St. Thomas University (STU) is a very successful liberal arts school. What is not clear and yet remains a somewhat muted controversy is whether STU continues to be a successful Catholic-Christian university. The recent Commission on Post-Secondary Education in New Brunswick articulated the challenge: “St. Thomas needs to decide whether it is a public institution with a proud Catholic heritage or whether it is a Catholic institution open to the public.” This paper examines this issue from both a philosophical and theological perspective arguing that it’s resolution has important social and cultural implications for both Catholics and non-Catholics. We will draw upon the arguments of two prominent contemporary Catholic philosophers, Charles Taylor and Alasdair MacIntyre, in suggesting that STU should not only remain a Catholic university but its Catholic character should be enhanced for three fundamental reasons: the weight and lessons of history, the creative ferment and challenges in contemporary events, and our hope for a humane future. This paper further argues that Catholic-Christian philosophy and theology should play a central role because of the need to resist the fragmentation arising in higher education because of the economic pressures for increasing professionalization and specialization of disciplines, and because of the need for both teachers and students to have some sense that through their mutual education and research they are participating in a shared understanding of the world and of what it means to be human.

Religious diversity on college campuses poses a number of challenges for university ethics. Though it has been more than 50 years since Catholic teaching embraced the principle of religious liberty, it is not always clear what the implications are for Catholic universities. The increasing number of Muslims at US Catholic universities provides a good test case for examining universities’ ethical responsibilities in relation to religious diversity – both in respecting religious liberty, and also in providing pastoral care to non-Catholics, as Ex Corde Eccelsiae requires. Interviews with various members of US Catholic university communities reveal ethical, theological, and practical challenges, but also some promising experiences.

In this essay, we contend that there is much unfinished business ahead for Christian higher education. Our argument is grounded in the cumulative impact of long-standing frameworks and an expanding knowledge base on diversity and social justice in higher education. In 2013, we edited a special volume of this journal calling for focused work on faith, diversity, and social justice within Christian higher education. Since then, we feel heavily influenced by racialized events in the United States and our concern as educators regarding the role and responsibility of Christian higher education in educating its students. The purpose of the article is to challenge and extend the conversation on diversity and social justice in Christian higher education. To that end, we suggest questions that Christian higher education leaders should be asking of themselves. We emphasize how Christian higher education can take the lead in advancing social justice as part of its mission. We explore definitions and old paradigms and discuss the significance of current events and cultural thinking. We then outline actionable institutional frameworks and initiatives that can move Christian higher education forward.

"Andrew J. Hill, of St. Mary’s University, Texas, explained that before one could pursue a study to identify ways to improve the role of student affairs, one must step back and understand the history and identity of the institution. Further, one cannot end this discussion with a report or analysis, but rather continue the discussion integrating findings into all parts of the university. In this particular case study, Hill incorporates the role of the Society of Mary in the foundation of the identity of their Catholic university. In times when the number of vowed religious found on campuses continues to decline, this case study reiterates the importance of their presence and ministry." "Understanding Student Affairs at Catholic Colleges and Universities is the first comprehensive resource of its kind to focus not only on student affairs practices in Catholic higher education but on the development of lay men and women who receive their student affairs training at secular institutions. Responding to the growing concern over nurturing Catholic identity at Catholic colleges and universities, this book is an essential resource for administrators, staff, and faculty at these institutions." "This collection of papers emerges from the authors' many years of practical experience in student affairs at Catholic colleges, and their several years of sharing this expertise among the participants and team members of the Institute for Student Affairs at Catholic Colleges. It is a well-matured volume that will be helpful to anyone engaged with young people of college age." - Dr. Monika K. Hellwig, former President (1996-2005) of the Association of Catholic College and Universities "This book will be of enormous assistance to those who wish to be a part of the mission without compromising the professionalism which they bring to the enterprise." - Dr. Alice Gallin, O.S.U., former Executive Director (1976-1992) of the Association of Catholic Colleges and Universities

All Catholic colleges and universities share in the Catholic Church’s rich history of Catholic Social Teaching (CST). This article explores two key research questions that focus on that grounding in today’s world: First, how strongly is CST woven into the institutional fabric of those institutions; second, is that done implicitly or explicitly? We offer an analysis of mission statements, curricular offerings, and established centers at eleven Catholic colleges and universities as a pilot study for examining current efforts to embed CST into the structures of Catholic institutions of higher learning. All Catholic colleges and universities share a grounding in the Catholic Church’s rich history of CST (inclusively, Catholic Social Teaching, Catholic Social Thought, and Catholic Social Tradition), in addition to the specifi c charism of the founding religious community, diocese or papal charter. This article, which is part of a larger project called the CST Learning and Research Initia...