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The West Wing: Ignatian Leadership and Civic Service

Upperclassmen Integrated Learning Communities

The West Wing: Integrated Learning Community for Ignatian Leadership and Civic Service at Fordham University strives to provide a co-curricular living-learning experience for students enrolled in both Fordham College at Rose Hill and the Gabelli School of Business. Recognizing the value of interdisciplinary study between the colleges, the West Wing will connect such topics as international affairs, government policy, public relations, ethical business practices, and effective leadership, in order to inspire well-rounded students who are confident in their abilities to affect change both at Fordham University and in the world.

The West Wing is located on the 3rd floor of O’Hare Hall Residential College and is available to Sophomore and Junior students.

To be a member of the West Wing, all residents will be enrolled in the West Wing Course (a 1-credit class) each semester, and required to attend all West Wing events. Unless otherwise noted, events will take place in the O’Keefe Commons on Tuesday evenings between 7:00pm and 8:30pm for both the fall and spring semesters.

Unexcused absences may result in a failing grade for the course and removal from the West Wing ILC.

Efforts for this Integrated Learning Community are coordinated by:

Dr. Robert Hume: Faculty Director of the West Wing rhume@fordham.edu
Dean Robert Parmach: Dean's Office Liaison to the West Wing parmach@fordham.edu

Please be sure to prepare the following essays to include in your application:

 
  1. Write a 150 word essay explaining what makes you a unique candidate for the West Wing. In your response, please indicate why you are interested in the West Wing, what you hope to gain from participating in the West Wing, and how you plan to contribute to the community.
  2. Describe 2 or 3 programming ideas that you would like to see take place in the West Wing.

West Wing Spring 2018 Syllabus

WEST WING SCHOLARS PROGRAM: 

ILC FOR IGNATIAN LEADERSHIP & CIVIC SERVICE

SYMP 0010-R01;   Spring 2018;   Tuesday 7:00-8:15pm

Dr. Hume, Dean Parmach, Intern Monica Olveira, RA Emily Borovskis

ILC Classroom, 3rd Floor, O’Hare Hall Residential College

 

West Wing (WW) at Fordham University provides an Ignatian leadership and service integrated learning community for sophomores and juniors of Fordham College at Rose Hill and the Gabelli School of Business. Recognizing the value of interdisciplinary study, WW connects such topics as government policy-making, public service, social justice, and effective leadership in the Jesuit tradition, in order to inspire exemplary and well-rounded scholars confident in their abilities to effect change both at Fordham University and in the world.

 

Module Structure: WW is a year-long sequence of two 1-credit Pass/Fail seminars which addresses four academic and service learning modules (two in fall semester, two in spring semester).

                                    Required Semester Text:

James Martin, SJ. Building a Bridge: How the Catholic Church and the LGBT Community Can Enter into a Relationship of Respect, Compassion, and Sensitivity

Summary: In this moving and inspiring book, Martin offers a powerful, loving, and much-needed voice in a time marked by anger, prejudice, and divisiveness… Building a Bridge provides a roadmap for repairing and strengthening the bonds that unite all of us... Martin uses the image of a two-way bridge to enable LGBT Catholics and Church leaders to come together in a call to end the "us" versus "them" mentality. Turning to the Catechism, he draws on the three criteria at the heart of the Christian ministry — "respect, compassion, and sensitivity" — as a model for how the Catholic Church should relate to the LGBT community.

(https://www.amazon.com/dp/B01N27PA51/ref=dp-kindle- redirect?_encoding=UTF8&btkr=1)

 

We also explore practical links to Ignatian mindfulness to form critically engaged young adult leaders today.

 

Module #3: “Ethics & Public Service Today”

 

In this module, we reflect on what it means to be an ethical servant. Often, there is tension between advocating for values and maintaining civility, particularly in today’s polarized political climate. A goal of this module is to learn how to maintain civility in public discourse. How can we do a better job of reaching out to those who disagree with us and to better learn from one another? How can we find common ground as contributing members of the Bronx community?

 

1/16:    Organizational Meeting and Dinner

1/23:    Interactive Workshop: What makes an effective public policy? Dr. Hume facilitates a program on the science of policymaking drawing upon insights from past public policy literature.   

1/30:    Theory-in-Action: Evaluating Congressional Policy Initiatives: Intern Monica, RA Emily, and 5 WW student facilitators explore sample policies reviewed from last week’s class.

2/6:      Common Ground Debate: Student teams debate important public policy proposals from the new administration. Students earn points by finding areas of consensus, not disagreement.

 

Module #4: “Responsibility, Leadership, and Civility”

 

As we graduate from the West Wing ILC, we reflect on what our responsibilities are to the Fordham community, the global world of business and industry, and the society in which we live. How can we aspire to positions of leadership while embodying the scrappy Ignatian ideal of being “men and women for others”?

2/13:   Humanitarian Relationships: HSU student leaders Neil Joyce and Emma Budd facilitate a conversation about learning from and understanding people from diverse cultural backgrounds

2/27:  Neighborhood Dialogue: Local Bronx artist Annie Legnini, FCRH ’16 discusses the intersection of Bronx history, on-the-ground leadership, and creating art from recycled materials and the human story.  

3/5:    **Monday 7:00-8:00pm 

           Scrappy Leadership: Special Agent Anton J. Parmach, FCRH ’95, United States Secret Service

 3/13:   Civic Responsibility & the Fordham Story: Fordham Alumni & Career Services

3/20:   NO CLASS

            Semester Papers Due to RA Emily

4/3:     Book Discussion: Fr. James Martin, SJ

4/10:    Student Policy Elevator EP Pitches:

4/17:    Capstone Dinner Celebration: Speaker - Dr. Maura Mast, Dean of FCRH, Professor of Mathematics

 

                               Semester Paper and Group Presentation

 

All students submit their semester paper in hard (paper) copy on 3/20/17.

 

Semester Paper Prompt: In a 2-page double-spaced essay, describe a public policy solution to the public policy problem that you addressed in your fall paper. The solution should be something that you can achieve now with your resources as a member of the Fordham community. Your solution does not need to be comprehensive, but it should address the problem in a pointed and meaningful way.

Presentation: Each group delivers, in 15-minutes, a public policy solution to the problem addressed in the fall semester, and argues why the policy is an effective solution using the Kingdon criteria: (1) technical feasibility; (2) value acceptability; (3) anticipation of future constraints. Limit of 3 PowerPoint slides (3 students).

Format: Presentation consists of 2 parts:

  1. Sustained argument demonstrating why the policy is an effective solution (3 students give PowerPoint)
  2. Facilitating a brief in-class exercise that engages audience about your group’s policy solution (2 students)
  3.  

Program Attendance & Service Learning Participation

 

In addition to our weekly class sessions, WW scholars participate in service-learning programs that highlight and develop the Ignatian skills of learning, sharing, serving, and reflecting.

Scholars participate in THREE service-learning programs: two with entire class, one on their own.

Entire Class Programs:

Project Sunshine Collaborative Civic Engagement with Girl Scouts                                                                                                                                                                 

St. Francis Xavier Welcome Table Food Service Ministry, Chelsea NY                                         

 

Examples of Programs On Your Own:

Murray-Weigel Hall Jesuit Infirmary                                       

Fordham Ignatian Week Sponsored events   

Tutoring & Mentoring: Our Lady of Mt. Carmel Grammar School                                                            

Food Pantry & Meal Serving: Part of the Solution (POTS) community outreach                                         

*Or others approved by WW Team                 

West Wing ILC Team

Robert J. Hume, Ph.D., is Faculty Director of WW. Dr. Hume is Professor and Chair of Political Science at Fordham University with degrees from the College of the Holy Cross (B.A.) and the University of Virginia (M.A., Ph.D.). Dr. Hume’s research interests are constitutional law and judicial policy development, with particular emphasis on the impact of court decisions. Specifically, he studies and writes about religion and the law, impact of state supreme courts on same-sex marriage policies, impact of the U.S. Courts of Appeals on the federal bureaucracy, and language strategies used by judges to advance implementation goals. An accomplished scholar, teacher, and academic advisor, Professor Hume is in his 13th year of service to Fordham University and is an integral member of our WW-ILC team.

(Contact: rhume@fordham.edu, (718) 817-3964, Faber 669)

 

Robert J. Parmach, Ph.D., is Dean's Office liaison to the WW-ILC. Dr. Parmach is the Freshman Dean of FCRH, Faculty Director of the Manresa Scholars Program, and he teaches Philosophy and Theology. Dean Parmach holds degrees from Fairfield University (AB with Classics Distinction) and Fordham University (M.A., Ph.D.) Professor Parmach’s teaching and academic scholarship includes philosophical and religious hermeneutics, ethics for young adults, and Jesuit education and pedagogy. An avid runner and campus presence, Dean Parmach is in his 20th year of service to Fordham University.

(Contact: parmach@fordham.edu, (718) 817-5720, Keating 302)

 

Monica Olveira, FCRH ’18, is WW Intern. Monica is a fundamental partner in the learning experience of our WW students and Program, and she promotes a productive, mission-driven academic ILC atmosphere. She is a WW alumna and current senior pursuing a double major in IPE Latin American Studies and minor in French. Monica shares with others her pride in and for the Fordham community, is heavily involved in mentoring neighborhood children in academic and civic initiatives, and holds key leadership positions in UNICEF USA, Religions for Peace USA, International Rescue Committee (IRC) and writes for the Fordham Political Review.

(Contact: molveira1@fordham.edu, (201)-927-0711)

 

Emily Borovskis, FCRH ’19 is a junior in Fordham College at Rose Hill majoring in History with a double minor in Political Science and Spanish. She was a Manresa Scholar her freshman year and a West Wing scholar her sophomore year. Emily is a Liaison Officer for UNICEF, a member of the Academic Integrity Committee for the FCRH Dean’s Office, and a Faculty Advisor Student Assistant in the College’s core advising program. Off-campus, she interned with the New York State Division of Human Rights. Emily is excited to bring her past ILC experiences to this year's West Wing community to create a welcoming and learning environment.

(Contact: eborovskis@fordham.edu, (973) 513-3321, O'Hare Room 375)

 

Difficult Lessons That Make a Difference: Socrates with a Hint of Ignatius

By Robert J. Parmach, Fordham University

 

A hallmark of good philosophy is to make “distinctions that make a difference.” When developing, defending, and even derailing arguments, it’s essential to have a valid point to make – one guided by informed criticism, discernable purpose, and tact – not rash demolition or domination tactics alone. Senseless distinctions are just that – senseless. Maybe that’s why philosophy done poorly often gets (and deserves) a bad rep.

Ancient Greek philosopher Socrates (469–399 BCE) highlighted three types of thinking: ignorant, arrogant, and wise. (1) The ignorant person does not know that she does not know. At first glance, we pity her. But, we don’t let her get away with being ignorant for very long. We hold that she should learn soon enough and not use ignorance as an excuse for action or inaction. (2) The arrogant person thinks he knows but really does not know (and he’s usually pretentious and annoying). Claiming his supposed omniscience, he turns a deaf ear to learning from others. His is a lonely existence. (3) The wise person knows the limits of her knowledge; she recognizes that she does not know everything. She listens to self and others. Her receptive and humble ears are attuned to the world in action. The wise person is the humble person.

Though a difficult kind of conversation to have because it exposes error, self-criticism, and vulnerability, this lesson in humility is an essential part of Jesuit education. It works to move our students and faculty from clueless speculation to reasoned explanation, from ignorant and arrogant prejudice to discerned wisdom, false entitlement to receptive humility, and from groundless doubt to critical belief. It also teaches us a great deal about how self-knowledge, grace, and foul-ups are interlaced. St. Ignatius of Loyola encouraged us to embrace this daily labor of love – teaching self and others to become educated adults who patiently work hard, ask insightful questions, reflect deeply, and bring beauty, humor, and grit to life. But, what exactly do these humility conversations look like in everyday life? 

Consider the network of people in your Jesuit school (professor, classmate, administrator, coach, RA, counselor, resident minister, public safety officer, work study supervisor, academic advisor, Jesuit) who take the time to have those difficult, sometimes awkward, conversations that make a difference. These conversations not only challenge our ignorant and arrogant way of thinking and behaving, but they also say something about the character of the people surfacing these delicate themes. They tell you what you need to hear, not simply what you want to hear. They make distinctions for a reason: to build and transform, not berate and destroy. Consider the conversation between a professor and student after the student’s 3rd lateness to class and failed quiz in one week. The professor explains how a work ethic of punctuality and focus can help the student perform better in class. But, maybe the professor was ignorant of, or arrogantly dismissed, the commuter student’s competing responsibilities of job, financial hardship, and care of his younger siblings, which the student now admits candidly. After understanding these factors, the professor and student can both do some reflection about discerned priorities. Then, the professor can discuss why the student might need to have his own difficult conversation with his parents who, in turn, might not realize that these family responsibilities negatively affect his college academics even though he was always able to juggle them in high school. These conversations and distinctions really do matter for student, professor, and family alike. That’s humble care of the whole person.

Think about the uncomfortable conversation between a soccer coach and student player about why teammates don’t respect this player anymore because of her pompous attitude and false sense of entitlement on and off the field. This can be followed by an honest non-preachy explanation of how this situation is bad for team spirit as well as the player’s moral development. Or, consider the conversation that a student worker has with his work study supervisor to explain why he feels pressure to work uncompensated overtime and how this is causing awkwardness and animosity in the office.

Think of the many important conversations that challenge our myopic views. What does pop-culture idolize and demonize, and where do we stand in the spectrum as critically educated? At Jesuit schools, we’re called to work on this daily mission of decreasing ignorance and arrogance in the classroom, in clubs, in the gym, and in our spiritual lives. When we do this, we take a humble step closer to wisdom. Then, we can more clearly find God animated in our lives and world. As Ignatius reminds us, “he who wishes to reform the world must begin with himself, or else he loses his labor.” So, let’s not forget to do our homework: take some time for daily self-inventory and have those difficult conversations that transform. They hallmark our Jesuit education and really make a difference. My Fordham students and colleagues continue to teach me that wisdom lesson everyday.

West Wing Fall 2017 Syllabus

WEST WING SCHOLARS PROGRAM: 

ILC FOR IGNATIAN LEADERSHIP & CIVIC SERVICE

SYMP 0010-R01;   Fall 2017;   Tuesday 7:00-8:15pm

Dr. Hume, Dean Parmach, Intern Monica Olveira, RA Emily Borovskis

ILC Classroom, 3rd Floor, O’Hare Hall Residential College

 

West Wing (WW) at Fordham University provides an Ignatian leadership and service integrated learning community for sophomores and juniors of Fordham College at Rose Hill and the Gabelli School of Business. Recognizing the value of interdisciplinary study, WW connects such topics as government policy-making, public service, social justice, and effective leadership in the Jesuit tradition, in order to inspire exemplary and well-rounded scholars confident in their abilities to effect change both at Fordham University and in the world.

 

Module Structure: WW is a year-long sequence of two 1-credit Pass/Fail seminars which addresses four academic and service learning modules (two in fall semester, two in spring semester).

 

Module #1: “Ignatian Vocation, Empowerment, & Public Service Today”

 

In this module, we reflect on what one’s vocation (calling) in life means and its linkages to public service as members of Fordham and its neighboring communities. We then identify concrete public policy problems that need action and consider our response and service as contributing members of the Bronx community.

 

9/5: Welcome Dinner & Introduction to Course Objectives

 

9/12: Speak Up Symposium: Dean Parmach and Intern Monica propose a working model of civic identity and service through the Ignatian model of “Being in the world while not of the world”

Reading: brief selection from Conversations on Jesuit Higher Education

 

9/19: Interactive Workshop: Dr. Hume, Intern Monica, and RA Emily facilitate a presentation on the value of public service, with a special focus on action problems for our Fordham campus and neighboring communities

Reading: select chapter from Robert Putnam’s Bowling Alone on the decline of civic engagement

 

9/26: Colloquium with Fordham’s Young Alumni Committee: “Jesuit Soft Skills to Develop Right Now” (How eloquentia perfecta, taking initiative, asking discerning questions, and presenting oneself clearly and concisely prepare students for meaningful professional and personal lives)

Reading: brief selection from Career Services literature/newspaper article

 

10/3: Critical Argument Showdown: Professor Tampio on educational policy & common core curriculum

Reading: chapter from Nicholas Tampio’s Common Core: National Education Standards and the Threat to Democracy

 

10/10: Critical Argument Showdown: Professor Berg on NYC urban health policy

Reading: chapter from Bruce Berg’s Healing Gotham: New York City’s Public Health Policies for the New Century

 

 

Module #2: “Accountability, Serving Others, & Ignatian Leadership”

 

Fordham’s Core Curriculum Mission Statement asserts that our transforming Ignatian education involves a deep commitment to service. It states: “The humanistically educated do not stand by as idle spectators of suffering and strife, but attempt to serve others and the communities to which they belong, that is, their families, their neighborhoods, their countries, and the world.”

 

What qualities and leadership models do we expect from government leaders? How can we be effective Fordham student leaders who serve the public good? Why should we be held accountable as leaders in our community? And how much? Such questions frame the context of this second module.

 

10/17: No WW class due to Midterm Exam Period

Paper and Presentation Topics Approved by Intern Monica and RA Emily

 

10/24: Colloquium on NYC Mayoral Election: Dr. Hume leads discussion on candidates and relevant issues

Reading: selection on today’s NYC political climate

 

10/31: Ignatian Reflection Night: Dean Parmach, Intern Monica, and RA Emily lead a session on cultivating skills of reflection based on the theme of gratitude

Reading: brief excerpt on Ignatian mindfulness

 

11/7: Documentary Dialogue: Thirteenth – This documentary analyzes the system of mass incarceration and raises challenging questions about the promotion of human dignity and racial politics in the US

Reading: selection from Michelle Alexander’s The New Jim Crow

 

11/14: Interactive Workshop: “Umm…Huh? Eloquentia Perfecta & Oral Presentation Skills”

Draft of Semester Paper Due: Small group critical feedback discussions

 

11/21: Thanksgiving Week: No WW Class  

Semester Papers Due: Submit hard (paper) copy to Dr. Hume in Faber 669 by 12:00 noon today

 

11/28: Student Presentations: Groups 1, 2, 3

 

12/5: Student Presentations: Groups 4, 5, 6

        

                               Semester Paper and Group Presentation

 

All students submit their semester paper in hard (paper) copy on 11/21/17.

 

Semester Paper Prompt: In a 2-page double-spaced essay, describe a public policy problem that requires action and the likely consequences if the problem is not adequately addressed. The problem may be one that we previously discussed in class (e.g., low voter turnout, poverty in the Bronx, hate speech), one that relates to the mayoral election, or another problem of your choice (with professor’s approval).

 

Presentation: Each group delivers a 15-minute presentation that argues why your public policy problem requires action, particularly at the Fordham community level. (The fall semester focus is on identifying problems, not solutions, so potential solutions should not be in your presentation.) Limit of 3 PowerPoint slides in total (3 students).

 

Format: Presentation consists of 2 parts:

  1. Sustained argument demonstrating why public policy problem requires action (3-4 students give PowerPoint)
  2. Facilitating a brief in-class exercise that engages audience about your group’s action problem in an academically rigorous way (2 students)

 

 

Program Attendance & Service-Learning Participation

 

In addition to our weekly class sessions, WW scholars participate in service-learning programs that highlight and develop the Ignatian skills of learning, sharing, serving, and reflecting.

Scholars participate in THREE service-learning programs: two with entire class, one on their own.

Entire Class Programs:

9/23: The Bronx is Blooming, Garden Clean-Up with Girl Scouts, 9am-2pm                                                                                                                                                                   

11/12: St. Francis Xavier Welcome Table Food Service Ministry, Chelsea NY 10am-4pm                                        

 

Examples of Programs On Your Own:

Murray-Weigel Hall Jesuit Infirmary                                       

Fordham Ignatian Week Sponsored events                                                                                              

Tutoring & Mentoring: Our Lady of Mt. Carmel Grammar School                                                             

Food Pantry & Meal Serving: Part of the Solution (POTS) community outreach                                        

*Or others approved by WW Team                 

                                                                                                                

West Wing ILC Team

 

Robert J. Hume, Ph.D., is Faculty Director of WW. Dr. Hume is Professor and Chair of Political Science at Fordham University with degrees from the College of the Holy Cross (B.A.) and the University of Virginia (M.A., Ph.D.). Dr. Hume’s research interests are constitutional law and judicial policy development, with particular emphasis on the impact of court decisions. Specifically, he studies and writes about religion and the law, impact of state supreme courts on same-sex marriage policies, impact of the U.S. Courts of Appeals on the federal bureaucracy, and language strategies used by judges to advance implementation goals. An accomplished scholar, teacher, and academic advisor, Professor Hume is in his 13th year of service to Fordham University and is an integral member of our WW-ILC team.

(Contact: rhume@fordham.edu, (718) 817-3964, Faber 669)

 

Robert J. Parmach, Ph.D., is Dean's Office liaison to the WW-ILC. Dr. Parmach is the Freshman Dean of FCRH, Faculty Director of the Manresa Scholars Program, and he teaches Philosophy and Theology. Dean Parmach holds degrees from Fairfield University (AB with Classics Distinction) and Fordham University (M.A., Ph.D.) Professor Parmach’s teaching and academic scholarship includes philosophical and religious hermeneutics, ethics for young adults, and Jesuit education and pedagogy. An avid runner and campus presence, Dean Parmach is also in his 20th year of service to Fordham University.

(Contact: parmach@fordham.edu, (718) 817-5720, Keating 302)

 

Monica Olveira, FCRH ’18, is WW Intern. Monica is a fundamental partner in the learning experience of our WW students and Program, and she promotes a productive, mission-driven academic ILC atmosphere. She is a WW alumna and current senior pursuing a double major in IPE Latin American Studies and minor in French. Monica shares with others her pride in and for the Fordham community, is heavily involved in mentoring neighborhood children in academic and civic initiatives, and holds key leadership positions in UNICEF USA, Religions for Peace USA, International Rescue Committee (IRC) and writes for the Fordham Political Review.

(Contact: molveira1@fordham.edu, (201)-927-0711)

 

Emily Borovskis, FCRH ’19 is a junior in Fordham College at Rose Hill majoring in History with a double minor in Political Science and Spanish. She was a Manresa Scholar her freshman year and a West Wing scholar her sophomore year. Emily is a Liaison Officer for UNICEF, a member of the Academic Integrity Committee for the FCRH Dean’s Office, and a Faculty Advisor Student Assistant in the College’s core advising program. Off-campus, she interned with the New York State Division of Human Rights. Emily is excited to bring her past ILC experiences to this year's West Wing community to create a welcoming and learning environment. (Contact: eborovskis@fordham.edu, (973) 513-3321, O'Hare Room 375)

 

Karen Zuniga, M.S., is the Resident Director of O’Hare Hall. RD Karen’s role is to supervise and mentor O’Hare RAs and work to build a community of educational learning, service, and accountability within this ILC. Karen holds a B.A. in Finance from Florida Atlantic University and an M.S in College Student Affairs with a concentration in Conflict Analysis and Resolution from Nova Southeastern University. RD Karen has extensive knowledge in Residential Life with previous positions held at Florida Atlantic University, Nova Southeastern University, and Columbia University. RD Karen has been with Fordham since spring 2016 serving as the RD of Loschert Hall, and we welcome her to our WW-ILC team.

 

 

Brief Sketch of Ignatius of Loyola

By Robert J. Parmach, Fordham University

 

Íñigo López de Loyola (1491-1556) was born into an aristocratic family in the Basque region of Northern Spain. As a vain young man, he was captivated by military prowess, honor, chivalry, and the pursuit of material wealth. Known to brawl and sword fight (usually after a night of drinking), the hot headed Íñigo was no stranger to sexual conquest as he worked to arrange a cozy life of pleasure, privilege, and power. When he was 24, a criminal charge of “nocturnal misdemeanors” was on his police record which landed him and his brother, Pedro, in prison. Íñigo was an experienced sinner before an inexperienced saint.

An unexpected shift quickly occurred. While fighting as a military officer against the French in the Battle at Pamplona in 1521, a cannonball shattered Íñigo’s right knee and severely wounded his left. In two seconds, these two injuries marked the beginning of two subsequent realities: a noticeable lifelong limp for the vain courtier, and a huge roadblock in his executive fast track strategy. After a long and painful year of convalescence, sheer boredom (remember, there was no Snapchat), and troubling spiritual doubts and awakenings, Íñigo did some soul searching by way of critical self-inventory and prayer. And it profoundly affected him psychologically, socially, ethically, and spiritually.

Íñigo was indeed changing and decided that he simply could not keep living as planned. His body was healing, but his soul was starving. The soldier surrendered and recast himself as a different type of warrior – a scrappy soldier for Christ. He would take the name of Ignatius (presumably given his devotion to Ignatius of Antioch) and begin a lifelong labor of love in which he, along with his college roommates Francis Xavier and Peter Faber, would build one of the world’s largest and most respected religious orders and educational philosophies called Jesuit. It would have one simple yet challenging goal: transforming one soul at a time. This Jesuit care of the whole person (body, mind, spirit) educational approach continues to shape millions of students throughout the centuries. In addition, Ignatius’ best known spiritual legacy is the workbook he wrote called The Spiritual Exercises in which meditation, prayer, and imagination guide one along the path of transformation through the lens of intellect, faith, and engaged questioning.

Throughout his life, Ignatius continued to wrestle with fears, doubts, and desires. He worked to unpack his faith, the world, and the God he served. He worked to hone skills of patience, critical scrutiny, and gratitude, and by uniting in word and deed what he truly desired – to see God in all things. Ignatius’ journey was arduous, not effortless or instantaneous. And like so many things that are meaningful, Ignatius’ own story teaches us that we need quality time in our own WW community to question, tackle, doubt, discern, absorb, and energize as we care for the whole person as intellectual, ethical, and spiritual young adults.