Who are the women behind the ‘M’ in LMU? This question inspired a Women’s and Gender Studies course titled “The Marymount Tradition,” focused on preserving the histories of Marymount College, the Loyola-Marymount merger, and the Sisters of the Congregation of St. Joseph of Orange (C.S.J.) and the Sisters of the Religious of the Sacred Heart of Mary (R.S.H.M.).
“After the 2024 Mary Milligan Lecture,” said Mairead Sullivan, professor and chair of Women’s and Gender Studies, “I was reflecting with Professor Layla Karst on how remarkable the women religious at LMU are — and how much more we could be doing to honor our Marymount and CSJ traditions alongside our Jesuit heritage,” Sullivan developed and taught the course during the spring 2025 semester.
In “The Marymount Tradition,” students examined the legacy of Marymount College and the Loyola-Marymount merger through a feminist lens, gathered oral histories, and used historical documents, audio clips, and more to create a StoryMap showcasing their research. By engaging directly with archival materials at the William H. Hannon Library, students learned to approach primary sources critically, asking who was centered in LMU’s historical narrative, who was omitted, and how our language around gender, justice, and institutional identity has evolved.
“This course was about preserving memory, yes, but also about questioning how it’s shaped and by whom,” said Sullivan. “Students also took a hands-on approach to critically and creatively engage with this history.”
Sally Phelan ’25, a senior women’s and gender studies major, was joined in the seminar by Sam Qualls ’26, Laura Haushalter ’26, Layla Campos ’27, and Isabella Fernando ’26. Early in the semester, students focused on learning how to collect and preserve oral histories and worked in collaboration with Professor Jennifer Abe, interim director of the Marymount Institute, to identify women religious and alumni connected to Marymount before, during, and after the merger. They developed a thoughtful interview guide and participated in interactive workshops to learn interviewing, recording, and transcription techniques. Students also became familiar with LMU’s digital tools and archival resources to support their research.
As the course progressed, they formed project teams with clearly defined roles — such as project manager, researcher, editor, and digital curator — and identified key themes and narratives to shape their final digital exhibit.
“One of the biggest takeaways for me was learning about the resources available to students, as well as how to use those resources,” said Phelan. “I didn’t realize we had access to tools like website builders and GIS StoryMaps, or that we could work directly with primary sources from the archives. All of this is helpful for students who want to grow as researchers and learn how to build and conduct their own projects.”
The students were fortunate to interview Lane Bove, former senior vice president of Student Affairs; Mary Elizabeth Ingham, C.S.J., professor emeritus of philosophy; and MaryAnne Huepper, C.S.J., associate director of the CSJ Center for Reconciliation and Justice, all of whom were students during the merger. Additionally, they interviewed Judith Royer, C.S.J., who began as faculty in theatre in 1973, the first year of the merger. Through these interviews, the students collected many impressive and inspiring stories.
Bove and Sister Ingham shared the story of Raymunde McKay, R.S.H.M., who served as Marymount College president during the affiliation and merger with Loyola University. During negotiations on the name, Sister Renee Herrangue, a trustee during the merger, came to Sister McKay and said, “They’re not going to put any of the Marymount name there. They want to keep it Loyola.” Sister McKay responded, “Go back and tell them: no Marymount, no merger.” In 1973, the two schools merged under the name Loyola Marymount University.
In an audio clip included in the students’ StoryMap, Bove says, “Good for Raymunde McKay, that she had the foresight to understand that without the ‘M,’ that part of the university’s history would likely have been forgotten.” To celebrate Sister McKay’s gumption, students created “No Marymount, no merger” stickers, which they gave away as part of their presentation.
Students also shared that they genuinely enjoyed getting to know their interviewees and hearing their stories. They were especially inspired by the activism of the women religious at LMU, who took bold stands on social justice issues—protesting the Vietnam War and standing in solidarity with farm workers by supporting the consumer boycott of non-union grapes. As one memorable example, Sisters Ingham and Huepper chose not to eat store-bought grapes for 20 years to support the boycott.
The course sharpened the students’ interview skills and their appreciation for creating an environment in which interview subjects felt comfortable and willing to share, as well as their respect for preserving history. While researching, Phelan discovered a document in the LMU archives that explained why Sister McKay and Reverend Charles S. Casassa, S.J., Loyola University president, believed that relocating Marymount onto Loyola’s campus would benefit both institutions. This was a crucial decision, as the affiliation eventually led to the official merger of the two schools. Some of the reasons they provided included a more efficient use of physical space, increasing student enrollment, strengthening academic goals, boosting funding, and enriching both university communities.
“This document is a favorite because it’s a great example of how valuable it is to preserve historical documents and demonstrates how we utilized LMU’s archives in this project,” said Phelan. “A lot of the time, we know that a specific event in history happened, but we don’t always know why it happened or the reasoning behind it. One of my favorite parts of working on this project was exploring primary sources and learning more about how and why LMU became the institution it is today.”
The project also highlighted how women at LMU continue to shape the university’s mission, spaces, and values. One of Marymount College’s distinct contributions following the merger was its strong emphasis on the fine and performing arts — a tradition that remains vibrant today. This legacy is carried forward through the Marymount Institute for Faith, Culture, and the Arts, which works to strengthen the presence of the Marymount tradition within the LMU community. The Marymount core curriculum also championed engaged and global learning, which remains a focus at LMU and in the LMU Bellarmine College of Liberal Arts.
The work completed by students this semester laid a strong foundation for future cohorts to build upon. Professor Sullivan is collaborating with Elizabeth Drummond, associate professor of history and incoming director of the Marymount Institute, to ensure the project continues and grows.
“This seminar was a pleasure to teach and exemplified the intellectual rigor, community engagement, and sense of purpose central to LMU courses,” said Sullivan. “It blends the university’s commitment to undergraduate research and engaged learning with practical skill-building that will serve students well in their future endeavors.”