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"Deja vu All over Again": Commentary on the Catholic Higher Education Collaborative Conference on Leadership at Loyola University Chicago
ARTICLE

CEAJIP Volume 14, Number 1, ISSN 1097-9638

Abstract

In fall 2007, nine Catholic colleges and universities began a collaborative process to explore ways Catholic institutions of higher education (CIHE) could increase effective support of pre-K-12 Catholic schools. This new organization, Catholic Higher Education Collaborative (CHEC), committed to hosting a series of six conferences focused on forming partnerships to generate innovative responses to the critical nature of the current state in Catholic schooling. The Loyola University Chicago CHEC conference on leadership in October of 2009 was the second in the series. This article presents the author's critique on the CHEC conference on leadership at Loyola University Chicago. The author presents a few bits of deja vu commentary on these five proposed follow-up initiatives or areas for work created at the Loyola conference: (1) creation of standards for "essential catholic schools"; (2) redesign and expansion of higher education leadership programs to meet the needs of the contemporary context; (3) design and implementation of a "resource cloud"; (4) creation of a national agenda for expanding and disseminating research on catholic education; and (5) creation of a national think tank on catholic education. In closing the author expresses her strong belief that the crisis Catholic schools face is larger than the insiders of the Catholic educational constituency. In fact, there is no solution that does not include increasing the perceived value of Catholic schooling at all levels in the hearts and minds of the larger Catholic and civic community. Valuable recommendations were generated at the Loyola leadership conference.

Citation

Schuttloffel, M.J. (2010). "Deja vu All over Again": Commentary on the Catholic Higher Education Collaborative Conference on Leadership at Loyola University Chicago. Catholic Education: A Journal of Inquiry and Practice, 14(1), 107-113. Retrieved October 22, 2021 from .

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