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Manhattan Comm College: University of Dayton OH: Villanova University U S DEPARTMENT OF HEALTH ED CATION a Amnesty International 2 Hunger

Additionally, in these circumstances, students who are on or have been on a University Disciplinary Probation for alcohol and/or drug related issues will be protected from the consequences of suspension and expulsion Lastly, medical amnesty was created with the safety and security of the student community in mind

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The Standards of Behavior for all University of Dayton students have been Medical Amnesty described with the alcohol code also applies to the drug code

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Addressing Alcohol's Role in Campus Sexual Assault: A Toolkit by and for Prevention University of Dayton also spoke to the importance of medical amnesty

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CENTAL STATE UNIVERSITY STUDENT HANDBOOK Amnesty for Drug and Alcohol Violations The supportive academic environment at CSU-Dayton

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Manhattan Comm College: University of Dayton OH: Villanova University U S DEPARTMENT OF HEALTH ED CATION a Amnesty International 2 Hunger

[PDF] The Guardian, May 26, 1993 - CORE

2 mai 2020 · Wright State University Student Body (1993) standard the health department lays out for us Student wins Amnesty International grant [Page 7] J He's the oldest at least to caution drivers not familiar with Dayton that

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This Medical Amnesty Policy does not excuse or protect students who repeatedly Sexual Misconduct Policy, University of Dayton's Title IX Policy, Notre Dame

[PDF] BOARD OF TRUSTEES MIAMI UNIVERSITY Minutes of the

20 jui 2013 · Recent medical school acceptance rates were 63 overall for Miami graduates, University of Dayton An Update on Medical Amnesty

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19 sept 2013 · Miami administers Alcohol edu to its entering students Miami's non-drinker or Medical Amnesty policy UNIVERSITY OF DAYTON 3 2

ED 201 283

TITLE

INSTITUTION

PUB DATE

NOTE

AVAILABLE FROM

JOURNAL CIT

EDRS PRICE

DESCRIPTORS

IDENTIFIERSDOCUMENT RESUME

HE 013 762

Peace and Justice Education.

Association of Catholic Colleges and Universities,

Washington, D.C.

44p.Association of Catholic Colleges and Universities,

One Dupont Circle, Suite 770, Washington, DC

20036.Current Issues in Catholic Higher Education; v1 a2

Win 1981

MF01/PCO2 Plus Postage.

*Academic Education; Affirmative Lotion: *Catholic Schools: *Church Related Colleges; Civil Liberties:

College Curriculum: College Role; Experiential

Learning; Foreign' Students: Higher Education:

*Justice; Leadership Responsibility: *Peace; Pilot Projects; Program Descriptions: Religious Education:

Rural Areas: School Community Programs; Social

Problems: *Values EducationAppalachian People: City University of New fork

Manhattan Comm College: University of Dayton OH:

Villanova University PA: Washington Area Peace

Studies Network DC

ABSTRACT

Articles in this issue of "Current Issues in CataoLec Higher Education" concern the results of pilot projects in peace and justice education at several colleges and universities, along with initiatives made at other institutions. In "Report on ACCU's Pilot Programs," David Johnson provides an overview of the experiences of the seven institutions that implemented pilot projects and achart outlining by college the following areas: program focus, curricular

focus, curricular initiative, experiential learning, othereducational programming, spirituality and governance. "Aa Outline of

Justice Education Programs.at Catholic Colleges and Universities," by Don McNeill further details the programs. The followingarticles on specific programs are included: "Villanova University: An Update," b Daniel Regan; "Manhattan College," by Joseph Fahey; "University of Dayton," by Phillip Aaron: and "Washington Area Peace Studies Network," by Ronald Pagucco. Two articles on resource groups for campus programs are as follows: "Pax Christi,"by Mary Evelyn Jegen; and "Bread for the Worl.5.," by Anthony Cernera. Additional articles are as follows: "Volun- ,erism: A Commitment to Church and Society," by Matthew Paratore; "I :hmond Volunteer Services Ministeries," by

Harold Eccles: "A Spit"

:ality of Justice in Education," by Marjorie

Keenan; "The Catholic

_lege: Model for Justice," by William

McInnes; and "Universi

3ducation for the Year 2000," by Peter

Henriot. A selected b:t4liography is included.

(SW1

Reproductions su*

.1.ed by EDES are the best that can be made -(Da. the original document.Aw**********************************************

U S DEPARTMENT OF HEALTH

ED...CATIONaWELFARENATIONAL INST1TUTE OF

EDUCATIDN

trill DOCt.NrENT HAS BEEN

REPRO-auCED EX-CTO AS RECEtvE0=ROMHUE1 OR ORGANaAT ION OH tG1N-A' tNG IT1N75 Of \HEW oR OP t NIONSEO DC 401. NECESSARILY9 ERRE...E WI'OFr -.....1..NATIONAL INSTITUTE OF'...OUCATIO . POSITION OR POLIO~"PERMISSION

TOREPRODUCETHISMATERIALBEENGRANTEDBY

TO THE

EC,ArONAL

RESOURCESINFORWA,N CENTER(ERIC)"

4.)

Ass'_ion of22:hot it

C.olleand Uni,

BOA

DI 11C--

Chair:

Rev. Free

The Call-

Vice Chair.

Sr. Cath.-.e

College

St.C.

Immediate "ast Ch

Sr. Jear,

eKnoe

St. Mary-rnf-the-V:)d

Terms to 1981

Rev. Michael Bleb,

St. J:--In's Univ

Rev. IA

:am Byrc-

UnivE--sity of Sr-

Sr. Mar Dooley.

33
Colle ..eof Our.aci

Bro. Raymond Fit:. SI.

University of Da-tc-

Dr. Frank Kerins

Carroll College

Terms to 1982

Sr. Magdalen

Cou

Mount St. Mary'

Collt--7:

Dr. John M. Dugo;

Sr. M---..ry's Colle..-e, IN

Dr. Ror.,rt Gordor.

University of f\lo-,3 Dar-)F

Rev. Jonn O'Conr,

St. Bonaventure jnive7

Bro. itephen V. V'aish, C

Saint Edward's Univer:.-'ms

Terms to 1983

Bro. Patrick Ellis, FSC

LaSalle College

Dr. Joseph H. Hagan

Assumption College

Mr. Clarence J. Jupiter

Xavier University, LA

Rev. William C. McInnes, SJ

Association of Jesuit Coliege3 and

Rev. William J. Rewak, SJ

University of Santa Clara

ACCU Executive Staff

Alice Gallin, OSU

Executive Director

David M. Johnson

Assistant Executive Directorhip 'clili

:1I-1,11

Jcjd(,

._nd its

I'11."-. ha!,

ICC ht

10pi C

.11..Can first effort in th Wai t:t 11' '11C HighNi,\\.-inter, as A-ponsorship.'e'en

Ind justice edu,

on at liolv :\ .ona, Wheeling,d St. -of- the- \ \`o( legs, and the ersitie-; of Notre ..-:me and VillaneThree ars later. :he pilot s .4e has now bee- these puses. In this ,rt onresults.:he pilot proces- and :ribslit:ativesat other instit.. tions.

Ou hope r, that theyA-tides will poithe xvav

for )ther inLitutionsnich are beginn. !g the process of educating peace and just v.

Introduction

The mood in March 1981 is,

if anything, more gloomy about "justice issues" than it was in 1977 when the ACCU programs were initiated. Daily reports on El Salvador suggest a backing down on our international human rights concerns, while the budget slashing of domestic programs suggests less concern for the poor in our own country. The Lenten call to conversion should not fall on deaf ears when such dramatic needs are broa&ast nightly. The U. S. Bishops in their recent document, CPtholic Higher Education and the Pastoral Mission of the Church, reiterated their call to action:

Those who enjoy the benefits of Catholic higher

education have the obligation to provide our societywith leadership 'n matters of justice and human rights.

Knowledge of economics and politics will not initself bring ab ,ut justice, unless it is activated byhuman and r,:ligious ideals. However, religiousideals without the necessary secular expertise will

not provide th,_ kind of leadership needed to influ- ence our complex society.

Many Catholic colleges and universities integrate

social justice teaching with field education and ex-perience. Students and faculty are encouraged tobecome personally aware of problems of injusticeand their responsibility to be involved in the socialprocess. These are responses we should expect frominstitutions which take the Gospel seriously.

For the college or university to l-;e an authenticteacher of social justice, it must conduct its ownaffairs in a just way. "Modern man listens morewillingly to witnesses than to teachers, and if hedoes listen to teachers, it is because they are wit-nesses." It is important that Catholic institutions ofhigher education continually review their policies

and personnel practice let to ensure that social justice is a reality o' rdeity to the social teachings of the iwzi);;;witness meansthere is no cont.

It(n.?n practice and

theory. As we review our effort:, therefore, in the field of education for peace and justice, we are acutely aware of how minimal is our contribution. Nevertheless, we like to think that it may resemble the pebble thrown into the pond; the rest of our Catholic colleges and universities may be drawn into the movement of the waters begun by a few among them. The seven "pilot schools" with which we have been working have been generous in their efforts to carry out the ACCU pro- cess. The Advisory Council members have followed the plans and programs on each -of the campuses and have reflected on what has been learned. A report is submitted in this Current Issues to the membership. More detailed individual reports have been Bent to the pilot schools themselves. Since the basic process

1allowed each campus to identify the "justice" con-

cerns that were of most importance to them and to develop means of dealing with them, the variety of programs is not surprising. Nor is the fact that they are of uneven quality. Yet, we think that a good beginning has been made and we offer the report to our readers in the hope that other colleges and universities will profit from it. Several points are of significance for all of us and need to be dealt with in our future effort,;:

1. There needs to be more conscious integration of the

faith of those involved in the program with the activities carried out. Weekend retreats; Gospel re- flections; prayer as a group; liturgical celebrations occasionally these events occur, but t rare seems not to be a consistent foundation for deep theologi- cal understanding of the "justice" questions and how the) are related to our Christian lives.

2. In our effort not to undercut the process- itself, we

did not adopt any definition of "justice.This has

resulted in some campuses considering anything"good" as part of "justice education,'" whetherconsciously related to that goal or not. Another

definitional problem is the relationship between peace and justicesome think that tr-.2v are so closely related as to make a distinction arbitrary while others think it important to includ.:. "peace" specifically in ar.y program of justice education. We need more discussion on this particular problem and the implications that definitions have in the operational order. 3.

It has been difficult to assess "institutional

support." ACCU was clear in calling for an over-all institutional involvement in the Justice Education programs. We are convinced now that unless thepresident and deans are sincerely desirous of promoting the program and will give the needed approval for curriculum changes, budgets, etc., the program is short-lived. Faculty involvement is also crucial, so it becomes evident that more attention should be paid by administrators to the orientation of faculty to this basic thrust of a Catholic institu- tion. Our reports indicate that many other aspects of the life of the college or university actually take priority. What can we do to Ening Peace and Justice

Education to center stage?

With these questions still before us, we are grateful to those who have contributed to the making of this issue of Current Issues in Catholic Higher Education. We hope that the articles herein will inspire others on our campuses to join the movement toward Peace ;and

Justice Education.

Alice Gallin, OSU

Executive Director ACCU

Our report begins with a discussion of

programs in peace anc justice education that arcurrently in place on Catholic campus-es. Following the summary report

on ACCU's pilot programs, Don McNeill,C.S.C., presents a valuable guide to thevariety of endeavors which a peace and

juctice program might encompass. Many ofthese initiatives occurred at the pilot campuses; readers are encouraged to write to the contact persons identified on eachcampus for further information. The re- ports on Villanova, Manhattan and Dayton describe programs on particular campuses.

The final article on the Washington Area

Peace Studies Network describes effortstoward inter-university support and coop- eration.

In the section on "Resource Groups,"

representatives of Pax Christi and Bread for the World describe how their organizationscan serve as resources for campus pro- grams.

The section on "Careers in Volunteer

Service" addresses the question of what a

concerned student with a consciousness raised by on-campus programs can do after graduation from college.

The report concludes with more geneal

reflections on the university and justice education by three distinguished scholar.; in the field.PROGRA-_,IS IN

PEACE AND JUSTICE

.11(1

2 port on ACCU's Pilot Progra:-.

by David lohnsor n Outline of Justice Education Pr- .arr s onTic ( by Don McNeill, CSC illanova Universit by Dan Regan

Manhattan College

by Joseph Fahey

University of Dayto:i

by Phillip Aaron, SM .........

Washington Area Peace Studies Net worl

by Ronald Pagnucco

RESOURCE GROTLT

Pax Christi

by Mary Evelyn /eget', SND

Bread for the World

by Anthony Cernera

CAREERS IN VOLUNTEEF

Volunteerism: A Commitment to Church

by Matthew Para tore

Richmond Volunteer Services Ministries

by Harold Eccles, CFX.13 .15 .19 .20 ..21 23
..25 .27

REFLECTIONS ON THE UNII,

-I.( AND

JUSTICE EDUCATI

A Spirituality of Justice in Education

by Marjorie Keenan, RSH-1 28

The Catholic College: Model for Justice

by William McInnes, SJ 30

University Education for the Year 2000

by Peter Hen riot, S/ 34

Selected Bibliography

40
2

PROGRAMS IN

PEA I _JU3TICE HUCK-ION

I: 4TROTJTh

To P :ounc:. 7' :-orn tan II,',asbc ' at :n.t h iok a t) be am- arth islc.1were - of affa,,,-ta17 ON ACCJ'S PILO- F ROGRAMS

Davis; Johns. 'n

ar-.ci theAdvisory Council on Justice n -Thurch historanc the Second Vatica: rshed mark, a poin, .rc. ,'.--2.zan to move in a nel% ably altered. For Vati- call for change, most the Church and its follow- around them. The Council ..te, calling upon the faithful tew humanity" and to rec- _-7ora! a:tivity continues the -ior." Specifically, Catholics to overcome sin, disease, and to change the structures ..sin."

The 18,-:

vnobishops continued this call for social lustice, s ,:_ng that, "Action on behalf of

Eustict,

-don in the transformation of .heap. ,ar to us constitutive to the preaci-4the ' -pel." At the same time, the

SynocJc for.:-,-.:-.sformation in Catholic edu-

ratio:rnet t:n.d. Education, the Synod agre,lust brin'renewal of heart," prepare "a riti:.-nse" anc challenge "the society in which ve:nd its values." This a11 for educational transformation was nade ,-ven more explicit in 1976 when, in theating assembly of the U. S. Bishops' nnial "Call to Action," the delegates with

Lananimitty called upon Catholic educators

n thname of the mandate for justice" to pro- ti education for justice "which touches a ristian in all aspects of life while placing every --tor of societ- under judgment of the Gospel."

I-- a National "-Zatholic Educational Association

specificaliseen by the delegates as the ag.-- to continue efforts "to develop new mod- elsustice education at all levels." In .sponse to these calls, programs in peace and ..-..tstice education began to be developed onsome campuses in the United States. To further spur these developments, the NCEA College and iniversity Department (now the ACCU) formed, tn 1975, a Task Force on Education for Jug.' e and ?eace to explore ways to promote justice educa- 3tion ornberAltercenterri: . :t:...veloa.Nrient in its early meetir:ecided early in. i977 toidentif. a.

7:,t schools" at wl:ich pro-

grams ,:ot. t.t. be dein a more ir.-,grated manner.:-nciude schools of varying size anti chanL'Vel,:oLleges and universities were select-1i rir': a gt._:up of twenty volunteers:

Aquinas, 1-iclv

me slona, Notre Dame, St.

Mary-of-the-

,_is,Janova, and Wheeling.

During thea:ttd early fall semesters of

1977, ACCL-

-2 Director, Alice Callin,

O.S.U., using

proces developed with a prufes- sional cons tant,N..-;ite;_-1 each of the seven campuses. most o: them she met with C0-1- mittees of .-:ministrators, faculty and studen'is convened t-their respective college presicienis.,

Each institt_Uon was helped through a -./ecibe

process to identifyt he justice issues of im significa:- ..e and urgency to them and given help in.stablishing priorities, evaluating re- sources,3 n d planning action steps. Nc single justice eucation "program" was developed for use on _ . seven campuses; rather,each school was enc'raged to develop its own agenda for justice ecation centering on those justice issues of great' -t concern to its community.At th-ame time, an Advisory Council on

Justice E. :...:cation was formed within the ACCU

and char: -2d with monitoring developments on the sever :ampuses and making suggestions for future-tions. To assist in this task, the pilot schools--e asked to submit reports on their activities t. . n semester. These reports were re- viewed at tce-yearly meetings of the Advisory

Council for ,

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