Asbury University: “Boundaries and Horizons: Engaging Faith, Science, and Humanities”

The “Boundaries and Horizons” program created an important opening dialogue about the interrelationship between faith, science, and the humanities to advance the overall mission of the University to “equip students through academic excellence and spiritual vitality, for life-learning, leadership, and service to the professions, society, the family, and the Church, preparing them to engage their cultures and advance the cause of Christ around the world.”

Samford University: “Alabama Sings”

Alabama Sings is a Community-Based Learning project designed to grow cultural competencies through community engagement. The project centers on a partnership between Samford University and the Poarch Band of Creek Indians. In this project, faculty at Samford University collaborated with the Poarch, visited with them, and heard and honored their stories. Through this work, they are increasing the number of Samford faculty who lead their students to engage the rich cultures of our Alabama neighbors. Such initiatives are helping weave cultural competency and racial justice more thoroughly into Samford’s curriculum. Additionally, interviews with the Poarch and recordings in Covington County are the basis for upcoming episodes of the podcast “Hear in Alabama,” preserving and sharing these recordings beyond Samford University.

East Texas Baptist University: “Connections: Faith in the Classrooms of East Texas Baptist University—2021-2023”

This project was a two-part effort all faculty members integrate their own faith with their disciplines, equipping them to better model the integration of faith and learning in their classrooms.  The first part was the creation of a common vocabulary, and the second part of the program was to develop interdisciplinary resources to support faculty in their efforts to integrate faith and teaching/learning. 

During the first part of the program, an interdisciplinary committee of five faculty members developed a common vocabulary, described in three scripture-based “anchors,” to facilitate discussion of the intersections of faith and learning across campus.  Conversations among faculty were promoted in workshops during faculty work week, interdisciplinary reading groups, and small research grants to support a faculty roundtable on faith and learning. The dialogue created a common sense of purpose on campus as well as a shared realization that creating meaningful faith integration experiences can be difficult and often requires a significant investment of time and energy on the part of faculty members. As a response to persistent requests from faculty, the committee developed a series of models that demonstrate possible strategies to develop and deploy meaningful faith integration experiences in a variety of classroom settings, from freshman surveys to senior seminars.  The committee also developed resources modules for a Canvas shell to which all faculty have access. Modules include bibliographies, resources from faculty discussion forums, and examples of successful faith integration strategies. Finally, the grant supported a workshop emphasizing the “doing” of faith integration led by Quentin Schultze. Key to the success of the project was inviting faculty into ongoing, candid conversation, and a recognition of faculty and students’ diverse needs, experiences, and expectations.   

Hellenic College Holy Cross Greek Orthodox School of Theology: “Realizing Diversity, Equity, and Inclusion at Hellenic College Holy Cross Greek Orthodox School of Theology”

The faculties of Hellenic College and Holy Cross Greek Orthodox School of Theology created a Statement of Diversity, Equality, Equity, and Inclusion. This statement required focused, sustained discussions that addressed these essential academic and theological values within the context of HCHC’s faith-based mission. It was essential to ensure the diversity statement was framed as an asset, evidenced by intentional actions, a common language, nuanced meaning, and embedded in all aspects of campus life, processes, and curriculum.

For HCHC, the immediate and long-term goals have an overarching theological purpose to foster a campus community that treasures the multiple distinctions humans recognize in self and one another and to do so following Christ’s teachings of love: “For all of you who were baptized into Christ have clothed yourselves with Christ. There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ Jesus (The Epistle of Paul to the Galatians 3:28). He has "become all things to all people" (1 Corinthians 9:22), to be accessible to the varieties of human experience.”

This core value of diversity is a vital element for educational excellence, recognizing that diversity is a complex, multi-dimensional reality that requires each of us to take responsibility to ensure it permeates HCHC. Diversity is certainly most recognizable in terms of student, staff, and faculty composition; it is evident also in our academic programs, pedagogy, staffing, campus climate, co-curricular programs, and organizational operations. Thus, the intricacies and saliency of this value require the campus to continue examining its diversity applications in all dimensions and take appropriate actions to ensure our commitments are realized. 

McMurry University: “Christian Citizenship in a Global Context” 

Sixteen faculty members from McMurry University participated in a year-long study of Philip Jenkins’ book, The Next Christendom: The Coming of Global Christianity. The study was entitled, “Christian Citizenship in a Global Context” and was one component of a campus wide emphasis on Global Christianity. Lilly Fellows Program funds paid for books for each participant and meals accompanying book conversations. Comfortable restaurants with private meeting rooms were chosen for each monthly discussion. The dinnertime setting allowed for an informal, away-from-work, atmosphere that enriched group cohesion. At least three areas of growth can be identified as a result of the program. First, participants raised their awareness of Christianity around the globe. In particular, Jenkins’ book analyzed the numerical decline in Western Christianity in contrast to bourgeoning growth in the Global South, especially on the continents of Africa and South America. Although raised awareness does not equal citizenship, this raised awareness provided insights to help one to grow in Christian citizenship. One needs to know about the world in which one is a citizen in order to be a good citizen. Second, the study developed rapport across academic silos. The sixteen participants represented eleven departments across the University from Astronomy/Physics to Religion, to Communications to Business and more. The Vice President for Academic Affairs, who is a biologist, also participated. Casual acquaintances developed into friendships. Third, silos were not simply transcended personally, but also academically. “Cross pollination” developed across disciplines. One result was the nascent program entitled “Faith and ‘?’” Two courses in the works are “Faith and Mental Health,” an interdisciplinary course between professors Religion and Psychology and “Faith and Science,” an interdisciplinary course connecting the departments of Religion and Physics. We whole-heartedly recommend this kind of faculty book study to other institutions. As indicated above, rewards include yet transcend the content of the chosen volume.

McMurry University: “Coptic Christians and Islam:  Interfaith Encounter in a Majority Muslim Society”

The program funded lectures by Bishop Suriel of the Coptic Orthodox Church on the McMurry University campus on February 7-8, 2022.  The publicized title for the program was “Coptic-Muslim Interactions Across the Centuries:  Lectures on Christian-Muslim Relations in Egypt.”  Bishop Suriel’s three lectures were entitled: “Copts and Muslims: From Early Islam to the Ottoman Period”; “Copts and Muslims in the Early Nationalist Movement (1879-1919)”; and “Cooperation or Co-existence?:  Modern “Developments in the 20th and 21st Centuries Between Copts and Muslims.” While on campus primarily for the lectures, Bishop Suriel also visited with McMurry honors students at a luncheon and spoke with Religion students in a Global Christianity course.  In addition, he visited with McMurry faculty members in Religion and Philosophy during one lunch and two dinners.  Both the formal lectures and informal conversations enriched the understanding of faculty, administrators, and students concerning the dynamics faced by Coptic Christians in Egypt and the ongoing importance of interfaith dialogue toward the end of social harmony.  

Northwest Nazarene University: "Building Bridges between Professional Programs and the Liberal Arts at a Comprehensive Christian University"

Our goal was to increase community and understanding between the liberal arts faculty and professional program faculty at our university, so as better to serve the NNU mission of transformation of the whole person and preparation of students to be God’s creative and redemptive agents in the world.  Nine faculty members, representing four different liberal arts departments and five professional programs, met to develop a mutual understanding of liberal arts education through readings including Arthur Holmes’ Idea of a Christian College,  William M. Sullivan’s The Power of Integrated Learning, and shorter works by Stephanie Schlachter, Samuel Wells, and Greg Weight.  Next, participants paired off to visit each other’s classrooms, with a liberal arts and a professional program faculty member in each pair; the pairs, and then the full group, followed up by discussing common ground we share as well as distinct gifts of our disciplines and ideas for collaboration. After that, group members brought ideas from our discussion to our respective departments, returning with department ideas to the group.  We concluded by recommending next steps for the university to take to build further good will and collaboration across the liberal arts / professional program divide.  These steps might include training for all faculty in how to explain the value of our core liberal arts curriculum to parents and prospective students; increased team teaching; a competition for a course release for a faculty member to take a course in another department; and establishing a common break space on campus for faculty to facilitate informal conversation. 

Saint Louis University: "Experiencing SLU’s Mission through Ignatian Service: A Project Based, Collaborative Exercise"

Saint Louis University delivered six Lilly workshops to discuss how the new Ignatian Service Minor might provide “a project based, collaborative exercise” that could facilitate communication, coordination and collaboration among various stakeholders involved in service-learning throughout the university. Framed by the Jesuit Universal Apostolic Preferences, twelve different presenters (two per workshop) led discussions on how SLU might fulfill its Mission by better coordinating existing community outreach programs into a networked (both within and outside SLU) K-12 educational pathway. Focusing on the theme of Ignatian (reflection) Service (action) participants considered how SLU might collectively: (1) discern ways to God through coordinated teaching-research-service efforts; (2) walk with the poor of STL via a community-based-program that fosters reconciliation and justice; (3) accompany SLU and STL students together toward a hope-filled future where all students can thrive; and (4) collaborate with SLU colleagues and STL community partners in the care of our common home: Saint Louis. The goals of the workshops were twofold: (1) catalyze conversations that help coordinate SLU faculty and resources toward the establishment of a networked K-12 after school program in under-resourced schools in Saint Louis City that (2) provides a program-based context for reflecting about SLU’s Mission, Identity and Diversity within the wider context of Saint Louis.

Saint Xavier University: “Exploring the Mercy Mission”

Spread over four half-days, “Exploring the Mercy Mission” is a seminar that provides a history of the Sisters of Mercy, beginning with the life and times of Catherine McAuley and the historical, political, social, and economic framework that prompted the founding of the Sisters of Mercy.  The history continues with the work of the Sisters of Mercy beginning in the United States under the leadership of Frances Xavier Warde.  Special attention is paid to the Sisters’ work in education and healthcare as the Sisters of Mercy take an additional vow to care for the poor, the sick, and the uneducated.  Then the program turns to Mercy spirituality, the current work of the Sisters in social justice matters, concluding with reflection upon participants’ calling as Mercy educators and how they carry the mission of Mercy forward.  Participants are faculty and staff in institutions founded by the Sisters of Mercy.

Salve Regina University: "Mercy Faculty Dialogues"

Through the support of the Lilly Fellows Small Program Grant, Salve launched the Mercy Faculty Forum. The Mercy Faculty Forum is a four-part mission integration series for new full-time faculty (tenure stream and lecturers) to engage with readings and resources from the Mercy, Catholic tradition and reflect together on their vocations as teaching-scholars in the landscape of Mercy Higher Education. Eighteen new faculty participated in the Mercy Faculty Forum in two cohorts over two years and seventeen faculty are scheduled to participate in year three. In a survey of the first and second cohorts, 100% of responders strongly agreed or agreed that they made significant gains in connection with Salve Regina’s Mercy Catholic mission, the Catholic Intellectual Tradition and Catholic Social Teaching, the heritage and tradition of Catherine McAuley, the Sisters of Mercy, and the Critical Concerns of Mercy.

University of Pikeville: "Developing Empathy & Ethics in Global Health Initiative"

The University of Pikeville is committed to strong cross-college and interdisciplinary engagement. Conversations and planning among representative faculty and staff from the Osteopathic Medical School, the Optometry School, the College of Arts and Sciences, and the local community will produce a truly collaborative and interdisciplinary program that embraces the importance of empathy and ethics in medical work through the development of a Global Health Minor. As Division Chair for the Humanities, I am most invested in the integral part that our programs will play in the creation of this program. To that end, we funded an invited speaker who offered us perspectives on cultivating empathy. We also arranged monthly faculty discussion groups to engage resources and ideas on the need for empathy and ethics in medical training. Humanities inspired courses play an integral role in this educational training and preparation. To be effective health workers, students need to think critically, demonstrate empathy, collaborate with diverse groups, and apply ethical frameworks to decision-making. Through this grant, the Humanities division was able to make a much-needed contribution to the academic program and to the students it will graduate. 

Villanova University: “Bringing Augustinian Heritage Sites to Villanova University”

At Villanova University, each student, regardless of major or college, reads Augustine’s Confessions as part of the first-year experience. Through an encounter with the Confessions, students learn about Augustine’s life and thought, and reflect on Villanova’s Catholic Augustinian mission and heritage. In addition, Villanova also offers a Pellegrinaggio Agostiniano, a ten-day pilgrimage that follows the footsteps of Augustine throughout Italy, visiting “Augustinian Heritage Sites” that speak to who Augustine is and what his life was like. Frescos depicting the central moments in Augustine’s story; a private garden in Milan where Augustine heard the call to “take up and read”; a contemporary Augustinian convent; the tomb where Augustine now rests; seeing such sites in situ reveals a new depth to Augustine’s life, and leads to a deeper appreciation for the Augustinian Order and its place in history and culture.

This generous Small Grant made it possible to bring the many beautiful Augustinian Heritage Sites “back to Villanova” by means of various filming techniques, including traditional photographs and video, three dimensional “spatial” video using a virtual reality headset, and 360° panoramic video using a special camera rig. Over the course of the 2024 Pellegrinaggio, we were able to film over a dozen Augustinian Heritage Sites, including: the excavated site of the baptismal font in Milan where Augustine was baptized by Ambrose; Augustine’s tomb in Pavia; the famous Gozzoli fresco cycle of Augustine’s life at the Convento di Sant' Agostino in San Gimignano; and the preserved ruins at Ostia Antica where Augustine tells us he and Monica shared a vision of God. These recordings will be made available for the Villanova community, as well as to the public, via the Confessions eBook, in a newly published Villanova Edition of the Confessions, and on an accompanying website.

2020-2021—Special Call for Projects on Racial Justice and Belonging in Church-Related Higher Education

Azusa Pacific University: "Reckoning and Reimagining: Equity, Antiracism, and General Education in a Post-COVID World"

Belmont University: "Racial Justice Reading and Discussion Groups"

Dordt University: "Rewiring for Diversity"

Indiana Wesleyan University: "Towards Pedagogies of Justice & Equity"

Sacred Heart University: "Workshops on Racial Justice"

Saint Louis University: "Ferguson, the Clock Tower Accords, and Beyond: Teaching Racial Justice in St. Louis”

Samford University: "Fostering Awareness and Dialogue on Racial Justice in Higher Education"

Seton Hall University: “Faculty Workshop on Servant Leadership and Anti-Racist Pedagogy”

University of Dayton: "Catholic and Anti-Racist?: A Summer Faculty Cohort to Produce Materials for Faculty Formation at the University of Dayton"

University of Pikeville: "Diversity and Inclusion in the College of Arts and Sciences at UPIKE"

The University of Scranton: "Anti-Racism Training for Faculty and Administration”

Westmont College: “Looking Back/Looking Forward: Images for Worship and Devotion”

2019

Anderson University: "Orienting Part-Time Faculty to the Mission and Religious History of Anderson University"

Saint Xavier University: "Core Beliefs in the Examined Life" and "Considering the Catholic Intellectual Tradition and Catholic Social Teaching”

Xavier University: "Supporting Faculty Members Understanding of Ignatian Pedagogy: Developing a Video Resource"

Whitworth University:  “Basic Theology for the Christian Professor,” 

2018

John Brown University: "Reimagining and Reinvigorating the Core Curriculum"

Seton Hall University for "Medical Humanities: Pedagogy and Praxis"

Sterling College: "Understanding Christian Faith"

Villanova University for "Caritas Towards Unitas: Teaching African-American Literature in the Spirit of Augustine—A Faculty Dialogue at Villanova University"

2017

Saint Louis University: "The Opioid Epidemic: What would Ignatius Do" 

Westmont College: "From All Tribes and Peoples and Languages"

2016

Gustavus Adolphus College, “Orientation Booklet on the Lutheran Heritage of Gustavus Adolphus College”

University of the Incarnate Word, “Conversations on Service Learning and Engaged Scholarship Considering the Mission of the Incarnate Word Founders to the Vulnerable”

2015

Grove City College, “Faith for the Common Good: Theoretical and Practical Considerations”

McMurry University, “Ubuntu: Scholarship and Pedagogy in Christian Community”

Messiah College, Lilly Fellows Program Small Grant: Discussion on the Theology of Work in Church-Related Higher Education

Saint Louis University, “Stirring the Embers: Reconnecting Medical School Faculty to the Jesuit Mission of Saint Louis University”

2014

Belmont University “Courage and Renewal: Circle of Trust® approach Program”

Duquesne University, “Environmental Stewardship and Sustainability: Explorations at a Spiritan Catholic University”

Gordon College, “Young Scholars and Vocation” Discussion Group

Hope College, “Robust Ecumenism at Hope College”

Mount St. Mary’s University, “Gaudium et Spes, Then and Now: A Faculty Dialogue”

2013

Benedictine University - Benedictine Faculty Forum (BFF)

Bethel University - The Pietist Idea of a Christian College

East Texas Baptist University - Human Rights, Reconciliation and Restorative Justice: East Texas and the World

University of St. Francis - USF San Damiano Scholars

Villanova – Faculty Dialogue Luncheon

Westmont College – Faith-Learning Faculty Roundtable

2011

Azusa Pacific University: Creating a Sustainable Faith Integration Training Program for Adjunct Faculty at Azusa Pacific University

Hope College: Cultivating Hope and Other Virtues

Loyola Marymount University: The Lilly Seminar on Mission

St. Olaf College: Faculty Life at St. Olaf: More than a Livelihood

Saint Xavier University: Mercy Book Club

Whitworth University: Vocation of a Christian Public Intellectual

Xavier University: Xavier Mission Academy