Is your campus advancing Catholic mission through a globally focused project? Apply now for a 2018 Global Solidarity Grant!
Campus initiatives addressing societal issues such as, but not limited to issues surrounding migration, human trafficking, or global sustainability may be eligible to receive a 2018Global Solidarity Grant.
Sponsored by the Association of Catholic Colleges and Universities and Catholic Relief Services, Global Solidarity Grants aim to support projects that are innovative and high-impact, that combine prayer, spiritual development, and the examination of values with educational objectives. ACCU member institutions working creatively to advance Catholic mission through global solidarity are encouraged to apply now and be considered for an award of up to $3,000.
The deadline to apply for a grant has been extended to Friday, November 9! Visit the ACCU website for more details about how your campus can receive a Global Solidarity Grant!
The deadline to apply for a Global Solidarity Grant, a collaborative initiative between ACCU and Catholic Relief Services University Engagement, has been extended.
Grant applications will be accepted until Friday, December 15, 2017.
The program offers small grants of up to $3,000 to ACCU member institutions to advance Catholic mission through global solidarity by developing creative projects or enhancing existing structures. Please visit the ACCU webpage for more details on project expectations and the applications process.
In response to the heated political debate on the issue of immigration, Archbishop of Los Angeles José H. Gomez, in a September lecture at Boston College, spoke of the importance of not letting statistics cloud our vision of the people who make up the numbers. Gomez explained that it is a Christian call “to remember that behind every statistic is a soul — a soul who has dignity as a child of God, a soul who has rights and needs that are both spiritual and material.”
Catholic universities are embracing this person-centered approach through their policies and programs by welcoming students who are immigrants. By offering support and resources, institutions like Saint Peter’s University, Christian Brothers University, and Dominican University are creating equal opportunities for immigrants, including undocumented students, as well as providing educational programming on the complexity of immigration.
Saint Peter’s University has responded to the needs of undocumented students by opening the Center for Undocumented Students (TCUS). Jennifer Ayala, director of the center, explained, “The mission of TCUS is to support the academic work of undocumented students at the university, to shed intellectual light on the political and economic realities of immigration in our world today, and to create a community where undocumented students feel welcome.” Resources available through the center include a modest resource library, legal support, referrals and collaborations within the university as well as with outside organizations, internships, workshops for staff and faculty, “know your rights” workshops for students and their families, and advising and mentoring. TCUS also helps students find ways to pay for their education because undocumented students do not qualify for state or federal aid. In September, TCUS co-sponsored a student-organized conference, United Struggles, that educated students on community organizing as a way to engage politically and intentionally with the issue of immigration. TCUS has also recently co-authored a letter urging the university administration to declare Saint Peter’s a sanctuary campus.
Eugene J. Cornacchia, Ph.D., president of Saint Peter’s, pointed out the continuity of the center’s mission with the university’s Jesuit legacy: “Saint Peter’s has proudly educated immigrant students since it first opened in 1872 and seeks to continue and enrich this tradition by extending its welcome and support to undocumented students, otherwise known as dreamers. We are proud to be a part of the large group of Jesuit colleges and universities that continue to advocate for dreamers.”
Christian Brothers University (CBU) is another college providing support through scholarships and a place of community to address the issue of immigration, focused specifically on the needs of Latino immigrant students. Two scholarships are available through the institution’s Latino Student Success Program: the Latino Achievement Scholarship for FAFSA-qualified students and the Latino Success Scholarship for non-FAFSA-qualified students. CBU has committed $12 million in scholarships and grants over seven years to serving undocumented students, funding that will benefit over 100 students. The White House Initiative on Educational Excellence for Hispanics has recognized CBU as an exemplary case for implementing programs that support the expansion of high-quality education for Latinos. Executive director of the White House Initiative, Alejandra Ceja, commended CBU as “the first institution of higher education [that] has publicly answered our national call for commitments.” A student-led organization, Hola CBU, also provides support for students on campus and in the local community. Hola CBU hosts events to expose the campus to Latino culture and create a welcoming Latino community. The group also partners with a local organization, Latino Memphis, to provide services like interpreting and standardized test tutoring for high school seniors.
Paul Haught, vice president of academics and student life at CBU, connected these programs to the Catholic identity of the institution, saying, “Christian Brothers University, as an institution founded on the Lasallian mission of providing educational opportunities to the underserved, continues to advocate for the education of all who stand to benefit their communities by gaining the benefits of higher education. So-called undocumented students belong to this class as much as anyone. If they are college ready, we invite them to share in CBU’s gifts of teaching and service.” CBU supports undocumented students, not only with scholarships, but also with a vibrant community. This dual approach recognizes the many needs of students during their time in college.
Lastly, Dominican University was recently honored with the Moral Courage Award from the nonprofit organization Faith in Public Life for its leadership in supporting the right of undocumented students to receive a college education. For Dominican President Donna Carroll, the students are the courageous leaders and the university is called to “stand with them” to fulfill its mission to give compassionate service and create a more just world.
In spring 2016, Dominican facilitated a border immersion trip called Borderlands to deepen engagement with the human and societal consequences of immigration — outcomes that often can be understood only by witnessing firsthand the circumstances of a border community. The program was partially funded by a Global Solidarity Grant, a collaboration between ACCU and Catholic Relief Services that awards funding to Catholic colleges and universities to increase awareness of global injustice and expand student involvement in bringing about change. During the Dominican University trip, students traveled to the U.S.-Mexico border in Tijuana to learn about the social issues present in migration, specifically for people migrating from Central America and Mexico to the United States. Before they traveled, the team of students spent time in prayer and learning about Catholic Social Teaching on immigration. During the trip, students were able to meet people directly involved in immigration, including some who had been deported and some who were preparing to immigrate to the United States.
After they returned, the students shared their experiences at the 2016 Dominican University Caritas Veritas Symposium. Atzimba Rodriguez, a senior in psychology and criminology, spoke during the symposium of the effect that meeting people in Tijuana had on her. She commented, “If anything, we are a bridge, a bridge between two worlds.” While the border stood as a division between the United States and Mexico, the relationships that the students built while in Tijuana emerged as a sign of unity.
Catholic universities are welcoming immigrants to campus and ensuring that they have tools for success. Examples such as those of Saint Peter’s University, Christian Brothers University, and Dominican University show how the goal of providing equal opportunity is realized through programs that promote leadership and provide resources that aid immigrants, including undocumented students. In the midst of the debate on immigration and educational inequality, Catholic universities are making a difference by providing for the needs of students and educating the community on the complexity of these social issues.
Camilla MacKenzie is an undergraduate student at The Catholic University of America and the Peace and Justice Intern at the Association of Catholic Colleges and Universities.
In the year since Pope Francis released his encyclical on care for the environment, Laudato Si’, many Catholics have taken seriously the message to be better stewards of the earth. Pope Francis encourages a connection between environmental concerns and issues of justice, noting that the issue of climate change involves hearing “both the cry of the earth and the cry of the poor” (Laudato Si’, no. 49). Catholic colleges are addressing this dual call in many ways, incorporating the theme of environmental justice into classes, study abroad opportunities, and campus events.
Earlier this year, the University of St. Thomas (UST), began a three-part program incorporating environmental justice into a freshman symposium class, local service-learning efforts, and study abroad program in Costa Rica. The projects were funded by the Global Solidarity Grant program, a collaboration between Association of Catholic Colleges and Universities and Catholic Relief Services, which awards grants to colleges and universities as a way of increasing awareness of global injustice and expanding student involvement in a faith that does justice. In the UST freshman symposium, Sister Damien Marie Savino, chair of the Environmental Studies program at UST, recently gave a guest lecture and led a discussion on Catholic Social Teaching, climate change, and sustainability efforts on campus and in the local community.
In addition to classroom learning and discussion, students served at Plant-It-Forward, a local community farm-share that partners with refugees to provide fresh local produce to the Houston area. Additionally, the UST sustainability committee hosted a sustainability dinner for the students in the seminar with a farm-to-table meal, along with a discussion on how to improve sustainability efforts on campus.
The final part of the expansive program was a service trip to Costa Rica where students worked with a small coffee-producing community. While serving in Costa Rica, students connected their knowledge of climate change from the seminar and experience in the local community to a global perspective. The students were moved by the relationships built across cultures that helped them shape their understanding of care for creation. They also reported that their lives were changed by meeting the people in Costa Rica and experiencing a culture that is so intertwined with the environment. One first-year student, Elena Dang, said she learned that “a huge difference in lifestyles between the USA and Costa Rica is the respect for Mother Nature. Children walk the streets, people sit outside, many restaurants have outside seating. There’s a sense of respect and veneration for nature because of how it provides so much for everyone.”
UST plans to continue this program so that service learning will flourish as a foundation of a UST education.
In another project funded by the Global Solidarity Grant program, students at Cabrini University organized a climate change simulation that focused on the effects of climate change on the poor and vulnerable, called “Tame the Change.” The simulation was led by students in a class called “Our Interdependent World,” a part of the Engagements with the Common Good core curriculum and taught by Jerome Zurek, in collaboration with the Wolfington Center, the center for community engagement and research at Cabrini, Catholic Relief Services ambassadors, the university communications department, and Cabrini Mission Corps. “Tame the Change” started as a topic study on how climate change is not only affecting the environment but also harming vulnerable people who lack the resources to safeguard themselves against the negative outcomes of environmental changes. The simulation modeled how climate change has a greater effect on the poor who rely on the land for their livelihood. In the simulation, students were put into pairs, where one was assigned to a developed country and one to a developing country, to represent the effect of daily decisions of those in developed countries on those living in developing countries. At various stations, participants were presented with everyday choices they typically face on campus, involving food waste, plastic water bottle use, and energy use by electronics. Every choice that the person in the developed country made affected the other to indicate the interconnectedness of people across the globe. At the conclusion of the event, each of the over 200 participants were given reflection booklets based on passages from Laudato Si’ to help them reflect upon what they had learned during the event.
“Tame the Change” promoted solidarity with those who are strongly affected by climate change. As the class ended, students expanded the project to share it with more of the campus. To conclude the project, students built a website that enables other student groups to facilitate events similar to “Tame the Change.”
Tom Southard, the director of the Wolfington Center, noted that the event has resulted in a renewed commitment among Cabrini students and faculty members to combat climate change. Student groups are looking to facilitate more programs with an environmental focus and faculty members are shifting their research to include the sociology and science behind climate change.
Another example of encouraging students to thinking critically about care for the environment is Loyola University of Chicago’s third annual Climate Change Conference. The conference, hosted by the Institute of Environmental Sustainability, was titled “Global Climate Change: Challenges and Economic Solutions,” and focused on the effects of climate change on the global economy. During the conference, students in the Dance Theatre and University Chorale performed Earth Song, a song composed by Frank Ticheli, to highlight the connection between human actions and the environment. The performance reflected on and celebrated climate change initiatives, bringing the conversation into the realm of the arts. The students aimed to convey meaning through art, as a language that can be understood on multiple levels. Emily Miller, a first-year student in the University Chorale, commented that she hoped the performance would “appeal to the emotions of those who attend” the conference. A video of the performance is available on the conference website. This interdisciplinary approach to the issue of climate change enables Loyola University to engage students, faculty, and staff in a dialogue to effect change.
Through the classroom, student programs, and university events, Catholic universities are addressing the environmental crisis in a variety of creative projects. These colleges and universities embody Pope Francis’s call to care for our common home as stewards of creation, hearing both the cry of the earth and the cry of the poor.
Camilla MacKenzie is an undergraduate student at The Catholic University of America and the Peace and Justice Intern at the Association of Catholic Colleges and Universities.
From January 23 – 26, 2016, students, faculty and staff from Catholic colleges and universities participated in the CSMG 2016 Young Leaders Initiative, along with hundreds of other ministry leaders. We have a lot of pictures to share with you–check them out on the CSMG 2016 Storify! To see what our YLI participants and other attendees thought of CSMG, check out our Twitter feed at #CSMG2016!
For some more resources, be sure to take advantage of the following:
Finally, be sure to plan ahead! While there is no CSMG in 2017, we will be having Virtual CSMG District Visits on February 20-24, 2017, with a preparatory webinar on February 7. Fortunately, there will be a CSMG in 2018! We hope to see you on February 3-6, 2018 at the Omni Shoreham Hotel in Washington, D.C.!
With the 2016 U.S. presidential race already underway, candidates are discussing their ideas regarding the social, economic, and political issues facing America, many of which are of great concern to the Catholic Church. One of most prominent issues is immigration. Shortly after launching his presidential campaign in June 2015, for instance, Donald Trump made controversial statements about Mexican immigrants, characterizing them as drug dealers, criminals, and rapists, ending with, “Some, I assume, are good people.”
Such harsh statements about people who seek a better life in the United States come from an unfortunate public misconception and general lack of knowledge regarding the complexity of immigration. The United States Conference of Catholic Bishops explains in Strangers No Longer Together on the Journey of Hope that the decision to migrate is strongly influenced by factors such as poverty, injustice, religious intolerance, and armed-conflict in other countries. The Catholic Church has spoken strongly regarding the importance of welcoming immigrants who pursue the American dream of safety, opportunity, stability, and freedom, while also working to address the root causes of migration. Recognizing the need for reform of both political policies and individual hearts, Catholic higher education, along with the Catholic Church, provides students with the information and experiences to learn more about migration.
As the leader of the Catholic Church, Pope Francis frequently speaks about the importance of respectful treatment of migrants. In his message on the World Day of Migrants and Refugees in 2015, the pope asserted, “Often … migration gives rise to suspicion and hostility, even in ecclesial communities, prior to any knowledge of the migrants’ lives or their stories of persecution and destitution. In such cases, suspicion and prejudice conflict with the biblical commandment of welcoming with respect and solidarity the stranger in need.” The Catholic Church affirms the importance of standing in solidarity with our brothers and sisters, regardless of immigration status, as we are all part of one human family, created in the image of God. The United States Conference of Catholic Bishops explains in their public policy statement on immigration reform that we must welcome the foreigner and show respect for every person as part of their inherent human dignity, following Jesus’ prophetic proclamation, “For I was hungry and you gave me food, I was thirsty and you gave me drink, a stranger and you welcomed me” (Mt 25:35).
Guided by Catholic Social Teaching, Catholic higher education stands in solidarity with migrants, educating students about the reasons why migration occurs and supporting communities through service and advocacy for immigration reform. Catholic colleges and universities have undertaken activities to support immigrants and immigration reform such as establishing scholarships for students from immigrant backgrounds, welcoming undocumented immigrant students, and promoting educational opportunities for students to encounter the experience of migrants and the difficult journey they face. One example of a powerful educational opportunity is Cabrini College’s project titled, “#RefugeesSeekingSafety.”
Funded by the Global Solidarity Grants program sponsored by ACCU and Catholic Relief Services, the #RefugeesSeekingSafety project led participants through an innovative 25-minute simulation of the experience of unaccompanied minors fleeing from violence in Central America by coming to the United States. The simulation was originally designed by a freshman social justice course, “Our Interdependent World.” The grant from ACCU and CRS helped students from the class, Cabrini Catholic Relief Services Ambassadors, and members of the Cabrini Mission Corps edit and expand the draft of the simulation and create a website to promote and share the simulation. The students debuted the final simulation in spring 2015, when more than 75 participants got a glimpse of the situations and options that minors face at the U.S.-Mexico border. The group reflected on the root causes of migration; learned about advocacy programs, ranging from social media tags to petitions to Congress; and gathered for a solidarity prayer-walk. These participants gained a better understanding of the issues that refugees seeking safety face and learned how they can support change and take action on immigration reform.
Similar to this Cabrini program, another example of a powerful educational opportunity is Mount Mercy University’s project, “Standing in Solidarity with Migrants.” Also funded by the Global Solidarity Grants program, this project engaged students, faculty, and the community in educational opportunities to learn, reflect, and take action on immigration issues. First, Sr. Kathleen Erickson, RSM, spoke about her personal experiences with immigration, both as an assistant at a center for immigrant women and as an immersion coordinator. The lecture helped students understand the causes and effects of migration. The following day, the community came together to pray for migrants in an interfaith service and participated in a workshop to reflect on their experiences. The group wrote letters to their representatives advocating for comprehensive immigration reform centered on the fair and just treatment of humans. Lastly, staff, faculty, and students were given the opportunity to experience the lives of migrants through a four-day immersion trip to the U.S.-Mexico Border in El Paso, TX. While staying in a migrant shelter, participants discussed immigration with U.S. Border Patrol representatives, listened to stories of migrants and refugees, met with human rights activists, and visited historical and cultural sites. The four-day immersion trip to El Paso brought together faith, reflection, and action, connecting the complex discussion of immigration to the participants’ spiritual beliefs.
Prior to experiencing either of these initiatives, many of the participants had little to no knowledge about migration. At the completion of these projects, participants had gained invaluable insights, grown spiritually, and developed skills to advocate for solidarity. Both institutions plan to continue their advocacy for migrants. Cabrini College designed a website to share the simulation experience with other students, campuses, and the public to inform them on the perilous journey that refugees face. The #RefugeesSeekingSafety website is also intended to broaden the opportunity for visitors to recreate the experience, learn how to advocate, and take action on immigration reform.
Mount Mercy student Katelyn Bishop explains that after participating in her university’s project, her “eyes are opened to the harsh reality that many immigrants face in the world today.” The Mount Mercy Social Justice Club, a student group, plans to continue advocating for solidarity and educating fellow students on the topic of immigration next year. Upon returning from the immersion trip to El Paso, Mount Mercy student Abby Herd reflected on her life-changing experience and her plans to continue advocating for immigrants: “I am raising my voice for the thousands that can’t, the thousands of people suffering, the thousands of people that are dying because of a fence that cages people in. I am a voice for the voiceless. Will you be?”
Kathryn Roarty is a 2015 graduate of Mount St. Mary’s University in Emmitsburg, Maryland. She interned with ACCU in summer 2015.
Catholics Confront Global Poverty, an initiative of USCCB and CRS, recently interviewed Dr. Jerry Zurek. Dr. Zurek is the chair of the Communication Department at Cabrini College, an ACCU member. He has participated in various initiatives for social justice and action at Cabrini, including the institution of a unique curriculum requirement based on CST values, a university partnership with CRS, and facilitating advocacy work among his students.
Additionally, his students developed the immigration simulation that has been featured on ACCU’s Peace and Justice blog before, and which won a Global Solidarity Grant from ACCU and CRS. Because of students’ engagement with social justice through his classes and through advocacy work, Dr. Zurek says, “Global solidarity has become real for them.”