Spiritual Formation and Soul Care on a College Campus: The Example of the Ignatian Center at Santa Clara University

2018 ◽  
Vol 11 (2) ◽  
pp. 241-252 ◽  
Author(s):  
Thomas G. Plante
Keyword(s):  
Spiritual Formation ◽  
Religious Tradition ◽  
College Campus ◽  
Religious Development ◽  
Religiously Affiliated ◽  
Senior Administrators ◽  
Soul Care ◽  
Jesuit Higher Education ◽  
The Will ◽  
Affiliated Colleges

Religiously affiliated colleges and universities typically take spiritual formation and soul care very seriously and are usually intentional about the spiritual and religious development of not only their students but of their faculty and staff as well. The religious tradition, size of the campus community, financial and other resources, along with the will of senior administrators, donors, trustees, and the general university community all determine how these interests and agendas are nurtured and developed as well as the kinds of programing offered. The purpose of this article is to highlight the strategies to support and nurture spiritual formation and soul care at Santa Clara University, a Catholic and Jesuit university in the heart of Silicon Valley, with elements of this care found at most, if not all, Jesuit higher education institutions throughout the nation and world. At Santa Clara, the Ignatian Center is the primary, although not the only, home for these spiritual formation and soul care offerings and will be highlighted here.

Human Sexuality Courses: Where and How Many?

1986 ◽  
Vol 13 (4) ◽  
pp. 221-222 ◽  
Keyword(s):  
United States ◽  
Human Sexuality ◽  
The United States ◽  
Colleges And Universities ◽  
Religiously Affiliated

Previous research determined that human sexuality courses were being offered by 23% of psychology departments in the United States. Human sexuality courses are now being offered by 41% of the American colleges and universities surveyed in our study and, of these courses, 44% are taught in psychology departments. Larger institutions are more likely to offer human sexuality courses than are smaller schools. The proportions of religiously affiliated and nonaffiliated schools offering such courses ate not significantly different.

scholarly journals An Evaluation of the Classification Scheme for Adventists and Ellen White

2018 ◽  
Vol 11 (1) ◽  
pp. 28-36
Author(s):  
Felipe E. Tan ◽  
Terry Dwain Robertson
Keyword(s):  
Classification Scheme ◽  
Colleges And Universities ◽  
Seventh Day Adventist ◽  
The Other ◽  
Mutual Benefit ◽  
Standard Notation ◽  
Library Users ◽  
Affiliated Colleges ◽  
Collaborative Efforts ◽  
General Collection

Libraries at Seventh-day Adventist affiliated colleges and universities collect their denominational materials exhaustively. Many use the Library of Congress Classification Scheme (LCC). The challenge is that these exhaustive collections must fit in a classification scheme based on a general collection that does not typically hold much on this topic. LCC uses BX6151-6155 for Seventh-day Adventists. Following the LCC notation without modification or expansion results in the proliferation of decimals, impeding both library users and staff. When a number of institutions share this same need, finding a standard notation they all can use is a mutual benefit. This paper reports on the development of a modification and expansion to LCC to address this need for libraries with exhaustive collections of Seventh-day Adventist books. This scheme follows a different method than the other denominational collections that have published an expanded or modified LCC to meet their purposes. The method has proven functional and collaborative efforts have made the scheme a success for libraries using it. This method may be of use to other small and highly specialized denominational collections in the LCC class BX.

scholarly journals The Impact Of Religiously Affiliated Universities And Courses In Ethics And Religious Studies On Students Attitude Toward Business Ethics

2010 ◽  
Vol 3 (6) ◽  
pp. 35 ◽  
Author(s):  
Charles Comegys
Keyword(s):  
Business Ethics ◽  
Religious Studies ◽  
Colleges And Universities ◽  
Business Majors ◽  
Religiously Affiliated ◽  
Ethical Attitudes ◽  
Students Attitudes ◽  
Attitude Toward Business ◽  
Ethics Courses ◽  
The Impact

Unfortunate unethical events are continuing in the business arena and now more than ever these business judgmental shortcoming focus attention on the ethics of business executives. Thus, colleges and universities must continue to address business ethics as they prepare and train the next generation of executives. Educational institutions should be concerned with the environmental factors and curricular additions or modifications that may impact their graduating students who will become future business leaders. The purpose of this study is to examine students’ attitude toward business ethics and to determine: (1) if attending a religiously affiliated educational institution impact these ethical attitudes, and (2) if completing ethics courses or religious studies courses effects these ethical attitudes. There is evidence to suggest that students attending religiously affiliated colleges and universities may have attitudes about business that are more ethical. Additionally, the argument that ethics can be taught is supported. Business majors who had completed at least one ethics course were found to have a more strict ethical perspective. No differences were found with non-business majors who had one or more ethics courses compared to those students that did not complete such a course. Results also indicated that business majors with one or more religious studies course were slightly more ethical in their outlooks. The influence of religious studies courses on ethical attitudes was far greater for non-business majors. The implications are that ethical education and institutional climate may play a role in effectively shaping students attitudes about business ethics. This study suggests that completing ethics courses for business majors and religious studies courses for non-business majors may impact undergraduate students’ attitudes towards business ethics. Colleges and universities must continue to focus on the challenges and address opportunities to achieve success in business ethics education.

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