Date of Award

Spring 3-6-2014

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Elaine Walker, Ph. D.

Committee Member

Daniel Gutmore, Ph. D.

Committee Member

Rev. Robert Murray, O.S.A., Ph. D.

Committee Member

James Devine, Ed. D.

Keywords

Teaching Values, SAVI, Augustinian, Groome’s Shared Praxis Model, Education, Religion

Abstract

Educational leadership understands the importance of teaching values in its schools and incorporates this philosophy into the school’s symbolic and structural systems. Roman Catholic Church leaders have always endorsed the teaching of values in its schools and this position was sanctioned at its Second Vatican Council (Vatican Council II, 1962-65). One aspect of the Council emphasized the importance of Catholic education as an essential vehicle for proclaiming the Good News of Jesus Christ. Catholic schools founded and sponsored by religious communities were challenged to reappropriate their founders’ charisms in their educational ministries. The Order of St. Augustine is an example of a religious order that has responded to this call to reappropriation in modern times by viewing the world in which they are called to serve through an Augustinian lens. Sharing with other religious communities of men and women in the Post Vatican II reality of declining vocations to religious life and ordained ministry, the Order of St. Augustine has made conscious efforts to assure the future of its charisms within its educational ministries. This study assesses the effectiveness of the Student Augustinian Values Institute (SAVI) as a vehicle for addressing this reality. Employing a QUAN-Qual mixed research and case study methodology, this study assesses the effectiveness of the SAVI’s experience of heightening students’ understanding and experience of the Augustinian core values of Veritas (Truth), Unitas (Unity), and Caritas (Love). To that end, this study employs a researcher constructed questionnaire, supported through models of cognitive, psychosocial, and faith development.

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