Giving to the College of Education and Public Service
Goal 1: An Endowed Faculty Professional Development Fund for Curricular Enhancement ($1 million)
The College is seeking an endowment to support curriculur enhancement. Because the problems of the urban environment are complex, no one discipline can claim exclusive knowledge of either the problem definition or the solution. The Jesuit tradition, while respecting the differences in goals and methodologies among the various branches of knowledge and competencies, is also one that tries to find ways to transcend these boundaries in order to forge a community of scholarship and service. The core curriculum of the College of Education and Public Service provides a unique educational framework that is interdisciplinary, applied, and centered on service learning.
The next step in curricular development for the College is to create a graduate curriculum that provides problem-based learning experiences. Building on a successful housing seminar that brings together students from urban planning, law, architecture, social work, and business to work on a real community housing issue, problem-based learning would be extended to include those studying school leadership, health care outreach, and public policy. As part of the campaign for Saint Louis University, "Where Knowledge Touches Lives," the College seeks to raise an endowment of $1 million to support faculty development in the area of problem-based learning.
Professor Paul Shore confesses he's a likely subject when talking about faculty professional development because he frequently visits the dean, seeking funding for his research.
A current project of his focuses on the history of Jesuits in Eastern Europe. "They have interacted with all the different ethnic groups who have lived there, he notes. "Funding is needed to do research," he allows matter-of-factly. "But it's not just research and publication that benefits from a professor's travel abroad," Shore says. "In getting to the documents, I meet people living today with stories about their lives. I went looking for a book and met a man who survived the Holocaust. I didn't go to meet him, but there he was. And my encounter with him plays a role in my classroom performance. Such encounters are useful to bring home. We Americans tend to be self-focused. To be able to tell the stories of those I've met enriches the students' understanding of the contemporary context that the history has helped form."
Shore is no stranger to funding from the College of Education and Public Service. Last fall, he gave a paper on dramas written and produced by Jesuit schools in the 1700s at an international drama conference in Hungary. A year earlier, he served as a guest lecturer at the Kiev Institute of Humanities in Ukraine. The College Faculty Development Fund has supported all of these activities plus Professor Shore's positions as visiting scholar at the University of Edinburgh, Scotland; the University of Wroclaw, Poland; and at Harvard Divinity School.
An endowment fund will insure that faculty research is supported, disseminated and integrated into the formation and education of students who can then apply best practices in their professional lives as educators, clinicians, and urban specialists.