Reflective Reading and Experiencing: An Ignatian Model for Writing Reflection Journals
Shelagh Larkin
MSW/LISW (Social Work)
Field Education is often referred to as the capstone experience. It is where the classroom and real life come together for the student. A critical part of field education is having opportunities to reflect on that which one is experiencing and then integrate that into what they have learned. One of the educational outcomes for field education as articulated by CSWE is a development of the professional self.
Reflection
Having opportunities to think about what you are experiencing and then talk about it becomes an important part of developing that professional self. Cochrane and Hanley in Learning through Field, discuss the importance of "reviewing your work", they emphases the need for self-reflection and critical analysis of the work that you are doing. They go on to say, "You are responsible, in many ways, for the depth and breath of your learning by how honestly and openly you evaluate your work. This is not only the hardest part of being a student, but the most important part of being a professional" (Cochran and Hanley, pg. 65).They emphasize the need to engage in journal writing and encourage students to find a quite comfortable space to explore the journal assignment and thus learn how to process the work that the student is doing.
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Rethinking Magis
Trudelle Thomas, Ph.D. (English)
working with Mentee Shelagh Larkin, MSW/LISW (Social Work)
2006-2007
During the past year Shelagh Larkin and I met regularly to talk about Ignatian principles, particularly in regard to her seniors in Field Instruction, and juniors in Pre-Placement for Field. I supplied her with several articles on spirituality, some from a feminist perspective and some from a Jesuit perspective, and she supplied me with several readings about the pressing need to integrate spirituality in Social Work. I found our exchanges to be intellectually stimulating and spiritually provocative, as well as a lot of fun. We both felt that our mentoring relationship was one of the best professional development experiences we've had at Xavier.
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Expanding Horizons: A Christian Female Talks at Length with a Muslim Male
Trudelle Thomas, Ph.D. (English)
working with Mentee Anas Malik, Ph.D. (Political Science)
During the past year, my mentee has been Anas Malik, a new assistant professor in Political Science. We met at my home throughout the year to talk about the Ignatian heritage and aspects of his Muslim faith. Since we knew each other before beginning the mentoring program and shared a natural affinity, our discussions flowed easily. My son and husband both enjoyed getting to know Anas as well. The two of us also wrote letters to each other and traded readings about Ignatian and Muslim spirituality. Insights from our talks had an impact on both my teaching and research.
Topics of Discussion in Our Mentoring Partnership:
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Mentoring: A Retrospective
Trudelle Thomas
Ph.D. (English)
The following is an adaptation of my presentation on Ignatian Mentoring , part of a panel with Debra Mooney, Rich Mullins, and Stephen Yandell at the Heartland-Delta Faculty Conference at Spring Hill College (in Mobile, AL) in February 2008.
Since we've talked about the value of stories this weekend, I'll share a bit of my own story. I had a dramatic faith awakening when I was 18 that eventually led me join a lay community in my twenties. It was there that I met my first Jesuits. The church group I'd been part of earlier viewed higher education with great suspicion, believing that it would lure a person away from God. The three Jesuits in my community helped me to see that there didn't have to be a separation between having a deep spirituality and a lively intellectual life. I was 25 at the time, just returning to college after some hardships, so the timing was perfect for me to encounter the idea of "finding God in all things." The Spirit was present not just in church services or a private prayer life-but in all things-books, study, nature, even secular professors! I earned my undergrad degree at a Jesuit university and relished the opportunity to learn in a faith-oriented context.
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