46011 research outputs found
Sort by
University News - Volume 100, Issue 002 (February 25, 2021)
No full textSpecial issue on the "State of the University" following the COVID-19 pandemic. Mislabeled as Volume XCVV. 24 pages.VOL. XCVV No. 2 / February 25th, 2021 UTHE UNIVERSITY NEWS
COVER DESIGN BY REBECCA LIVIGNI
State of the University
n Feb. 18, it was an-nounced
that SLU is ex-pecting
to receive a new
round of Higher Educa-tion
Emergency Relief
Fund (HEERF) aid, part
of the larger Corona-virus
Relief and Economic Securi-ty
(CARES) stimulus bill that was
passed in March 2020.
With a price tag of just over 14 bil-lion
was given to the Office of Post-secondary
Education in order to
create the Higher Education Emer-gency
Relief Fund (HEERF).
The new round of funding comes
after an announcement by the U.S.
Department of Education in January
that an additional 2.5 million would be
provided to students demonstrating
“exceptional financial need.”
This portion of the relief fund is
meant to address direct student fi-nancial
aid, and SLU will be distrib-uting
the aid through immediate,
need based grants, and “unexpected
expenses” grants.
The need based grants are au-tomatically
distributed to Pell grant
recipients, while the unexpected
expenses grants, which are capped
at 5.14 million.
During the first round of HEERF
funding, 10 million.
The second round of HEERF
funding comes at a time when SLU,
like many colleges across the U.S.,
O
02 NEWS
(Grace Dunlavy/The University News)
are struggling financially. Entering
the pandemic after a record setting
year for enrollment and projecting
a budget surplus of several million,
SLU projected a total budget defi-cit
of 4-$8 million dollars.
President Pestello outlined some
of the deficit reduction measures
taken in an email to SLU students,
faculty and staff last year, which
included suspension of retirement
matching, faculty travel and merit
increases.
In addition, SLU is in the midst of
an academic portfolio review, which
could potentially result in elimina-tion
of academic programs and fac-ulty
positions, though the extent of
these changes will remain unknown
until the review concludes next year.
As was the case for the first
round of aid, the new round of
CARES Act funding helps offset
some of SLUs deficit issues, and ex-tends
assistance to students who
need immediate relief, but it is only
the start of SLU’s path to recovery.
By CONOR DORN
Associate News Editor
SLU
ANNOUNCES
NEW ROUND OF
CARES ACT
RELIEF
Through the Higher Education
Emergency Relief Fund, SLU will
recieve CARES Act aid in order to
assist students and cover financial
losses caused by the COVID-19
pandemic.
News 03
By KLAUDIA WACHNIK
Staff Writer
esuit Hall, lo-cated
on Lindell
Boulevard, has
existed at SLU
for one hundred
years, with ini-tial
construction
completed in 1921. Originally the
building was known as the Mel-bourne
Hotel, one of the most
illustrious hotels within the Mid-town
St. Louis area. It was later
purchased by Saint Louis Univer-sity
and served as a residential
space and later a women’s dormi-tory.
In 1973, the Jesuit communi-ty
and the University agreed for it
to become a residential space for
Jesuit members of the SLU com-munity.
As time has gone on and the hall
has continued to house individ-uals
for a century, normal wear
and tear has occurred. Recent-ly,
Neighborhood Properties of
Clayton bought the building with
plans to rehabilitate the building
and update its systems. While
only approximately 65 people live
in the building currently, mainte-nance
and repairs will expand the
housing capacity.
The exterior of the building will
remain the same, and the cur-rent
plan is to turn the hall into
an apartment complex, adding
retail spaces on the street level of
the building and a parking lot. In
addition to Jesuit Hall itself being
changed, there are also plans to
have a second apartment complex
built with a corresponding park-ing
lot and retail on the street
level.
Fr. David Suwalsky, S.J., Vice Pres-ident
of Mission and Identity at
SLU, commented on the develop-ment
of Jesuit Hall at SLU: “ It’s
going to bring a lot of people into
the Grand Center Arts District
in Midtown here. And I’m sure
they’ve got it in their mindset, a
number of those people would be
students.”
The new Jesuit Hall is to be built
on SLU’s north campus. The space
would include private residen-tial
halls that could house 20 to
25 Jesuits, a chapel and a dining
hall. Suwalsky spoke on the im-portance
of a more present Jesuit
structure on campus, stating: “We
really want the Jesuits residents’
[place] to be seen as a place for
hospitality and a strong support-er
of the University’s mission....
There has been a Jesuit commu-nity
at St. Louis University since
1829. And so this is just an oppor-tunity
for us, both the universi-ty
and for the Society of Jesus to
assert that the Jesuit community
is part of the fabric of the univer-sity.”
Currently, fundraising is under-way
for the new Jesuit Hall, and
the original Hall on Lindell is to
start site preparation for renova-tions
by the end of February. Both
projects are on a similar timeline,
with hopes for completion by
spring of 2022.
J
or more than
fifty years, St.
Louis Univer-sity
Library
Associates has
had the hon-or
of confer-ring
the annual St. Louis Literary
Award on a distinguished living
writer. Since its inception in 1967,
the award has been given to play-wrights,
novelists, historians and
many of the most important writ-ers
of the 20th and 21st centuries,
including authors as renowned as
W.H Auden, Joan Didion and Don
Delillo. Though the pandemic has
forced the Library Associates to
reschedule and rethink how the
award program is conducted, the
tradition will continue. To make
up for last year, 2021 will feature
two separate award ceremonies;
the first, scheduled for April, will
honor the 2020 recipient Michael
Chabon, and the second ceremo-ny
will follow in November and
will honor 2021 award winner,
Zadie Smith.
Chabon was initially
named the 2020 recipient of the
St. Louis Literary award last fall,
but his award ceremony was post-poned
until April of this year and
converted to a virtual format in
light of the pandemic. Though the
ceremony is typically hosted here
in St. Louis and in normal times
affords the opportunity for the lo-cal
St. Louis community to gather
in an unusually intimate setting
with the author, the switch to a
virtual ceremony is not without
its perks. Edward Ebur, the exec-utive
director of the award and
host of the St. Louis University
“Craft Talks” series, revealed ear-lier
this month that the virtual
ceremony would be hosted by
St. Louis native and “Mad Men”
star John Hamm, with Ebur writ-ing
that it “was important to do
something a little more out of the
box for this year’s virtual cere-mony”
to make up for the virtual
format. Hamm is well suited for
his role as moderator, having re-ceived
his BA in English from the
University of Missouri-Columbia,
and already has experience with
the format, including moderating
a discussion on the musician John
Tweedy’s memoir at The Pageant.
Chabon was born in
Washington D.C in 1963 and drew
critical acclaim for his debut nov-el
“The Mysteries of Pittsburgh,”
which grew out of a master’s the-sis
on UC Irvine and was later
adapted into a movie. His second
novel, “Wonder Boys,” was equal-ly
well received and also adapt-ed
into a movie starring Michael
Douglas. Chabon won a Pulitzer
Prize in 2001 for his novel “The
Amazing Adventures of Kavalier
and Clay,” and it is this work of
Chabon’s that has been selected
for the 2021 Campus Read at SLU.
The second award cere-mony
of the year, which is sched-uled
for November and is ex-pected
to be held in person, will
honor the English novelist Zadie
Smith. Like Chabon, Smith’s de-but
launched her literary career,
publishing “White Teeth” in 2000
when she was just 24 and finish-ing
her final year at Cambridge
University. It was ranked by The
Guardian as one of the top 100
most important books of the 21st
century. She went on to publish
three more novels, “The Auto-graph
Man,” “On Beauty,” and
“NW.”
Smith’s most recent
publication, “Intimations,” is a
collection of six essays written
from New York during the lock-down.
Smith began writing the
essays soon after the lockdown
was announced, and her probing
essays meditate on the devasta-tion
caused by the pandemic and
the death of George Floyd, among
other themes. She has donat-ed
all proceeds from the book to
charity. Announcing Smith as the
2021 recipient, executive director
Ibur praised her work as dynam-ic
and influential and said: “Ms.
Smith’s novels, essay collections,
and short stories reveal a mas-ter
storyteller whose works are
thought-provoking, often humor-ous,
and always unpredictable.”
F
By CONOR DORN
Associate News Editor
(Andrea Porter, The University News)
CHABON, SMITH RECEIVE
STL LITERARY AWARD
JESUIT HALL
PROJECTS UNDERWAY
04 NEWS
(Rebecca LiVigni / The University News)
On Tuesday Feb. 9, Saint Louis Univer-sity’s
Division of Student Development
sent out an email to all SLU students
about tightening COVID-19 restrictions.
It had only been a couple of weeks since
SLU students had moved back to campus
after a lengthy winter break, eager to see
their friends again. It was also just after
the 2021 Super Bowl, when many came
together to enjoy the sport of football,
the various commercials, and to just sim-ply
enjoy each other’s company. How-ever,
this socialization greatly worried
officials at SLU, fearing it would compro-mise
their COVID-19 plans. SLU’s email
showcased this fear, with an opening as
follows:
“We’re on the brink of implementing
severe COVID-19 restrictions because
some students, it appears, have just giv-en
up. But you can change our minds.
How? No more birthday parties. No more
large gatherings in off-campus apart-ments.
No more on-campus parties. No
beer-pong parties. No Mardi Gras par-ties.
No more hanging out after meals,
without masks on, while sitting too close
to one another.”
The email detailed various violations
of SLU’s public health safeguards, such
as 70 complaints about multiple par-ties,
that had increased the number of
on-campus positive cases of COVID-19.
The email also contained a warning of
the more severe measures?restrictions
SLU would implement should this be-havior
continue: Indefinite suspension
of building-to-building visitation, sus-pension
of all in-person non-academ-ic
events and activities, and closure of
recently-opened residence hall lounges
and common areas being a few of these
restrictions.
Some students were so upset and hurt
by the email that they responded to
it. Sophomore Selena Mueller wrote a
lengthy email explaining how she felt af-ter
reading the message. As she explained
the lack of respect that she felt, she also
went into detail about the things that
the university has done wrong and could
improve on. “It is not the responsibility
of the student body to protect ourselves
when we are living in dorms and apart-ments
that lack the proper precautions
to ensure our safety.” She further wrote,
“Explain to me why every hand sanitizer
dispenser in my building is broken. Ex-plain
to me why multiple staff members
and food workers have refused to wear
their masks correctly in the presence of
students. Explain to me why SLU did not
predict the correct amount of housing
for positive cases.”
To learn more about the student body’s
perspective on the email, The University
News put out a survey to collect a diverse
range of reactions and opinions. We re-ceived
100 responses and read through a
myriad of perspectives.
Some students, like Mueller, were up-set,
while others agreed with what the
email had to say. An anonymous senior
wrote, “I liked that the problematic stu-dents
finally got called out. If you didn’t
like the email, you are most likely the
problem. I’m tired of seeing people get
together in large groups and hang out
unmasked. I honestly feel like SLU needs
to do a better job at reprimanding and
punishing students. I’m not looking to
have everyone get sent home again [be-cause]
a fraction of the student body is
being stupid.”
Several students thought the email was
a good way to get the word out about be-ing
safer on campus and thought that
people were overreacting to it. “I have
truthfully been deeply disappointed by
the student response to the email from
Dr. Lohe,” another anonymous senior
said, “I think the email was very tame
in comparison to what could have been
said to students, as well as compared to
some much more drastic measures that
have been taken by our peer institutions
at other Jesuit universities.”
Other students felt differently. “I felt
that I was being talked down to, and
blamed for the ramifications of adminis-tration
decisions to bring back students
in the middle of a pandemic whilst fail-ing
to sufficiently acknowledge the men-tal
health and social concerns of stu-dents,”
said one anonymous junior.
Some students felt that the email was
both helpful and hurtful: “I liked that it
was serious, because people need to real-ize
that partying or hanging out in large
groups without masks doesn’t only affect
them, but the whole student body. How-ever,
I think SLU didn’t claim responsi-bility
over the parts they can control.”
Overall, the majority of the students
that filled out the survey mentioned that
they felt like they were being talked to
like “children” and that the email had
been very condescending in tone. Stu-dents
also felt that the email was quite
“accusatory” as Dr. Lohe wrote, “Don’t
spend Mardi Gras “day drinking” instead
of going to class. (Yes, we’ve heard about
that plan.)” and followed up with, “You
asked for more mental health days in the
calendar, and February 17 is the first one.
Use it as it was intended, not recovering
from a day of partying.” Several students
said they felt that Dr. Lohe had assumed
that everybody would be partying and
disrupting the university’s COVID num-bers.
BreAking point or turning point:
Student reactions to the Student Development email
By MARK BURBRIDGE &
DIANA JAKOVCEVIC
Staff Writers
News 05
Additionally, Mueller explained that
the email “is perpetuating a culture that
turns students against each other,” when
discussing the new Integrity Hotline.
This hotline was intended for students
to anonymously report other students
when there were unsafe actions involv-ing
COVID-19. For example, if someone
found out that someone else had been
out partying, they could report them.
Several students felt that this could be
problematic because students could po-tentially
use this as a way to get people
they did not like or perhaps had a prob-lem
with in trouble, rather than a tool to
help the university. A particular student
said, “I get that we do need to be taking
things more seriously but by essentially
creating a snitch hotline you are destroy-ing
trust between administration but it’s
also destroying trust between students
which is hard to recover once it’s gone.”
The debate on whether students should
report each other or not is still unclear as
there are arguments both for and against
it.
Debra Lohe, then interim Vice Presi-dent
of Student Development and author
of the email, commented on the intense
student response in an interview with
the UNews. “I sent a very tough message
on Tuesday,” shared Lohe. “You may not
like that list, but that’s the next set of
things we would move to if we had to,
and what you can do to avoid that situ-ation.”
However, the strong reactions towards
the email speak to a much larger issue:
COVID-19 fatigue. It has been almost a
year since SLU first suspended normal
campus life, and since mitigation strat-egies
like wearing masks or social dis-tancing
were implemented. Even though
students are now back on SLU’s campus,
the guidelines that are in place, while
promoting safety, also ensure an atmo-sphere
of loneliness. Students do not
have the physical interaction that they
are used to with their peers and it is tak-ing
a toll on their mental wellbeing.
In a Nature.com article, there has been
scientific discussion about isolation and
loneliness affecting physical health.
"Loneliness and social isolation worsen
the burden of stress and often produce
deleterious effects on mental, cardiovas-cular
and immune health." Along with
feeling isolated, young teens, especially
students, experience anxiety and depres-sion,
which has increased severely since
the start of the pandemic. According to
an article published by CNN, the lack of
social interaction during this time of so-cial
distancing is detrimental to student
development as, “Having strong bonds
and strong friendships helps us get
through difficult times -- including times
like these. For some students, isolation
may feel scarier than the virus itself.”
“Socially I’m drained,” one anonymous
SLU junior wrote to UNews, “I want to
be able to go out and do things with-out
the risk of COVID, I want to be able
to do things with people outside of my
‘bubble,’ I don’t want to have to bring
Clorox wipes and sanitizer with me ev-erywhere.”
For many, the social experience is a big
part of the college experience: in this
time of self-discovery, having others to
hang out with is vital. However, the op-portunities
to meet new people and see
old friends have been severely limited.
Large gatherings like parties are discour-aged,
public events like concerts, sport-ing
events and club events have large-ly
been restricted to virtual settings. As
one sophomore put it, “I feel like I'm on
an iceberg that has broken off the main-land,
drifting apart from my friends un-til
suddenly they're acquaintances, and
suddenly they're strangers, and suddenly
they drift out of sight, over the horizon.”
For SLU officials, wanting to enforce
COVID-19 safety measures is under-standable.
However, it is still of ut-most
importance to foster community
amongst SLU’s students. As one anony-mous
junior wrote, “Continuing to shove
more and more restrictions down our
throats emphatically stifles our ability
to flourish as human beings. This is our
home. Show some compassion, SLU.”
(Rebecca LiVigni / The University News)
(Andrea Porter / The University News)
(Celia Searles / The University News)
06 News
n Feb. 17, Michael Lewis, Ph.D.,
was officially appointed as SLU’s
newest provost after serving as
interim provost from July until his
promotion this month.
The provost plays an es-sential
role in setting and achiev-ing
the academic goals of a university. Reporting
directly to President Pestello, SLU’s provost works
closely with faculty and the deans of the academ-ic
departments, ultimately serving as the institu-tion’s
chief academic officer.
The search committee that suggested the
hiring of Lewis emphasized finding a candidate
that showed dedication to “diversity and inclu-sion,”
“transparency and confidentiality” and “our
Catholic and Jesuit mission and identity,” accord-ing
to an email sent by the search committee.
Chaired by Jonathan Sawday, Ph.D., of
SLU’s English department, the search commit-tee
was composed of representatives from the
student body and the university administration,
among others. In addition to these individuals,
outside search consultancy WittKieffer was also
employed to ensure a diverse pool of applicants.
After much deliberation, President Pestello chose
Lewis to serve as SLU’s new permanent provost.
Although he has lived in the midwest for
over 17 years, Lewis is originally from Halifax,
a city in Nova Scotia, Canada. “My undergrad is
from Saint Mary’s University, a smaller mostly
undergraduate university in Halifax,” said Lewis.
“After Saint Mary’s, I decided to do my Ph.D. at
the University of Missouri in Columbia,” where he
eventually met his wife.
The Catholic intellectual tradition : core principles for the college or university
No full text13 pages.Who am I?
Why am I here?
What really matters?
What does the world need?
How ought we to live?
Association of Catholic Colleges and Universities
THE CATHOLIC INTELLECTUAL TRADITION:
FOR THE COLLEGE OR UNIVERSITY
COVER PHOTOS:
(Top) Corbis Images
(Center) Immaculata University
(Bottom) St. Catherine University
© 2017, Association of Catholic Colleges and Universities. All rights reserved. Neither this book nor
any portion thereof may be reproduced or used in any manner whatsoever without the express written
permission of the publisher.
ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES (ACCU)
One Dupont Circle NW, Suite 650
Washington, DC 20036
www.accunet.org
The Catholic
Intellectual Tradition:
Core Principles for the
College or University
The Catholic Intellectual Tradition is…
Optimistic and joyous about what it means to be human.
Transcendent and challenging about how we understand
ourselves as spiritual beings.
Sacramental and celebratory in its affirmation of our dignity.
Integrative and Inclusive in its desire to spread
the Good News.
Creative and Multi-cultural in its vision of how God is
present to human experience.1
The Catholic Intellectual Tradition (CIT) is a way to
answer the significant questions of life using wisdom
accumulated over the ages. It is a habit of engaging the
world in the pursuit and sharing of knowledge. It aspires
to a deep understanding that leads to shared wisdom
relevant to all humanity. This accumulating and ever-growing
tradition of knowledge continually evolves to
engage current developments in thought and relevant
discoveries in science, art, language, and culture in the
effort to link them to eternal truths.
The CIT embraces the fullest thinking the world has to
offer, providing the opportunity for Catholic colleges and
universities to participate in and contribute to scholarship
and to society. While integral in undergraduate core
curricula, the CIT also has important implications for
professional studies in areas such as business, education,
medicine, engineering, and law: It offers a holistic,
historical, and ethical perspective to the professions,
applicable across disciplines. The CIT is a centuries-long
way of thinking by Catholics and many others that helps
consider universal truths about beauty, the created world,
and human purpose in light of revelation. It includes
scientific discovery, philosophical reasoning, and insights
from many cultures and a variety of ways of knowing.
It considers not only what is taught, but how it is taught
through self-reflection and incorporating meaning-filled
questions across the disciplines, such as “Who am I?”
“Why am I here?” “Who is God?” and “What does the
world need?”2
The propositions on which the CIT are based can be
understood and appreciated by Catholics as well as those of
other or no faith tradition. The CIT articulates the view of
humanity and an understanding of God’s creation, linking
knowledge to the divine. The remarkable nature of human
reason is one touchpoint for CIT and includes the ability to
understand by way of science or philosophical disputation,
and also by an aesthetic sense and religious insight.
d
The CIT offers a holistic, historical, and
ethical perspective to the professions,
applicable across disciplines.
2 The Catholic Intellectual Tradition: Core Principles for the College or University
ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES
The Catholic teaching tradition is rooted in the Hebrew
Scripture and continued by the model of Jesus Christ
himself as he taught during his ministry on earth. The
CIT follows the example and begins from the experience
of the early Christian communities, in their engagement
with Jewish and Hellenic philosophy. It was transmitted
through the monastic tradition of the Middle Ages, most
especially in the development of the university itself.
The CIT aspires to the integration of knowledge into a
larger, deeper understanding that informs the university,
serves as a source of wisdom, and indeed, offers hope
and inspiration; it helps individuals and societies find
meaning in the world when much knowledge today is
fragmented and irreconcilably contested.
In this way, Catholic higher education shares a common
intellectual epistemology that is applied differently across
institutions, as each college or university embodies the
various charisms of their founders and their specific
educational missions. In curriculum and institutional
priorities, Catholic colleges and universities with sponsoring
religious congregations may emphasize certain themes
within the Catholic Intellectual Tradition. For instance,
Benedictines often focus on Catholic thought about work,
stewardship, and hospitality; the Franciscan tradition has
long considered the natural world and social sciences; and,
in the Ignatian tradition, Jesuit schools underscore the
development of the intellect as well as an internal approach
to spiritual formation. By understanding the distinct
founding charism, when present, faculty can more deeply
build upon the intellectual life of their institution.
The purpose of integrating the CIT at Catholic colleges
and universities is to offer students and faculty alike a
holistic lens through which to view the world and all
scholarship. The intended hope of such integration
is that graduates will leave with an understanding of
the richness of the CIT and the value of such a robust
understanding of the world, across all aspects of life and
scholarship.
Overall then, the CIT is a living tradition, arising in
human rationality. It seeks unity in knowing and in the
pursuit of wisdom. In so doing, the CIT encourages
healthy societies and the flourishing of individual
humans. The Association of Catholic Colleges and
Universities (ACCU) invites faculty to become even
more familiar with the historical and contemporary
role of the CIT and ways in which today’s Catholic
universities can apply the CIT in modern academia. It is
important to note that many faculty and staff are already
actively and successfully integrating the CIT across their
individual disciplines.
3
WWW.ACCUNET.ORG
This document offers one formulation of the CIT, with
nine principles that may help faculty reflect on their
scholarship in light of the CIT, in order to ultimately
enrich, develop, and carry on their work as scholars and
practitioners in their own disciplines. (Other resources
are available on the association’s website at www.accunet.
org/About-Catholic-Higher-Ed-Catholic-Intellectual-
Tradition/.)
Core Principles of the Catholic
Intellectual Tradition
The following nine principles were developed through
collaboration and consultation with a range of faculty
from diverse disciplines across Catholic higher
education.3 The richness and diversity of Catholic
colleges and universities personify and celebrate these
nine core principles that bring to life the Catholic
Intellectual Tradition:
I. Commitment to Universal Truth
II. Faith and Reason
III. Integral Relationship to the Catholic Church
IV. Hospitality and Tradition
V. Sacramental Vision
VI. Power of Beauty
VII. Appreciation of Creation
VIII. Dignity of the Human Person
IX. Innovation for the Common Good
The following sections provide descriptions of these
principles, applicable across disciplines. This is a
developing document and ACCU encourages personal
reflection and discussion to further refine these nine
principles.
I. COMMITMENT TO UNIVERSAL TRUTH
The Catholic tradition is born out of the search for
encompassing truths that create a unity that comprehends
everything knowable by human reason. Drawing on our
theological and philosophical underpinnings, the Catholic
Intellectual Tradition identifies the ultimate Truth with the
cause of all creation, which is God.
Catholicism esteems the pursuit of knowledge,
embracing the reality that there are truths across all
disciplines that stand the test of time. The Catholic
Intellectual Tradition holds that the processes of
intellectual inquiry aspire to grasp glimpses of truth in
the pursuit of integrated understanding.
Knowledge has intrinsic and essential value that aims
to advance human understanding through an integrated
approach to the world. As rational beings, humans
have the ability to question, to understand, and to
d
The ultimate end of intellectual activity
in the Catholic tradition goes beyond the
mere grasping of individual facts, to find
deeper principles and meanings.
4 The Catholic Intellectual Tradition: Core Principles for the College or University
ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES
choose — abilities that make knowing possible and
necessary. So too does human rationality have limits and
faults; research and reasoning can be underdeveloped or
flawed. Yet an optimist knows that humans are capable of
ascertaining truths and integrating insights with those of
others in the pursuit of wisdom.
The ultimate end of intellectual activity in the Catholic
tradition goes beyond the mere grasping of individual
facts, to find deeper principles and meanings, including
truths about the nature and purpose of human life. This
effort to reach the ultimate is a core aspect of Catholicism.
Thus, the Catholic college or university holds an honored
place as one of the best instruments by which the Church
engages in the rigorous intellectual work and the pursuit
of Truth for itself and for all humanity.4
Catholic practice aspires for all disciplines to subsist
as part of a greater, more comprehensive truth. From
the perspective of the CIT, disciplinary teachers and
researchers are invited to seek an integrated and holistic
perspective that can lead to greater wisdom, the highest
good, and universal understanding, visible and invisible.
Thus, within the university, the CIT encourages broad
understanding, intellectual clarity, and attentiveness
to the transcendent as one seeks to know the world.
The CIT embraces this reality in both teaching and
research in Catholic higher education. On Catholic
campuses, faculty and students are called to engage in
philosophical, historical, scientific, social, and linguistic
study, as well as the study of the professions, to enlarge
understanding, enrich their own lives, and serve
humanity.
II. FAITH AND REASON
The CIT presupposes that what is knowable by human
reason and by God’s revelation are not only compatible, but
also mutually informing. Therefore, the Catholic tradition
contemplates and seeks to understand these truths through a
mutually illuminating dialogue of faith and reason.
In the Catholic Christian tradition, faith and reason
illuminate each other equally. God is the source and
the goal of both the truths of faith and the truths of
reason. Because of their unity of origin and final end,
reason and faith are not in contradiction. Rather, any
apparent contradictions are an invitation to pursue fuller
understanding. This highlights the need for openness
and persistence in the patient quest for knowledge.5 In
the words of Pope Benedict XVI, “[T]he world of reason
and the world of faith — the world of secular rationality
and the world of religious belief — need one another and
should not be afraid to enter into a profound and ongoing
dialogue, for the good of our civilization.”6
Skeptics sometimes argue that faith cannot be a reliable
source of knowledge, for it is inherently personal and
subjective. This assertion misunderstands the Catholic
understanding of faith. Faith is itself a form of knowledge.
d
The CIT encourages broad
understanding, intellectual clarity, and
attentiveness to the transcendent as one
seeks to know the world.
5
WWW.ACCUNET.ORG
It is not subjective opinion or belief, but objectively
depends on divine revelation and invites human
understanding, especially through those who have been
given the gift of faith.7
Although the scientific method and tightly reasoned
philosophical argument are both powerful tools to extend the
human mind, CIT recognizes the limits of rational inquiry
and its potential for error. The Catholic tradition derives from
God’s revelation, first to Israel and then decisively in Christ and
through his continual presence in the Church and through her
presence in the world. It is a living tradition that is not static,
but grows through sustained contemplation and action, as well
as the interplay of faith and reason.
The strength of the Catholic Intellectual Tradition is that
it can develop from many sources and integrate every
human truth in relation to what has been divinely revealed.
The promise of the unity of faith and reason creates an
opportunity for Catholics to meet rational objection on
reason’s own terms. The Catholic tradition values the truth
and beauty of the liberal arts, but also their usefulness for
understanding Scripture and the religious experience. This
interplay of faith and reason in the Catholic college and
university assists the Church’s efforts to understand and act
upon the fullness of truth. The CIT thus not only serves
to strengthen human understanding, but also stands as an
integral part of the Church’s witness to the world. As Pope
Benedict XVI remarked in Caritas in Veritate, “Reason
always stands in need of being purified by faith [and...]
religion always needs to be purified by reason in order to
show its authentically human face.”8 For these reasons,
theology and aspects of philosophy are privileged within
the Catholic Intellectual Tradition.
Many faculty across Catholic higher education are actively
finding methodologies to integrate and connect faith and
reason in their various disciplines. For instance, faculty are
engaging literature as a way to understand the greatest of
human aspirations while also enriching individual lives.
Faculty in the sciences do so by pursuing discoveries
to improve the quality of life by advancing health and
the prevention of disease while also recognizing the
importance of mind, body, and spiritual health. As of this
writing, ACCU is developing a resource that will offer
explanations of how faculty may integrate faith and reason
into their scholarship and teaching. More than simple
lesson plan examples, the resource will explicitly aid faculty
in accessing the Catholic Intellectual Tradition when
designing their own discipline-specific lessons and teaching
methodologies.
III. INTEGRAL RELATIONSHIP TO THE
CATHOLIC CHURCH
Born from the heart of the Church, the Catholic college or
university advances a common love of knowledge and wisdom in
its research, teaching, and service. Participating in the wisdom
of the past and casting a discerning gaze on the knowledge of
every age, the Church and academy are united in the endeavor of
advancing the common good of humanity.
d
By its nature, Catholicism honors
the intellect and appreciates the
importance of knowledge in all areas.
6 The Catholic Intellectual Tradition: Core Principles for the College or University
ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES
By its nature, Catholicism honors the intellect and
appreciates the importance of knowledge in all areas. The
CIT grows out of this appreciation of knowledge — not
just as it relates to theological understanding, but also
for the larger purpose of helping the Church minister
well to the world. The Church has an ancient tradition
of reflecting on how inquiry is ordered. St. Augustine
recognized that training in the liberal arts is essential for
coming to understand the Holy Scriptures. He explained
that this understanding should be ordered in such a way
as to help people live according to principles that lead to
happiness and human flourishing — the source and end
of which is God.9
Catholic colleges and universities are still concerned with how
people order knowledge in relation to religious understanding.
Since the very desire to know the nature of things finds
its source in God, it follows that knowledge of all creation
should be ordered to love for the author of creation. In this
way, knowledge can and should be used to serve humanity
in the pursuit of happiness for the common good, and it is
ordered to the love and praise of the Supreme Good. In this
way, Catholic colleges and universities maintain an integral
relationship to the Catholic Church that orders herself most
fully to the praise of the God revealed in Jesus Christ.
As John Henry Cardinal Newman emphasized, the
university is the ideal location where an intellectual
culture of inquiry is to be fostered, encouraging dialogue
and the pursuit of knowledge and truth wherever they
are to be found. Because of its integral relationship
to the Church, Catholic higher education plays an
important role in helping the Church grow in knowledge
by contributing to the ongoing growth of the Catholic
Intellectual Tradition.
And so, the Catholic tradition of higher education offers
an invitation to students, scholars, and staff to think
seriously about religious and spiritual matters in their
own lives, in that of the campus community, and across
humanity. This invitation encourages deeper spiritual
awareness, an understanding of religious tradition, and
a more profound sense of conscience to guide one’s
personal life and one’s work as a scholar.
IV. HOSPITALITY AND TRADITION
The Catholic college and university engages all cultures, ideas,
and people in a spirit of respectful dialogue in the pursuit of
deeper understanding. Recognizing our foundation in the love of
God and neighbor, the Catholic Intellectual Tradition calls us to
openness and warmth in scholarship, service, and all academic
pursuits.
Hospitality is at the heart of Catholicism. Lessons of
hospitality are found in Scripture in terms of how the guest
should be welcomed. For instance, the stories of Abraham
illustrate how he warmly greeted strangers when they
approached his tent, only later learning that the strangers
were God’s messengers. In monastic communities, the
d
The Catholic tradition of higher
education offers an invitation to
students, scholars, and staff to think
seriously about religious and spiritual
matters.
7
WWW.ACCUNET.ORG
guest was and is always treated as if he or she were the
presence of Jesus Christ himself. These examples powerfully
communicate the importance of being rooted in a tradition,
and having the stability of identity and practice that is capable
of welcoming the stranger as one who bears God’s image.
Similarly, on Catholic campuses, hospitality is evident
in terms of intellectual openness as well as a welcoming
attitude and action toward all, including those with whom
we may disagree. The ability to welcome questions and
dialogue comes from understanding that one’s identity is
solid and one’s practices are stable, leaving the capacity to
openly entertain and fully explore other ideas. However,
hospitality does not assume the superiority of the most
strongly asserted positions. It does imply a true commitment
to academic freedom, including a fair chance to be heard
and an opportunity for dialogue. The hospitality of the
teacher follows the model of Jesus in offering insights for
the development of the individual and the enrichment of
the community. The call to hospitality requires that people
model civility in conversations, commitments, and priorities.
V. SACRAMENTAL VISION
The Incarnation of Christ and his continuing presence in the
Eucharist changes the way that Catholics view the world.
Catholicism recognizes the world itself as a sacred sign of an
invisible reality. Therefore, the Catholic college or university
attends to all aspects of creation. The material world
encountered through the senses opens the way to truths about
creation that transcend a person’s faculties. Such a sacramental
vision sees the whole universe as the good gift of God and stirs
one to know and understand the gift of this world.
The CIT holds that people encounter invisible truths
through visible objects and that we can rise to eternal things
only through the ordinary things that have been made.10 This
is most fully revealed to us in Christ’s Incarnation. God takes
on human flesh in order to raise us up to become partakers of
God, through the things that are made. This is the mysterious
truth of the sacraments, which raise us to communion with
God through ordinary created items: water, wine, bread, and
oil. The CIT provides us with a habit of mind, a Catholic
imagination, to see all that exists as an opportunity for
wonder, delight, fascination, insight, and an invitation to
know something we cannot see.
Beholding and sharing the splendor of God’s work is integral
to Catholic education at all levels and across all disciplines.
Scholarly encounters invite spiritual, as well as intellectual
growth with signs of God’s presence in one’s work. A
sacramental vision affirms the real or potential goodness
of all that is around. Catholicism invites people to discover
everyday opportunities for grace and wonder. Catholic colleges
and universities offer tangible ways — through scholarship,
advising, service, community life, and worship — to experience
the love of God through life and learning. They offer a location
to foster a “contemplative disposition” throughout scholarship
and study.11 In the same way, a sacramental vision can enrich
one’s personal life well beyond the academy.
VI. POWER OF BEAUTY
The awareness of beauty is one of the most profound qualities
of a Catholic humanism. The CIT is an artistic tradition;
the Church’s sacramental vision of God and the cosmos aims
to foster artistic creation and appreciation. Therefore, the
university is charged with the promotion and analysis of the
arts and sciences as manifestations of beauty.
8 The Catholic Intellectual Tradition: Core Principles for the College or University
ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES
Although the Catholic Intellectual Tradition is often
associated with philosophical a
De vita, et gestis S. Francisci Xaverii e' Societate Iesu Indiarum Apostoli libri quatuor / ex R.P. Danielis Bartoli è Societate Iesu, Italico Romae approbato & edito ; Latinè redditi à P. Ludouico Ianino ex eadem Societate
No full text
The life of our blessed Lord & Saviour Jesus Christ· An heroic poem: dedicated to Her most sacred Majesty. In ten books. Attempted by Samuel Wesley, rector of South-Ormsby in the county of Lincoln. Each book illustrated by necessary notes, explaining all the more difficult matters in the whole history: also a prefatory discourse concerning heroic poetry. With sixty copper-plates
No full textAntonI Sucquet è Societate Iesu Via vitae aeternae / iconibus illustrata per Boëtium à Bolswert
No full textUniversity News - Volume 100[a], Issue 003 (November 18, 2021)
No full text24 pages.VOL. C No. 3 / November 18th, 2021 UTHE UNIVERSITY NEWS
COVER DESIGN BY GRACE DUNLAVY
SLU WOMEN’S SOCCER
four peat win
PAGE 12 & 13
n Monday, Nov.
8, SLU’s Students
for Life (SFL) con-structed
a pro-life
display on campus.
The purpose of
this display, which
featured red flags signifying the an-nual
abortion rate, was to memori-alize
aborted fetuses. Quickly after
its construction, disapproving SLU
students began to take action. Many
took flags out of the ground or up-rooted
signs. Those who opposed
the demonstration stated that it
was traumatizing for women who
have made the choice to have an
abortion.
The president of SFL, Isabelle
Hortard, stated that the display
was not meant to trigger or upset
anyone. “I think it was a shock to
us that people automatically inter-preted
what we were doing as some
form of shame,” Hortard said. “And
looking back, I can see how some-one
who views our movement in a
different light would automatically
think that. But we were really try-ing
to convey how often [abortions]
happen.”
However, the display did not only
spark dialogue among students, but
conflict as well. The day after the
pro-life memorial was created, on
Tuesday, Nov. 9, two students were
filmed stomping on flags and tak-ing
them out of the ground, shout-ing
toward the camera. Later that
day, a group of students supporting
Planned Parenthood gathered at the
clock tower, and it was during this
O
02 NEWS
time that tensions peaked.
First year student and activist
Marquis Govan was a part of the
pro-choice group that night. He ex-plained
that he was trying to put
up signs and pass out chalk when a
confrontational pro-life student ap-proached
him. “I just remember this
very aggressive student. She came
out of nowhere.” Govan said that
the student proceeded to push into
him in order to take down Planned
Parenthood signs. He also recalled
the student calling him expletives
and offensive language.
Govan reported this verbal and
physical assault to the Department
of Public Safety, but he feels that
this event is not being taken seri-ously
by SLU administration.
“I have not been contacted by
Community Standards,” Govan said.
“I don’t know what’s going on with
the investigation. I do not know if
they are going to contact me. It’s
been several days. I’m really con-cerned
that nothing’s going to hap-pen.”
Hortard did not have knowledge
of this event specifically, but she
stated that she encouraged mem-bers
of SFL to remain peaceful when
expressing their ideals.
The climate surrounding differ-ent
student groups’ and individual
students’ demonstrations on cam-pus
also comes in anticipation of an
event set for Wednesday, Dec. 1 that
features right-wing speaker, blogger
and podcast host Matt Walsh. It will
take place in the Wool Ballrooms
of the Busch Student Center and is
open to both the SLU community
and the general public. Hosted by
SLU College Republicans, Walsh’s
talk is called “Why the Pro-Life
Movement Is Center Stage In The
Culture War.”
Despite this designated lecture
topic, members of SLU College Re-publicans’
executive board believe
he may be changing the focus due to
a tweet Walsh posted Tuesday, Nov.
9, in which he challenged “leftist
groups at SLU” to “come to the talk
and give me a coherent definition
of the word woman (that comports
with leftist gender theory).”
Junior Nick Baker, president of SLU
College Republicans, said that since
this Tweet was posted, it isn’t clear
if Walsh will stay on topic. “We’re
definitely hoping that he sticks with
the pro-life issue.” CONT. ON PAGE 3
By ZOË BUTLER &
GABBY CHIODO
News Editors
Recent pro-life
and pro-choice
student
demonstrations
prelude Matt
Walsh’s
campus visit.
slu community navigates
the limits of civil discourse
News 03
“Personally, I agree with either of the
speeches he goes with, but we defi-nitely
prefer that he sticks to what we
requested initially,” Baker said.
Junior Ryan Olson, another mem-ber
of SLU College Republicans, added
that in the end, it’ll be up to Walsh’s
volition.
“Once he gets up there with the mic,
it’s like, if he so chooses to go off, then
he has to deal with whatever SLU’s go-ing
to do,” Olson said.
Originally, this event was to be
co-sponsored by SLU College Republi-cans
and Students for Life, but follow-ing
this uncertainty, SFL has backed
out of hosting. Instead, they’ll help
facilitate discussions following the
event to debrief.
In the wake of much of the vir-tual
and public discourse, a num-ber
of students on campus have
voiced concerns for certain beliefs
Walsh holds, as well as his style of
relating them to the public. Among
them is senior Sam Dovin. In part-nership
with her social work class
and SLU’s Social Work Association
(SWA), Dovin has drafted a letter
addressed to President Fred Pestel-lo
and Provost Michael Lewis voic-ing
their concerns with this event.
In addition, SWA is circulating the
letter alongside a petition for any
students, faculty or external com-munity
members to sign, calling on
Pestello and SLU administration to
have Walsh’s invitation rescinded.
“There’s a difference between po-litical
discourse and then crossing
into invalidating groups of people
and their experiences,” Dovin said.
“As a class, we decided that [Walsh]
does not align with Jesuit values at
all.”
However, members of SLU College
Republicans believe that bringing
Walsh to campus will humanize him
and separate him from his “internet
self,” which they acknowledge as be-ing
controversial.
“I think that one of the big strug-gles
with bringing prominent conser-vatives
to campus is that they do tend
to have lots of following and support,”
Olson said. “...It almost brings up this
them versus us dichotomy. And I think
the more we can normalize bringing
people like Matt Walsh to campus, the
easier these conversations will be.”
But Dovin believes Walsh’s violent
internet presence can’t be separat-ed
from his speech at SLU, even if he
were to remain on the original topic.
Dovin says his social media presence
is what she believes to be one of his
main threats to women, the LGBTQIA+
community and students of color.
Dovin argues: “Permitting Mr. Walsh
to speak in one of the biggest rooms
on campus is promoting his hateful
beliefs, beliefs which I know conflict
with my Jesuit education.”
The final matter Dovin and SWA’s
letter addresses concerns issues with
the University policy that allowed
Walsh’s lecture in the first place. They
state: “We are not in support of end-ing
civil discourse and the discussion
of various points of view, rather we are
in support of closing loopholes that
create opportunities for hate speech.”
Vice President of Student Develop-ment
Sarah Cunningham, Ph.D, is the
responsible official for the Civil Dis-course,
Speech and Expression Policy,
which was created in 2016 alongside
the Speech, Expression, and Civil Dis-course
Committee (SECDC). In order
for student groups on campus to host
a speaker, they must submit a propos-al
to this committee, which is made up
of students, faculty and staff. After it’s
approved, the proposal is sent to the
Student Involvement Center, where
the event is posted on SLU Groups and
officially recognized by SLU.
“One of the things I think we run
into from time to time in higher ed-ucation,
and particularly here at SLU,
is this kind of clunky intersection be-tween
our commitment to diversity,
equity, inclusion and our commitment
to expression,” Cunningham said.
“Those things don’t always cross at a
pretty intersection.”
Cunningham clarified that since
this is a student sponsored event, not
technically hosted by the University,
members of the SLU community who
have issues with the event should con-tact
the students hosting the event di-rectly
to create dialogue around their
concerns.
“You have to remember the spon-soring
students are my students too,”
Cunningham said. “I have as much re-sponsibility
to event hosts as I do to
event attendees, and that gets tricky.”
Shannon Cooper-Sadlo, Ph.D, is
the director of the undergraduate
Social Work and CCJ programs and
faculty advisor for SWA. She’s spear-heading
the advocacy to change ad-ministrative
policies that vet speakers
who come to campus and is concerned
about Walsh’s relevance to the pro-life
movement and his “distinct pur-pose
of causing problems.”
“He has no qualifications to spread
pro-life ideas,” Cooper-Sadlo said. “It
really is about his own self-promotion,
inflaming the situation and creating
division.”
Despite the outcome of SWA’s pe-tition,
Cooper-Sadlo is working with
the School of Social Work’s Diversity,
Equity and Inclusion team to create
space on campus for open dialogue
during the time of Walsh’s event,
which aligns with Cunningham’s
approach to the situation.
“One of the things I’ve learned
throughout my career is that more
dialogue and conversation is always
where I would invite students to go
in our community, particularly when
there are things that are troubling or
false,” Cunningham said.
However, Govan expressed con-cerns
with which discourse the Uni-versity
officially allows to occur on
campus. While SFL is chartered by
SLU, the student group B!llikens for
Reproductive Justice must remain
unaffiliated in order to carry out
their advocacy, due to SLU’s Catho-lic
values.
“It is ironic and very hypocritical
to me that the administration would
hold these talks about civil dis-course
while censoring literally half
the folks within this conversation by
saying that pro-choice groups can-not
exist on campus,” Govan said.
Still, members of SLU College Re-publicans
say that their intention
with inviting Walsh to campus is not
to silence groups of students, but to
diversify campus lecturers.
“A lot of times when you bring
these speakers on, the yelling be-comes
so loud that it’s hard to have
dialogue, and we want to minimize
that as much as we can,” Olson said.
“Because we do want dialogue, that
is our goal.”
Dovin agrees with the goal of hav-ing
open discourse, but she struggles
with the method of achieving that
goal. Where SLU College Republi-cans
found Walsh to be representa-tive
of their values, Dovin believes
the divisive nature of Walsh’s perso-na
eliminates any opportunity for di-alogue
between differing schools of
thought. Regardless of the outcome,
Olson remains optimistic about the
culture of discourse at SLU.
“If the invitation is rescinded be-cause
there’s so much student opin-ion
[surrounding] it, the silver lining
would be at least SLU is listening to
somebody,” Olson said.
One of the things I think we
run into...is this kind of clunky
intersection between our
commitment to diversity, equity,
inclusion and our commitment to
expression.
— Sarah Cunningham,
VP of Student Development
04 News
n Sept. 13, SLU soph-omore
and Marchetti
resident Noah Hanson
was heading to his car
when he saw something unusual.
“I noticed that the papers from
my glove box had been thrown
on the seats and dashboard, and
my center console had been rum-maged
through,” Hanson said.
Hanson had parked his 2018
Honda Civic, affectionately named
“Ms. B,” on the right-hand side of
Marchetti west. He had wanted to
check on his car after he had been
called by SLU’s Department of
Public Safety (DPS), who said that
several cars had been broken into
earlier that morning. Unfortunate-ly,
Hanson’s car happened to be
among them.
“The offender(s) stole 20 from
the glove compartment, a pair of
Ray-Bans and most importantly,
my Ice Breakers,” Hanson said. “I
actually expected the results to be
worse, so I was pretty thankful no
physical damage had been done to
my vehicle.”
Vehicle safety concerns a
large portion of the student and
faculty population at SLU.
SLU recently released the 2021
Annual Fire and Security Report,
which publishes crime statistics
for both SLU’s main campus and
the Scott Law Center (located in
downtown Saint Louis). The re-port
logs statistics from a three
year window, and is updated every
October. According to the report,
there were 28 cases of motor theft
in 2018, 22 cases in 2019 and 11
cases in 2020 - or 61 total cases
over the three-year span.
Mike Parkinson, SLU’s Emergen-cy
Preparedness Coordinator and
Clery Compliance Officer, said that
motor vehicle theft is one of the
most common crimes reported on
campus.
“You would think that our num-bers
would’ve slowed down during
COVID-19, but the crime around
By ABHINAV VAYYETI
Contributor
LU students, faculty and
staff are now eligible to
receive the COVID-19
booster vaccine. The
criteria for receiving the
vaccine includes being
65 years or older, 18 years or older
and having an underlying medical
condition or 18 years or older and
living or working in high-risk set-tings.
Because St. Louis City pub-lic
health officials deem the SLU
community as individuals living or
working in a high risk setting, Bil-likens
are eligible to get the shot.
“St. Louis City public
health authorities consider the
CDC’s new eligibility criteria to
permit all University community
members over 18 years of age to
obtain a booster vaccination dose
because we all live and/or work in
an educational setting,” said Spe-cial
Assistant to the President, Dr.
Terri Rebbman.
She clarified in her news-letter
that individuals can receive
a booster shot made by any of the
FDA approved companies and not
just the one they received for their
first or second doses.
“The CDC and Missouri
now allow mixing and matching of
booster doses, meaning that each
individual gets to decide which
type of vaccine—Moderna, Pfizer
or Johnson & Johnson—they want
for their COVID-19 booster dose,”
Rebbman said.
However, special instructions
were given regarding how long one
should wait after receiving the fi-nal
dose of their initial vaccine and
before receiving their booster shot.
Individuals who received the John-son
& Johnson single-dose vaccine
are instructed to wait two or more
months before receiving a booster
shot. Those who received the Pfzier
the city and around campus did not slow
down,” Parkinson said. “One of the big-gest
things we are dealing with this year
is catalytic converter thefts. It’s not just
St. Louis or SLU, it’s nationwide.”
Catalytic converters are located in
the exhaust systems of vehicles and help
limit emissions. Parkinson said they are
valuable due to their composition of pre-cious
metals, and that criminals can re-move
them from cars within seconds and
sell them for a profit.
Hanson said that his car thankful-ly
showed no signs of such damage. “No
windows or locks had been picked or
broken,” Hanson said. “This led DPS to
believe that my key fob signal had been
‘boosted’ using a device. This increases
the key fob’s range and unlocks the vehi-cle
despite the key being far away.”
Parkinson said that DPS is actively try-ing
to deter motor vehicle theft on cam-pus.
“At night, we try to check beyond
cars,” Parkinson said. “We try to check
parking lots, we try to check vehicle lots
and we try to check buildings. We try to
make sure buildings are secure. Our visi-bility
is important. We try to be as visible
as we can, and we try to patrol by vehicle,
foot and bicycle.”
Parkinson said that DPS responds to
motor vehicle thefts in a variety of ways,
including keeping overnight watch on
areas that show a repeated history of in-cidents
and checking night vision cam-eras
frequently. Students can also take
preventative steps to lower the risk of
motor vehicle theft.
“Try to use the lots, park in well-lit
areas and keep valuables out of sight,”
Parkinson said. “It’s a crime of opportu-nity.
Reduce that opportunity, and you’re
most likely not going to be a victim of a
crime.”
Hanson said that after his car was
broken into, he filed a report with the St.
Louis Police Department. He said that
prior to the incident, he had heard of ve-hicle
thefts at nearby apartment build-ings,
but never on SLU’s campus.
“After this incident, I won’t keep any
money or things of value such as snacks
in my car in the event a break-in hap-pens
again,” he said.
or Moderna vaccines are instruct-ed
to wait six months or more after
they completed their second dose.
Students can schedule
an appointment to receive their
booster shot on campus online,
where they will find a consent form
to fill in, as well as providing spe-cific
information regarding parking
and clothing. Furthermore, fact
sheets are provided by the Missou-ri
Department of Health and Senior
Services with in-depth information
on the vaccines produced by each
brand for students to learn more
about. In addition to being able to
receive the shot on campus, stu-dents
can also get their booster
using Missouri’s vaccine navigator
site, which allows users to search
by zip code to find an appointment.
“They should bring their vac-cination
card with them to their
appointment, although they can
obtain a booster dose without it,”
says Rebbman.
Though students are now eligi-ble
to receive the booster vaccine,
they are not required to receive it
to be compliant with the Universi-ty’s
vaccine policy.
covid-19 booster shots now
available to all
By BRIAN GUERIN students
Staff Writer
S
O
Car Theft Cases
sUrge At SLU
T
05 NEWS
he Saint Louis-based
real estate company,
Pier Property Group,
announced on Oct. 28
that an urban-style Tar-get
will be part of the
60 million mixed-use
apartment building in Midtown. The Ed-win,
as this project is called, is located
within the 400-acre redevelopment area
that is guided by SLU and SSM Health
through the St. Louis Midtown Redevel-opment
Corporation (SLMRC).
Located between Gratiot and Pap-in
streets on South Grand Boulevard,
the building will be within walking dis-tance
of Saint Louis University’s north
and south campuses. The project will be
completed in the Summer of 2023, when
developers say they hope to see a ben-eficial
impact on SLU students and em-ployees,
and city residents at large.
“The city is under-retailed so this
Target is great,” said executive direc-tor
of the SLMRC, Brooks Goedeker.
“We love the location because of the 70
Grand bus line that connects all of North
City and South City to that destination
there. This also signals to different in-ternational
retailers that if Target wants
to come to this location, they should
also consider it.”
This development is the fourth ad-dition
to the Steelcote Square District
TARGET TO COME TO MIDTOWN IN 2023
SPARKING COMMUNITY CONVERSATION
By ULAA KUZIEZ
Staff Writer plan. The six-story building features
196 apartments as well as surface-lev-el
parking and an underground garage.
After negotiating with city officials,
PPG developers have agreed to allocate
10% of the apartment units for afford-able
housing that supports lower-in-come
tenants.
“When we think about projects in
and around our redevelopment area,
the affordable housing conversation
comes up. The numbers worked and
the developers were able to carve out
a piece for affordable housing. It was
a major win for the city and for the
developers,” SLU Chief Financial Offi-cer
and SLMRC board member, David
Heimburger said.
Another recurring conversation
about new developments in the area
is tax incentives. The SLMRC has the
power to unilaterally grant developers
tax increment financing or tax abate-ments
for different projects to reduce
the amount of property taxes owners
pay over a period of 10-20 years.
According to a financial analysis
filed with St. Louis Development Cor-poration
(SLDC), the SLMRC will apply
a 20-year tax abatement for The Edwin
development, as they have done with
others in Steelcote Square District.
They will also use a sales tax exemption
on construction materials after recent
approval by the Board of Alderman.
“There’s just a concern that we’re
prioritizing corporate welfare at the
expense of our public schools and
our children,” Ben Conover, 2013 SLU
alumnus and an organizer with Soli-darity
With SLPS, said.
Solidarity With SPLS is a group
of St. Louis City residents working to
improve St. Louis Public Schools. The
district’s primary source of funding
comes from local property taxes. But
according to the 2020 SLPS Commu-nity
and Financial Report, the district
lost out on 2 million in sales tax reve-nue
annually, and employees and the
tenants will also pay a 1% income tax
to the city. The land’s property tax is
approximately 1 million from a donor in 1959 to
buy 22.5 acres of land—which included
land from the former Mill Creek Valley—
to expand the campus. Three decades
later, SLU acquired additional land along
Compton Avenue when public housing
complexes there were in demise.
“This is a situation that had real
material harm for African Americans,”
Prener said. “Our relationship with Mill
Creek Valley since the late 1950s has
been one of very opportunistic develop-ment
that only benefited student expe-riences.”
Heimburger and Goedeker acknowl-edge
that residents’ views of SLU have
not been positive due to this history but
say their efforts with the SLMRC, includ-ing
partnerships with the sur
Dei immortalis in corpore mortali patientis historia : moralis doctrinae placitis & commentationibus illustrata / auctore R.P. Guilielmo Stanihursto Societate Iesu
No full textAthanasii Kircheri Fuldensis Buchonii è Soc. Jesu presbyteri; Ars magna lucis et umbrae : in X. libros digesta, quibus admirandae lucis & umbrae in mundo, atque adeò universa natura, vires effectusque uti nova, ita varia novorum reconditiorumque speciminum exhibitione, ad varios mortalium usus, panduntur
No full text