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Engaging Faculty Around the Catholic Social Tradition: An Analysis of Practices and Outcomes for Catholic Higher Education

Erin Brigham, Kathryn Getek Soltis

Abstract


In their efforts to engage faculty members in institutional mission and identity, a number of Catholic colleges and universities have given particular attention to the Catholic Social Tradition (CST). This paper examines a handful of exemplary programs on faculty engagement around CST, identifying specific outcomes facilitated by these initiatives, as well as the challenges that have been encountered. The programs analyzed represent four approaches to faculty engagement as distinguished by their starting points: the charism of the founding order, teaching and pedagogy, the content of CST, and concrete social issues. Despite important differences among the approaches, the analysis uncovered significant overlap of limitations and key benefits, demonstrating why and how Catholic higher education might further invest in opportunities for faculty to understand, integrate, and develop the Catholic Social Tradition.


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