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This is the initial installment of a two-part story narrating the process of embedding the Ignatian Pedagogical Paradigm (IPP) into the curriculum of four core courses in the College of Professional Studies at Marquette University in Milwaukee, Wisconsin. This article provides a template for faculty development when integrating the IPP into undergraduate courses at a Jesuit University. The trainer followed the recommendation of the 1989 International Commission on the Apostolate of Jesuit Education (ICAJE), which states “Teachers need much more than a cognitive introduction to the Paradigm. They require practical training that engages and enables them to reflect on the experience of using these new methods confidently and effectively.”1 The first part of this article provides the reader with the trainer’s immersion and utilization of the IPP by using the IPP constructs of context, experience, reflections, actions, and evaluation. In the second part of this article the four participants share their reflections regarding the challenges of understanding the IPP as well as the benefits of adapting their teaching, curriculum, and rubrics to insure the successful integration of the IPP into their courses. The second part of this article reports the participants’ thoughts and activities related to comprehending and developing the major constructs of the IPP: Context, Experience, Reflection, Action, and Evaluation. Therefore, it has a conversational tone of a shared learning experience to illustrate for the reader the deeply reflective process each participant experienced in becoming an IPP learning community. It includes a description of the process used to collect data to determine the impact of the IPP on the instructor as the courses were taught. A future article will describe the data analysis, conclusions and recommendations.



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