Tag: Jesuit Education

SCS Dean Kelly Otter and Vice Dean for Education and Faculty Affairs Shenita Ray have published a book chapter in Moving Horizontally: The New Dimensions of At Scale Learning in the time of COVID-19 about how the School has relied upon Jesuit values to guide its decision-making during the global pandemic. The chapter entitled, “Strategic Leadership and Partnerships to Scale a Remote Teaching Infrastructure Rooted in Jesuit Values,” speaks to the way that SCS administrative and faculty leadership have created a “thriving organization in the midst of uncertainty” by applying two key Jesuit values: cura personalis (care of the person) and cura apostolica (care of the work or institution). The text is an informative and inspiring insight to the degree that Georgetown’s mission and values have been intentionally embedded in SCS strategy and operations in recent years.

Dean Otter and Vice Dean Ray introduce the chapter with the many shared and differentiated challenges facing SCS in particular and Georgetown as a whole. This respect for the unique context frames the SCS approach and is consistent with the first step in the Ignatian Pedagogical Paradigm (more on the IPP and teaching in the Jesuit style here in a prior Mission in Motion post). SCS’s considerable experience in creating, developing, and growing online programs made it a valuable institutional partner when the pandemic forced a quick transition to remote coursework in March 2020. The School focused on a three-pronged approach, writes Otter and Ray: “Creating a remote course template faculty could use to rapidly develop, deploy, and transition a face-to-face course to a remote class; restructuring and training existing internal personnel to support the transition for all full- and part-time faculty (400+); and establishing a faculty development program to provide weekly and one-on-one instruction on online pedagogy.”

The complexities of scaling this effort to meet the needs of students and faculty required significant collaboration and coordination of many units across SCS. These efforts were undertaken after coalescing around shared principles for the endeavor, like adaptability as conditions and exigent factors shifted, and shared goals, like raising awareness and changing the language across the instructional community about the distinctions among online, remote, and in-person courses substituted with synchronous tools. With a framework in place for strategic decision-making, Dean Otter and Vice Dean Ray point to the way that applying Jesuit values explicitly in this work reinforced a sense of community in teaching and learning when the virtual learning environment had the potential to foster significant dislocation, reduced educational quality, and a sense of disconnection.

The chapter goes on to outline strategic implications revealed by COVID-19, presenting a series of challenges that the pandemic surfaced and the way that SCS addressed these challenges. Of note, Otter and Ray point out that strengthening the School’s focus on integration of Jesuit values helped guide these efforts and ensured the University’s commitment to academic excellence: “Faculty and staff recognized that relying on ethics and values such as cura personalis and cura apostolica as the foundation for identifying and analyzing alternatives to solve unprecedented challenges in extraordinary times, would help to assure the quality of the School’s collective decision-making processes.”

It is with hope that the chapter ends. COVID-19 has helped SCS sharpen its approaches to key elements of decision-making and ongoing strategy formation. With “renewed vision for teaching and learning,” Dean Otter and Vice Dean Ray offer some key lessons about how an intentional incorporation of Jesuit values in working, teaching, and learning can help address the myriad challenges facing our communities and the world. This chapter reminds me of several themes from Jesuit history of education. In his chapter “Mission and the Early Jesuits” in the book Saints or Devils Incarnate? Studies in Jesuit History, renowned historian Fr. John O’ Malley writes that the educational strategy of the religious order has always been ministerial and about boldly serving mission in spite of challenging circumstances:

“First, the schools became an instrument of ministry that the Jesuits carried with them as they set out to new places in Europe or elsewhere, and in that way the geographic sense of ‘mission’ continued to be fulfilled. Second, the schools were themselves a great innovation for a religious order, and hence can be understood as going out to meet a challenge rather than sitting passively on the sidelines. Constitutive of the idea of ‘mission’ was ‘seeking out,’ as Paul had done. The schools were simply one more instance of the inventive proliferation of new ministries in the sixteenth century that the Jesuits promoted and exemplified – signaling a great break with the highly formalized and ritualized service offered by the local clergy. This was all part of being ‘apostolic.’”

I see some parallels in the inspiration for Jesuit schools in its early period and the way that SCS has innovated to flexibly and adaptably meet the working, teaching, and learning needs arising from COVID-19. As this chapter makes clear, SCS has gone out to meet great challenges in the midst of uncertainty by relying on Georgetown’s foundational values and mission.

This year of living in a pandemic has challenged our university community in unprecedented ways. With grace, patience, and creativity, SCS students, staff, and faculty have upheld the standards of a Georgetown education while navigating difficult circumstances that have required flexibility and new ways of thinking and working. One area of the SCS educational experience that has dramatically shifted is the relationship between student and student advisor.

Meg Cohen, SCS senior assistant dean, offered an insightful set of reflections and guidance this week in a piece entitled, “It’s Been Emotional: How to Manage Difficult Student Interactions.” Meg’s suggestions for how staff can manage challenging situations that involve “heavy emotional burdens” are deeply anchored in our Georgetown Jesuit values. I would like to make some connections between the guidance offered by Meg and the lessons of Ignatian Spirituality that are at the heart of the Spirit of Georgetown.

Give Yourself Permission to Experience Your Emotions: In an advising situation that involves a strong emotional reaction, Meg recommends resisting the urge to react in the moment by taking some time and space to get in touch with the emotions that arise in the advisor. Feeling your emotions is ok and normal, not something to avoid or resist. This lesson connects powerfully with the reflective tool of the Examen. This reverential review of one’s day (presented here) is fundamentally about naming one’s emotions, both positive and negative, consoling and desolating, so as not to be controlled by them. Connecting with one’s emotions is a way of resisting the temptation to be overcome by powerful emotions. These emotions are signals that we should pay attention to. As advisors with busy schedules and heavy loads of students, it might seem difficult to find this time and space in the midst of activity. But Contemplation in Action invites just this kind of reflection for active people. It is in the midst of activity that we ground ourselves in deeper contemplation. Ignatian Spirituality is inherently practical.

Empathize: The progression of responses to an emotionally intense advising situation leads to a shift in mindset grounded in empathy. Meg suggests that the advisor consider the student’s context and what might be happening at a deeper level. This move to empathy is also a move to honoring a student’s context, appreciating that Educating the Whole Person involves attending to all parts of the human person. This is precisely why the Ignatian Pedagogical Paradigm (discussed by Mission in Motion here) begins in Context before moving onto Experience, Reflection, Action, and Evaluation. The student advisor cannot begin to fully assist the student without understanding what is happening in the background of the student’s life. The Ignatian Presupposition (covered here by Mission in Motion), which assumes the best of the other’s intentions, also comes to mind. This is not to say that advisors should see themselves as counselors or therapists. Rather, even the slightest expression of empathy by the advisor can engender trust and mutuality in the student advising experience.

Who Else Needs to Know About This? Meg offers that involving the perspectives of trusted colleagues can help the advisor determine the best response to a challenging situation. This points to the need for community and collegiality in the workplace and in the learning community. It is also a lesson with deep resonance in Ignatian Spirituality. St. Ignatius suggests always consulting with a trusted guide in order to make sense of one’s prayer experience and reflection. Our university mission is ultimately strengthened when students and their advisors feel like they are connected to the entire community.

These lessons, and their connections to the Spirit of Georgetown and Ignatian Spirituality, can apply to all professional interactions.  I invite you to consider how you might approach challenging situations, at work and elsewhere, by getting in touch with your emotions, practicing empathy, and consulting others, when appropriate, for guidance about how to proceed.

In his message, “Our Democracy,” President DeGioia invited the university community to a deeper commitment to the common good in light of recent events that have reminded us of the fragility of the nation’s democratic institutions. As a university based in the capital city, with an ingrained Jesuit heritage, President DeGioia called upon the notion of public responsibility, first developed by Cicero and later adapted by the Jesuits into a civic spirituality (an integration, according to Jesuit historian Fr. John O’Malley, of classical humanism and Jesuit spirituality). The power of this civic spirituality is that it can fortify the entire community as we proceed through a “defining moment for our nation in how we choose to respond.”

This month, SCS responded to this invitation by designing several events and programs intended to foster deeper reflection and discerned action about how to meet the many social justice challenges facing Georgetown and the nation. SCS Dean Kelly Otter, in an announcement “From Insurrection to Inauguration: Implications For Our Democracy’s Future,” shared about two school events intended to explore the profound obstacles facing our society with the assistance of the intellectual and professional perspectives of the SCS faculty.

The first event, “Insurrection to Inauguration: Reflections Across Professions,” takes place on Tuesday, February 9 from 12:00 p.m. to 1:00 p.m. EST (you can RSVP here). Co-hosted by Dr. Kristen Hodge-Clark and Faculty Director Kerry O’Grady, the panel convenes distinguished local experts from four different fields – journalism, public relations, emergency and disaster management, and applied intelligence – to discuss and reflect upon the events that unfolded in Washington, D.C. (you can read a Mission in Motion interview from the summer with Dr. Hodge-Clark here).

The second event, “Current and Emergency Security Challenges in Washington, D.C.,” takes place on Wednesday, February 24 from 12:00 p.m. to 1:00 p.m. EST (you can RSVP here). Moderated by Faculty Director Dr. Frederic Lemieux, the event features D.C. Chief of Police, Robert J. Contee III, who will discuss existing and upcoming security challenges that the Metropolitan Police Department is facing.

Both events take place in the context of February’s celebration of Black History Month. SCS is honoring Black voices, within Georgetown and throughout the wider community, with a “Find Your Voice” social media campaign. Each week, the campaign will highlight an influential figure in Black history, as well as share reflections about their impact. This week, SCS staff member and alum of the Sports Industry Management program, Tremell Horne, hosted an Instagram takeover that featured his service work at Dreaming Out Loud, a D.C.-based non-profit that addresses health and food inequities through economic opportunities in marginalized communities. You can check out Tremell’s Instagram takeover here as well as an interview he did here with Mission in Motion during the fall semester.

Taken together, these efforts reflect the special responsibility of Georgetown SCS being located here in the capital city just blocks away from the U.S. Capitol. As President DeGioia noted, affirmed by Cicero and Fr. John O’Malley, our university character strives to be shaped by an “unwavering commitment to truth, service, and the common good.”

Shenita Ray, SCS Vice Dean for Education and Faculty Affairs, invited the school’s faculty to a special session last week on “Teaching for Mission: Suggestions for Incorporating Georgetown’s Jesuit Values in Your Virtual Courses” (a recording of the session is available here). The event provided an opportunity on the eve of the new semester to reflect on the pedagogical significance of the Jesuit values at the heart of the Spirit of Georgetown and offer the values-based framework as a critically important teaching resource for these virtual times.

Some faculty members are interested in these values but might not know where to begin the journey of incorporating Jesuit principles into their teaching. Others might assume that this invitation requires a particular religious background. There is no prerequisite for accepting this invitation other than a sincere and intentional commitment to make the values come alive in a way that honors the unique contexts of the faculty member, her students, and her specific discipline or industry.

Organized as a panel, the session sought to address faculty interest by introducing the Spirit of Georgetown as a pedagogical framework, reviewing the many teaching support resources that SCS has developed, and offering reflections from SCS faculty leaders on their own experience of bringing Jesuit values into course design and teaching.

Fr. Mark Bosco SJ, Vice President for Mission and Ministry, led off the presentation by putting the Spirit of Georgetown into context. In addition to summarizing the unique difference of an education rooted in the Catholic and Jesuit traditions, Fr. Bosco walked through each value and explained the potential implications for teaching. The value of People for Others, for example, invites faculty to address a “provocative challenge” that our learning “must engage the struggle for justice to protect the needs of the most vulnerable and the most marginalized of society.” There are resources across the university, like the Center for Social Justice, that are available to faculty desiring material about how to cultivate students’ commitments to service and solidarity. Similar connections to on-campus and off-campus resources apply for each of the values.

I followed by providing a bridge between these high-level values that we aspire to as a university community and the specific ways that SCS has created pathways, through information and tools, for faculty to apply Jesuit values in their teaching. These resources include an innovative strategies guide for online and on-campus courses as well as an instructional continuity framework intended to encourage the use of Jesuit pedagogical strategies as a way to support community values. In addition to these resources, I shared suggestions for how faculty can use digital tools to make space in their classrooms for students to share openly about  challenging feelings–especially because of intersecting and overlapping crises of global pandemic, racial injustice, and increasing social and political polarization.

The session concluded with personal testimony from two SCS faculty directors, Erinn Tucker and Ifedapo Adeleye, who shared examples of how they have appropriated Jesuit values into their work. Dr. Tucker, faculty director for the Global Hospitality Leadership program, presented on the way that she uses a reflection journal throughout a course to foster students’ deeper, interior engagement with the course material. And she shared how People for Others is a central theme of her classes, drawing an important connection between Jesuit values and a holistic understanding of hospitality. Dr. Adeleye, faculty director for the Human Resources Management program, offered examples of how the program’s curriculum puts students directly in touch with real-world clients faced with significant human resources challenges. When done well, client-facing opportunities within coursework encourage students, Dr. Adeleye observed, not only to develop necessary professional skills but also to develop their own values and mission in the world.

Every faculty member at SCS, representing every discipline and professional industry, is invited into deeper engagement with our university’s founding principles and values. If you would like to explore the Jesuit values and their relationship to your teaching, please reach out to Jamie Kralovec, SCS Associate Director for Mission Integration, at pjk34@georgetown.edu.

Georgetown’s MLK: “Let Freedom Ring! Initiative” takes on added significance this year, especially in light of last week’s insurrectionist violence at the U.S. Capitol. Faculty are annually encouraged to “Teach the Speech,” taking a selected speech from Dr. King and incorporating it into courses and other learning activities at the university. 

The invitation from the Center for Social Justice and other university offices extends beyond faculty to include students, staff, and community partners. More than observing the MLK Jr. holiday as a day off from work, the tradition of teaching the speech reminds us that the struggle for racial and economic justice, which animated Dr. King’s life, continues today and requires our individual and collective action. That struggle, which is also reflected in several of our Spirit of Georgetown values, like a Faith that Does Justice, invites the Georgetown community to commit more deeply to the legacy of Dr. King. 

The 1965 speech “Our God is Marching On” is a classic example of Dr. King’s rhetorical ability to name both reasons for despair and for hope. On the side of despair, Dr. King points to the way Black communities encounter systemic inequality in jobs, housing, education, and economic opportunities. He also notes the way that cynical political and economic interests sought to purposefully divide Blacks and whites in order to advance their bottom lines. The point for Dr. King, then and now, is that the campaigns for racial and economic justice must be intertwined. But Dr. King does not rest in the desolation of these realities. Instead, he points to a transcendent hope in the struggle: “The arc of the moral universe is long, but it bends towards justice.” This is not a superficial, naïve hope, however, but one that is grounded in truth and non-violence. 

The late Congressman John Lewis, in his 1963 speech for the March on Washington for Jobs and Freedom, echoes many of the points that Dr. King will make in 1965. However, given the wishes of Dr. King and other senior leaders who advised that he tone down his rhetoric in light of political sensitivities, we can see how Congressman Lewis amended his prepared remarks.  The side-by-side comparison of these speeches helps us appreciate some ongoing tensions in social justice movements. 

A concern that Lewis’s prepared remarks might alienate the presidential administration of John Kennedy led to language that affirmed the ways that Kennedy’s federal efforts supported the cause of civil rights: “It is true that we support the administration’s Civil Rights Bill. We support it with great reservation, however.” Lewis goes on to point out the many ways that legislation alone, the courts alone, cannot provide jobs and cannot provide safety against violence. Seeing these speeches in comparison helps us reflect on the discernment necessary in the movements for racial and economic justice. What language to use? How to frame the arguments? Who to address? 

Taken together, this year’s speeches by Dr. King and Congressman John Lewis have the capacity to provoke some necessary reflection in our SCS learning spaces. No discipline or industry is immune from serious reflection and analysis about how to contribute to the movements for racial and economic justice. The speeches also affirm our ongoing commitment at Georgetown to attend to the whole person in our teaching and learning. For both King and Lewis, the interior life—a life devoted to reverence and worship—was always integrated with their lives of public action. This is a good reminder that an education is not just about the mind, but also the soul, the heart, and the hands. May we find inspiration this year in the wisdom of Dr. King and Congressman Lewis as we continually discern our actions for justice.  

During these virtual times, Georgetown SCS has used technology and digital tools to foster contact and connection amongst our dispersed community. At Mission in Motion, we’ve highlighted some of these efforts, including a series of SCS Instagram “Takeovers,” which allow members of our community to tell their personal and professional stories by taking over the school’s feed for a day. These day-in-a-life narratives have been fun and informative, giving viewers an intimate sense of how our diverse community is living through these challenging times while pursuing a Georgetown education. In the framework of Ignatian Pedagogy, a set of principles about teaching and learning in the Jesuit tradition, this kind of media invites us into a person’s context. By starting with context, the Instagram Takeovers enable viewers to appreciate the joys, challenges, possibilities, and limitations facing the person behind the camera. For me, these videos have deepened my feelings of gratitude and empathy for our students who continue to balance so much in order to realize their educational aspirations. 

This week, I was excited to participate in an Instagram Live interview with Nicole Thomas, SCS social media marketing manager, who has been creatively guiding the school’s social media presence. In our 15-minute conversation, Nicole posed some critical questions about what makes a Jesuit education unique and what prospective SCS students can expect from their experience of Georgetown’s Jesuit values and mission:

• How does Georgetown live out its commitments to inter-religious dialogue and supporting a pluralism of religious traditions? 

• What does it mean exactly to be a Person for Others? How does Georgetown SCS create opportunities for students to serve others and use their education to promote justice and the common good? 

• In what ways will an education at SCS, grounded in Jesuit values and mission, help me in my career and in my chosen industry? 

I invite you to check out the interview and reach out to me at pjk34@georgetown.edu with any questions. You can learn more about how Georgetown SCS integrates Jesuit values by visiting this page as well as the University’s Office of Mission & Ministry. 

Over the years, the School of Continuing Studies has deepened its partnership with the Center for Social Justice, Teaching, Research and Service (CSJ). SCS students have participated in CSJ programs, including the Alternative Breaks Program, and CSJ has supported community-engaged curriculum at SCS like the “Jesuit Values in Professional Practice” course. Last year, CSJ collaborated with SCS on its Day of Service by developing a program of awareness-raising and training around the issues of homelessness in the neighborhood surrounding SCS.

CSJ lives out its mission at Georgetown to “advance justice and the common good” as it “promotes and integrates community-based research, teaching and service by collaborating with diverse partners and communities.” CSJ enacts this mission in three key areas: community and public service, curriculum and pedagogy, and engaged research. Next week, from October 19–23, CSJ will host a series of events titled “Education for Liberation.” Consistent with its mission of educating the campus community around pressing issues of social injustice, the series intends to raise awareness about both the challenges and celebrations within the current field of education. This series is a valuable opportunity for SCS students, alumni, staff, and faculty to learn from community-engaged practitioners, scholar-activists, and others involved in culturally responsive and antiracist pedagogy.

There is an amazing array of virtual programs to choose from next week. From “A Dialogue with Creative Educators” focused on uplifting the voices of marginalized youth, to “The Role and Importance of Community-Based Organizations in Education” addressing community-based efforts in DC to support social-emotional development of K-12 students, the events offer important insights about the challenges facing the field of education. There are even fun and relaxing ways throughout the week to lower stress and tension through meditative dance at a “Joy and Jam Session.” At a time when many are questioning the state and future of education, particularly higher education, there is much to learn from CSJ and its commitment to living out the university’s Jesuit values through programs like Education for Liberation Week.