Sister Mary Paul McCaughey began her educational journey at Quincy University, where she finished her Bachelor of Arts degree while also teaching fifth grade.
Following the completion of her undergraduate degree, Sr. M. Paul went on to pursue several advanced degrees, beginning with her master’s degree in Theology at St. Louis University. From there, she enrolled at University of Notre Dame and obtained her Master of Business Administration. Later, she attended DePaul University, where she earned her certification in Educational Administration, and finally, enrolled at the Chicago Theological Seminary where she reached ABD status. Sr. M. Paul worked for twenty five years as a high school administrator, then as the Superintendent of Schools for the Archdioceses of Chicago for over six years. She then served as the Archbishop’s Delegate for School Advancement and Advocacy.
The fall 2016 quarter is Sr. M. Paul’s first term as a professor at DePaul, and she is also continuing her work serving as the Archbishop’s Delegate for School Advancement and Advocacy through October. She is currently teaching A&S 491 – Effective Leadership of Schools, and she finds that the course fits beautifully with DePaul’s mission and Vincentian values. Beginning in November, she hopes to be able to do more at DePaul in the way of instruction, mentoring leaders and special projects, while continuing her efforts of political advocacy on behalf of the Illinois children for the Archdiocese.
Throughout her professional and academic careers, Sr. M. Paul’s interests have focused on public policy, leadership theory/development and family systems. She thinks that while these fields may seem diverse, there is a solid intersection. She is also engaged with the continuous infusion of new research that keeps the fields fresh.
Sr. M. Paul was attracted to the opportunity at DePaul because it offered her an opportunity to interact with bright, caring and capable students, which she sees as a privilege. She looks forward to sharing learning experiences with her students and having the chance to challenge and help them develop their skills as leaders both in their current and future professional contexts.
Sr. M. Paul hopes that students will leave her class being able to “reframe” challenges into opportunities that allow them to develop creative ways of looking at complex realities of leadership. If students can do so all while acting with integrity, humility, and confidence, she will consider it a successful course.
When not teaching or serving the Church, Sr. M. Paul is a passionate reader, a hobby she describes herself undertaking “always widely, but not always well.” She tells us in jest that in her next life she plans on being a travel agent since it would give her insight into other cultures, even if only from a comfortable chair.
Dr. Leodis Scott received his doctorate in education from Columbia University – Teachers College in New York where he studied Adult Learning and Leadership. For his doctoral research and dissertation, he focused on American land-grant colleges and universities, which were established as a part of a threefold mission in higher education: teaching, research, and service. More than 150 years ago, through federal legislation, at least one land-grant institution was established in each state and major American territory. More recently, Scott has focused his research on the areas of evaluation, statistics, and assessment in academic settings. Additionally, he is exploring a topic called “learning cities,” which advances the land-grant idea and describes how education and learning can be expanded across entire communities: children and adults, underserved, diverse and underrepresented populations.”
This is his first quarter teaching at DePaul in the Educational Leadership Ed.D. program, and he is currently teaching A&S 801: Leadership: Theory and Practice both at the Lincoln Park Campus and at the Fraternal Order of Police, which has a cohort of Educational Leadership EdD students. An Army veteran who actively served, Scott had a good sense of the kinds of learners that would make up the class at the Fraternal Order of Police, and he is “humbled and honored to facilitate and learn with them. “ Says Scott, “I’m thrilled by knowing about their decades of dedication to being ‘on the job’ and wanting to make a difference in the community.”
Scott enjoys teaching doctoral students because they tend to have ideas about changing the world and are eager to explore new topics. These ideas are starting points that he can help nurture and develop. An important piece of advice he shares with these students is that “doing doctoral research is like listening to a conversation that you are not yet allowed to join. You have to prove that you have heard the words, know what the conversation is about, and figure out the ways in which your work can contribute to the conversation.” He enjoys helping them translate those ideas into manageable and measureable initiatives and actions.
Since Scott considers himself a lifelong learner, being able to pursue learning and education as a profession is a complete joy. He says, “it’s like eating candy without the calories.” Outside of teaching, he and a few of his fellow colleagues established a nonprofit educational think-tank called Learn Long Institute for Education and Learning Research (LIFR). There, he is able to continue to research and contribute scholarly work to various fields of education, leadership, and learning.
When he is not teaching or conducting research, he enjoys sports, politics, documentaries and in-depth feature reports. He also uses his free time to write poetry.