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Higher education in the 21st Century has become
increasingly aware of the need to foster student
character and moral development. To achieve this
goal, many institutions, especially those from
faith-based traditions, have included a spiritual
domain as part of academic mission. To succeed,
faculty must also philosophically agree on how
particular faith beliefs are pedagogically embedded.
This study incorporated a case study design to
explore how faculty at one Catholic institution of
higher education described their responsibility to
foster Ignatian spirituality. Interviews were
conducted with Jesuit, Catholic, and non-Catholic
faculty, in addition to a college President. Five
documents were also analyzed including course
syllabi, two sources on Ignatian spirituality and
Catholic teaching, and a Presidential inaugural
address. Insights from this study will be of
interest to faculty and administrators in higher
education who desire to specifically integrate
faith-based traditions as part of student learning
and development.
increasingly aware of the need to foster student
character and moral development. To achieve this
goal, many institutions, especially those from
faith-based traditions, have included a spiritual
domain as part of academic mission. To succeed,
faculty must also philosophically agree on how
particular faith beliefs are pedagogically embedded.
This study incorporated a case study design to
explore how faculty at one Catholic institution of
higher education described their responsibility to
foster Ignatian spirituality. Interviews were
conducted with Jesuit, Catholic, and non-Catholic
faculty, in addition to a college President. Five
documents were also analyzed including course
syllabi, two sources on Ignatian spirituality and
Catholic teaching, and a Presidential inaugural
address. Insights from this study will be of
interest to faculty and administrators in higher
education who desire to specifically integrate
faith-based traditions as part of student learning
and development.