ON JESUIT HIGHER EDUCATION Fall 2005 • Number 28 Governing the Academy: Who? What? Why? Letters • Talking Back • Student Profiles • Reviews FALL 2005 NUMBER 28 Members of the National Seminar on Jesuit Higher Education ON JESUIT HIGHER EDUCATION Sarah Vander Berg Saint Louis University Roger Fortin Xavier University Jennifer A. Glancy Le Moyne College Features Stephen R. Kuder, S.J. Gonzaga University 4 From the President’s Chair, Edward T. Glynn, S.J. Cheryl C. Munday University of Detroit-Mercy 7 Sharing Governance at Xavier, Roger Fortin John J. O’Callaghan, S.J. 11 Collegiate, Collaborative, or Consultative Governance: How Do We Stritch School of Medicine Loyola University Get There From Here? Richard T. Ingram. Kevin P. Quinn, S.J Georgetown University 14 Building a Culture of Trust at Santa Clara Raymond A. Schroth, S.J Saint Peter’s College 22 A Firewall but Not a Conflict, Carol Weisfeld Wilburn T. Stancil Rockhurst University 26 In Shared Governance, What Role for the AAUP? Robert Moore, Jr. Anne Walsh, R.S.H.M. 30 Shared Governance: The Elusive Role of Jesuit as Trustee, Fordham University Charles T. Phipps, S.J. Kevin P. Quinn, S.J. Santa Clara University Conversations is published by the National Seminar on Jesuit Higher Education, which is joint- 29 Communal Reflections on the Jesuit Mission ly sponsored by the Jesuit Conference Board and the Board of the Association of Jesuit Colleges and Universities. 32 The Jesuit Glass is Always Half-Full, Gerry Reedy, S.J. on Harold Ridley, S.J. The opinions stated herein are those of the authors and not necessarily those of the JC or the AJCU. 34 Jesuit Higher Education in Southern India: A Revolution in the Comments and inquiries may be Making, John Izzo, S.J. addressed to the editor of Conversations Raymond A. Schroth, S.J. Saint Peter’s College 2641 Kennedy Boulevard Jersey City, New Jersey 07306 Talking Back Phone: 201-432-8083 Fax: 201-432-7497 41 Technology is not all that Impersonal, Raymond Bucko, S.J. e-mail: [email protected] For information about subscriptions to Conversations: Charles T. Phipps, S.J. Secretary to the National Seminar Student Profiles on Jesuit Higher Education Santa Clara University 500 El Camino Real 21 Ning Ocampo, Loyola Marymount University, Carolyn Quinn Santa Clara, CA 95053-1600 Phone: 408-554-4124 33 Charley Jackson, University of Detroit Mercy, Brinn Phillips Fax: 408-554-4795 e-mail: [email protected] 44 Jodie Bowers, John Carroll University, Taleiza Calloway Conversations back issues are available online at www.ajcunet.edu Design and layout by 2 Letters to the Editor Pauline Heaney. Printed by Peacock Communications, Fairfield, N.J. 45 Book Reviews: John J. O’Callaghan, S.J., Robert B. Lawton, S.J. Cover: Signing the Declaration of Independence, July 4th, 1776 (oil on canvas) by Trumbull, John (1756-1843) Capitol Collection, Washington, USA. American, out of copyright. From the Editor The Goal of Action… n Wednesday morning I pack my bag with David emulation - competition for awards - that stimulates a Copperfield, Crime and Punishment, and the Arts young person’s ambition. Section of Friday’s New York Times to teach fic- Nevertheless we can walk the college corridors today O and pass classrooms where the professor drones on from tion, theology and journalism. My teaching tools are the books themselves which the students must own, bring to his or her index cards and students slump in the back of class, and refer to as we talk - the daily quiz, the daily one- the room, wrapped in their hats and coats, swigging soda page paper, my body language of leaning back to draw and toying with their cell phones. everyone in or leaning forward to hear better or look the But a basic Ignatian principle of governance was flex- speaker in the eye. Plus chalk and a blackboard. ibility; his men were to adapt their methods as both teach- Down the hall a Jesuit colleague teaches Western ers and missionaries to the needs of every situation. Thus History with no textbook. He posts a variety of docu- Jesuits themselves have been spelunkers, clowns, Arctic ments and commentaries online and his students sit in explorers, astronomers, sculptors, and poets. They teach by their dorm rooms and search the net for information on drill, by dancing, by Zen meditation, by sending students to the day’s assignment. He teaches in a “smart classroom” both Google and the library stacks. equipped for TV, video, and PowerPoint presentations. his issue focuses on two aspects of Jesuit peda- My year’s clips from the Chronicle of Higher gogy: the growing use of communications tech- Education and the New York Times deliver mixed mes- Tnology - distance learning, computers in the class- sages on classroom tech. A former president warns that room, etc - and the program in eight Jesuit colleges and colleges in this digital age are like dinosaurs looking up universities, funded by the Lilly Foundation, to teach in at an incoming comet. A Montana State adjunct nursing a way that will make students aware of their “vocations.” professor researches her PhD on terrorism defense When our senior faculty were young, “vocation” meant online, presents her findings to no-campus Walden U by becoming a priest or nun. Today, as these articles show, PowerPoint, and takes her exam by conference call - it means seeing how each of us is “called” to service. having rarely stepped inside a library. Students want To what extent is this possible? Some argue that the 18- more tech in the classroom but complain that untrained year-old mind is well fixed on a diploma and a job. Period. faculty waste time fumbling with projectors and soft- But the schools discussed here have attempted to create a ware. Faculty notice that students with laptops in class culture within a culture - through shared readings, struc- do their email and play video games. tured community living, service projects, and spiritual expe- f our first two articles in this Ignatian pedagogy issue riences - that might penetrate the shell of materialism that are correct, educational history is moving in my col- walls off today’s young from a world that needs them. league’s direction. If the next article and Jacques How will we know if these programs work? What I standard do we apply when we compare the results of Barzun are on target, something basic to the Jesuit teach- ing tradition may be lost. book reading, class discussion, online, distance, and But both my colleague and I are Jesuits and both see other technology-assisted learning? In 1989 Jesuit our teaching styles as inspired by Saint Ignatius and the General Peter-Hans Kolvenbach, in an address at principles of the old Ratio Studiorum, the 1599 docu- Georgetown, spelled out the goal in this way: ment which spelled out how Jesuit schools should be “The ultimate aim of Jesuit education is, rather, that organized and how students should be taught. full growth of the person which leads to action - action, Some of its principles - though unfortunately neg- especially that is suffused with the spirit and presence of lected - remain valid today. The basic point is that the Jesus Christ, the Son of God, the Man for Others. The students must be active, challenged to absorb increasing- goal of action, based on sound understanding and ly difficult material. Its elements: the emphasis on elo- enlivened by contemplation, urges students to self-disci- quentia perfecta - speak and write with what was then pline and initiative, to integrity and accuracy. At the called a “Ciceronian grace”; the prelection, where the same time, it judges slip-shod or superficial ways of professor explains tomorrow’s assignment in detail and thinking unworthy of the individual and, more impor- how to study for it; mastering a subject by exercise and tant, dangerous to the world he or she is called to serve.” more exercise; individual care for every student; and RASsj Conversations 1 Letters to the Editor Defending Bellah selves if they had to…” In fact the Reply to Janz armies of western Europe primarily To the Editor: those of France, Germany, and Italy, found Professor Danford’s are highly trained, technologically remarks regarding Europe to oriented military forces with very he dismissive tone in the be disturbingly uninformed as high rates of firepower per unit from review by Denis R. Janz of they appeared in the fall issue the individual soldier to the regimen- Tom Beaudoin’s book, Iof Conversations. tal level. In the case of France, the Consuming Faith, seems Using unsupported generaliza- army embarked on a long-range theT result of an unfortunate logic. The tions that would make an under- upgrade of its armored forces as reviewer begins by introducing a graduate blush, Danford descries early as the late 1980’s, replacing the question that, as he himself claims, is “dying societies,” “steeply declining obsolescent AMX 30 battle tank with not the primary focus of Beaudoin’s populations,” and “empty churches” the AMX 30B. In addition, the French book. He then proceeds to review the in (that classic of “Rumsfeld-speak”) military has featured anti-tank and book according to that question, and ‘Old Europe.’ Nor does his indict- guide-missile-firing helicopters as finds in his conclusion —unsurpris- ment of European decadence stop integral parts of its weaponry. (See ingly— that Beaudoin’s book does there. He shrieks of the “shockingly David S. Yost; France and not answer it. wide-spread practices of euthana- Conventional Defense in Central We learn more about the sia” and “sclerotic or moribund Europe, 1985.) Retired Marine Corps reviewer’s dislike for certain unmu- economies.” Finally, Danford dis- general Anthony Zinni has nothing sical words, and about his own take misses Europe’s military establish- by praise for French and Italian mili- on the relation between Christianity ments as being “made up of cooks tary personnel in his recent publica- and economics, than we do about and barbers…” tion, Combat Ready.