Communique from the Rev. Dennis H. Holtschneider, C.M.​

​January 2007

It's always a pleasure when I can mention DePaul and Harvard in the same breath.

A newly published Faculty Scholarly Productivity Index that evaluated 7,294 Ph.D. programs in the United States determined that among universities with 14 or fewer doctoral programs, DePaul faculty outranked all other programs in the volume of research these professors produced and awards they earned. Harvard University topped the faculty productivity list for institutions with 15 or more Ph.D. programs.

The index was developed by Academic Analytics, a Pennsylvania-based company founded by the dean of the graduate school at Stony Brook University, part of the State University of New York. Using a series of algorithms, the index analyzes the number of journal articles, citations, federally funded grants and major awards, such as Fulbrights, that faculty generated to determine a university’s research strength. The Jan. 12 issue of the Chronicle of Higher Education published excerpts of the index.

Currently, DePaul offers doctoral programs in clinical, community, experimental and industrial-organizational psychology; educational leadership and curriculum studies, philosophy and computer science.

This recognition falls on the heels of another major honor. Last August, DePaul received the American Psychological Association’s Society for Clinical Child and Adolescent Psychology Outstanding Training Program award. This honor notes excellence in the education of doctoral students in these areas. It seeks out programs with a meritorious track record of educating students in developmental psychopathology and the creation, evaluation, and practice of evidence-based treatments for psychopathology in childhood and adolescence.

We were pleased when the nation noticed our tremendous growth, that we had the happiest students, and that our students rated No. 1 for valuing diversity. But it is especially rewarding that the country has begun to notice that DePaul has been aggressively raising its academic quality as well.

Such recognition is tangible evidence of the commitment of faculty and doctoral students to scholarship and academic quality. I extend my gratitude to all faculty for their exemplary scholarship and for challenging our students to reach far and aim high.​​​