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Dear Reader,

We are glad to present the second issue of the IAJU Best Practices in Jesuit Higher Education – a collection of good practices in Pedagogical Innovation and Ignatian Pedagogy developed by faculty members from 23 Jesuit universities and colleges around the world.  This issue carries 11 best practices, and we will publish the rest in the third issue on January 14, 2020. 
 
We hope this issue provides insightful and practical examples of how teaching and learning in Jesuit higher education can be further improved.  
 
We will continue with our webinar series as a sequel to this newsletter. In our experience, we found that the webinars provide an excellent space for discussion, exchange of experiences, and networking.  We also get an opportunity to discuss with the authors of these good practices the lessons they have learned in implementing pedagogical innovations and the Ignatian Pedagogical Paradigm in their respective courses.

My special thanks to the Kircher Network for its splendid work in bringing out these issues and arranging the webinars.

 
Wishing you a Merry Christmas in advance,
 
Joseph Christie, SJ.,
Secretary for Higher Education of the Society of Jesus

The impact of a volunteering experience in the southern border (Spain and Morocco) on the integral development of the university students
Dr. Ariane Díaz Iso, Dr. Aludena Eizaguirre and Aitor Arbaiza | University of Deusto, Spain | KIRCHER NETWORK

The University of Deusto shared an inspiring extracurricular volunteer experience undertaken by a group of young students on the southern border between Spain and Morocco aligned with the Universal Apostolic Preferences that highlight the need to promote educational experiences to help contribute to the comprehensive formation of youth. 
 
This initiative contributes to building shared knowledge with other people; improving the academic and professional performance of students; developing personal and social skills that contribute towards their holistic development; and, assuming a greater commitment and responsibility with their holistic development in daily life.

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Pedagogical work as a reinforcement for the quality culture at Saint Joseph University 
Dr. Nada Moghaizel-Nasr, Lina Koleilat-Ghalayini and Wadad Wazen Gergy | Saint Joseph University, Lebanon | KIRCHER NETWORK

Saint Joseph University in Lebanon presents a fascinating experience in developing pedagogical practices to ensure quality and innovation in educating students for the 21st century. In this article, the authors analyze a series of participative initiatives that aim to consolidate a common pedagogical culture.

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Inspired by real events: detective students in Forensic Anthropology practices
Lorenza Coppola Bove | Comillas Pontifical University, Spain | KIRCHER NETWORK

The author presents an innovative teaching method set in motion in the Pontifical University of Comillas to tackle the obsolescence of traditional teaching, exclusively based on lectures. This method consists of a type of mock-up applied to forensic Anthropology, a discipline that requires a solid basis of osteology used in unidentified remains identification. 
 
To get students to apply their knowledge dynamically and interactively, identifying victims using the professor's skeletal material and identity forms were required. The method demonstrated to be a remarkable pedagogical initiative; it fostered the students' attention and interest in the subject and resulted in a more complex understanding of the work's responsibilities.

 

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Collaborative Culture: The winner synergies between Career Services and Academia
Dr. Roque Adrada, Dr. Gerard Costa and Bruno Reis | ESADE, Spain | KIRCHER NETWORK

In this best practice, the authors present two elective courses on employability. The objective is to improve and deepen the students' development of competencies and skills and increase their engagement with Career Services and the university.
 
The methodology applied is based on four pillars: learning by doing (to facilitate dynamic, integrative, and active learning); a combination of face-to-face and online classes; the elaboration of an individual learning journal; and the participation of national and international external speakers that shared their professional experience.

 

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Service-learning as an educational development tool in Higher Education
Celia de Arriba Rivas, Eduardo Ibáez Ruíz del Portal and Ignacio Sepúlveda | Loyola Andalusia University, Spain | KIRCHER NETWORK

In this issue, Loyola Andalusia University presents a project consisting of service-learning experiences for students, where they get closer to social justice and global citizenship. A total of 120 students collaborated with three entities as a part of their Humanism and basic Ethics classes.
 

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Sign up for the webinars with the authors
See the online Magazine (vol 2.1)

Experience of teaching analog and digital electronic using remote laboratories during COVID-19 pandemic
Dr. Unai Hernández-Jayo and Dr. Javier García-Zubiamarquette | University of Deusto, Spain | KIRCHER NETWORK

This best practice describes the experience of using VISIR and Weblab- Deusto FPGA remote labs as a support for teaching basic analog electronics and digital electronics. During the COVID-pandemic, these two remote labs allowed Deusto University to continue its teaching methodology and obtain the expected learning outcomes.
 
The authors considered the remote laboratories to complement the hands-on or traditional laboratories, which offered multiple advantages: constant availability, use of standard software, and easier and lower-cost maintenance.

 

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Co-teaching in Higher Education: Best Practices
Dr. Lyndsay R. Buckingham, Dr. Alfonso López Hernández, Arturo Peral Santamaría and dR. Brigit Strotmann | Comillas Pontifical University, Spain | KIRCHER NETWORK

The article describes and analyses various co-teaching practices carried out at Comillas Pontifical University and suggests some best practices. The interest of this experience lies in the infrequency of these kinds of practices in the Spanish university and the difficulties to implement them. It requires preplanning, communicating weekly, and fixing specific roles among the co-teachers.
 

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I-LEAD: Ignatian Leaders Engaging in Action and Discernment. Opening meeting formation spaces in COVID-19 times
Dr. María Autrey, Ana Karen Barragán and Dr. Luis E. Bazán | University of San Francisco, United States of America | AUSJAL 

The University of San Francisco presents the I-Lead online program. A project that was created as a response to the Covid-19 pandemic when the global borders were closed. Therefore, this leadership program was open to students from any Jesuit university in the world. As a result, mainly students from the United States and Latin America (Ecuador and Colombia) participated in, as well as a Jesuit from Spain to replicate the program for faculty and staff. 
 
The main topics in the I-Lead are community leadership, critical approach to the current reality, global citizenship, Ignatian discernment, action aimed at the common good, and practical tools. 


 
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Assessing the "Best Practices and know-how" of St. Xavier's College (Autonomous), Kolkata: A case Analysis with some empirical viewpoints
Samuel S Mitra, Peter Arockiam A., Joseph K., Milton Costa, and Ruby Mary Notts | Xavier's College, India | JHEASA

This article describes a series of best practices that Xavier's College students experienced and expected to gain from them. The authors explore the challenges that the Jesuit Higher Education Institutions face, highlight the best practices implemented in the university, and examine and analyze the students' perceptions.

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The study of the social environment as an innovate active methodology in teaching Social Doctrine of the Church in Centro Universitário FEI
Dr. Rafael Mahfoud Marcoccia l FEI University Center, Brazil | AUSJAL

FEI University presents an inspiring and innovative experience of teaching Catholic Social Doctrine by promoting students' reflection on economic, social, political, and cultural problems Brazilians face in light of the Gospel and the Church's Magisterium.

This best practice uses an active methodology to discuss actual or simulated experiences and find possible solutions to social challenges in different contexts.

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Innovation in teaching methodologies for distance classes in practical Chemistry
Dr. Jorge G. Ibáñez, and Marco Antonio Contreras-Ruiz l Iberoamerican University, Mexico | AUSJAL

Iberoamericana University presents an outstanding experience and results from a distance Chemistry lab course from the Fall semester in 2020. The authors share their inspiring results in terms of the learning outcomes and motivation of the students and faculty members.
 

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Full article
Sign up for the webinars with the authors
See the online Magazine (vol 2.1)
IAJU Best Practices in Jesuit Higher Education Project is a global initiative coordinated by the Kircher Network.

Are you interested in sharing your practice in Jesuit higher education?
Write to us kirchernetwork@jesuits.eu
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