IN FIDES (Spring 2025)

IN FIDES A MAGAZINE FOR TRUSTEES IN JESUIT HIGHER EDUCATION

ISSUE 4 • SPRING 2025 TABLE OF CONTENTS Letter from AJCU's President: 1 Highlights from AJCU Congressional Breakfast on Capitol Hill: 2 Jesuit Higher Education & American Democracy: 3 A Look at Our Boards: How Do We Compare?: 6 The View from DC: Government Relations at AJCU: 9 Cultivating Community: Navigating Speech & Expression on Campus: 12 Chairs Corner: 15 Together as Pilgrims: The Road from Loyola: 19 The AJCU Certificate in Ignatian Pedagogy: 23 AJCU Trustee Forum Guides Board Formation: 28

Above: Sanctuary of Our Lady of Arantzazu, Spain (photo by Rev. Timothy W. O’Brien, S.J.

ENGAGING OUR CHALLENGES AND OUR MISSION "Jesuit values and the Catholic tradition enable an important contribution of Jesuit higher education to American democracy beyond the education of students as responsible citizens: the promotion of the common good in this wider, inclusive sense.”

Thomas Banchoff, Director of the Berkley Center for Religion, Peace, and World Affairs at Georgetown University

AJCU Trustee Forum “Today, more than ever, the universities need your mission governance. And this capacity for mission governance is not conferred automatically on every trustee. It must be cultivated through encounters like this AJCU Trustee Forum.”

— Rev. Arturo Sosa, S.J., Jesuit Superior General

Jesuit colleges and universities in North America benefit from the contributions of nearly 1,000 trustees who guide the schools’ mission and work. The AJCU Trustee Forum provides trustees with the opportunity to ground their service in the heart of the Jesuit mission, connect with counterparts, and sharpen skills needed for contemporary board leadership.

Questions? Please contact Joe DeFeo: jdefeo@ajcunet.edu

Information on upcoming AJCU Trustee Fora will soon be made available on AJCU’s website: ajcunet.edu.

IN TRUST • SPRING 2025

LETTER FROM AJCU'S PRESIDENT I always thought that the phrase, “May you live in interesting times,” is a Chinese curse—interesting times being a euphemism for complex, turbulent, and disruptive. But ChatGPT says that no such saying comes from China. It is nowhere in either modern nor ancient Chinese texts.

Probably, we are told, it is a very modern invention. Nevertheless, we live in interesting times. Some think we are cursed and others blessed to be so.

This is certainly an “interesting time” for colleges and universities in the United States.

Both public and private institutions of higher learning are struggling with a change in demographics that put our enrollments in question. We struggle with a loss of faith in what we do from all sectors of American society. We try managing within a business model that is unsustainable.

Programs like intercollegiate athletics and student financial aid, as well as our research endeavors, are “up for grabs,” it seems, given a turbulent federal policy scene.

A second irony of the event came from our Members of Congress in attendance, who ended up telling us, “Please don’t give up. Your work is critical for the future of our nation. The religious values that undergird your educational programs are lifeblood for our country, its economic, social and moral growth. You are needed more than ever.”

We needed to hear that.

Enjoy the articles in this edition of In Fides (formerly known as In Trust; we had to change to the Latin words for In Trust because the name has already been taken!). They cover many topics but clearly tell us that Jesuit higher education has an important role to play in helping preserve our democracy, while expanding our reach into the faith lives of students and faculty. We are eager to offer this to you, our trustees, as something to sustain your own faith life in “these interesting times.”

Demonstrating their faith in our future, eleven AJCU presidents came to Washington, DC on March 5 to meet with and hear from thirteen Members of Congress who are either alumni or representatives of our schools (ironically, this was held on Ash Wednesday). This event was our attempt to say to Congress: “We are here. We represent more than 200,000 students, 92% of whom receive federal, state, local or institutional grant aid. We send students into the world wellprepared to be ethical, conscientious leaders. Let’s work together to do our jobs.”

Sincerely, Rev. Michael J. Garanzini, S.J. President, AJCU

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HIGHLIGHTS FROM AJCU CONGRESSIONAL BREAKFAST ON CAPITOL HILL On Wednesday, March 5, AJCU hosted a Congressional Breakfast at the Rayburn House Office Building in Washington, D.C. This bipartisan event celebrated Jesuit-educated college and university alumni currently serving in the 119th U.S. Congress, as well as those who represent AJCU schools. Thirteen Members from both the House and the Senate attended the event, along with eleven presidents of AJCU schools. Other guests included members of the AJCU Government Relations Network; AJCU Financial Aid Directors; and staff from the Jesuit Conference of Canada and the United States, University of Central America (El Salvador), Association of Catholic Colleges and Universities, and Marquette University's Les Aspin Center for Government. All photos by Rafael Suanes.

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JESUIT HIGHER EDUCATION & AMERICAN DEMOCRACY

By Thomas Banchoff, Georgetown University How should Jesuit colleges and universities contribute to American democracy?

Answers used to be clearer. Throughout much of U.S. history, leaders of Jesuit institutions within a Protestant-dominated culture emphasized their patriotism and enthusiastic support for the constitutional order. Rhetoric affirming both God and country accompanied the education of successive waves of Catholic immigrants as upwardly-mobile, loyal citizens. Jesuit leaders generally viewed religious liberty as an historic democratic achievement and not, like Catholic conservatives in Europe, as an affront to the one true Church. Unfortunately, this enthusiasm for American democracy often coexisted with tacit acceptance of its failures, including institutionalized racism. The shameful historical record of many Jesuit colleges and universities with respect to slavery and segregation is well documented.

General, Rev. Pedro Arrupe, S.J. (1965-83), of both the service of faith and the promotion of justice had far-reaching implications for the educational apostolate. “Have we Jesuits educated you for justice?” Fr. Arrupe asked of Jesuit-educated alumni in a famous 1973 address in Spain. “If the terms ‘justice’ and ‘education for justice’ carry all the depth of meaning which the Church gives them today, we have not educated you for justice.” From now on, Arrupe insisted, Jesuits should educate “men [and women] for others.”

The relationship between Jesuit institutions and American democracy changed significantly after World War II. With the inauguration of John F. Kennedy in 1961 and the Second Vatican Council’s opening to the modern world, Catholicism joined the American mainstream. Jesuit educational leaders faced less pressure to prove their American and democratic credentials, especially in an era when Civil Rights struggles, the Vietnam War, and Watergate were generating criticism of the political system across the higher education sector.

In the case of Jesuit institutions, the Catholic turn to social justice after Vatican II reinforced a more critical outlook.

Encouragement from former Jesuit Superior

In this new social, political, and ecclesial environment, the stance of Jesuit higher education toward American political and civic institutions increasingly became one of critical accompaniment – a strong affirmation of democracy and its values combined with greater concern for social justice and attention to the structural inequalities that persist even in prosperous societies.

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Banchoff (continued) Since the 1970s, many AJCU presidents, board members, and senior administrators – increasingly a diverse mix of Jesuits and laypeople – have encouraged efforts to remedy racial, gender, and other forms of injustice, on campus and in the wider society. They have called for solidarity with those on the margins, Arrupe’s “preferential option for the poor.” And they have underscored the importance of educating citizens and future leaders as “people for others.”

At a time when many college and university presidents, impacted by political polarization and campus divisions over the Israel-Hamas war, are inclined to shy away from public pronouncements, leaders of Jesuit institutions face a difficult challenge. They have the freedom and, given their mission and identity, the opportunity to address the crisis of democracy in a public manner. But to do so prudently in a charged political atmosphere is no easy task.

Of course, college and university presidents, religious and secular, have long emphasized the education of responsible citizens and the pursuit of a more just society. But AJCU members have been especially vocal. As former Jesuit Superior General Rev. Hans-Peter Kolvenbach, S.J. emphasized in 1982, “Jesuit universities have stronger and different reasons than many other academic and research institutions, for addressing the actual world as it unjustly exists and for helping to reshape it in the light of the Gospel.”

Three different approaches might be considered. The first is to promote a more respectful political culture on campus and, by extension, within society as a whole. An excellent 2024 AJCU report, “Toward a Hope-Filled, Democratic Future: Educating for Democratic Citizenship in the AJCU,” called for more extensive efforts to advance dialogue across political divides and to give students the skills they will need to engage with difference as citizens and future leaders. A second approach is to address the crisis of democracy in public statements, but only in broad strokes, so as not to enflame campus divisions or alienate political constituencies. A third is to speak out publicly and clearly about specific threats, acknowledging the university as what the late Rev. Ignacio Ellacuría, S.J., called “an inescapably social force” that “must transform and enlighten the society in which it lives.” At certain points during Trump’s first term, AJCU members took up this third approach, for example in criticizing a “Muslim Travel Ban,” and efforts to dismantle the DACA program for undocumented students.

How should Jesuit colleges and universities respond to the current moment? The global challenges to democracy emphasized by current Jesuit Superior General Rev. Arturo Sosa, S.J. in a 2022 address to the International Association of Jesuit Universities – populism, polarization, and a post-truth environment – remain acute in the United States. While the divisive 2024 presidential campaign ended with an uncontested winner, Donald Trump’s historic disregard for democratic institutions – exemplified by his refusal to recognize the legitimacy of his defeat in 2020 – casts a shadow over his second term.

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Banchoff (continued) As Pope Francis reminded U.S. leaders in his 2015 address before Congress: “A political society endures when it seeks, as a vocation, to satisfy common needs by stimulating the growth of all its members, especially those in situations of greater vulnerability or risk.”

...If government leaders propose and pursue policies that violate basic human rights and dignity on a large scale, Jesuit values justify a clear institutional response.

Jesuit values and the Catholic tradition enable an important contribution of Jesuit higher education to American democracy beyond the education of students as responsible citizens: the promotion of the common good in this wider, inclusive sense. This work takes place in diverse ways, depending on the local circumstances, and can encompass community engagement and research that addresses social problems. But it can also manifest in public witness. Jesuit institutions cannot speak out wherever and whenever human dignity is threatened; if they did, they would have little time for anything else. However, if government leaders propose and pursue policies that violate basic human rights and dignity on a large scale, Jesuit values justify a clear institutional response.

Large-scale efforts to deport undocumented immigrants, including families that have lived in and contributed to U.S. society for decades, may be a first major test of how Jesuit colleges and universities contribute to American democracy at a critical juncture.

Of course, such public statements can be politically divisive and lose effectiveness if they proliferate over time. Leaders of Jesuit institutions might therefore be inclined only to speak out on policies that directly affect campus life and culture, such as the status of undocumented students, or when the most basic democratic institutions – free elections and citizen rights – are threatened. Such an approach has much to recommend it, especially if one defines the health of democracy in institutional terms.

Catholic Social Thought invites a more expansive view. It insists that the ultimate measure of any political system, democracy included, is how well it advances the common good, defined not in terms of the general welfare or the public interest, but as the good of all, especially those on the margins. Matthew 25 is the touchstone – Jesus’ injunction to feed and clothe the poor, welcome the stranger, comfort the sick, and visit the prisoner. Upholding the equal dignity of all is an obligation of any government, whether democratic or not. “The Church respects the legitimate autonomy of the democratic order,” John Paul II wrote in his 1991 encyclical, Centesimus annus, adding, “Her contribution to the political order is precisely her vision of the dignity of the human person.”

Thomas Banchoff serves as Director of the Berkley Center for Religion, Peace, and World Affairs at Georgetown University.

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A LOOK AT OUR BOARDS: HOW DO WE COMPARE?

By Rev. Michael J. Garanzini, S.J., AJCU There’s the famous scene in the film, “A Man for All Seasons,” when Sir Thomas More confronts Master Richard Rich about his quite facile and naive interpretation of the law’s force on his conscience. We all have experienced similar situations when knowing exactly what the law states in a particular instance is essential for moving forward.

Since universities first emerged in the Middle Ages, charters and bylaws have helped define the way these “voluntary” communities will function.

Several centuries later, the earliest universities in “The Colonies” were granted charters (by the King of England and then by the States) and had approved bylaws establishing responsibility for a host of university operations. Perhaps the two most important documents, other than the Charter granting the university the right to exist and grant degrees, are the Faculty Manual and the Board of Trustees Bylaws.

Over time, these bylaws have been updated as necessary to account for new and more efficient practices in oversight.

“Bylaws” have been described as the rudder on a ship, or the regulator in a car, or the white and yellow lines that keep everyone in their own lanes.

Last year, thanks to the diligent work of Jacqueline Neesam, Secretary to the Board of Trustees for the University of San Francisco (USF), AJCU was able, for the first time, to study the composition and bylaws of our 28 member institutions’ Boards of Trustees.

Ms. Neesam asked her professional board colleagues to participate in a three part-study that has given us a picture of the amazing similarity of our boards and how they function, as well as their differences.

Most modern boards for Jesuit colleges and universities were formed by amending the bylaws which, until the mid-20th century, prescribed that the Jesuit Counselors to the Rector, or the Community itself, had jurisdiction over the management of the institution. The change that removed the jurisdiction of the Order and placed it in the hands of both lay people and Jesuits was simply an expansion of membership to include a majority of non-Jesuit members.

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Board Survey (continued) You might have wondered how your board compares with others on a variety of measures. Many Trustees participate in a variety of other boards, some charitable and others corporate. We often have a sense of how boards of a certain industry are alike and are dissimilar. Simple comparisons can be difficult to make in higher education because of the differences in size and complexity of the institutions involved, to say nothing of the differences between public and private institutions.

The leadership of these boards is predominantly male and Catholic (26 of the 28); 24 of the 28 chairs are alumni of the institution they lead. This holds true for vicechairs as well, except that a larger percentage of vice-chairs are female.

Our survey also collected data on governing bylaws. Most boards state the maximum number of members, while two do not. While seven boards cap that number at 40, twelve Boards allow for more than 40. The trend seems to be moving toward having fewer than the maximum number allowed. For example, the University of Detroit Mercy (UDM) has filled only 18 of its possible 36 seats, while John Carroll University has 50 of its maximum of 60 seats filled.

The three-part study under Ms. Neesam’s direction was not concerned with discovering “best practices.” Nor was it concerned with differences between our larger and smaller institutions. Rather, the study compares bylaws themselves.

Differences and similarities in how the 28 AJCU institutions are run can be inferred.

Nevertheless, these bylaws tell us a great deal. Size, composition, relationship to the institution, and to the Society of Jesus, were top of mind in designing the survey.

While few things are universal, there are striking similarities across our institutions.

BOARD OPERATIONS: An interesting set of numbers tells us a bit about how some boards operate, especially through their committee structures. As might be expected, 25 boards have an executive committee with responsibility to manage board affairs between official meetings.

Only 18 of the 28 assign selection of new trustees and oversight for governance to a governance or governance/nominating committee, and only 10 have a mission committee explicitly stated as a permanent feature of the Board.

BOARD COMPOSITION: The average board of an AJCU institution has 34 members.

Membership could be as few as 9 trustees (e.g., St. John’s College in Belize) or as high as 54 (e.g., Boston College). The total number of trustees serving on AJCU boards is 950: 80% identify as Caucasian, 10% African American, 5% Hispanic, and 3% Asian. All of the boards have Jesuits who occupy anywhere from 2-7 trustee seats: more than 80 Jesuits serve on one or two AJCU boards. Two-thirds of Trustees are alumni of a Jesuit institution. Seventy-six percent are Catholic. One-third of the membership is female. Seventy percent of members are between 55 and 75 years old.

Are Jesuits on every Board? Yes, however, 7 institutions do not require that Jesuits make up a percentage of board membership. Two-thirds, however, state a minimum number of seats that need to be reserved for Jesuits. Two Boards (UDM and Loyola Marymount University) provide membership for their sponsoring religious orders, as both schools have experienced mergers.

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Board Survey (continued) Only 7 Executive Committees have a Jesuit serving as a member. Three have a seat for the rector/superior of the institution’s Jesuit community.

Most bylaws state explicitly who is a member of the Executive Committee. But, there is a split on whether or not the bylaws should state the authority of the Executive Committee. Several state the exceptions to this authority while 18 specify the exact areas of authority. Almost all boards allow constituent members to serve on Board committees but 80% still do not allow constituent members (e.g., staff, students, faculty, etc.) to vote. Five boards have constituent members who actually serve as full board members.

Presidents, boards, key administrators, and faculty who share governance responsibilities for academic programs and for advising the administration, all contribute toward the vitality of the institutions.

The health and vitality of a university cannot be relegated to any one authority.

Presidents, boards, key administrators, and faculty who share governance responsibilities for academic programs and for advising the administration, all contribute toward the vitality of the institutions. The role of the Board may be key in many areas. However, to ensure that the administration is doing its job and faculty are fulfilling their roles, carefully crafted bylaws help insure that each constituency stays in its proper lane.

Term limits are considered a “bestpractice.” In our AJCU network, 4 Boards allow for consecutive term renewals, but 3 boards do not. Nineteen of the 27 Boards require a “grace period” after completion of the maximum number of terms before returning to the Board. And, when it comes to Board leadership, 24 have a limit to the number of years that a chair can serve, while 3 do not. A growing number of Boards are requiring an assessment process before a member can be reelected to the Board.

Rev. Michael J. Garanzini, S.J. is president of the Association of Jesuit Colleges and Universities (AJCU).

At all AJCU institutions, it is the board that has authority for hiring the president. All except 4 make explicit that the president be Catholic. No Board has a bylaw stating explicitly that the president must be a Jesuit. Two-thirds of the boards have a bylaw stating that a president must be evaluated annually. But, how the president will be chosen is, for most (23), not made explicit in the bylaws. Search processes vary but, nationally, 95 percent of searches for the chief executive officer involve a search committee.

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THE VIEW FROM DC: GOVERNMENT RELATIONS AT AJCU

By Jenny Smulson, AJCU

Since its founding in 1970, the Association of Jesuit Colleges and Universities (AJCU) has engaged in advocacy on behalf of our students and institutions. At the heart of that work is a commitment to expanding accessibility and ensuring the affordability of a Jesuit higher education to those who seek it. As advocates, we encourage the federal government to invest in student financial aid programs that benefit students with economic need to ensure choice in post-secondary study.

With an average net tuition rate that is substantially lower than our sticker prices, and through a combination of federal, institutional, state, and private support, we are key partners in supporting students’ access to and success in college. We also help colleges and universities understand and unpack complex federal regulations and legislative proposals. In addition to advocating for student aid and student supports, AJCU presidents have been leading voices in support of Dreamers: students who came to the United States as young people and who know no other home.

We engage with Members of Congress who represent our institutions, as well as the 56 Members who are alumni of our colleges and universities. These 122 “connected offices” form the core of our outreach. We continually reinforce the value of a Jesuit education: the benefits of learning how to think and communicate, regardless of one’s major; the return on investment to students and the nation; and the mission to teach our students how to contribute to the common good.

Regardless of who controls Congress or the White House, we work hand in hand with leaders from each of our schools to educate and inform policymakers about the value and benefits of a college education, and the role of the federal government in making the dream of a Jesuit higher education possible.

We remind them that we are companions in efforts to improve affordability by contributing over $3 billion in institutional aid (funded and unfunded) each year.

With the second Trump Administration and the start of the 119th U.S. Congress, there is less predictability and rhythm to our work. While we continue to do the foundational work of advancing policies that provide an opportunity for students to choose a Jesuit higher education, we are navigating unpredictable waters.

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Government Relations (continued) For the time being, our advocacy attention is focused on three areas:

AJCU is also weighing in on budget reconciliation.

A legislative process established in 1974, this allows for Congress to fast-track “high priority fiscal legislation.” It takes a simple majority in the U.S. Senate (no 60-vote filibuster threshold is needed) to advance legislative changes through reconciliation. To pay for President Trump’s priorities (including border security, energy independence, and extending expiring tax provisions), each authorizing Committee will be instructed to come up with savings within their topical areas or function. For education, that means the Senate HELP Committee and the House Education and Workforce Committee will have to make changes to mandatory spending programs within their jurisdictions (the House Budget resolution proposes $330 billion in cuts over ten years, for example). These key Committees will propose changes to student loan repayment, student loan programs, and risk-share models, as well as other policies that will create savings to support priorities outside of education.

These changes will impact accessibility and affordability of a Jesuit education to students with economic need.

1. Trump Administration Directives (Executive Orders, or EOs) 2. Budget Reconciliation Process 3. FY’25 & FY’26 Appropriations Cycles Each of these areas are high stakes for Jesuit higher education, as they pose threats to student opportunity and institutional viability.

The avalanche of EOs coming from the Administration is challenging to track.

Those relating to diversity, equity and inclusion (DEI), immigration, and the prospect for elimination of the U.S. Department of Education have the potential to impair the functioning of our institutions and ultimately limit a student’s sense of community and the support available to them.

The cancellation of federal grants and contracts and capping indirect costs by NIH have an immediate impact on the research work at our institutions and are certain to impact budgets.

The Department of Government Efficiency’s (DOGE) efforts are raising concerns about privacy and the use of student data.

Finally, Congress continues to work on the annual funding bills. The 2025 fiscal year began on October 1, but since Congress did not agree to funding levels, the government is operating under a continuing resolution (CR) that is funding the government at last fiscal year’s levels. The CR expires on March 14. In advance of that deadline, House and Senate leaders, in coordination with President Trump, will have to agree to specific funding levels for all twelve appropriations bills. Then, they will turn their attention to agreeing on levels for FY’26.

Some of these EOs are dependent on additional guidance (and lawsuits are blunting their effect), but until there is a final resolution, the chaos and uncertainty is challenging the regular order on campuses and our institutions’ ability to plan from day to day. AJCU is working with other national associations to navigate these EOs and understand the immediate and future impact on the work of all colleges and universities.

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Government Relations (continued) AJCU is concerned about the Labor, Health and Human Services, Education, and related agencies account. In recent years, House Republicans have proposed drastic cuts to higher education programs (e.g., eliminating SEOG and Federal Work Story). We will advocate for maintaining investments in these programs and others like the Pell Grant, student mental health support, and TRIO because they make a positive difference for students. These programs ensure access to and success in post-secondary study and are consequential for students at Jesuit colleges and universities.

JESUIT COLLEGE & UNIVERSITY ALUMNI IN THE 119TH U.S. CONGRESS

Our advocacy work has never been more important, and our presidents recognize that. They recently visited Washington, D.C. to engage more deeply with policymakers, building on their consistent and ongoing outreach. They are our best and strongest advocates for Jesuit higher education, and they seize every opportunity to make a case for the value of our mission and our outcomes. Our AJCU government relations and financial aid leaders will continue to collaborate, by reaching out to alumni and our delegations to explain the impact of these policy changes on our students, their constituents, and our institutions.

For the fifth consecutive session, Jesuit college and university alumni comprise 10% of Congress.

Of the 535 seats (and six nonvoting delegate positions) in the 119th United States Congress, 56 are filled by graduates of Jesuit colleges and universities: 12 in the Senate and 44 in the House of Representatives.

In addition to the 56 alumni of Jesuit colleges and universities, graduates of Jesuit high schools are also serving in the 119th U.S. Congress. To learn more about AJCU’s advocacy in the 119th U.S. Congress, please visit the Policy Engagement section of our website.

Collectively, we do this work because we know that Jesuit higher education changes lives for the better. It provides rich opportunities for learning, growth and formation for individuals, and creates a community of leaders who contribute to the greater good. Our nation and the world need them now more than ever.

Questions? Please contact Jenny Smulson: jsmulson@ajcunet.edu.

Jenny Smulson is Vice President of Government Relations for AJCU. This article originally appeared in AJCU’s bimonthly online magazine, Connections.

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CULTIVATING COMMUNITY: NAVIGATING SPEECH & EXPRESSION ON CAMPUS

By Matt Goodwin, Ph.D., Interim Vice President of Student Development, Saint Louis University Last fall, Saint Louis University (SLU) commemorated the tenth anniversary of OccupySLU on our campus — six days of peaceful occupation by students and community leaders at our campus Clock Tower, following the officer-involved shootings of two young African-American men, Michael Brown in Ferguson, MO, outside St. Louis, and VonDerrit Myers, Jr., in the nearby Shaw neighborhood of St. Louis.

It was a challenging, and exciting, time at the University. That same fall (in 2014), the University would inaugurate its new president, Dr. Fred P. Pestello, SLU’s 33rd leader, and first lay president. A few short years later (in 2018), SLU would celebrate its bicentennial.

Even then, the issue of free speech and expression was one of tremendous importance and, occasionally, of tumult.

What is the place of a Jesuit, Catholic university in the heart of a vibrant city?

What role did SLU play in helping our community understand, and heal, after experiencing the tragic events and community violence that prompted essential questions of race and equity, power and peace? And, practically, how would SLU handle the many hundreds of students and community members who would rapidly descend on our campus with a desire to stay? These questions, and how we addressed them back in 2014, have given us insight into how to navigate our current campus challenges.

From political instability and divisiveness, the proliferation of controversial (and sometimes wholly inaccurate) speech on social media, the loneliness experienced by many of our students, and global conflicts — e.g., war, human rights, displacement — there certainly is no shortage of topics that galvanize, excite, frustrate, and spur the actions of our campus community, especially among our students. Between the fall of 2023 and present day, our campus once again experienced a dozen student-led protest events: some numbering in the several hundred, others smaller, but no less significant.

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Cultivating Community (continued) All of them peacefully and respectfully planned by our students, they nonetheless prompted important questions of how the University supports expression and speech, the limits on student activism on campus, and how the University responds to important questions students are asking - about public (and, often, presidential) statements, stances on divestment, and transparency in university governance.

Similarly, University leaders should take time, and be permitted to take time, to critically review their current policies on speech and expression. This should be a campus conversation about goals and values, not exclusively about permissions and protocols.

Intentionally involve students in this review process — both the formal groups, such as your Student Government Association, as well as those groups of students who are informally organized around speech on your campus.

These are not easy events to manage when they’re happening on our campuses.

Sometimes, it feels even tougher to plan for them. While every campus experiences events on their campuses uniquely, there are three common themes that all colleges and universities can apply to our ongoing planning and preparation efforts.

2. Over Communicate There’s a good amount of research about the efficacy (or lack thereof) of meetings, especially in higher education.

Generations of young people, many of them our students, rightly joke with us about the culture of being summoned to unnecessary meetings, and/or to join a committee, a.k.a., a meeting’s evil big brother. These obligations all too often meander from their original purpose. For a significant portion of my career, I used to remark to family members who inquired about what I did for work: “I go to meetings.”

However, a successful approach to addressing expression on campus not only involves the work of creating clear, solid policy, it relies on assembling campus leaders to have regular discussions on contingencies, and seek out perspectives from stakeholders across campus, even those who have not previously been at the table for these conversations. Without question, it was worth our planning efforts to hold standing meetings and assemble response committees to proactively consider our strategy, share information, and support one another in challenging times.

Students in front of the Clock Tower at Saint Louis University in 2014.

1. Solid Policies and Community Conversation In early 2020, many of us had policies on global pandemics that took up all of one page (if they had them at all). We quickly realized how inadequate these were for what we were up against.

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Cultivating Community (continued) Meetings and committees also offered us an important avenue to come together. When we had a large group of students planning to gather in November 2023, our University library staff turned out to be an important group of staff to engage - community members needed to use bathrooms, and rather than use all of our campus buildings, we could steward students and staff appropriately to locations we had planned to dedicate for this purpose.

We should remind ourselves, and our students, that we desire a respectful conversation with them, that we will listen genuinely and intently to their requests, and hope to meet somewhere as community partners that is sufficient to them, and realistic to the University’s operations and strategic plans.

3. Engage and Embrace (And Don’t Avoid) Your Students One of the important components of our recent approach with students intent on expressing themselves here on campus is student engagement. Authentic, frequent, and consistent communication and engagement with students — both the students we could identify as leaders of these events, and the student community at large — was critical to any success that we had in sustaining a respectful and healthy community. We must embrace our students, not fear them.

4. The Next Ten Years The past ten years of student activism on our campus have given us the perfect opportunity to discern, reflect, struggle, educate, and learn from our students. The next ten years promise to be ones of continued campus activity, expression, and, at times, instability.

All too often, campuses get to a place with their students where the communication breaks down, e-mails stop, administrators retreat to their offices, and the conversation reverts to consequences, threats, and, all too often, a police presence on campus. Certainly, there are times when this may be part of the eventual, and regrettable, part of resolution to these events - but we always want to make sure that students know that we continue to care for (even love) them, and that our spiritual identity nudges us toward a relationship with one another. Most important, we must remember to be honest with students.

Campus leadership that views these student-led activities as part of the educational environment, and not an inconvenience to the operations of the institution, are choosing to embrace speech and expression (like we have at SLU for over 200 years), as an important part of the campus culture, as well as a key part of a challenging and supportive university experience.

Photos courtesy of Saint Louis University.

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CHAIRS CORNER What are some best practices among Boards of Trustees at Jesuit institutions today? We are pleased to share strategies from three chairs to improve meetings, increase engagement, and much more.

From Reflection to Action: Strengthening Governance Our board’s evolution began with a simple yet essential shift: embracing selfassessment as a leadership imperative. In close collaboration with LMU’s president, Timothy Law Snyder, we engaged in annual self-studies to evaluate governance effectiveness, identify areas for improvement, and foster greater transparency and accountability. This partnership has been crucial in steering our strategies and ensuring alignment with our institutional goals. A key milestone in this process was our partnership with AGB’s consultants, who helped us redefine governance structures, leading to two breakthroughs: Clarifying Board Roles and Responsibilities: We streamlined decision-making processes and strengthened the partnership between trustees and University leadership.

Transforming Board Meetings into Strategic Forums: We moved beyond routine discussions and adopted a “deep dive” reporting model, where committees presented focused analyses on critical issues, such as cybersecurity, financial resilience, and strategic planning.

Paul S. Viviano Loyola Marymount University As the Chair of Loyola Marymount University's (LMU) Board of Trustees, it has been my privilege to lead a governance body dedicated to the University’s success while also committed to continuous selfimprovement. Our journey of introspection and refinement was nationally recognized in 2019, when the Association of Governing Boards of Universities and Colleges (AGB) honored LMU’s Board of Trustees with the prestigious Nason Award for Board Leadership. This distinction affirmed the impact of effective governance and underscored how a culture of selfexamination resonates deeply with our Jesuit heritage and its tradition of discernment.

These changes elevated board engagement, ensuring trustees played an active role while leveraging their collective wisdom to shape more informed, substantive decisions.

Governance in Action: Leading Through Challenge and Opportunity The recognition by AGB was particularly meaningful as it validated our efforts to model what higher education boards should embody.

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Chairs Corner (continued) Our commitment to proactive governance became especially critical during several recent, defining institutional moments:

Looking Ahead: A Legacy of Excellence in Governance Our board’s journey underscores a simple truth: Great governance is about engaged leadership. The culture of continuous improvement we have embraced at LMU has strengthened it today and has set a standard for board engagement across higher education.

Launching the LMU Playa Vista Campus: Our board adopted a handson approach in shaping this transformative initiative. We evaluated strategic recommendations, steered away from less viable options, and leveraged trustee connections to secure a high-impact presence in LA’s high-tech, creative hub—elevating LMU’s regional and national profile.

Navigating the COVID-19 Crisis: When the pandemic disrupted higher education, the proactive efforts of our University leadership team, coupled with our refined governance model, allowed us to respond swiftly, ensuring mission continuity, financial stability, and student success.

As we look to the future, working in concert with President Snyder and the leadership team, we remain guided by our Catholic, Jesuit, and Marymount values, committed to innovation, and dedicated to ensuring that LMU continues to be a model of excellence in governance and institutional leadership.

Paul S. Viviano serves as President and CEO of Children’s Hospital Los Angeles.

Diversity & Strategic Impact: Governance Imperatives Another essential priority has been ensuring that LMU’s board composition reflects the diversity and expertise needed for effective governance. By prioritizing inclusive recruitment, we have cultivated a dynamic group of trustees who bring broad perspectives and deep industry insights—enhancing decisionmaking, innovation, and long-term institutional strength.

The results speak for themselves. LMU’s Phi Beta Kappa chapter, R2 research classification, expanded visibility, elevated reputation, record-breaking enrollments, and fundraising successes are not just University milestones—they are testaments to the power of engaged, strategic board leadership.

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Chairs Corner (continued) I felt confident and ready to set the world on fire as the Chair of the Board of Trustees as I wound down my professional career in preparation for retirement.

So, with the benefit of two years of hindsight, what do I wish I had known before becoming Chair? I wish I had recognized the hubris in believing that serving as Chair was fundamentally a sacrifice, as opposed to a grace delivered during a time of personal transition.

As I considered becoming the first woman Chair of the Board of Trustees at Fairfield, I had worried about the time commitment as I was still fully engaged at work. I thought about the hassle of planning my postretirement travel around the university governance and event calendar. I considered the skills I had to offer after three decades as a consigliere, crisis manager, and talent developer in a large and complex corporation. I embraced what I viewed as the sacrifices I would make to lend my time and talent to the betterment of Fairfield University. In short, my discernment was at best incomplete, at worst, clouded by conceit.

Sheila Davidson Fairfield University Being elected Chair of the Board of Trustees at my beloved alma mater, Fairfield University, was a proud moment for me. Two decades of service as a trustee, and a career overseeing the legal, governance, and risk processes as an executive at a Fortune 100 company had prepared me well. I took the reins from an effective predecessor, and we have a committed, highly functioning, generous board. Under the leadership of our visionary President, Mark Nemec, Fairfield University had emerged strong and healthy from the pandemic era, poised for growth and a bright future as a modern Jesuit, Catholic university.

Filled with gratitude for my own Jesuit education and freshly inspired by the completion of the Spiritual Exercises,

Serving as Board chair has been one of the most enriching experiences of my life. On a Board pilgrimage to Rome, I met Pope Francis, who implored us to pray for him, an unforgettable one-sentence lesson in humility. We visited the rooms of St. Ignatius of Loyola and the archives in the Jesuit Curia, viewing handwritten records of the genesis of Ignatian pedagogy, still vibrant after nearly five hundred years.

The experience deepened my appreciation for the Jesuit tradition and the profound influence it has had on education and leadership.

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Chairs Corner (continued) It was a humbling reminder of the legacy entrusted to us lay leaders, and the responsibilities we bear as stewards of this tradition.

As Board chair, I have come to appreciate the complexity of running a university.

Committee work had exposed me to academic affairs, student life, our finances, and our facilities, but having the integrative, holistic view as chair has increased my appreciation for President Nemec and enhanced my ability to support him as a partner, and to help other trustees do the same.

Loyola’s bylaws previously stipulated that the president must be a Jesuit, which the board revised prior to the search for our new president. This is a common trend that continues to change across many of the AJCU institutions. However, it was critical that we appoint a president who embodied the University's commitment to its Jesuit mission and values, as President Sawyer does.

If this seems like a recruiting pitch, it is.

What I want prospective board chairs to know is that while your contribution of time and talent will be deeply appreciated and impactful, serving as chair is also a personally enriching privilege. Think of assuming the role not as a sacrifice, but as a rewarding life-long learning opportunity to play a small part in a 500year-old tradition dedicated to the greater glory of God. It is irresistible.

In addition, the significant decline in the number of Jesuits across the nation could impact the pool of candidates for leadership positions and influence the overall direction of the University. As the number of Jesuits decreases, the evolution of university leadership may shift, necessitating adaptability in governance and strategic planning. The need to identify, cultivate, and recruit qualified Jesuits to join our Board is of even greater importance. And, as we embark on our next Mission Priority Examen, knowing how to implement the pillars of a Jesuit, Catholic ideology effectively will ensure that the University remains true to its Jesuit values and mission in a changing higher education landscape.

Gerry Holthaus Loyola University Maryland I became Chair of the Board of Trustees at Loyola University Maryland in 2022, shortly after we appointed our first lay president, Terrence Sawyer, during an exciting, transformational time at the University. In that time, I’ve learned a few valuable lessons in my role as Chair.

First, establishing a clear contract with the President is imperative. This can affect accountability and expectations between the Board of Trustees and the institution's leadership.

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TOGETHER AS PILGRIMS: THE ROAD FROM LOYOLA Rev. Timothy W. O’Brien, S.J., Boston College

Shrine of Our Lady of Arantzazu (photo by Rev. Timothy W. O’Brien, S.J. After many twists, turns, and seeming dead ends, his journey would lead him to Rome again, where he founded the Society of Jesus with nine other companions in 1540. Shortly thereafter, the Jesuits began operating schools and universities, seeing in them a privileged way to accomplish their fundamental goal: to “help souls.” This same basic impulse would give rise, centuries later, to the founding of the 28 colleges and universities that today make up the membership of AJCU. Put differently, the force of Ignatius’ conversion continues to reverberate in the institutions we are called to serve—and therefore in each one of our lives.

The past two decades have witnessed a boom in Ignatian Pilgrimages: opportunities for pilgrims to follow in the footsteps of St. Ignatius of Loyola, both in Spain and Rome. My previous institution (the College of the Holy Cross) coordinated two pilgrimage opportunities, including one every three years for trustees and friends (and their spouses), which built on an annual version for faculty and staff. During my time at Holy Cross, it was my happy task to support these initiatives.

The pilgrimage focuses on key moments and places in the life of St. Ignatius of Loyola (1491– 1556). In Spain, pilgrims trace Ignatius’ path, beginning with his injury in battle in 1522.

During an extended convalescence at his family home in Loyola, the direction of Ignatius’ life changed radically—away from seeking his own glory and toward seeking the greater glory of God. This conversion impelled Ignatius, at first, to undertake his own pilgrimage across Spain, to Rome and, eventually, to the Holy Land.

An Ignatian Pilgrimage is a significant investment in terms of time and resources.

It is worth it, both for the institution and the individual. At the most basic level, pilgrimages are an investment in the Ignatian culture of the college or university.

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Pilgrimages (continued) With the passage from Spain to Rome, the focus of the pilgrimage shifts from the early, more solitary phase of Ignatius’ journey to what he and his “friends in the Lord” were able to accomplish when they banded together. If the early days of the pilgrimage can feel somewhat like a retreat (i.e., visiting places marked by a certain contemplative silence), the energy and dynamism of the Eternal City is a reminder that Ignatius and his companions were also men of action. In a certain sense, the story ceases to be that of a long pilgrim and turns into the story of a global movement that reaches each one of us who are associated with Jesuit education.

In the case of trustees, the experience binds together—in a new and deeper way— those who are ultimately responsible for advancing the Jesuit mission of their institution. There is a quality of relationship forged by sharing time outside the context of the boardroom or committee meeting, in which we can set aside our responsibility and even our usual expertise.

But there is more to it than simple community-building, as important as that is. Over and again, one of the most striking aspects of the pilgrimage is how diverse groups of pilgrims (both personally and religiously) are bound together by their shared spiritual experience.

This is especially true of the experience of praying together during the Eucharist at the various Ignatian sites, which situates participants’ relationship to each other, and to their shared work as trustees at a Jesuit institution, in the context of service and praise of God.

Ignatius and the early Jesuits saw in Rome an important “center” of their time, a place that represented a universal perspective on an increasingly complex, globalized world.

It is impossible for pilgrims to miss that point as they contemplate, for example, the frescoed ceilings of the Church of Sant’Ignazio, depicting each continent on which Jesuits labored as teachers, scholars, pastors, and missionaries.

Aside from the very real benefits that pilgrimages have for institutional and board culture, the experience is also a concrete gift that the institution can offer to its trustees. On one level, pilgrims learn the story of Ignatius. They follow as he grapples with the deepest possible questions—questions of God and of faith, of joy and pain, of the direction and meaning of his life. In doing so, pilgrims are inevitably invited to confront some of those same matters in their own lives. This is what makes a pilgrimage different from a vacation or a study tour. The pilgrim seeks not simply knowledge about Ignatius or his experience, but is open to having his or her life touched, and potentially transformed, along the way.

In addition to visiting the rooms from which Ignatius directed the young Society’s worldwide efforts, pilgrims often spend time at the current headquarters of the Jesuit order: the Curia. There, they often hear about the full range of Jesuit works around the globe. The educational endeavors familiar to our trustees are included among these, of course. For contemporary pilgrims, as for the early Jesuits, Rome invites an ever more expansive understanding of the scope of the Church, of the Society of Jesus—and the place of our work in the mission of both. We each play a part in carrying forward the Jesuit mission, and yet it outstrips any of our individual efforts.

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Pilgrimages (continued) The baroque Basilica of St. Ignatius (17th–18th c.) is also on the site. In the nearby town of Azpeitia, pilgrims can often visit the parish church of St. Sebastian where Ignatius was baptized, and the restored Hospital of the Magdalena, where Ignatius lived during his last visit to his homeland.

Ignatius went to the Shrine of Our Lady of Arantzazu after his convalescence, and many groups follow him there. The modern shrine contains an image of Mary before which Ignatius prayed. If the weather is fair, the mountain landscape is spectacular.

Javier, the birthplace of St. Francis Xavier, is several hours away by bus.

Xavier Castle is a frequent pilgrimage stop. Even though Ignatius did not stop there, it is one of several sites that underscores the role of friendship in the early Jesuits.

Montserrat. After a vigil before the famous Black Virgin of Montserrat, Ignatius laid aside his sword and donned the garb of a simple pilgrim.

Most groups spend one (even two nights) here, as the scenery is breathtaking. Staying overnight also allows an experience of the monastery free of the large daytime crowds from nearby Barcelona.

Manresa. Ignatius remained here for almost a year while awaiting passage toward the Holy Land. A time of intense spiritual highs and lows, he began composing the Spiritual Exercises here.

Scheduling Mass in the Cave Chapel, depending on group size, will allow more time to visit.

No pilgrimage lasts forever. At some point, Ignatian pilgrims return to the tasks of ordinary life—including those of board service. They return with deeper ties of fellowship and shared purpose with their companions, deeper knowledge of Ignatius and of the Society he founded, and a deeper experience of God who is the beginning and end of every pilgrimage.

They return better prepared to help steward the Jesuit mission of higher education.

Rev. Timothy W. O’Brien, S.J. is a Visiting Fellow at the Boston College Clough School of Theology and Ministry. Previously, he served as Associate Vice President for Mission and Ministry at the College of the Holy Cross. A historian of Christian spirituality, especially the Jesuit and Ignatian traditions, he is a specialist in the religious culture of the early modern Iberian world.

SAMPLE ITINERARY Just as no two pilgrims are the same, no two Ignatian pilgrimages are exactly alike.

The following is a typical pilgrimage itinerary (about ten days total) that can be adapted to suit particular groups.

Bilbao or San Sebastián is where most trips begin. Because pilgrims tend to travel overnight from the U.S., some groups choose to spend a night in one of these towns to allow recovery from jetlag.

Loyola is the first stop on the pilgrimage, beginning with Loyola Castle. This includes the Chapel of the Conversion, which occupies the place of Ignatius’ rooms. (Note: at many of the Ignatian sites, celebrating Mass at a site typically increases the time each group may spend there.)

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Pilgrimages (continued) Barcelona. Most of the Ignatian sites are located in the Gothic Quarter, especially the church of Santa María del Mar (where Ignatius begged alms), the street where he lived, and the neighborhood of one of his prominent supporters, Isabel Roser. Many groups also include some time for visits to nonIgnatian sites in the city before flying to Rome.

Rome. There is an abundance of Ignatian sights, including the Rooms of Ignatius (where he lived and worked for the last quarter century of his life), and his tomb in the adjoining Church of the Gesù. Many groups visit St. Paul Outside the Walls, where the first Jesuits pronounced vows when the Order was approved by the pope, and St. Mary Major, where Ignatius celebrated his first Mass. Other significant Jesuit sites include the original Roman College, the novitiate of Sant’Andrea al Quirinale, and the Church of Sant’Ignazio. Visits can be arranged to the Jesuit Curia, as well as sessions with other significant apostolates based in Rome (e.g., Jesuit Refugee Service, Vatican Observatory, Pontifical Gregorian University, etc.).

Rev. Philip Boroughs, S.J., president emeritus of the College of the Holy Cross, preaching during Mass at the Shrine of Montserrat (Photo by Rev. Timothy W. O’Brien, S.J.)

Holy Cross pilgrims meeting with Jesuit Superior General Rev. Arturo Sosa, S.J. (Photo by Rev. Timothy W. O’Brien, S.J.)

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THE AJCU CERTIFICATE IN IGNATIAN PEDAGOGY: A RESOURCE FOR TODAY’S CHALLENGES

By Edward Peck, Vice President for University Mission and Identity, John Carroll University

Edward Peck speaking at the AJCU Faith, Justice and Reconciliation Assembly in July 2024 In response to these challenges and opportunities, the Association of Jesuit Colleges and Universities (AJCU) has commissioned and launched a national IPP Certificate Program to enhance Jesuit institutions' understanding and application of the IPP on their campuses.

Before examining the details of this new certificate program, a brief of review of the five core elements of the IPP will help provide a summary of the pedagogy and some of the potential implications for teaching and learning on our campuses.

In the current educational environment, educators at Jesuit institutions encounter a variety of challenges that require thoughtful, mission-based responses and strategic institutional support.

The increasing diversity of our students, the rising mental health crisis, the proliferation of technology and information in an age of generative artificial intelligence (AI), and the need to prepare students to make meaningful contributions to an everchanging world are just a few of the complexities that our faculty and institutions face today. Rooted in the 500year-old Jesuit tradition of teaching and learning, the Ignatian Pedagogical Paradigm (IPP), with its five elements of Context, Experience, Reflection, Action, and Evaluation, offers a time-tested, studentcentered approach that can help faculty and their colleagues navigate these challenges in meaningful ways that align closely with our Jesuit mission.

Context: Understanding Our Students & Their Learning Environment Context involves understanding the complexities of the contemporary learning environment and getting to know our students, who come from increasingly diverse social, cultural, economic, and religious backgrounds with different learning styles and life experiences.

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IPP (continued) Experience: High Impact Practices to Engage Students Experience emphasizes direct and deep engagement with the subject matter in a variety of ways, such as hands-on learning, group discussions, project work, multimedia presentations, and even gamification. Modern educational research confirms that high-impact practices such as community-engaged learning, service learning, internships, and undergraduate research are impactful because they enhance students’ understanding of academic concepts by connecting knowledge and understanding to realworld situations. Faculty on our campuses invest much time, energy, and imagination in designing a wide range of learning experiences beyond traditional lectures.

They also face rising mental health challenges that require personalized care and attention. Good pedagogy and our commitment to the dignity of the human person and social justice require that we foster inclusive and caring learning environments that recognize and honor these differences.

The Jesuit practice of cura personalis, or care for the whole person, invites faculty to meet students “where they are” while trying to know them personally by name and story. This approach asks faculty members to recognize the diversity of learners in the classroom and to find ways to incorporate a plurality of resources, voices, and perspectives into course materials and activities that reflect the wider contexts in which we live.

Participants in an IPP breakout session during the AJCU Faith, Justice and Reconciliation Assembly in July 2024.

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IPP (continued) Faculty can cultivate this reflective practice by incorporating assignments and discussions that encourage students to pause, analyze sources critically, consider multiple perspectives, and connect their learning to broader societal and ethical issues. By doing this, educators help students become discerning learners who navigate the digital landscape with integrity and purpose. Such skills are becoming increasingly important for the future of work and can help distinguish our graduates in the marketplace.

Although this kind of work presents substantial challenges related to time, training, and available resources, it aligns well with Jesuit education's purposes and is therefore worthy of investment. The Ignatian approach to “learning by doing” envisions students as active participants in the learning process, inviting faculty to establish practical learning opportunities that help students share and integrate their knowledge and experiences. This is particularly important for Jesuit schools that value the liberal arts and the interdisciplinarity of a core curriculum.

Action: Empowering Students to Make a Difference Within the IPP, reflection leads to action. The Ignatian tradition views education as a means to prepare students who will use their knowledge and skills to contribute positively to society. Faculty at our institutions are challenged to prepare students not just for careers, but for lives of meaningful purpose and engagement in their communities. This requires integrating opportunities for students to apply their learning in ways that address real-world problems, promote justice, and foster positive change. To this end, faculty have a unique opportunity to help students see themselves as agents of change, capable of making the world a better place for all, especially those on the margins.

Reflection: Developing Critical Thinking Skills and Discernment in the Digital Age Reflection lies at the heart of Ignatian pedagogy and is essential for students as they face an overwhelming amount of information, misinformation and disinformation on the internet, across social media, and from artificial intelligence (AI). In addition to needing quiet time to think and make meaning of what they are learning, students must learn to distinguish between trustworthy sources and false information by assessing digital content quality and thinking critically about the implications of their work: what do I think about what I’ve learned and what relevance does it have to my beliefs and education?

Faculty, therefore, are challenged not only to deliver content but also to help students develop critical thinking skills and use technology and AI responsibly to enhance their learning and prepare them for the future.

Faculty can help students embrace the Ignatian call to action in the spirit of the Magis, or choosing the greater good, by designing curricula and learning experiences that encourage them to apply their knowledge to real-world challenges. This focus on action allows faculty to engage students in some of the most pressing contemporary issues, such as climate change and the environmental crisis, social inequality and injustice, poverty and hunger, and global conflicts and political instability.

Ignatian reflection calls for a process of discernment, which involves the thoughtful evaluation of experiences and information in light of ethical principles and personal values.

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IPP (continued) AJCU Supports Faculty Engagement and Implementation of the IPP To help educators explore how the IPP can inform their teaching within their discipline, AJCU invited faculty and other educational practitioners from across the network to design a certificate program that introduces educators to a contemporary understanding of this 500-year-old educational tradition. After nearly two years of concentrated work under the direction of Kathleen Smythe (Xavier University), Edward Peck (John Carroll University), and Carol Scheidenhelm (Loyola University Chicago, retired), a team of twenty colleagues from across the AJCU network designed an IPP Certificate Program that will be available, free of charge, to all member schools beginning in the fall of 2025. This spring, seven Jesuit universities are participating in a pilot program to provide the designers with valuable feedback before the official launch in September 2025. The program complements and unifies existing faculty development efforts by providing a common curriculum and language for campus discussions around teaching and learning. Participating schools will be free to adopt and adapt the program to suit their needs and resources.

Evaluation: Fostering a Culture of Continuous Improvement Finally, evaluation emphasizes the importance of continuous assessment and growth for students and educators. In addition to finding creative, constructive ways to provide feedback to students throughout the semester, faculty can engage in ongoing reflection on their instructional methods, learning materials, and course outcomes.

A spirit of continuous improvement leads educators to pay close attention to pedagogical trends, technological advances, and student needs while being willing to try new educational approaches.

Ignatian evaluation creates a dynamic culture that requires students and faculty to review their achievements and identify areas for improvement. Faculty can engage in this kind of evaluation by establishing formal and informal student feedback mechanisms, participating in peer observation, and attending pedagogical workshops, for example. Institutions can support this work by providing opportunities for discussion focused on teaching and learning, faculty development workshops, and course development grants.

Participants in an IPP breakout session during the AJCU Faith, Justice and Reconciliation Assembly in July 2024.

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IPP (continued) The IPP is a mission-centered way to address contemporary challenges that can help unify our teaching efforts across departments, institutions, and the AJCU network. Its emphasis on understanding context, engaging students actively, promoting reflection that leads to action, and ongoing evaluation provides a framework that naturally accommodates a variety of pedagogical approaches and teaching and learning styles.

The IPP Certificate Program is designed for cohorts of 10-20 professionals from a university who will meet for six, ninetyminute sessions over a semester (or two quarters). At each participating institution, the Mission and Provost Offices will collaborate to implement the program and select a campus coordinator(s). Initially, the coordinators can be drawn from among graduates of campus-based or national programs like the Ignatian Colleagues Program (ICP) but, in time, they can include those who have gone through the certificate program. Cohorts can consist of any combination of faculty (full or parttime), other educators and staff who are interested in learning more about the IPP. Participants will receive a Certificate of Completion issued jointly by the home institution and AJCU.

As trustees, your awareness and support of implementing the IPP Certificate and programs like it can help ensure that our institutions continue to provide a transformative education that prepares students to make a positive impact in the world in fulfillment of our Jesuit mission.

Above: All photos in this article were taken by Eddie Quinones during the 2024 AJCU Faith, Justice and Reconciliation Assembly at Loyola University Chicago.

Our deep hope is that this certificate program will ignite, rekindle, and advance mission-based conversations among educators on and across Jesuit campuses.

By gathering faculty and staff from varying disciplines, a school can help build community and create opportunities for deeper integration of the student learning experience. The individual modules are designed to build on each other as they move from foundational materials to justice education, and explore complementary pedagogical styles and contemporary issues. Throughout the six sessions, participants will engage in ongoing conversations to share questions, insights, and best practices. In this way, the IPP Certificate Program can foster a collaborative teaching culture centered on the values, principles, and spirituality foundational to Jesuit education.

IPP CERTIFICATE PROGRAM To learn more about the IPP certificate program, please contact: Ed Peck, John Carroll University: epeck@jcu.edu Kathleen Smythe, Xavier University: smythe@xavier.edu More information is available on AJCU’s website: ajcunet.edu/ippcertificate-program.

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AJCU TRUSTEE FORUM GUIDES BOARD FORMATION

By Geraldine Geckle & Arun Subhas, Loyola University Maryland In June 2024, we were privileged to have participated in an Ignatian Pilgrimage from Bilbao to Rome that was spiritually transformational. It also strengthened our relationship with fellow attendees through a lived, common experience. Participating in the AJCU Trustee Forum later in the year, with trustees from other schools, brought into focus the relevance and deep meaning of our roles. We have an individual and collective responsibility as Trustees to: 1. Understand, embrace, and advance the Universal Apostolic Preferences (UAPs) through the Mission Priority Examen (MPE).

Our take: The UAPs are simple but profound – 1) Showing the way to God; 2) Walking with the Excluded; 3) Journeying with Youth 4) Caring for our Common Home. Thus, our MPE should expound on these critical areas and inform a strategic plan that is refreshed periodically, and not the other way around.

2. Ensure that our actions sustain and continuously advance Catholic Social Teaching (CST) in the Catholic Intellectual Tradition.

Our take: UAPs align directly to CST. 3. Advance strong connectivity between Trustees, President, Cabinet and our Jesuit community.

Our take: Encourage Trustees to build strong bonds outside of board meetings. Examples include Ignatian pilgrimages and the AJCU Trustee Forum.

4. Supporting our Trustee selection brings diversity of thought and talents with a deep commitment to our mission.

Our take: “Every person must walk unhesitatingly according to his own personal gifts and duties in the path of living faith, which arouses hope and works through charity.” (Lumen Gentium, 1964)

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5. Examine and protect long-term viability of our colleges and universities through rigorous, sustained, and comprehensive inspection of institutional and environmental risks.

Our take: See #4.

6. Embrace discernment before crucial, defining decisions that affect our colleges and universities because we are “stewards of our institutions…holding our college or university in trust for the Society of Jesus, for the Church, for students and for the Common Good – always with an eye toward those on the margins of society.” Rev. Arturo Sosa, S.J., Superior General, Society of Jesus, Letter to Presidents and Trustees Participating in the AJCU Trustee Forum (September 17, 2019).

Our take: The obvious: ensure our strong connection with the Society of Jesus.

Attending the Forum with trustees from other colleges and universities reinforced our shared objective to join our Jesuit community as stewards to advance the mission of St. Ignatius.

Our measure of success as Trustees is ultimately defined by who our students become, the lives they lead, and their witness to Cura Personalis, choosing Magis, and seeing God in All Things.

Geraldine (“Gerry”) Geckle and Arun Subhas (above left and right) are Trustees of the Board of Loyola University Maryland in Baltimore, MD.

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All photos featured in In Fides (unless otherwise noted) are courtesy of Jesuit colleges and universities.