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Journal of Catholic Higher Education

The only international journal dedicated to contemporary Catholic higher education

Now Available: Volume 36, Number 2

Friendship as a metaphor for mentoring, framing first-year writing courses as "distinctly Catholic," inclusion, and student mental health are just a few of the subjects in the current issue of the Journal of Catholic Higher Education.

 


In this issue:

Mentoring for Vocation: Befriending Those Entrusted to Us
Paul J. Wadell
Increasingly, faculty and staff at Catholic colleges and universities enter into mentoring relationships with students to help them discern their callings. This essay analyzes why friendship is a helpful metaphor for understanding a mentoring relationship. Moreover, as with friendship, the author argues that good mentoring demands listening to and respecting students’ stories, but also guiding them to more hopeful narratives for life. 

Empowering Catholic Communicators: A Trivium Heuristic for First-Year Writing Courses
Gavin Hurley
First-year writing courses at Catholic colleges and universities can provide students the communicative tools to intellectually engage with Catholic doctrines and beliefs in the public sphere. However, writing programs can neglect to balance grammar, logic, and rhetoric. This article provides a practical Catholic first-year writing course design that unites the best practices of contemporary composition pedagogy with the Catholic liberal arts tradition (grammar, logic, and rhetoric). 

Dialoguing from a Fixed Point: How Aristotle and Pope Francis Illuminate the Promise — and Limits — of Inclusion in Catholic Higher Education
Matthew Richard Petrusek
This article examines the meaning of the word inclusion as it relates to Catholic identity in higher education. Noting the widespread presence of this value in the mission statements of Catholic colleges, the article draws on insights from Aristotelian logic and Pope Francis’s theology of encounter to argue that inclusion can only be defined as a subordinate value to the value of establishing and maintaining a fixed institutional identity that is both uniquely Catholic and non-negotiable.

A Typology/Change Model for U.S. Catholic Universities: Expressing a Catholic, American Identity
Michael Rizzi
It can be difficult to define Catholic university identity in universal terms — or to compare one Catholic institution to another — because Catholic colleges and universities in the United States are diverse in terms of size, location, and mission. This article proposes a rough classification system for Catholic universities that takes into account the various ways they interpret and express their Catholic missions. 

Is Student Mental Health a Matter of Mission?
Jessica Coblentz and Christopher Staysniak
This essay presents a Catholic perspective on the growing concern for student mental health on college campuses. Drawing on the three characteristics of Catholic undergraduate education put forward by the seminal 1967 Land O’Lakes summit, which together engage the intellectual, social, and spiritual dimensions of campus life, the authors argue that student mental health should concern all who are committed to the mission of Catholic higher education. 

Supporting Best-Practice Literacy Instruction Utilizing National Standards: A Gradual-Release Model for Developing Site-Based Literacy Leaders
Mary-Kate Sableski and Jackie Marshall Arnold
Catholic elementary and secondary schools across the country recently adopted standards reflective of the Common Core State Standards to align instruction with state and national guidelines. This article describes a qualitative study examining a literacy professional development initiative that brought together a Catholic university and archdiocesan Catholic elementary schools to discuss how to best accomplish this task. 

The Critical Role of Catholic Higher Education in Sustaining Catholic Elementary Schools
Phillip J. Belfiore

Declining enrollment and increased school closings or consolidations in pre-K–12 Catholic education, especially in the Northeast, reduce the accessibility and options families have for faith-based education. Catholic colleges and universities, especially schools of education, can take an active lead in confronting some of the challenges faced by pre-K–12 Catholic education. This article examines a longstanding partnership between Mercyhurst University and Saint Gregory Parish School of the Erie Catholic Diocese, resulting in reconfigured (but not reduced) teaching staff and salary savings for the parish school.


 

 

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Subscribers can access journal content online through the Villanova University Falvey Memorial Library. User registration is required, and you must be a subscriber (or at an ACCU member institution) to read full articles online. Non-subscribers may read abstracts, as well as the introduction to each edition.

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