Change Magazine Article(s): A Delicate = Balance: The Catholic College in America

From: Subject: Change Magazine Article(s): A Delicate Balance: The Catholic College in America Date: Thu, 20 Nov 2008 14:44:47 -0500 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_0000_01C94B1E.88BD9E00" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.3350 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C94B1E.88BD9E00 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.carnegiefoundation.org/change/sub.asp?key=98&subkey=1117&printable=true Change Magazine Article(s): A Delicate = Balance: The Catholic College in America

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A Delicate Balance: The = Catholic=20 College in America

Stephen L. = Trainor

From Change=20 March/April 2006

George Bernard Shaw famously = quipped=20 that "a Catholic university is a contradiction = in=20 terms." While the party-line response to Shaw is = that=20 the term "Catholic university" is instead a = tautology,=20 those of us who work, study, and teach at such=20 institutions often find ourselves pondering = Shaw's=20 oxymoron. We ask ourselves, how are we a = university, and=20 what kind of university are we? Conversely we = ask, how=20 Catholic are we?

Answering these = questions (and=20 living the answers) requires that we strike a = delicate=20 balance that will be familiar to anyone working = in a=20 faith-based institution of higher education. And = a=20 description of the efforts of the more than 200 = Catholic=20 colleges and universities in the United States = to=20 resolve Shaw's paradox may be helpful to any = religiously=20 affiliated institution seeking to integrate = faith and=20 learning into the lives of its students, = faculty, and=20 staff.

In addressing the question of how = to be a=20 religiously affiliated university in the modern = world,=20 teachers and administrators at Catholic = institutions of=20 higher learning can draw on a rich intellectual=20 tradition dating back eight centuries to the = founding of=20 the Catholic universities at Bologna and = Salamanca,=20 Paris and Padua, and Oxford and Cambridge. John = W.=20 O'Malley notes in Four Cultures of the = West that=20 the style of discourse established at these=20 schools=97rigorous, reflective, analytical, and=20 argumentative=97is still prized today at all = universities,=20 whether religious or secular. The most thorough = and=20 thoughtful formulation of the style, values, and = advantages of this type of institution comes in = John=20 Henry Cardinal Newman's great work, The Idea = of a=20 University, which, although published in = 1852,=20 exercises a remarkable and lasting influence on = Catholic=20 colleges and universities down to the present=20 day.

Shortly after Newman published his=20 Idea, Charles W. Eliot refashioned = Harvard along=20 the lines of the German research university, a = model for=20 American institutions that eventually morphed = into the=20 multiversity of Clark Kerr. While the values and = purposes outlined by Eliot and Kerr tend to = dominate the=20 contemporary world of higher education, to judge = religiously affiliated colleges and universities = by=20 these standards is to miss the point, as these=20 institutions are striving to be something else.=20

This article will describe those = purposes and=20 how Salve Regina University has attempted to put = them=20 into operation in its educational programs. In=20 attempting to interpret and adapt this religious = model=20 of the university for the modern world, Salve = Regina has=20 identified a series of academic values and=20 characteristics=97philosophical, pedagogical, = curricular,=20 and social=97which, in combination and in a = certain=20 proportion, constitute a distinctively Catholic = approach=20 to higher education. Among these values and=20 characteristics are the integration of faith and = learning, a focus on teaching, a consistent = attention to=20 moral questions, and a thrust toward integrative = learning and learning in community. To a large = extent,=20 these values shape and give purpose to the = contemporary=20 Catholic university.

Integration = of Faith=20 and Learning
The integration of faith and = learning is both a means and an end at Catholic = colleges=20 and universities. In practical terms, this has = meant a=20 commitment to our signature disciplines of = theology and=20 philosophy. At the beginning of the 20th = century, many=20 of the great Protestant universities decided to = divide=20 the question, spinning the study of theology off = to=20 divinity schools while incorporating philosophy = into the=20 rest of the increasingly secular institution. = Catholic=20 colleges and universities, on the other hand, = committed=20 to making theology and philosophy central to=20 undergraduate education, and their study as part = of a=20 core curriculum is universally required at these = institutions.

The advantage of including = the=20 study of theology in the curriculum is that it = is thus=20 categorized as a discipline with its own = content,=20 methodologies, and criticism. It requires = comprehension,=20 analysis, and judgment but not, in the context = of the=20 academic experience, doctrinal assent. For those = students seeking an understanding of and a = context for=20 their faith at an advanced level, these courses = in=20 theology and philosophy offer an important = avenue of=20 intellectual exploration.

At Salve Regina = University, philosophy and religious studies = function as=20 flagship departments. While the number of = students=20 majoring in each subject is small, the two = faculties are=20 relatively large and of a high caliber. A total = of five=20 courses in these two subjects are required in = the=20 general education curriculum, including two=20 interdisciplinary courses that frame the core: a = first-year portal course entitled "Seeking = Wisdom" and a=20 senior capstone course called "Living Wisdom." = Students=20 thus study theology and philosophy in all four = years of=20 the baccalaureate program, and these two = disciplines=20 serve to comment on and integrate the core = curriculum=20 itself while linking the core to the students' = faith=20 experience.

The close connection between=20 intellectual and spiritual development has = further=20 practical implications for the curricular focus = of a=20 Catholic university. In The Idea of a = University,=20 Newman sets learning on a par with religion and = virtue=20 (a very high valuation indeed), in part because = of his=20 profound love of it but also because he sees it, = like=20 them, as an end in itself. While Catholic = universities=20 may offer professional preparation, such = training is=20 almost invariably linked to a rigorous and = traditional=20 program in the liberal arts. Thus Salve Regina's = traditionally popular majors in the helping = professions=20 such as teaching, nursing, and social work are = linked to=20 a vibrant and challenging liberal-arts core.=20

Kerr's focus on the "uses" of a = university would=20 have been the merest afterthought for Newman, = and a=20 vaguely suspect one at that. Learning, for = Newman, is=20 sanctified by its human connection and context; = it is=20 not external to ourselves, something that you = can pick=20 up, put under your arm, carry with you into the=20 marketplace, and sell to other people. Education = is, for=20 Catholic faculties and students, first and = always a=20 personal and inward transformation. Kerr's = conception of=20 the multiversity as the engine of an = information-based=20 economy is at odds with this vision.=20

Centrality of Teaching
This = focus on=20 liberal education in turn accounts for the = primacy of=20 teaching and learning at Catholic universities,=20 especially at the undergraduate level. While = Newman=20 dismisses research from his ideal university, = regarding=20 it as something better pursued at national = institutes or=20 academies established for that purpose, = contemporary=20 Catholic universities have embraced research as = an=20 important aspect of their mission. But teaching = is=20 likely to remain central to that mission. The = principal=20 focus is not on the production of new knowledge = but=20 rather on the intellectual and moral qualities = of the=20 graduates. Scholarship and research, while = pursued at a=20 very high level, are not likely to usurp the = primacy of=20 place accorded to the formation of intellect and = character.

The primacy of teaching and = learning=20 is evident at Salve Regina. Class sizes are = small, the=20 average enrollment being 17 and the typical = upper limit=20 being 35; first-year core courses in theology,=20 philosophy, and literature are taught = seminar-fashion to=20 learning communities of 15. While adjuncts are = prized=20 for the expertise they bring to the professional = majors,=20 the core liberal-arts courses are firmly in the = hands of=20 full-time and even senior faculty. Freshmen are = likely=20 to find themselves in courses taught by full = professors,=20 department chairs, deans, and vice presidents.=20 Additionally, faculty take an active interest in = and=20 responsibility for co-curricular activities, = ensuring=20 further opportunities for personal interaction = and=20 informal learning beyond the=20 classroom.

Consistent Attention to = Moral=20 Questions
It is this sense of the = importance of=20 character formation that drives the Catholic=20 university's consistent attention to moral = questions. As=20 Pope John Paul II notes in his philosophical = work The=20 Acting Person, we are most fully human in = the act of=20 making moral choices, and thus any educational=20 enterprise seeking to make its students more = humane must=20 consider knowledge and learning in a moral = context. Max=20 Weber's attempt to separate the pursuit of = knowledge=20 from ethical considerations had, indirectly, = disastrous=20 results for the German universities and the = German=20 nation. The renewed interest in American higher=20 education in the integration into the curriculum = of=20 ethics and the development of civic virtues = indicates an=20 increasing recognition of the importance of = linking=20 learning and moral decisionmaking.

The=20 connection of intellectual and moral development = has=20 been a consistent consideration in Catholic = universities=20 since the Middle Ages, and in putting it into = practice=20 there is some advantage in being able to refer = to the=20 Sermon on the Mount instead of to a faculty = white paper=20 on ethics and curriculum design. The Church has = a highly=20 developed and dynamic moral stance, and Catholic = universities have played and continue to play an = important role in the development of that = ethical=20 position.

Salve Regina first-year = students=20 develop the habit of linking learning to ethical = considerations. They read Gospel passages on the = Corporal Works of Mercy, study the life of = Catherine=20 McAuley (who founded the university's sponsoring = religious order, the Sisters of Mercy, to = minister to=20 the poor and marginalized in society), view a = movie=20 about Dorothy Day, and read and analyze essays = from=20 The Catholic Worker and the bishops' = letters on=20 Catholic social teaching. Upper-level philosophy = and=20 religious studies courses offer advanced = approaches to=20 moral reasoning, and a number of majors offer = their own=20 courses on professional ethics. A = service-learning=20 experience is required of all students, in which = they=20 perform active, socially significant service in = the=20 local community and reflect on it in classes in = the=20 context of readings on social justice. Of = particular=20 importance is the effort to live out the = "preferential=20 option for the poor" specifically enjoined upon=20 Catholics by the Pope and the bishops, as well = as by the=20 university's historical link to the Sisters of=20 Mercy.

But while the Church's moral = position on=20 issues is presented, so are a wide variety of = others.=20 This approach begins in the summer before = freshman year,=20 in which incoming students are assigned to read = Armand=20 Nicholi's The Question of God, a = comparison of=20 the worldviews of Sigmund Freud and C.S. Lewis, = and to=20 write a series of guided journal reflections. = The point=20 of the exercise is not that students should = abjure Freud=20 and embrace Lewis (were that the aim, it would = be much=20 simpler to assign them Mere = Christianity), but=20 rather that they should begin to think = deliberately and=20 comprehensively about their own worldviews. = Similarly,=20 the freshman portal course exposes them not only = to the=20 Bible, Augustine, St. Francis, and Pope John = Paul II but=20 also to a wide variety of other authors and = works,=20 including Homer, Plato, Aristotle, the Koran, = Bertrand=20 Russell, Peter Singer, and the Dalai Lama. = Students are=20 free to disagree with the stated moral opinions = of the=20 university and the Church, and no less an = authority than=20 the Apostolic Constitution on Catholic = Universities, the=20 Ex Corde Ecclesiae, insists on academic = freedom=20 and the primacy of personal conscience for both = students=20 and faculty.

The principal end of these = academic=20 exercises is not to proselytize or to enforce = patterns=20 of moral behavior but rather to develop a habit = of mind=20 that consistently links living and learning to = ethical=20 considerations. Because this is happening in an = academic=20 context, students and professors are expected to = clarify, analyze, critique, present, and defend = their=20 moral positions, just as they would their = opinions about=20 science, literary theory, or=20 politics.

Integrative = Learning
One of=20 the principal differences between contemporary = Catholic=20 universities and their secular counterparts is = the=20 emphasis placed on breadth of study and the = integration=20 of learning. Newman asserts the essential unity = of all=20 knowledge as an article of faith: "All branches = of=20 knowledge are connected together, because the = subject=20 matter of knowledge is intimately united in = itself, as=20 being the great Creator and His works." The = principal=20 advantage of a university, from Newman's point = of view,=20 is that it brings all the various disciplines = under one=20 roof, and, through scholarly discourse among = their=20 professors, allows them to be pursued in a = larger=20 context and in their proper relation. =

The=20 dangerous thing would be for one discipline to = encroach=20 upon fields of study properly belonging to = others or to=20 permit any one discipline to set itself up as = the only=20 perspective necessary for understanding the = world. This=20 is what Newman foresaw happening at the = University of=20 London, which had recently been established = without a=20 chair of theology. Newman saw the omission as = dangerous,=20 reasoning that if you thought you could do = without one=20 subject, you could eventually imagine that you = could do=20 without any of them, and that way leads to = narrow=20 specialization and provinciality of thought. =

The=20 specialization of Eliot's research university or = the=20 multiplication of visions, functions, and = curricula=20 implied in Kerr's multiversity would thus be at = odds=20 with the broader conception of education favored = at=20 Catholic universities. This accounts for the = high=20 importance accorded general education at = Catholic=20 universities, as well as the primacy of place = accorded=20 to the integrative disciplines of philosophy and = theology. "True enlargement of mind," Newman = writes, "is=20 the power of viewing many things at once as one = whole,=20 of referring them to their true place in the = universal=20 system, of understanding their respective = values, and=20 determining their mutual dependence." The = Catholic=20 university curriculum, while certainly admitting = and=20 encouraging specialization, takes from Newman = the larger=20 goal of "mapping out the universe."

At = Salve=20 Regina University, this essential unity of all = knowledge=20 is sought through a variety of means. All = students=20 pursue a core curriculum designed to deliver a = Catholic=20 liberal education focused thematically on = responsible=20 world citizenship and preparation for lifelong = learning.=20 The interdisciplinary portal and capstone = courses that=20 frame this core integrate philosophy, religious = studies,=20 and literature. The core courses are further = linked by=20 common goals and learning objectives that are = reflected=20 on and assessed in an integrative learning = portfolio=20 designed and developed in the context of the = Carnegie=20 Foundation's Integrative Learning Project. = Moreover,=20 intellectual development is integrated with = physical,=20 emotional, spiritual, and social growth in a = wellness=20 model introduced in the freshman seminar and = also=20 reflected on in the integrative learning = portfolio. The=20 honors program and many of the undergraduate = majors=20 require a formal senior thesis designed to = summarize and=20 integrate learning in the student's discipline.=20

Learning in Community
In = Catholic=20 universities, the ideal of community is = spiritual in=20 origin: the original universities in the West = were=20 established by the various religious orders of = the=20 Church, men and women who had a pre-existing = social=20 relation based on common spiritual concerns. = Mark=20 Schwehn, dean of Christ College at Valparaiso=20 University, argues in Exiles from Eden = that until=20 very recently, learning in the West has been = generated=20 and disseminated in small communities brought = together=20 by the conscious pursuit of spiritual virtues, = whether=20 they be Plato's academy, the yeshivas of Israel, = the=20 medieval universities, or the colleges and = academies of=20 New England.

The principal advantage of a = university as a place of learning is that it = brings=20 together in community representatives of the = various=20 disciplines, who must learn to work together = socially=20 and intellectually in order to adjust the limits = of=20 their subjects and cooperate in the pursuit of = Truth.=20 And since Catholic education places a high value = on the=20 place of tradition, the sense of community = includes not=20 only one's contemporaries at the university but = all who=20 have read, studied, and written before us. =

While=20 Weber admonishes his scientist to eschew love,=20 friendship, society, and ethical considerations = in the=20 single-minded pursuit of research, the Catholic = pursuit=20 of Truth occurs in a community setting, in the = context=20 of a company of scholars that expands out over = space and=20 time. This sense of community cultivated at = Catholic=20 universities is at odds with the business = culture that=20 is coming to dominate the modern multiversity. = Kerr sees=20 the multiversity as the engine of an = information-based=20 economy and frankly compares professors to=20 entrepreneurs; it is not too far from this to = the=20 contemporary view of education as a product or = commodity=20 and the student as a customer.

The high = value=20 placed on cultivating a sense of community at = Catholic=20 colleges and universities works itself out in a = number=20 of practical ways. If education is primarily a = matter of=20 personal transformation, if it consists of human = development rather than skills training and the = pursuit=20 of research, then it must have a social context = in which=20 to occur. The relatively small size of such = institutions=20 reflects this imperative: to achieve the = formation of=20 intellect and character, students and faculty = must have=20 ample opportunity to meet and interact = face-to-face.=20

Another manifestation of the pursuit of=20 community is the importance accorded to the idea = of=20 mission at Catholic colleges and universities. = The=20 development of mission statements is frequently = a=20 community-wide project involving several years = of=20 dialogue and discernment, and the statements = themselves=20 frequently seek to connect the university to = larger=20 communities, such as the founding religious = order and,=20 of course, the Church. Finally, in addition to = the usual=20 academic rituals and ceremonies, Catholic = universities=20 offer a wide variety of opportunities for common = religious worship and communal contexts for = conscious=20 reflection on the academic and religious = experience,=20 such as formal retreats organized for these=20 purposes.

The results of this emphasis on = community can at times be problematical. If the=20 multiversity must balance the great strength of = its=20 pluralism against a tendency to division and=20 fragmentation, the Catholic university finds = itself=20 facing the opposite problem: a self-selected and = consciously cultivated sense of unity that is = sometimes=20 achieved to the detriment of greater pluralism = on=20 campus. If the multiversity must work at holding = itself=20 together, the Catholic university must = consciously=20 cultivate greater diversity. The goal, in the = words of=20 Peter Steinfels, is a "centered pluralism" in = which the=20 university will be "catholic" with both a large = and a=20 small "c": both universal and faithful to its = religious=20 traditions.

At Salve Regina this sense of = community is cultivated in a variety of ways, = from the=20 emphasis on common learning to rituals and = practices=20 that celebrate religious faith and community = values,=20 especially the sense of hospitality inherited = from the=20 Ireland of the original Sisters of Mercy. = Freshmen are=20 placed in learning communities of no more than = 15=20 students who take three first-year courses = together: the=20 portal course, "Seeking Wisdom"; a literature = course=20 entitled "What It Means to be Human"; and the=20 new-student seminar, which is taught by their = academic=20 advisors assisted by volunteer student mentors = drawn=20 from the sophomore, junior, or senior classes. = These=20 students attend class and study together, = collectively=20 participate in a variety of co-curricular = activities,=20 and even perform community service in groups.=20

Because of their focus on values and the = balance=20 they strike between liberal and useful learning, = teaching and research, and specialization and = breadth of=20 learning, Catholic institutions of higher = learning=20 differ from their secular counterparts enough to = constitute a distinctive choice in American = higher=20 education. But they remain clearly recognizable = as=20 universities. The delicate balance between the=20 university's intellectual pursuits and its = religious=20 commitments is preserved, and, it may be argued, = the=20 former is in many ways enhanced by the latter.=20

For most Americans, however, the sine = qua=20 non of being a university remains academic = freedom=20 and freedom of inquiry, and it is on this point = that the=20 balancing act for religiously affiliated = colleges and=20 universities becomes more challenging. Are such=20 institutions truly free in an academic sense? If = not,=20 are they really universities? And if so, can = they hold=20 onto their distinctive religious=20 character?

Within American Catholicism, = the=20 debate appears at first glance to be between the = colleges and universities on the one hand and = the=20 institutional Church on the other. Shortly after = the=20 close of the liberalizing and transforming = Second=20 Vatican Council, a small group of American = priests and=20 educators met at a conference center owned by = the=20 University of Notre Dame in Land O'Lakes, = Wisconsin. Led=20 by Fr. Theodore Hesburgh, then president of = Notre Dame,=20 their goal was to further the work of the = Council by=20 effecting a similar transformation of American = Catholic=20 higher education. The manifesto that resulted = from this=20 meeting, the Land O'Lakes statement, was a = clarion call=20 to Catholic universities to strive for = excellence in=20 academic terms: "The Catholic university today = must be a=20 university in the full modern sense of the word, = with a=20 strong commitment to and concern for academic=20 excellence. To perform its teaching and research = function effectively, the Catholic university = must have=20 a true autonomy and academic freedom in the face = of=20 authority of whatever kind, lay or clerical, = external to=20 the academic community itself."

Academic = freedom=20 was a constitutive element of a university, = Hesburgh=20 reasoned, and without it, it did not matter what = modifier you applied to the = institution=97Catholic,=20 Protestant, British, or American=97because the = institution=20 was no longer a university. The goal was that = the=20 Catholic university would be free, autonomous, = and still=20 Catholic.

The practical results of the = statement=20 were manifest. Within five years almost all = American=20 Catholic colleges and universities had = re-incorporated=20 separately from their founding religious orders = and were=20 controlled by independent boards of trustees = composed of=20 both laity and religious. Within a generation, = the=20 academic quality of many of these institutions = had=20 measurably improved. The first two goals of the = Land=20 O'Lakes statement were thus attained: American = Catholic=20 colleges and universities had achieved academic = freedom=20 and autonomy, the necessary conditions for = academic=20 excellence.

But were they still = Catholic? Some=20 in the Church, while praising the academic = achievements=20 of these institutions, wondered out loud if the = push to=20 achieve parity with secular institutions had = been=20 achieved at the loss of a Catholic identity. = Pope John=20 Paul II, himself a former university professor, = saw=20 Catholic universities as essential to his plans = to=20 transform the modern world, and in 1990 he = issued his=20 Apostolic Constitution on Catholic Universities, = the=20 Ex Corde Ecclesiae.

While this = document=20 contains many thoughtful and inspiring passages = on the=20 distinguishing characteristics of a Catholic = university=20 (that it should, for example, focus on social = justice=20 and strive to put its resources at the service = of the=20 underserved) and asserts the primacy of personal = conscience and the importance of academic = freedom, the=20 popular media have tended to focus on the = sections which=20 set the Ex Corde in opposition to the = Land=20 O'Lakes statement. The sections detailing the = relation=20 of the Catholic university to the Church have = aroused=20 the most controversy: the Ex Corde = asserts that=20 the Church must determine the Catholic = credentials of a=20 college or university, Catholic teachers of = theology=20 must obtain a mandate from the local bishop to = teach=20 Catholic theology, and universities should hire = a=20 faculty that is predominantly Catholic. =

The two=20 documents, one from the universities and one = from the=20 institutional Church, thus seemed on a collision = course.=20 So on April 9, 1999, the eve of the Catholic = bishops'=20 vote to approve the canonical requirements = outlined in=20 the Ex Corde, the Catholic journal=20 Commonweal predicted a dire future for = Catholic=20 higher education:=20

The first consequence of an = affirmative=20 vote by the bishops next fall will be = dissension.=20 Presidents, boards of trustees, and faculties = will=20 have to choose=97Catholic or Not Catholic, by = the=20 Vatican's definition. That in itself will = bring=20 division. Those who adopt the canonical = requirements=20 will forsake several distinctive features of = higher=20 education in this country=97autonomy, academic = freedom,=20 and pluralism. Those that refuse the = requirements may=20 face the anathema of a local bishop, a = religious=20 order, and the Vatican: they will be declared = Not=20 Catholic.

The scenario described = seemed=20 imminent, inevitable, and=97since similar = scenarios were=20 being played out in American Protestant colleges = and=20 universities=97fraught with a significance that = extended=20 beyond the Catholic community.

And yet, = six years=20 later, the impending disaster has not taken = place, and=20 the delicate balance of academic freedom and = Catholic=20 identity has been maintained. The bishops in due = course=20 did vote to endorse the Vatican's canonical=20 requirements, but the predicted division of = colleges and=20 universities into "Catholic" and "Not Catholic" = did not=20 happen, and the dismissal of professors or the = breaking=20 off of the universities from the Church did not = occur.=20 The last years of Pope John Paul's pontificate = passed in=20 relative peace for American Catholic colleges = and=20 universities, and many faculty and = administrators came=20 to regard the Ex Corde as formative = rather than=20 summative, a clear and precise guide for = institutions=20 striving to strengthen their religious mission = but not a=20 test for Catholic identity.

But now we = have a=20 new pope, another former university professor, = and in a=20 speech at Notre Dame in November 2005, the = secretary of=20 the Vatican Congregation for Catholic Education=20 suggested that the Church's policy of "wait and = see"=20 might be at an end and that Benedict XVI might = follow a=20 path of the "evangelical pruning" of Catholic = colleges=20 and universities that have become too secular, = declaring=20 them no longer Catholic. The Vatican secretary,=20 Archbishop Michael Miller, based his predictions = on a=20 reading of the new pope's previous writings on = Catholic=20 education.

Most faculty and = administrators agree=20 that being a Catholic college or university = ought to=20 mean something definite, and a gradual and = unconscious=20 slide into secularism is something to be = avoided. Being=20 declared "Not Catholic" would constitute a = hurtful loss=20 for any Catholic college or university in = America, as it=20 would constitute a break with its past and = perhaps=20 accelerate the drift toward secularization. At = the same=20 time, for the American Church to alienate its=20 universities would constitute a break with the=20 intellectual tradition that distinguishes it and = would=20 lead to a marginalizing retreat from the world.=20

David O'Brien of Holy Cross notes that = the best=20 way for the Church to exert its influence in the = modern=20 world is to keep up the dialogue between faith = and=20 culture, and the best way for the Church to = pursue this=20 dialogue is through its system of vibrant, = energetic,=20 and free Catholic colleges and universities. The = delicate balance of academic freedom and = Catholic=20 identity can and should be maintained.=20

Religiously affiliated universities of = all=20 faiths should and do offer a distinctive choice = in=20 American higher education, differing in clear = and=20 recognizable ways from their secular = counterparts. Fr.=20 Hesburgh was once asked if he hoped to make = Notre Dame=20 into the Catholic Harvard, to which he replied = no, he=20 wanted it to be the best Catholic university in = the=20 world. The distinction he makes constitutes a = nuanced=20 response to Shaw: a Catholic Harvard would = indeed be a=20 contradiction in terms, but that is not what we = seek.=20 Newman and Eliot reasoned from different = premises, and=20 their respective successors have pursued = different means=20 to different ends. For religiously affiliated = colleges=20 and universities since the 12th century, the = means have=20 always included the integration of faith and = learning.=20 And the end, so aptly described by Stephen = Hawking at=20 the conclusion of A Brief History of = Time,=20 remains nothing less than that we should know = the mind=20 of God.

____________
Stephen L. = Trainor=20 is dean of undergraduate studies at Salve Regina = University in Newport, Rhode = Island.

=A9 2007 The Carnegie Foundation = for the=20 Advancement of Teaching
51 = Vista=20 Lane, Stanford, CA 94305, 650-566-5100 | Map= =20 and directions

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FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .white_9pt_b { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .light_blue_9pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 11pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .light_blue_9pt_b { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .light_blue_9pt_bi { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: = 0px; FONT-STYLE: italic; FONT-FAMILY: 'Trebuchet MS', Helvetica, = sans-serif; TEXT-ALIGN: left } .white_9pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 11pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } TABLE.light_bg { BORDER-RIGHT: #a3a3a3 1px solid; BORDER-TOP: #a3a3a3 1px solid; = FONT-SIZE: 9pt; BORDER-LEFT: #a3a3a3 1px solid; COLOR: #434343; = BORDER-BOTTOM: #a3a3a3 1px solid; FONT-FAMILY: 'Trebuchet MS', = Helvetica, sans-serif; BACKGROUND-COLOR: #edeae6; TEXT-ALIGN: left } IMG.light_bg { BORDER-RIGHT: #737373 1px solid; BORDER-TOP: #737373 1px solid; = BORDER-LEFT: #737373 1px solid; BORDER-BOTTOM: #737373 1px solid } IMG.dark_bg { BORDER-RIGHT: #434343 1px solid; BORDER-TOP: #434343 1px solid; = BORDER-LEFT: #434343 1px solid; BORDER-BOTTOM: #434343 1px solid } IMG.light_bgno { BORDER-RIGHT: 0px; BORDER-TOP: 0px; BORDER-LEFT: 0px; BORDER-BOTTOM: = 0px } IMG.dark_bgno { BORDER-RIGHT: 0px; BORDER-TOP: 0px; BORDER-LEFT: 0px; BORDER-BOTTOM: = 0px } .dark_bg { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 9pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; COLOR: #ffffff; LINE-HEIGHT: 10pt; PADDING-TOP: 0px; = FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .dark_bg8 { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 8pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; COLOR: #ffffff; LINE-HEIGHT: 8pt; PADDING-TOP: 0px; = FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } P.light_bg { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 9pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 10pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } P.light_bg8 { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 8pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 8pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .light_bg { CLEAR: both; PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 9pt; = PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 10pt; PADDING-TOP: 0px; = FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .light_bg8 { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 8pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 8pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } TABLE.dark_bg { BORDER-RIGHT: #595959 1px solid; BORDER-TOP: #595959 1px solid; = FONT-SIZE: 9pt; BORDER-LEFT: #595959 1px solid; BORDER-BOTTOM: #595959 = 1px solid; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; = BACKGROUND-COLOR: #939393; TEXT-ALIGN: left } .dark_bg { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 9pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; COLOR: #ffffff; LINE-HEIGHT: 10pt; PADDING-TOP: 0px; = FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .intro_box { PADDING-RIGHT: 10px; PADDING-LEFT: 1px; FONT-SIZE: 9pt; PADDING-BOTTOM: = 10px; MARGIN: 0px; LINE-HEIGHT: 10pt; PADDING-TOP: 10px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .changebox { BORDER-RIGHT: #a3a3a3 1px solid; PADDING-RIGHT: 7px; BORDER-TOP: = #a3a3a3 0px solid; PADDING-LEFT: 7px; FONT-SIZE: 9pt; PADDING-BOTTOM: = 7px; MARGIN: 0px; BORDER-LEFT: #a3a3a3 1px solid; LINE-HEIGHT: 10pt; = PADDING-TOP: 2px; BORDER-BOTTOM: #a3a3a3 1px solid; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; BACKGROUND-COLOR: #e6e2dc; = TEXT-ALIGN: left } .formz_9pt { BORDER-RIGHT: #a4a4a4 1px solid; PADDING-RIGHT: 2px; BORDER-TOP: = #a4a4a4 1px solid; PADDING-LEFT: 2px; FONT-SIZE: 9pt; PADDING-BOTTOM: = 2px; BORDER-LEFT: #a4a4a4 1px solid; PADDING-TOP: 2px; BORDER-BOTTOM: = #a4a4a4 1px solid; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; = BACKGROUND-COLOR: #ffffff } ------=_NextPart_000_0000_01C94B1E.88BD9E00 Content-Type: text/css; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.carnegiefoundation.org/_css/c_style_printable.css .meta_row { FONT-WEIGHT: bold; FONT-SIZE: 8pt; VERTICAL-ALIGN: bottom; LINE-HEIGHT: = 9pt; BORDER-BOTTOM: #a3a3a3 1px solid; TEXT-ALIGN: center } .head_row { FONT-WEIGHT: bold; FONT-SIZE: 8pt; VERTICAL-ALIGN: bottom; LINE-HEIGHT: = 9pt; TEXT-ALIGN: right } .row { FONT-SIZE: 8pt; VERTICAL-ALIGN: bottom; LINE-HEIGHT: 9pt; TEXT-ALIGN: = right } .under { BORDER-BOTTOM: #a3a3a3 1px solid } .checker { WIDTH: 25px; HEIGHT: 25px; BACKGROUND-COLOR: #edeae6; TEXT-ALIGN: = center } .formz_8pt { BORDER-RIGHT: #a4a4a4 1px solid; BORDER-TOP: #a4a4a4 1px solid; = FONT-SIZE: 8pt; BORDER-LEFT: #a4a4a4 1px solid; BORDER-BOTTOM: #a4a4a4 = 1px solid; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; = BACKGROUND-COLOR: #ffffff } UL { DISPLAY: block; PADDING-LEFT: 40px; LIST-STYLE-POSITION: outside; = MARGIN-LEFT: 0px; LIST-STYLE-TYPE: disc } UL.dark_bg { PADDING-LEFT: 20px; COLOR: #ffffff; LIST-STYLE-TYPE: disc } UL.light_bg { FONT-SIZE: 11pt; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; = LIST-STYLE-TYPE: disc } #subnav1Layer { DISPLAY: block; Z-INDEX: 2; LEFT: 9px; VISIBILITY: hidden; POSITION: = absolute; TOP: 64px } #subnav2Layer { DISPLAY: block; Z-INDEX: 3; LEFT: 73px; VISIBILITY: hidden; POSITION: = absolute; TOP: 64px } #subnav3Layer { DISPLAY: block; Z-INDEX: 4; LEFT: 147px; VISIBILITY: hidden; POSITION: = absolute; TOP: 64px } #subnav4Layer { DISPLAY: block; Z-INDEX: 6; LEFT: 248px; VISIBILITY: hidden; POSITION: = absolute; TOP: 64px } #subnav5Layer { DISPLAY: block; Z-INDEX: 7; LEFT: 336px; VISIBILITY: hidden; POSITION: = absolute; TOP: 64px } #subnav6Layer { DISPLAY: block; Z-INDEX: 8; LEFT: 433px; VISIBILITY: hidden; POSITION: = absolute; TOP: 64px } #subnav7Layer { DISPLAY: block; Z-INDEX: 9; LEFT: 525px; VISIBILITY: hidden; POSITION: = absolute; TOP: 64px } A { TEXT-DECORATION: none } .dark_blue_8pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 11pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .dark_blue_8pt_bi { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 10pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 11pt; PADDING-TOP: = 0px; FONT-STYLE: italic; FONT-FAMILY: 'Trebuchet MS', Helvetica, = sans-serif; TEXT-ALIGN: left } .dark_blue_9pt_bi { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: = 0px; FONT-STYLE: italic; FONT-FAMILY: 'Trebuchet MS', Helvetica, = sans-serif; TEXT-ALIGN: left } .dark_blue_10pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 11pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .grey_8pt_b { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 10pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 11pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .grey_9pt_i { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 11pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: 0px; FONT-STYLE: = italic; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .grey_10pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 11pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .grey_10pt_b { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .orange_11pt_b { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 13pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .orange_10pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: normal; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .orange_10pt_b { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .orange_9pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: normal; FONT-SIZE: = 11pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 12pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .orange_8pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: normal; FONT-SIZE: = 10pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 11pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .orange_12pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 12pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 13pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .orange_12pt_b { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 12pt; PADDING-BOTTOM: 0px; MARGIN: 0px; LINE-HEIGHT: 13pt; PADDING-TOP: = 0px; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: = left } .orange_14pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 14pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 15pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } .orange_16pt_r { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 16pt; PADDING-BOTTOM: = 0px; MARGIN: 0px; LINE-HEIGHT: 17pt; PADDING-TOP: 0px; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-ALIGN: left } ------=_NextPart_000_0000_01C94B1E.88BD9E00 Content-Type: text/css; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.carnegiefoundation.org/_css/sb_form_style_printable.css .sb_form_data { FONT-WEIGHT: normal; FONT-SIZE: 9pt; COLOR: #000000; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-DECORATION: none } .fieldText { FONT-WEIGHT: normal; FONT-SIZE: 9pt; COLOR: #000000; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-DECORATION: none } .selectText { FONT-WEIGHT: normal; FONT-SIZE: 9pt; COLOR: #000000; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-DECORATION: none } .sb_form_data { FONT-WEIGHT: normal; FONT-SIZE: 9pt; COLOR: #000000; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-DECORATION: none } .sb_form_data { FONT-WEIGHT: normal; FONT-SIZE: 9pt; COLOR: #000000; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-DECORATION: none } .sb_checkbox_table { PADDING-LEFT: 10px; FONT-WEIGHT: normal; FONT-SIZE: 9pt; COLOR: = #000000; FONT-FAMILY: 'Trebuchet MS', Helvetica, sans-serif; = TEXT-DECORATION: none } .sb_form_required { FONT-WEIGHT: normal; FONT-SIZE: 9pt; COLOR: #000000; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-DECORATION: none } .sb_form_header { FONT-WEIGHT: bold; FONT-SIZE: 11pt; COLOR: #000000; FONT-FAMILY: = 'Trebuchet MS', Helvetica, sans-serif; TEXT-DECORATION: none } TEXTAREA { HEIGHT: 60px } ------=_NextPart_000_0000_01C94B1E.88BD9E00 Content-Type: application/octet-stream Content-Transfer-Encoding: quoted-printable Content-Location: http://www.carnegiefoundation.org/_js/dhtml.js /* DHTML REPOSITION CODE This file *should* work for all current common browsers. It will find = the relative x an y coordinates of each layer's parent element. Instructions for use -Each menu is laid out in a div tag in the main body, which has an = id=3D"subnav*Layer", where *=20 is a unique integer. -Each menu must have a parent element in the main page, which has an = id=3D"subnav*". The *=20 corresponds to the div tag's id * -Either in a CSS style sheet or a style tag in the main page, each menu = must have an id designation as follows: #subnav*Layer { position: absolute; z-index: **; visibility: hidden; = display: block; } where * equals the menu's number and ** =3D the menu's number + 1 -Each table cell in the menu needs the following code: onmouseover=3D"highlightSubnav(this); return true;" = onmouseout=3D"unlightSubnav(this); return true;" -each table cell in the parent element must have the following code: onmouseover=3D"highlightSubnav(this); showSubnav('subnav*Layer'); = return true;" onmouseout=3D"unlightSubnav(this); return true;" = onclick=3D"location.href=3D'(your link here)';" -Note that in the event your parent elements are arrayed vertically = rather than horizontally, each parent element must be in its own table! -Set the configuration variables, below. -this file must be included as a src for the main file in order to work: */ //alert("test1"); // Platform flags var agt=3Dnavigator.userAgent.toLowerCase(); var use_gebi =3D (document.getElementById) ? true : false; var ie4flag =3D (document.all) ? true : false; var ns4flag =3D (document.layers) ? true : false; var ns6flag =3D (use_gebi && !document.all) ? true : false; var safariflag =3D = ((agt.indexOf('safari')!=3D-1)&&(agt.indexOf('mac')!=3D-1))?true:false; var windowsflag =3D (agt.indexOf('window')!=3D-1)?true:false; var macIEflag =3D ((agt.indexOf('msie 5')!=3D-1) && = (agt.indexOf('mac')!=3D-1))?true:false; =09 var subnavShowing =3D false; var subnavExit =3D false; =09 var x =3D 0; // These variables are reset by the Get Location = functions var y =3D 0; //var ChildnavExit=3Dfalse;=09 =09 // // CONFIGURATION VARIABLES=09 // var enableDebug =3D 'no'; //options are 'alert', 'status', 'no' =09 var subnav_layers =3D 17; // Number of layers 14 var subnav_childmax =3D 15; //Number of child layers 7 var subnavOffsetX =3D 1; // Offsets are the distance that the menu = should offset from the=20 var subnavOffsetY =3D 21; // parent objects - usually the = height/width of the parent object and a border, if any. =09 var childnavOffsetX =3D 0; // Offsets are the distance that the menu = should offset from the=20 var childnavOffsetY =3D 1; // parent objects - usually the = height/width of the parent object and a border, if any. =09 var ie4OffsetX =3D 145; // absolute location of the top-left item of = the parent objects var ie4OffsetY =3D 65; // because IE 4 doesn't recognize the DOM = parent heirarchy of nested tables =09 var ChildnavExit=3Dtrue; //=09 // END CONFIGURATION VARIABLES // //debug function function doDebug(someOutput) { if (enableDebug =3D=3D 'alert') { alert(someOutput); } else if (enableDebug =3D=3D 'status') { status =3D someOutput; } return true; } =09 =09 //subnav positioning high-level mgmt function repositionLayers() { doDebug('repositionLayers()'); for (i =3D 1; i <=3D subnav_layers; i++) { setLayerPosition("subnav" + i); } return true; } =09 // layer positioning function setLayerPosition(myobjectName) { doDebug('setLayerPosition(' + myobjectName + ')'); var mylayerName =3D myobjectName + "Layer"; //alert(mylayerName); if (getPosition(myobjectName)) { tempx =3D x + subnavOffsetX; tempy =3D y + subnavOffsetY; =09 // Logic to find position if (safariflag) {=20 // now set layer top and left accordingly document.getElementById(mylayerName).style.left =3D (tempx) + "px"; document.getElementById(mylayerName).style.top =3D (tempy - 1) + = "px"; } else if (use_gebi && ns6flag) { =20 // now set layer top and left accordingly document.getElementById(mylayerName).style.left =3D (tempx) + "px"; document.getElementById(mylayerName).style.top =3D (tempy - 1) + = "px"; } else if (use_gebi && !windowsflag) { //alert(mylayerName); // now set layer top and left accordingly document.all[mylayerName].style.pixelLeft =3D (tempx); document.all[mylayerName].style.pixelTop =3D (tempy - 1); } else if (use_gebi && windowsflag) { // now set layer top and left accordingly document.all[mylayerName].style.pixelLeft =3D (tempx); document.all[mylayerName].style.pixelTop =3D (tempy - 1); //alert (windowsflag); } else if (ie4flag) { // now set layer top and left accordingly document[mylayerName].style.pixelLeft =3D tempx + 1; document[mylayerName].style.pixelTop =3D tempy; } else { x=3D0; y=3D0; return false; } // alert(tempx + ", " + tempy); return true; } } =09 // layer hiding and showing function showLayer(lay) { doDebug('showLayer(' + lay + ')'); if (ie4flag) {document.all[lay].style.visibility =3D "visible";} if (ns4flag) {document.layers[lay].visibility =3D "show";} if (ns6flag) = {document.getElementById(lay).style.visibility=3D"visible";} return true; } =09 function hideLayer(lay) { doDebug('hideLayer(' + lay + ')'); if (ie4flag) {document.all[lay].style.visibility =3D "hidden";} if (ns4flag) {document.layers[lay].visibility =3D "hide";} if (ns6flag) = {document.getElementById(lay).style.visibility=3D"hidden";} return true; } =09 //returns position of object in page function getPosition(myobjectName) { doDebug('getPosition(' + myobjectName + ')'); // Logic to find position if (use_gebi) { doDebug('using gebi...'); var o=3Ddocument.getElementById(myobjectName); x=3DsetLayerPositionPageOffsetLeft(o); y=3DsetLayerPositionPageOffsetTop(o); } else if (ie4flag) { doDebug('usingie4flag...'); x=3DsetLayerPositionPageOffsetLeft(document.all[myobjectName]); y=3DsetLayerPositionPageOffsetTop(document.all[myobjectName]); } else { doDebug("default"); x=3D0; //y=3D0; return false;=20 } return true; } =09 // Functions for IE, mozilla, safari to get position of an object function setLayerPositionPageOffsetLeft (el) { doDebug('setLayerPositionPageOffsetLeft(' + el + ')'); if (el !=3D "" && el !=3D null) { if (ie4flag && !use_gebi) { if (el.offsetLeft) { var ol=3Del.offsetLeft; while ((el=3Del.offsetParent) !=3D null) {=20 ol +=3D el.offsetLeft;=20 } ol +=3D ie4OffsetX; } else { var ol=3D0; } } else { var ol=3Del.offsetLeft; while ((el=3Del.offsetParent) !=3D null) { ol +=3D el.offsetLeft; } } } else { var ol=3D0; } if (macIEflag) { var macMarginLeft=3DparseInt(document.body.currentStyle.marginLeft); ol +=3D macMarginLeft; } return ol; } =09 function setLayerPositionPageOffsetTop (el) { doDebug('setLayerPositionPageOffsetTop(' + el + ')'); if (el !=3D "" && el !=3D null) { if (ie4flag && !use_gebi) { if (el.offsetTop) { var ot=3Del.offsetTop; while((el=3Del.offsetParent) !=3D null) { ot +=3D el.offsetTop; } } else { var ot=3D0; } ot +=3D ie4OffsetY; } else { var ot=3Del.offsetTop; while((el=3Del.offsetParent) !=3D null) { ot +=3D el.offsetTop; } } } else { var ot=3D0; } if (macIEflag) { var macMarginTop=3DparseInt(document.body.currentStyle.marginTop); ot +=3D macMarginTop; } return ot; } =09 //subnav hiding and showing high-level mgmt function showSubnav(lay) { doDebug('showSubnav(' + lay + ') mgmt function'); for (i =3D 1; i <=3D subnav_layers; i++) { hideLayer("subnav" + i + "Layer"); } showLayer(lay); subnavShowing =3D true; subnavExit =3D false; setTimeout("checkSubnav()",500); doDebug(lay); return true; } =09 =09 //periodic check to turn off subnav if user has left menu area function checkSubnav() { doDebug('checkSubnav()'); if ((subnavShowing) && (subnavExit)) { for (i =3D 1; i <=3D subnav_layers; i++) { hideLayer("subnav" + i + "Layer"); } subnavExit =3D false; } else if (subnavShowing) { setTimeout("checkSubnav()",500); } return true; } //subnav entry highlight function highlightSubnav(someObject) { doDebug('highlightSubnav(' + someObject + ')'); subnavExit=3Dfalse; return true; } =09 //subnav entry unlight function unlightSubnav(someObject) { doDebug('unlightSubnav(' + someObject + ')'); subnavExit=3Dtrue; return true; } // EVERYTHING BELOW HERE IS FOR THE SECOND-TIER (CHILD) NAV MENUS. //subnav hiding and showing high-level mgmt function showChildnav(lay) { doDebug('showChildnav(' + lay + ') mgmt function'); for (i =3D 101; i <=3D subnav_childmax+100; i++) { hideLayer("subnav" + i + "Layer"); } showLayer(lay); childnavShowing =3D true; ChildnavExit =3D false; setTimeout("checkChildnav()",500); doDebug(lay); return true; } =09 //periodic check to turn off childnav if user has left menu area function checkChildnav() { doDebug('checkChildnav()'); if ((childnavShowing) && (ChildnavExit)) { for (i =3D 101; i <=3D subnav_childmax+100; i++) { hideLayer("subnav" + i + "Layer"); } ChildnavExit =3D false; } else if (childnavShowing) { setTimeout("checkChildnav()",500); } return true; } //Childnav entry highlight function highlightChildnav(someObject) { doDebug('highlightChildnav(' + someObject + ')'); ChildnavExit=3Dfalse; return true; } =09 //Childnav entry unlight function unlightChildnav(someObject) { doDebug('unlightChildnav(' + someObject + ')'); ChildnavExit=3Dtrue; return true; } //Childnav positioning high-level mgmt function repositionChildLayers() { doDebug('repositionChildLayers()'); for (i =3D 101; i <=3D subnav_childmax+100; i++) { setChildPosition("subnav" + i); } return true; } // layer positioning function setChildPosition(myobjectName) { doDebug('setChildPosition(' + myobjectName + ')'); var mylayerName =3D myobjectName + "Layer"; if (getPosition(myobjectName)) { tempx =3D x + childnavOffsetX; tempy =3D y + childnavOffsetY; =09 // Logic to find position if (safariflag) {=20 // now set layer top and left accordingly document.getElementById(mylayerName).style.left =3D (tempx) + "px"; document.getElementById(mylayerName).style.top =3D (tempy - 10) + = "px"; } else if (use_gebi && ns6flag) { =20 // now set layer top and left accordingly document.getElementById(mylayerName).style.left =3D (tempx) + "px"; document.getElementById(mylayerName).style.top =3D (tempy - 1) + = "px"; } else if (use_gebi && !windowsflag) { // now set layer top and left accordingly document.all[mylayerName].style.pixelLeft =3D (tempx); document.all[mylayerName].style.pixelTop =3D (tempy - 1); } else if (use_gebi && windowsflag) { // now set layer top and left accordingly //alert(mylayerName); document.all[mylayerName].style.pixelLeft =3D (tempx); document.all[mylayerName].style.pixelTop =3D (tempy - 1); //alert (windowsflag); } else if (ie4flag) { // now set layer top and left accordingly document[mylayerName].style.pixelLeft =3D tempx + 1; document[mylayerName].style.pixelTop =3D tempy; } else { x=3D0; y=3D0; return false; } return true; } } =09 ------=_NextPart_000_0000_01C94B1E.88BD9E00 Content-Type: application/octet-stream Content-Transfer-Encoding: quoted-printable Content-Location: http://www.carnegiefoundation.org/_js/imageready_rollover.js function newImage(arg) {=0D if (document.images) {=0D rslt =3D new = Image();=0D rslt.src =3D arg;=0D return rslt;=0D }=0D}=0D=0Dfunction = changeImages() {=0D if (document.images && (preloadFlag =3D=3D true)) = {=0D for (var i=3D0; i