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Through online learning and our blended programming, Arrupe Virtual Learning Institute helps member Catholic high schools, their students, and teachers thrive. We are the leading resource for technology-infused Catholic education. Our mission is to provide the best online and blended college preparatory coursework for students, professional development for educators, and collaborative opportunities for Catholic schools. LOGIN WHY THE NAME ARRUPE? WHAT WE DO Through our online and blended programming, we help member Catholic high schools, their students, and teachers thrive. STUDENTS & PARENTS We do online and blended coursework for kids. Through our network of member schools, we offer a variety of program options to meet the needs and interests of their students. THE STUDENT BENEFIT TEACHERS & PROFESSIONALS We do professional learning, collaboration, and teaching opportunities for educators. Our network is filled with exceptional teachers. Our goal is to maximize their impact. TEACHER OPPORTUNITIES SCHOOLS & MEMBERS We work with and through schools. As a member-based organization, our student and teacher programming supplements and strengthens schools' offerings, solves problems, and opens doors. BECOME A MEMBER WHY ARRUPE? Fr. Pedro Arrupe believed in the power of relationships, writing, "In every person, with all of his or her concrete circumstances, there is a value that does not depend on me, but that makes that person like me. God is within the other, with his love, waiting for me. And this is a call I cannot neglect." MORE ABOUT ARRUPE OUR ACCOMPLISHMENTS & FOOTPRINT Over the past 3 years, we have had 10,204 student course enrollments had 1,002 dual credits earned for college See the AVLI Experience Thanks for the quality work you do and the opportunities you provide for our students. Sr. Katrina Lamkin, O.P. Rosary High School, Aurora, IL THE AVLI BLOG CROSS CURRENTS An Arrupe Virtual media platform to share and discuss important topics in education. Mastering Time Management for Success in Online Education LEARNING 3 min read Love as an Imperative FAITH & MEANING 6 min read "Kids These Days..." TEACHING 6 min read READ ALL BLOGS BE IN THE KNOW Subscribe to receive the latest blogs, news and updates. SIGN UP Thank you for subscribing!

From the teachers to the students to the programs themselves, there is much that goes into making the AVLI Experience what it is. Here, we're shining a light on what makes the AVLI network special. THE AVLI EXPERIENCE From teachers to students and the programs themselves, there is so much that goes into making the AVLI Experience what it is. Here, we're shining a light on what makes the AVLI network special. Aiden A Saint Peter's Preparatory School STUDENT HIGHLIGHT While a challenge and an adjustment to standard class styles, Aiden values the asynchronously format and its flexibility. Meet Aiden Aedan A Saint Peter's Preparatory School STUDENT HIGHLIGHT Aedan values the flexibility his courses has offered him and urges students to ask questions early and often. Meet Aedan Anoosheh A Valley Catholic High School STUDENT HIGHLIGHT Anoosheh values AVLI’s flexibility and advises planning ahead, managing screen time, and reaching out to teachers for support. Meet Anoosheh Gianluca B Gonzaga High School STUDENT HIGHLIGHT Gianluca recommends staying ahead on work and valued AVLI’s supportive teachers, making online learning feel personal. Meet Gianluca Maricar M St. Anthony School STUDENT HIGHLIGHT Grateful for the course structure and its organization, Maricar found it easy to do class work and keep track of it. Meet Maricar Mariam S Institutio Lix STUDENT HIGHLIGHT Mariam enjoyed learning how veterinary medicine varies by country and is grateful her passion is now her area of focus in college. Meet Mariam Riley S Academy of the Holy Names STUDENT HIGHLIGHT Riley found the online experience successful when she stayed disciplined and held herself accountable. Meet Riley Nicholas P De Smet Jesuit High School STUDENT HIGHLIGHT In his senior year, Nicholas was most surprised by the relationship he was able to form with his teacher, all while being virtual. Meet Nicholas Mr. Owsley Formerly at Rockhurst High School TEACHER HIGHLIGHT Giving the students the power to control their learning, Mr. Owsley sees how virtual learning creates life-long skills. Meet Mr. Owsley Mr. Zucker Loyola High School TEACHER HIGHLIGHT Blending virtual learning with typical school work, Mr. Zucker understands the skills gained in these areas build strong futures. Meet Mr. Zucker Mr. Nardella Gonzaga College High School TEACHER HIGHLIGHT Mr. Nardella values the flexibility AVLI offers students and schools and enjoys the connections made with students from all over. Meet Mr. Nardella Ms. Haleas Saint Ignatius College Prep TEACHER HIGHLIGHT Ms. Haleas shares her passion for social studies with students and emphasizes the importance of staying organized. Meet Ms. Haleas Mr. Bernard Scranton Preparatory School TEACHER HIGHLIGHT Unsure of the virtual classroom at first, Mr. Bernard is now incredibly grateful for the opportunities AVLI has given him. Meet Mr. Bernard Mr. Maxwell McQuaid Jesuit High School TEACHER HIGHLIGHT Mr. Maxwell says the secret to student success is time commitment and discipline will take them far in their academic careers. Meet Mr. Maxwell Dr. Reagan Rockhurst High School TEACHER HIGHLIGHT Dr. Reagan values communication in his classroom and appreciates the flexibility AVLI offers students to maintain graduation aims. Meet Dr. Reagan

While a challenge and an adjustment to standard class styles, Aiden values the asynchronously format and its flexibility. All Highlights STUDENT HIGHLIGHT Junior Aedan A. Saint Peter's Preparatory School AVLI Courses Taken Intro to JavaScript Intro to C++ AP Computer Science A What piece of advice would you give a student considering taking an AVLI course? Adopt proper self-studying skills. I think that when you are given the freedom to complete your work asynchronously, it's tempting to do everything at the last minute (that's what I went through, at least). Personally, I work a lot better when someone is there to supervise my submissions and assessments. However, AVLI has allowed me to be independent in this regard and has taught me that practicing discipline, engaging with the material, and maintaining a healthy work schedule are all tenets to success in not just online courses, but most of my other classes as well. What surprised you most about your AVLI course experience? I was most surprised by the flexibility that my teachers had in regard to both their late policies and openness for individualized support. I think Mr. Maxwell , my AP Computer Science A teacher, is a prime example of these values. He allows for assignments to be turned in at the pace of the student in case they might need an extra few days to catch up, whether the delay comes from difficulties with the course or external circumstances. He also encourages students to contact him if there are any roadblocks in their learning as well, and I've seen his office hours greatly benefit my friends who also take his class. My APCSA course has definitely been a safe haven in the midst of such a chaotic school year, and I'm so grateful for its forgiving nature.

In today's fast-paced world, managing time effectively is crucial for achieving academic success, especially in online learning environments. For high school students, balancing schoolwork, extracurricular activities, and personal responsibilities can be challenging. However, with the right strategies, students can not only manage their time more efficiently but also cultivate self-discipline and motivation, setting them up for future success in college and beyond. Understanding the Importance of Intentional Time Management Treating online courses as a priority is essential for success. Unlike traditional classroom settings, online learning requires students to be proactive in managing their time. The "when I can get to it" approach often leads to procrastination and missed deadlines, which can increase stress and negatively impact learning outcomes. By intentionally carving out dedicated time for online coursework, students can ensure they stay on track and make the most of their educational experience. Strategies for Effective Time Management in Online Learning Creating a Structured Schedule Setting up a structured schedule is the foundation of effective time management. Here are some tips to help you create a productive routine: Dedicated Time Blocks: Allocate specific times each day or week for your online coursework. Use digital tools like Google Calendar to block out these times and set reminders. Balancing Responsibilities: Ensure your schedule allows for schoolwork, family time, extracurricular activities, and personal relaxation. It's important to maintain a healthy balance to avoid burnout. Peak Energy Times: Schedule your most challenging tasks during your peak energy times. For most teens, studies show that energy levels tend to dip in the mid-afternoon, so avoid scheduling difficult tasks between 2:00 PM and 4:00 PM. Optimal times for focus often include early morning, late morning to early afternoon, late afternoon, or evening. Prioritizing Tasks Prioritizing tasks helps you focus on what's most important and manage your time more efficiently. Here are some strategies to help you prioritize effectively: SMART Goals: Set Specific, Measurable, Achievable, Relevant, and Time-bound goals. For example, "I will improve my grade in math by completing all homework assignments on time and attending online tutoring sessions once a week until the end of the semester." Setting Priority Levels: Create a system to rank tasks based on their importance and urgency. For example, use numbers 1-3, with 1 being the highest priority. Complete tasks in that order to ensure the most critical assignments get done first. Color-Coding System: Use a color-coding system to categorize tasks. For example, use blue for math assignments, green for science, and yellow for English. Alternatively, you can color-code by task type: red for tests, yellow for homework, and blue for projects. Minimizing Distractions Creating a distraction-free environment is crucial for maintaining focus. Here are some tips to help you minimize distractions: Dedicated Study Space: Set up a quiet, organized study area at home. Ensure it's free from distractions like TVs and video games. Here are some tips for setting up this space at home. Digital Distractions: Use tools like website blockers (e.g., Freedom, SelfControl) to limit access to social media and other distracting websites during study sessions. Communicate Boundaries: Let family members know when you need uninterrupted study time. Set clear boundaries to minimize interruptions. Maximizing Productivity Maximizing productivity involves using your time wisely and taking care of yourself. Here are some strategies to help you stay productive: Pomodoro Technique: Work in focused 25-minute increments, followed by a short break. This technique can help you stay concentrated and avoid burnout. Regular Breaks: Take longer breaks every few hours to stretch, move around, or meditate. This helps maintain energy levels and mental clarity. Self-Care: Aim for 8-10 hours of sleep each night, as studies show this is essential for teens aged 14-18 to support cognitive function and overall well-being. Staying Motivated and Accountable Staying motivated and accountable is essential for maintaining discipline and achieving your goals. Here are some tips to help you stay on track: Personal Rewards: Set small rewards for yourself when you achieve your time management goals. This could be something as simple as watching an episode of your favorite show, hanging out with friends or enjoying a special treat. Accountability Partner: Find a friend or classmate who is also pursuing online education. You can support each other by sharing goals, progress, and challenges. Reflecting on Progress: Regularly review your progress and adjust your strategies as needed. Celebrate your successes and learn from any setbacks. Mastering time management is a skill that not only enhances academic performance but also fosters self-discipline and motivation, setting you up for success in college and beyond. By intentionally scheduling time for online coursework, prioritizing tasks effectively, minimizing distractions, maximizing productivity, and staying motivated, students can achieve their academic goals and prepare for a successful future. Remember, time management is a journey, and it's okay to make adjustments along the way. Start by implementing one new strategy each week, and watch how it positively impacts your academic success.

When I wrote the following last week, it was intended for a different audience, and my plan was to adapt a second piece specifically about love and Catholic schools.  Based on Friday’s events, however, I feel the need to share this piece now to highlight the love imperative, and then follow it up with an additional post about the importance of Catholic schools in bringing more love into the world.  Noting what has occurred, it might be prudent to rewrite portions of this, but here it is as is. I'm no expert on love, so please feel free to respond to me directly at jhausman@arrupevirtual.org  should you wish to share your thoughts.   Throughout history, humanity has demonstrated a stubbornly consistent propensity to hate our neighbors - whether it’s the Hatfields and McCoys, the sports programs of rival schools, far left Democrats and far right Republicans, or neighboring nations. This likely emanates at least partially from our innate survival instincts which signal us to be wary of others outside our trusted clan. Part of it too is likely a learned response - sort of the “once bitten twice shy” phenomenon. Whether we’re an individual walking down an unfamiliar street at night or a nation responding to a global conflict, we are only partially in control of our feelings and our relationship to our previous experiences. Regrettably, some level of hate/intolerance is difficult to avoid. However, there are points in time when hatred and the vitriol that accompanies it reach heightened levels, and it feels as though we are enduring one of those periods. Even when we’re on our best behavior, there seems to be a level of hostility sitting just beneath the surface that is ready to be activated by the slightest of triggers. A factor in this was the rise of cancel culture where militant inclusivity led to rampant exclusivity, and the concept of the “microaggression” produced an irrational imbalance in the negotiation of communal living. This and other factors have led to a cycle of one-upmanship in which the offended becomes the offender. The low bar of tolerance doesn’t even register as an acceptable response. This is the state of our nation and world as we enter a new and unsettled era marked by a second presidential term for Team Trump.   Mass deportation and dismantling of USAID have been some of the earliest action items of the current administration. Facing potential headwinds to particularly controversial practices, J.D. Vance (like MANY, MANY politicians before him) has recently referenced a religious principle to establish moral grounding for their current course of action. In this particular instance, he builds a case  around the Catholic principle of ordo amoris  - rightly ordered love. Many have been critical  of his use of this principle while others have come to his defense. For me, this discourse misses the mark in that it focuses on how we order  love rather than considering the fundamental question, “How do  we love?” Love is one of those unique words that can be either a noun or a verb. The Ancient Greeks established a framework  for considering love as a noun. Within this framework, agape  is considered the highest form of love and it is a pillar of Christian faith. It is also the most difficult to practice as it requires kindness, patience, empathy, selflessness, and sacrifice. When sin enters our lives, it is often manifest in an absence of agape. As a verb, love can be either transactional or relational. Transactional love is about the things we do. Based on the various love types, we are presented with opportunities to demonstrate attraction/desire/commitment/care/compassion, and we choose appropriate actions to exhibit our love accordingly. Regarding agape, the corporal works of mercy  are the preeminent example of Christian transactional love. Because our actions are bound by time, place, circumstance, and capacity, transactional love has its limits and, thus, ordo amoris  could provide a means for ordering and choosing between honorable acts.   Relational love is love through encounter. It is recognizing the inherent dignity and worth of the other, and desiring the best for them. What makes this form of love a verb is that it involves seeing, hearing, and affirming. What it doesn’t  require is an action plan - just a disposition. This is the more expansive form of love, and because relational love is truly boundless, ordo amoris  has no bearing.  Unfortunately however, in spite of its abundant capacity, in recent years relational love has been in conspicuously short supply in most all of our encounters as individuals and collectives. This is the love that is missing from the current national discourse on immigration, deportation, foreign aid, and a whole host of other issues on national and local levels.  I’m not here to debate immigration and deportation policy. All nations must struggle to determine how best to serve those within their borders, balancing the needs of its citizenry while also being a part of the world economy. Immigrants play an important role. They can also put a strain on resources. It is the government’s obligation to establish and enforce  reasoned laws and policies to address current-day realities for the health and wealth of its people, including its immigrant population. Since what’s at stake is both humanitarian and economic, it is most certainly among the thorniest issues, and, regrettably, one with no clear path.  By referencing ordo amoris , Mr. Vance attempts to neatly catalog our responsibilities to an oversized problem that has outstripped our capacity to care. For me, this thinking is incomplete in so much as it assumes that both our capacity to care and our resources have finite upper limits. While this is certainly true of the latter, there is no limit to love. I remember as a young husband and father feeling sorry for my first child during the period of my wife’s second pregnancy. I loved my first so completely; it felt inconceivable to have to share that love with another child. That all changed the moment I held my second child for the first time. That’s the moment I truly comprehended the concept of abundance. We are in awe of God’s grandeur. Noting that God is love, we should be equally in awe of the limitless grandeur of love.  Policy decisions aside, what is bothering me is the nature of our discourse, whether it be about immigration or any other issue being debated in the public square. Not only have we closed our ears to the cry of the poor (see Proverbs 21), we have actively demonized, maligned, and discounted others to rationalize our actions. How have we allowed ourselves to get to this place? Is common decency, respect, and tolerance really that high of a bar? Is it really ok to refer to others as a “basket of deplorables” (Hillary Clinton), or “animals”, “not human”, and “snakes that bite” (Donald Trump)?  Certainly, evil exists in our world, and there are individuals and networks of people intent on perpetrating harm. Vigilance in this regard is important. Most people, however, are not evil, and they shouldn’t be defined as such simply because they don’t think or act a certain way. You can’t use such disparaging language and expect others to not be offended and spiteful. We need to do better.  Regarding our government and its officials, some may ask if it’s appropriate to expect them to factor agape-love into their decision making. My response would be that if “In God We Trust” is to be taken seriously as our national motto, then, yes, treating others with dignity and respect should be the expectation. And, no, this is not antithetical to placing limits and restrictions on government programs and spending. Politics is messy, but neither Democrats nor Republicans hold the deed to the American ideal. A bit of humility and grace is certainly in order.  One last thing. As C.S. Lewis suggests in the following passage, the paradox of relational love is that while there are no transactional strings attached, it involves the greatest commitment, risk, and emotional bandwidth. While playing it safe and choosing NOT to love may seem like a prudent choice, it has its own perils, so why not go big and dare to love? There is no safe investment. To love at all is to be vulnerable. Love anything, and your heart will certainly be wrung and possibly be broken. If you want to make sure of keeping it intact, you must give your heart to no one, not even to an animal. Wrap it carefully round with hobbies and little luxuries; avoid all entanglements; lock it up safe in the casket or coffin of your selfishness. But in that casket—safe, dark, motionless, airless—it will change. It will not be broken; it will become unbreakable, impenetrable, irredeemable. The alternative to tragedy, or at least to the risk of tragedy, is damnation. The only place outside Heaven where you can be perfectly safe from all the dangers and perturbations of love is Hell. ― C.S. Lewis, The Four Loves CONTRIBUTOR: Jeff Hausman, AVLI President vol 7 issue 4

I was saddened by the recent passing of Jimmy Carter. I’m not smart enough to provide commentary on his merits as a President, but few could question his unwavering faith, charity, and humility. He was, as those in Jesuit circles would say, a person for and with others.  While he largely stayed out of the limelight post-presidency, Mr. Carter occasionally used his celebrity to advance a cause (sometimes creating controversy). But he did this sparingly and with great deference and calculation. By employing this practice prudently rather than freely weighing in on every cause de jour, there was substance and weight that produced the intended result which, most often, was attention to a social need or humanitarian injustice. He also put deeds above dialogue. Take his long standing relationship with Habitat for Humanity. Did he speak favorably about the organization? Certainly. But mostly, he just got to work. His presence was his endorsement.  In John’s Gospel, at the height of John the Baptist’s success, there was a dramatic point of inflection where John recognized that to serve his true call, “He [Jesus] must increase; I must decrease.”  I get the sense that that is how Mr. Carter approached most of his personal encounters, whether it be with a world leader or a youngster in Sunday school. I like to think that Arrupe Virtual models this practice as well - working softly and behind the scenes to lift our member schools up. That, too, is the role of Catholic schools - to create the conditions to allow our students to have their moments while teachers, coaches and staff stand quietly by in the shadows. There is often considerable complexity in creating the conditions for student success, and the best schools do this with great intention. However, it’s the “standing quietly in the shadows” that is most difficult.  Recently the Chronicle of Higher Education began promoting a new publication called Understanding the Gen Z Student . The lead to their promotional email stated, “Today’s students are arriving at college with a deficit in necessary skills, among them reading, note-taking, and working independently. Faculty members are finding in their classrooms an indifference to cheating and a transactional view of the college experience.” The statement that “students are arriving” with these deficits connotes a level of defect in young people that places blame on some earlier entity in the educational supply chain, namely secondary schools. In turn, those in secondary education point the finger at the primary level, and, finally, primary school educators find fault with the lack of funding for child care and early childhood education. In short, everyone - from educational professionals, to parents, to politicians, to social workers, to business leaders, to taxpayers - gets to throw their hands in the air and shake their heads in exasperation. The problem, you see, must be the system; how can the investment of so much time and money be so fruitless? I don’t want to dismiss the Chronicle’s claims regarding Gen Z as we at AVLI have witnessed some of the same attributes among a notable subset of students taking AVLI coursework, and efforts must be taken to address this. What I’ve come to appreciate, however, is the amount of oxygen that’s been consumed over multiple generations detailing all that is wrong with “kids these days” and how our system of education has failed them. If World War II in the 1940s galvanized the United States around a call to vastly expand the Nation’s educational footprint, every decade since has galvanized people around the need to complain about it. We have literally gone from educational “crisis” to educational “crisis” without break since the 1950s with the pendulum swinging back and forth between arguments for more conservative and more progressive approaches.  Despite this enduring “crisis”, the interesting thing is that a majority of American adults look back on the earlier stages of their life with some level of satisfaction. They fondly remember certain experiences, friends, and teachers; they revisit certain disappointments with a perspective that comes with age; and most, I suspect, look back with some degree of melancholy over all of their wasted effort in trying to circumvent learning opportunities in favor of an alternative activity that held their attention at a particular moment’s time. In other words, they recognize that their educational system afforded them the opportunity to learn, they simply chose not to in some instances and, years later, there’s a bit of regret.  I wasn’t a bad student, but I was one of the underachievers. I was not much of a reader outside of school and in high school and college I always preferred used books where somebody else had already gone through and highlighted the important stuff. I lied to my parents about having my homework done, and at times avoided eye contact with my teachers in class, knowing that I was unprepared for any questions they might throw my way. Perhaps in some ways this was you too. Can we really blame the educational systems of our childhoods for this?  For the past 75 years, each generation has expressed their dissatisfaction with “kids these days”. It’s probably time that we recognize that a big part of the problem is us, the adults. After all, we’ve been the ones to create the next breakthrough technologies in the name of “a better life”. We’re the ones who have altered the information, media, and entertainment landscapes. We’re the ones who place a premium on convenience and expedience. We’re the ones who invented the sound bite.  We’re the ones to sow unrest and distrust as a way of forwarding a particular agenda. We’re the ones who always want to be right and to win at all costs (even with youth sports!). Is it any wonder that the next generation of kids always has a hard time living up to their elders’ often-conflicting expectations? Are any of these things categorically wrong? No, this is what “progress” looks like in a broken world. And it’s the unenviable landscape that schools are required to negotiate when attempting to create the conditions for student success (along with doing their best to ensure student safety, monitoring various aspects of student health, ensuring students are fed, and more). An additional complicating factor is that schools are like petri dishes. Every moment of every day, every life within its walls is evolving as single entities and in response to each other and their shared environment.  How then does one go about the business of school reform among such complexities and competing educational interests and philosophies? The best answer is “ with great care .” This is where “standing quietly in the shadows” becomes the order of the day, and it’s most central to the teaching vocation. My colleague Gabrielle Martin recently used the term bearing witness  to describe her relationship with her students. Through their witness, teachers set out to serve as proof that the giftedness of each student exists and is acknowledged. I was speaking with my team the other day about the pendulum of educational movements, and the need for us to struggle to identify those few important items that sit at or near equilibrium - seeking something durable to serve as the foundation for AVLI’s continued development. The one word I continually come back to no matter the educational institution, practice, or philosophy is hope. Hope is the single item in abundant supply among all educational stakeholders. In hope, there is a shared belief in the promise of each young person and a desire to see that promise blossom.  Hope exists in public schools, often abundantly. However, there exists a sacred nature to hope within the Catholic context as something graced by God out of His divine love for each of us. This fundamental acknowledgement provides purpose and dignity, animating the work of Catholic schools. This, I believe, enables students to endure a bit longer, and it serves as the “secret sauce” that so many parents witness in their children’s Catholic school experience - whether they themselves are Catholic or not.  At this point, it’s important for me to acknowledge how fortunate I was growing up. My parents valued education and invested a portion of their modest means in sending my siblings and me to Catholic schools. It’s impossible to speculate how my life’s journey would be different today without that choice. What is certain is that I always felt cared for at home and at school. Many many people endured and continue to endure very difficult circumstances in their youth, and our educational institutions have let some of them down. Thus, in the name of hope, we mustn’t lose the resolve to do better. Ever. CONTRIBUTOR: Jeff Hausman, AVLI President vol 7 issue 4