even attempt to learn schools can do that, then you can forget the technology our names and strongly discouraged attending of office and the personal attention and the politics. If you can do hours because it could give some students an “unfair that, we’ve all succeeded. ■ advantage.” This stands in direct contrast to Wallada Sarraf, my former professor who meets with me twice a week in Jayson Joyce is a senior majoring in international her own time to ensure I do not forget the Arabic she relations with a minor in philosophy and is the taught me when I took her course in my first three years. president of Americans for an Informed Democracy.

52 Conversations Book Review

Democratic Education on the Ropes

Martha C. Nussbaum, NOT FOR PROFIT: Why Democracy Needs the Humanities

Princeton University Press, 2010. Pp. 158.

By James R. Kelly

here’s no end of an authentic national health, which talk nor com- is the proper and rational purpose of plaint about the national wealth. state of education Nussbaum’s major point is that in the United what happens in the classroom does- States. In her NOT n’t stay in the classroom. Global FOR PROFIT: interdependence, she insists, involves TWhy Democracy not merely comparative gross nation- NEEDS The Humanities, the highly al products but also, at a minimum, regarded philosopher (educators will wars, nuclear weapons, global especially appreciate her Upheavals warming, decent trade regulations, Of Thought: The Intelligence Of immigrants, and sex trafficking of Emotions, 2001) Martha C. Nussbaum minors and thus requires that nations transforms the complaining talk into deliberately aim to educate their stu- a more fruitful public conversation dents to become world citizens. by adding, as philosophers are sup- While often including Western posed to do, depth and scope. The Europe, her examples focus on the On page one we current education talk – it’s hardly a United States and India. In chicken find Nussbaum’s thesis that we are conversation – suffers from an over- and egg fashion, the success of in the midst of a crisis of massive pro- belief in the quantitative mode of Nussbaum’s far ranging and far reach- portions and grave global signifi- testing and from an operational ing argument – late in the book she cance, which is not the much publi- economism narrowly tying education calls it a manifesto- requires the cul- cized global economic crisis of fail- to national prosperity. No ivory ture that she urges. But since the ing states caused by failing banks tower recluse, Nussbaum disbelieves moral and the intellectual stakes – and and failing stock markets and moral- in neither quantitative tests nor eco- for Nussbaum the conjoining of the ly failing financers but one more like nomic growth. But when either and, intellectual and the moral and the typically, both dominate the talk imaginative comprises a humanistic about education they distort true education – are so high, we should James R. Kelly is sociology professor learning and unwittingly undermine not allow a mere paradox to derail us. emeritus at Fordham University.

Conversations 53 Book Review

The unnoticed crisis is the steady erosion of humanities and the arts.

stay or become al solidarity. In the early grades, competitive in the music and dance and story reading global market. For and telling are the necessary founda- Nussbaum, this tion for the imaginative and critical for profit narrow- thought fostered on the collegiate ing misses not level. only the point that the telos of education is an integrated human person but the fact that long-term economic vitality depends on the cultivation of imaginative, critical, and empathet- ic world citizens. N o t h i n g defeats the high- stakes trifecta of individual lifelong ussbaum learning and nat- locates her themes within a long tra- ional prosperity dition of humanistic educational tra- and global soli- Nditions. Indeed, she recommends darity more than that all colleges and universities an emphasis on should follow the lead of America’s rote skills devel- Catholic colleges and universities, oped to meet the which require at least two semesters impersonal gaze of philosophy, in addition to whatev- of standardized er theology or religious courses are testing. What is required. She recalls a long line of needed for citi- humanistic predecessors to affirm Dennis Hamm, S.J., professor of theology, meets with a student outside zens of the that a critical mind unattached to a Creighton University's humanities building. ©2006 Geoff Johnson world, she writes, generous spirit (she even uses the is the study of term soul) is as likely to produce a a cancer largely unnoticed. The how the global economy works and narrowing egotistic rationality closed unnoticed crisis is the steady erosion of the role of colonialism, of multina- to dialogue and any expanding hori- of the humanities and the arts, tional corporations and, by no zon of justice. Besides the perennials - increasingly considered by policy means the least, an understanding of Socrates, Rousseau, Dewey and makers as frills, and the heavy the world’s religious traditions and of Montessori - her sources include emphasis on applied skills in pre- the traditions of justice. Facts and Donald Winnicott 1896-1971, Johann professional programs suited to the analytical skills are not enough. Pestalozzi (Swiss, 1746-1827), Friedrich immediate and narrowly defined Empathy is required for student Froebel (German, 1782-1852) Bronson profit-making seen as necessary to growth and national health and glob- Alcott (1799-1888), and, especially, the

54 Conversations Book Review

Indian polymath and visionary one unfamiliar tradition, as she did sionately involved in thinking and Rabindranath Tagore (1861-1941). in her own 5th and 6th grade reports imagining reduces costs by reducing Though this might surprise some on Uruguay and Austria, which she the anomie and time wasting that readers, Nussbaum finds the still remembers while long forgotten typically accompany a lack of per- American College and University sys- is her in-general learning about sonal involvement. tem in better liberal arts shape than South America and Europe. in Europe and Asia. But her last She recounts the history of the chapter rings a world-wide warning Chicago Children’s Choir whose gong with the title Democratic members are almost all below the Education on the Ropes. She chroni- poverty line. Being a member takes cles the deep cuts in philosophy and (and teaches) responsibility. The religious studies and the short cuts of auditions and practices are after teaching large courses without suffi- school, and then the challenges are cient feedback on student writing. successive. The program’s three tiers The human growth model of educa- include school-based choirs for tion is labor intensive. She writes that grades 3-8 in 50 elementary schools, learning to probe, to evaluate evi- neighborhood choirs which give city dence, to write papers with well- and state wide concerts and, at the structured argument, in classes apex, The Concert Choir, which tours where each student is known as an internationally, performing Bach to individual and who is expected to African American spirituals with sym- hough she make an active and creative contri- phonies and opera companies. acknowledges the essential role of bution to class room discussion, Foreign language instruction at the the family in moral education, she require small classes, or at least sec- earliest possible time is a humanities’ doesT not mention the highly signifi- tions, where students discuss ideas no-brainer. cant interconnections between fami- with one another, get copious feed- Though she spends little time on ly income and stability and educa- back on their frequent writing the topic, towards the end of the tional success empirically document- assignments, and have lots of time to book, she flat-out says, let’s face up ed in the 1966 Coleman Report (The discuss their work with instructors. to the issue of money. Arts, she Equality of Education Opportunity). On the pre-college level, encouragingly says, are relatively And while Nussbaum encourages Nussbaum gives a wide and interest- inexpensive; children love to dance colleges and universities to follow ing array of innovative examples and sing and to tell and read stories the example of Catholic institutions from both India and the U.S. In India and to put on plays. Sure, imagina- and resist any paring down of their she contrasts the unimaginative rote tive teaching requires major changes philosophy and comparative religion learning predominate in the national courses in the names of cost efficien- system with some non-government cy and pre-professional training, she organizations which attract and Her last chapter does not mention such Catholic retain poor students by their use of anchoring sources as Newman’s Idea drawing, dance, and music and rings a world-wide of a University or the Ratio where they teach critical reasoning Studiorum, nor does she examine by involving students in mapping the warning gong any of the efforts at service learning power structure of their village and courses in Jesuit institutions that give in reflecting about how they might in teacher training and would also students and teachers the concrete get a better deal from the landlords require most school principals to experiences that challenge us to be a for whom they work as sharecrop- change the ethos of their schools. In citizen of the world. In this spirit, pers. She lauds the Model UN this sense, she concedes, humanities perhaps Nussbaum’s second edition Program and the Future Problem education is costly. But she charac- will include service learning and the Solving Program International. For terizes them as transition costs. Once Coleman Report in its index. Junior world history she recommends that in place they will perpetuate them- professors would appreciate a large students learn how to ‘specialize’ – selves….a type of education that gets sized entry on how to get tenure as to inquire in more depth into at least both students and teachers more pas- a teacher of citizens of the world. ■

Conversations 55 Book Review

What are Catholic Studies all About?

The Catholic Studies Reader. ed. James T. Fisher and Margaret M. McGuinness.

New York: Fordham University Press, 2011.

By Mark Massa, S.J.

atholic Studies have done all of us engaged in the programs, like Catholic Studies initiative significant serv- Topsy in Harriet ice in their new reader, just published by Beecher Stowe’s Fordham University Press. Both Fisher Uncle Tom’s and McGuinness are past masters in the Cabin, just sort field, being productive and respected of “growed” dur- scholars as well as recognized master Cing the past few teachers who have inspired students to decades, largely without any kind of follow in their footsteps in studying the unified vision or sense of purpose. This American Catholic experience. luxuriant growth has resulted in a spec- Their excellent reader is organized trum of types of programs that often- into five well thought out sections: times share very little in common: “Sources and Contexts,” offers four Catholic Studies programs focused on essays that address everything from how the religious and spiritual formation of to mine the rich vein of Catholic mem- undergraduate students; programs oirs in presenting the American Catholic focused on faculty development of new past to discussing the classification of who discuss how to courses for institutional curricula; pro- that thorniest of questions in the field – include women’s voices (always the grams focused on professional research what exactly constitutes the Catholic majority of the faithful at any given his- and the scholarly production of articles intellectual tradition. The second section, torical moment) in a tradition presided and monographs studying the North “Traditions and Methods,” offers the over by men; how the Catholic social American Catholic community, etc. reader essays on the concept of tradition tradition, including the rich tradition of What has been significantly lacking in itself (and how one might present the papal teaching on the social principles this welcome if haphazard growth are varied definitions of that word to stu- of Catholic Christianity, can energize resources that bring an informed histor- dents), a helpful examination of the dif- undergraduate students by approaching ical perspective and critical evaluation ference between “Catholic Studies” and the tradition as a living organism of the sheer variety of resources avail- “Religious Studies,” and an engaging arti- able to scholars engaged in this relative- cle on how one might go about defining ly new discipline. just who, exactly, is a Catholic. Mark Massa, S.J., author of The Professors James Fisher (of Three, “Pedagogy and Practice,” American Catholic Revolution Fordham University) and Margaret focuses on classroom concerns by (Oxford) is dean of the Boston College McGuinness (of LaSalle University) offering the insights of four pedagogues School of Theology.

56 Conversations Book Review

focused on doing rather than believing. societies and Catholic publications. My Catholic Studies, “Method and The section closes with an intriguing sense is that O’Brien’s discussion would Conversion in Catholic Studies.” Liddy essay on utilizing “visual literacy” in make an excellent starting point for dis- outlines Lonergan’s now-famous studying Catholicism. cussion in faculty or administrators’ process of examining data so that “one The fourth section of the reader, groups considering how their Catholic insight follows upon another until one “Ethnicity, Race, and Catholic Studies,” identity does (and should) shape their reaches the point at which one’s initial is comprised of insightful essays on the mission statements. assumptions begin to be challenged.” much-needed work that needs to be Liddy argues that Lonergan’s theological done on the African American and Jeannine Hill-Fletcher, of Fordham goal – that of attaining a “critically real- Asian American Catholic experiences, University, offers a very provocative ist” understanding of how the real as well as a call for crafting a more and engaging essay addressing just world operates – should be the goal of inclusive North American Catholic nar- what the word “Catholic” means, and Catholic Studies as well. Liddy posits an rative by utilizing ethnographic and who should be covered in that defini- essentially intellectual core to Catholic interdisciplinary methods in recounting tion, “A Definition of Catholic: Toward Studies that is not just theological; actu- a complex past. The reader ends with a a Cosmopolitan Vision.” Utilizing the ally, it would be more correct to say section on the “Catholic Imagination” insights of scholars from a number of that it is pre-theological. That core con- by examining poetry, the insights of disciplines (especially those of post- sists in “realizing that that reality is cultural studies, and exploring new colonial theorists), Hill-Fletcher argues attained not just be experience, but also directions in Catholic Humanism. that the seemingly clear-cut categories penetrating understanding and refined There are a number of essays that of “Catholic/non-Catholic” in practice judgment.” represent “must reads” for anyone constantly overlap, so that the dividing involved in Catholic Studies teaching or lines that many draw are considerably research, but I would like to single out less clear than might, at first glance, four essays that are especially helpful appear. For instance, at Tokyo’s Sofia and insightful. University, run by the Society of Jesus, baptized Catholics make up at most 5 David O’Brien, with his wonted com- percent of the faculty and student body: mand of the sources and resources, how then, she asks, is Sofia a “Catholic” offers a brilliant essay that closes the university? If Catholic principles are first section of the reader: “The passed on and implemented by a signif- (Catholic) Politics of Catholic Studies.” icant segment of that community, how O’Brien addresses the current “fraught” does one measure that institution’s political situation within the church “Catholicity”? Hill-Fletcher thus head-on in his article by examining observes that “despite our desperate, L iddy thus three contested institutional centers: eternal attempts to separate, contain, presents Lonergan’s goal of intellectual first, Catholic higher education, (where and mend, categories always leak.” That conversion as the real purpose of the sometimes-bitter) debate tends to insight – that “categories always leak” – Catholic Studies as a discipline. And that center around the specifically “Catholic” opens up a powerful dynamic in her intellectual conversion highlights “the responsibilities of Catholic Studies with- essay, leading her to argue that the issue of authenticity, especially the in institutions claiming to be “Catholic” messy reality of multiple loyalties authenticity involved in coming to know in some public way; second, by looking “might be reflected in a dynamic defini- ourselves. It involves dependence on an at the growing number of Catholic tion of ‘Catholic’” as well. Hill-Fletcher’s inwardly known and appropriated criteri- Studies programs in non-Catholic pub- essay would open up interesting discus- on of authentic understanding and judg- lic and private institutions, where sions in a Catholic Studies courses. ing, an implicit commitment to intelli- Catholic Studies engages the larger gence and where it leads.” Faculty in questions of the role of religion in both Richard Liddy, of Seton Hall Catholic Studies programs who want stu- American culture and American aca- University, utilizes the insights of the- dents to engage the Catholic intellectual demic life; and thirdly, by considering ologian Bernard Lonergan to argue for tradition —and who want to engage stu- the contested role of Catholic Studies in the importance of “intellectual conver- dents on how to appropriate that tradition “independent associations” such as sion” – or “knowing what you are doing — will find Liddy’s essay a wonderful free-standing research centers, learned when you are doing it” – in doing starting point for discussion.

Conversations 57 Book Review

Margaret McGuinness’s fine essay on adults tend to be less inclined to an “through the stories of hospitals, the Church’s “social gospel” tradition, institutional definition of Catholic iden- schools, universities, social welfare “Afflicting the Comfortable: The Role of tity, as well as less interested in theo- organizations, and labor unions, it is Catholic Social Teaching in Catholic logical and doctrinal matters. They are, easy to see its importance” in witness- Studies Programs,” offers welcome as she points out, a generation raised in ing to the Gospel in the world. The advice to faculty who want to engage “religious education programs that Catholic Studies Reader promises to be students with a view of Catholicism that stress Christian behavior rather than of singular benefit to academics and emphasizes doing over an understand- doctrinal beliefs.” The Catholic intellec- programs that span the broad spectrum ing of faith as disembodied beliefs. tual tradition as such may not inspire or of ideology and mission, and will lend Many young adult Catholics “not only interest such young people: cohesion to a congeries of programs often disagree with church teachings McGuinness therefore proffers the that are now united more in name than but also sometimes question the tradi- model of passing on the Church’s mes- in purpose or structure. I never tell peo- tional definition of what it means to be sage through its social teaching. When ple to run out and buy a book. a practicing Catholic.” These young the Church’s message is passed on Run out and buy this book. ■

58 Conversations Real Presence: Challenges and Opportunities for a Wired Generation Can mediated conversation lead to meaningful dialogue?

By Jeanine Warisse Turner

tudents trickle in to a conceived of presence was through Harrison responds to these concerns large lecture class at a physical presence. The “best” way to about superficiality and disconnect by University. They sit down, communicate was face-to-face. As new embracing the opportunities offered by pull out their phones and media applications like social network- a mediated world, asking the question, begin texting. The profes- ing, texting, and video chat provide “To what extent should the Jesuit edu- sor arrives and some try more options for connections, the con- cation system be re-designed to avoid to hide their phones while cept of face-to-face communication as the pitfalls of superficiality and take others sit them on their the ideal communication is changing. advantage of the benefits that exist for Sdesk. Time between classes used to be Now physical presence seems much engagement in the modern technologi- an opportunity for conversation in the less relevant, or even desired. cal world?” (Conversations 20, 2011) classroom, it now provides the oppor- Father Nicolás touches on this To think through this question, I tunity for conversation outside the when he spoke of the “globalization of have reflected on what presence means classroom. While physically together superficiality” suggesting that immedi- and how prayer can help us understand and proximately close, where and with ate access to information and audiences mediated interaction. I am an associate whom are these students most present? can create superficial relationships Communication used to primarily (Conversations 40, 2011). Father require primarily physical presence. Stephen Kuder also underlines the Jeanine Warisse Turner is an Letter writing and later telephones debilitating effect that mediated com- associate professor teaching allowed communication to take place munication can have on relationships communication, culture, and over distance, but the primary way we (Conversations 31, 2007). Professor technology at Georgetown University.

Conversations 59 Talking Back

cases this can help communication. For example, many parents have suggested that they have a better conversation with their teenagers over text messages than they do when they share a dinner. Maybe in this case, each communicator is given the freedom to imagine the communication partner the way they he would like that person to be. Each person can envision an accepting and loving communicator. The teenager isn’t rolling her eyes, and the parent isn’t shaking his head disapprov- ingly. This imagined audience can help the relationship because it allows some communication to take place that normally might not. However, over time, when communicators are only interacting in mediated space, the lack of visual cues can lead to misunderstand- ings on the part of both communicators taking a toll on the relationship. Students at Santa Clara University. Individuals who know each other via distance technolo- professor at Georgetown University and What is presence? Prior to the gies may overemphasize I study presence and research uses of arrival of many of today’s communica- characteristics held in common and communication technology. In August tion technologies, presence from a ignore differences, making it harder or of 2010, I participated in an Ignatian communication perspective meant more awkward to establish or maintain 19th Annotation Retreat. Over the sub- being in the same room with another a relationship. Without real time, in-per- sequent 10 months, I prayed daily for person, open to interaction with that son feedback, our communication can thirty minutes, met weekly with a spiri- person. The term hardly needed to be revert to rote, disconnected, and com- tual advisor, and met monthly with a defined because it was so obvious. partmentalized communication. We group of individuals experiencing the Now we define presence as an experi- don’t share the same physical space or retreat with me. The biggest anxiety I ence of feeling like the other person is time. We are often asynchronous (not had leading up to the retreat was where there, in the same space, even if she is at the same time), meaning we send a I was going to find 30 minutes in my not. However, this type of perceived message but do not get immediate feed- day and what I was going to do with presence is not the same as communi- back like in a real-time conversation. that 30 minutes. Over those ten months cating in person. The message comes later. As a result, of Ignatian prayer, I gained a deeper Perceived presence requires a dif- we juggle messages like balls. We ask understanding about what communica- ferent type of effort on the part of the for a report. We comment on a discus- tion and presence means, both in my communicators involved. Communicators sion thread. Conversations become a relationship with God and others. fill in what is physically absent. In some flurry of messages crossing in cyber-

60 Conversations Talking Back

space. We can send out thirty messages perspective and concentration on God’s attention or my daughter’s atten- related to work or home, involving another’s so that we can find under- tion or my husband’s attention. funny, sad, encouraging, and disap- standing. Active listening means that we Presence in prayer and in all communi- pointed content within a span of 20 understand the message and needs of cation is created by the communicators minutes. Throughout, without in-per- our audience on their time rather than involved but requires a focus on the son cues, we can always imagine the ours. It requires attention, focus, and audience, their needs, and their recipient the way we want to, which patience. Just like prayer. response. The ease of anytime/any- gives us more agency as speakers. We Listening to God requires waiting where communication can make us can engage in multiple conversations at for an answer in God’s time rather than think that sending a message is the once and be judicious about what we ours. Listening in prayer requires atten- same as communicating a message. My reveal and when. We convince our- tion, focus, and patience. In the year of reflection taught me the impor- selves that we are attentive and pres- Spiritual Exercises, St. Ignatius invites tant roles of waiting and listening. ent—enough—but are we really? us to imagine our Divine audience by Mediated communication can pro- thinking about the sounds, sights, vide the context for meaningful dia- So what does this have to do with smells, and textures surrounding the logue, but may require even more focus prayer life? Prayer is the ultimate Gospel stories. This imagination helps on audience and dialogue than when example of a mediated experience with an individual create a concrete physical another. Prayer is a medium for com- context for a relationship with Jesus. municating with God. Interestingly, this Just like a face-to-face meeting provides Conversations type of communication with God can nonverbal cues from communicators have many similarities to our mediated that inhibit both individuals from an become a flurry of communication today. We pray when idealized relationship, the application we need something or when we are sad of the senses attempts to bring a person messages crossing and need support. We pray when in prayer to a more reflective setting in cyberspace. someones friends are sick and we want that inhibits an ability to assume a more them to get better. We pray when it is idealistic perception of God. Sunday and we think we are supposed I learned that this imaginative we share physical space. Maybe our to pray. We send asynchronous mes- prayer requires concentration and attention to our prayer life over the sages in short bursts, instigated by our effort. It requires putting oneself in years has been a precursor to the effort needs. another place in time to improve my involved in making relationships work dialogue with God. Whether an individ- with the advent of technology that ual uses this Ignatian approach to spir- allows separation of people, messages, ituality, or another type of prayer, a and space. And just as our inability to relationship primarily developed out- sustain strong spiritual lives can coincide side of physical presence (just like any with a one-sided, compartmentalized, relationship) takes time, attention, and and efficient approach to our prayer patience. Without this time, attention, lives, using this same approach in our and patience, prayer can become rote, communication with others, whether in disconnected, and compartmentalized. person or across distance, can create the same superficial relationships. Presence can be difficult. My difficul- Presence takes time—but we often ty in concentrating for thirty minutes a take it for granted. Checking email day gradually became easier. I felt more while talking to my son diminishes my he decoupling of present with God. Sometimes I felt that presence with him. Not taking the time message and physical presence influ- presence in the thirty minutes of prayer daily to reflect on my relationship with ences our perception of our audience. and sometimes I felt it hours later. I God diminishes my presence with God. WeT no longer receive physical cues found that my communication with God The retreat taught me about audience requiring immediate attention; we are is often asynchronous and that I have to and presence. Maybe remembering our not in listening mode but constant send be focused on my audience so that I can audience will help us understand mode. Listening mode is very different. be aware of God’s reply when it comes. engagement, in the room and across Listening requires the suspension of our Presence is not about me demanding the globe. ■

Conversations 61 Talking Back

A Contribution to the Dialogue in Conversations #40 on Father General’s Letter. Networking Research through Jesuit Institutions: Loyola University Chicago’s Democracy, Culture, and Catholicism International Research Project

By Michael J. Schuck

n Lithuania’s former Soviet-era General Adolfo Nicolás spoke to that General’s challenge. A combined initia- Museum of Atheism, Catholic yearning—and its connection to Jesuit tive by CCIH and Loyola University students from Vilnius University universities—in his address to the Chicago’s Offices of the President and now enjoy Sunday mass in the Networking Jesuit Higher Education the Associate Provost for International regained and repaired Jesuit conference in Mexico City on April 23, Initiatives, the DCCIRP is a three-year church of St. Casimir, sometimes 2010. The Jesuit university must, said research project engaging thirty-two adding their beautiful, freedom- Father General “insert itself into a soci- scholars from four continents. The inspired gospel choir to their ety . . . to become a cultural force advo- scholars include eleven from Loyola Icelebration. At the Ganjuran farming cating and promoting truth, virtue, University Chicago, three from partner- village in Java, Indonesia, students from development, and peace in that society.” ing North American Jesuit universities the Jesuit Universitatis Sanata Dharma But he also spoke a hard truth: “We have (Fordham University, Seattle University, in Yogyakarta help local rice growers not fully made use of this ‘extraordinary and the Jesuit School of Theology at construct a common building for fertil- potential’ for ‘universal’ service as institu- Santa Clara University), and six from izer processing—a project agreed upon tions of higher education.” “The chal- each of the international partnering uni- in open, democratic village discussion. lenge,” he said, is to “build more univer- versities: Vilnius University in Vilnius, The Peruvian community of El sal, more effective international networks Lithuania; Universitas Sanata Dharma in Augustino sits on the outskirts of Lima. of Jesuit higher education.” Yogyakarta, Indonesia; Universidad There, a former member of the revolu- The current Democracy, Culture, Antonio Ruiz de Montoya in Lima, Peru. tionary Shining Path now uses methods and Catholicism International Research The DCCIP scholars’ task is to of participatory democracy to assist res- Project (DCCIRP) conducted by Loyola analyze and explore the relationship idents in developing social projects for University Chicago’s Joan and Bill Hank between democracy and Roman community growth and development— Center for the Catholic Intellectual Catholicism from the standpoint of their methods tutored in his contact with Heritage (CCIH) takes up Father respective cultures and their specific Jesuit leaders in social justice. We humans share a desire to express our faiths through works of jus- Michael J. Schuck is director of The Joan and Bill Hank Center for the Catholic tice that resonate with our cultural sen- Intellectual Heritage and associate professor in the department of theology at Loyola sibilities. This yearning breaks out in University Chicago. For more information on the Democracy, Culture, and ways large and small in places like Catholicism International Research Project, see www.luc.edu/dccirp/index.shtml. Lithuania, Indonesia, and Peru—or, Further information on Loyola University Chicago’s Joan and Bill Hank Center Tunisia, Egypt, and Libya. Jesuit Father for the Catholic Intellectual Heritage can be found at www.luc.edu/ccih

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fields of scholarly expertise. tional consortium Because the DCCIRP seeks both among our universi- multicultural and interdiscipli- ties.” Secondly, the nary dialogue, project scholars DCCIRP aims to have been drawn from as many incubate a new as fourteen different academic cohort of scholars fields, including communica- within the global tions, economics, education, fine network of Jesuit arts, gender studies, history, law, universities who are modern languages and litera- awakened to the tures, pastoral studies, psycholo- value of studies in gy, philosophy, political science, Catholic life and social work, and theology. thought. eveloping a As Fr. Nicholas truly multicul- remarked, “secular- tural and inter- ism blocks the disciplinary Church from offering research dia- to the world the wis- logue takes dom and resources time. For this A student from John Carroll University participates in an outreach that the rich theolog- Dreason, the DCCIRP is a three- program in El Salvador. ical, historical, cultur- year project. In year one (2010), al heritage of CCIH hosted a three-day DCCIRP The DCCIRP will culminate in a Catholicism can offer to the world.” Workshop at Loyola University Chicago. six-day Rome conference at the Finally, the DCCIRP aspires to build not Here, the eleven LUC scholars, the Pontificia Universita Gregoriana in only horizontal links between scholars in three scholars from participating North June, 2012. Here, the entire group of Jesuit universities worldwide, but also American Jesuit universities, and two DCCIRP scholars will present and dis- vertical links between scholars and representative scholars from each of the cuss their final research papers. activists working ‘on the ground’ in Jesuit three international locations presented Paralleling the regional colloquia, the social justice programs. In this way, a and discussed their approved research Rome conference proceedings will contribution can be made toward Father proposals. The Workshop provided par- include presentations by leaders in the General’s interest in “research aimed at ticipants with the opportunity to meet global missions of Jesuit higher educa- making a difference in people’s lives,” many of the other DCCIRP scholars and tion and social justice. Subsequent to the research that is an “instrument of receive feedback on their individual proj- Rome conference, the DCCIRP research progress” for individuals and society. ect designs. papers will be published along with a With generous support from the The second year (2011) of the variety of supporting instructional tools. office of the president of Loyola DCCIRP involved three Regional In this way, new scholarly understand- University Chicago, Fr. Michael Colloquia hosted by each of the three ings of the multifaceted and multifarious Garanzini, S.J., and the Helen V. Brach participating Jesuit communities and role Catholicism has played in worldwide Foundation, CCIH seeks to network institutions in Lithuania, Indonesia, and democratization will be advanced for fur- research through Jesuit universities Peru. The main purpose of these seven- ther research and teaching. worldwide. If this effort further encour- day Regional Colloquia was to allow While enhancing scholarship and ages one more freedom-inspired the DCCIRP scholars to present and dis- university instruction is a key goal of gospel choir, one more structure of cuss first drafts of their research. The col- the DCCIRP, three broader purposes democratic decision in a farming vil- loquia also met other important goals: inspired by Fr. Nicholas’s Mexico City lage, or one more social project for enabling new connections and collabora- speech are also important. Through the community improvement in a barrio, tions between researchers, immersing DCCIRP process, CCIH hopes to foster the DCCIRP will have made a modest visiting researchers in a new culture by a further experiments in collaborative contribution to what Fr. Nicholas says variety of site visits, and hearing leaders research by multicultural and interdisci- St. Ignatius desired through the Jesuit of the local Jesuit communities speak to plinary groups of scholars in Jesuit-affil- mission of education: that people “be their respective missions of higher edu- iated universities—helping to create, as transformed”. ■ cation and social justice. Father General imagined, an “opera-

63 Conversations Talking Back

How To Not Develop Those who would applaud the uni- Coaches’ compensation out of sorts versity for academically sheltering with faculty norms and allegations The Athlete the athletes are matched by those of coddling athletes from civil/crimi- To the editor: who despair that equally hardwork- nal penalties is not that distant from ing non-athletes who work fulltime Miami’s headaches. As you and your Some years ago, when MU’s Ed while attending Marquette seemingly National Seminar of Jesuit Higher Block was involved with don’t obtain the same kind of con- Education colleagues look to future Conversations, I wrote a piece com- centrated assistance. seminars, I hope you devote at least paring the different ways in which Nonetheless, the main issue is some attention to this topic and find Jesuit colleges and universities com- compensation for coaches and some way to suggest how Jesuit pensated athletic coaches. The dis- wrong-doing mainly at NCAA Div. 1 campuses might solve the problem. parity between them and faculty campuses. While the current flash If it takes a robust members was pronounced then, but point may be the University of Hutchins/University of Chicago nowhere to the extent it is today. Miami and what Donna Shalala does solution, so be it. The “Developing the Athlete for in response to the multiple allega- Academic Excellence” article in the tions of gross wrong-doing, it does- Jim Sankovitz, J’56, most recent Conversations does very n’t take much to compare Miami’s Marquette University vice president little to address the persistent prob- problems with Marquette’s situation. for government relations (ret.) lem; indeed, it exacerbates the issue.

The cover crew with a happier countenance, (l-r) Conversations editor, Raymond Schroth, S.J., Jose R. Guzman, Fordham Professor Gwenyth Jackaway, sophomore Brendan O’Malley, Aidan Heaney, Thomas Heaney and Kerry Weber, associate editor of America.

64 Conversations MEMBERS OF THE NATIONAL SEMINAR ON JESUIT HIGHER EDUCATION

Lisa Sowle Cahill is a professor in the theology department at Boston College, Boston, Massachusetts. Harry R. Dammer is chair and professor of criminal justice and sociology at University of Scranton, Scranton, Pennsylvania. Susanne E. Foster is an associate professor in the philosophy department at Marquette University, Milwaukee, Wisconsin. Patrick J. Howell, S.J., is chairman of the seminar and professor of pastoral theology and rector of the Jesuit community at Seattle University, Seattle, Washington. Steven Mailloux is a professor of rhetoric in the English department at Loyola Marymount University, Los Angeles, California. Diana Owen is associate professor in the department of communications, culture and technology at Georgetown University, Washington, D.C. Stephen C. Rowntree, S.J., secretary to the seminar, is in the philosophy department at Loyola University New Orleans, Louisiana. Alison Russell is associate professor in the English department at Xavier University, Cincinnati, Ohio. Raymond A. Schroth, S.J., editor, is also associate editor of America magazine. William J. Stempsey, S.J., is professor of philosophy and medical ethics at The College of the Holy Cross, Worcester, Massachusetts. Aparna Venkatesan is assistant professor in the department of physics and astronomy at the University of San Francisco.

A Note to Contributors

HOW TO WRITE FOR CONVERSATIONS Incorporate any references into the text. Don’t capitalize: chairman of the biology department, The goal of the National Seminar on Jesuit Higher names of committees, or administrative titles unless Education and its publication of Conversations is to the title precedes the name: President Woodrow strengthen the Jesuit identity of our 28 colleges and Wilson. We welcome photographs, fully captioned, universities. First, each issue is written to stimulate the preferably of action rather than posed shots. Send by CD campus dialogue — through departmental discussions containing digital images scanned at not less than 300 dpi or faculty symposiums — on the pursuit of various or a traditional print. Send the ms as a Microsoft WORD ideals. Second, through our various departments — attachment to [email protected]. feature articles, forums, book reviews, reports, and Talking Back — we want to keep the conversation Permission is granted to reprint articles from going to build on the progress we have made. Conversations for any educational purpose, provided credit is given. Archive issues are available at Our ten faculty members, representing various institu- http://epublications.marquette.edu/conversations/ tions and disciplines, visit three colleges and universities a year and listen to groups of faculty and students COMING UP Issue #42 (August 2012) will celebrate the in order to decide the themes for each issue. Although Fiftieth Anniversary of Vatican II (1962-2012), with special most of the articles are commissioned, we welcome attention to the Council’s impact on the Society of Jesus unsolicited manuscripts. Ideally they should explore as well as the influence of ecumenical and interfaith ini- an idea that will generate discussion rather than tiatives on our campuses. No. 43 (January 2013) is tenta- describe a worthy project at an institution. tively described as eloquentia perfecta in a digital age. We have always claimed that graduates of Jesuit Writing Guidelines. Please keep the article to fewer institutions should be able to write and speak well — than 2000 words. DO NOT include footnotes. even eloquently. What is the status of that tradition? Members of the Fordham University football team celebrate their victory over the Columbia Lions at Homecoming. Photo courtesy of Brian Kraker.

Georgetown University Santa Clara University University of Detroit Mercy Seattle University Washington, DC, 1789 Santa Clara, 1851 Detroit, 1877 Seattle, 1891 Saint Louis University Loyola University Maryland Regis University Rockhurst University Saint Louis, 1818 Baltimore, 1852 Denver, 1877 Kansas City, 1910 Spring Hill College University of San Francisco Creighton University Loyola Marymount University Mobile, 1830 San Francisco, 1855 Omaha, 1878 Los Angeles, 1911 Xavier University Boston College Marquette University Loyola University New Orleans Cincinnati, 1831 Boston, 1863 Milwaukee, 1881 New Orleans, 1912 Fordham University Canisius College John Carroll University Fairfield University New York, 1841 Buffalo, 1870 Cleveland, 1886 Fairfield, 1942 College of the Holy Cross Loyola University Chicago Gonzaga University Le Moyne College Worcester, 1843 Chicago, 1870 Spokane, 1887 Syracuse, 1946 Saint Joseph’s University Saint Peter’s College University of Scranton Wheeling Jesuit University Philadelphia, 1851 Jersey City, 1872 Scranton, 1888 Wheeling, 1954

Coming in August 2012: The Impact of Vatican II on Jesuit Education