William R. Stott, Jr.


The Stott Family William Ross Stott, Jr
Margaret Lawler Stott
Oak Hill, Virginia
Home: 703-715-2170
Cell: 703-609-8937

Bill and Peggy were married on July 25, 1959. They have 5 children: William R. Stott III (b. 1962), Stasia Reynolds (b.1964), Christopher J. Stott (b. 1966), Rachel Irene Stott (b. 1968), and Alexa M. Stott (b. 1970). Bill and Peggy have 11 grandchildren (7 boys and 4 girls).


  • Roman Catholic
  • Variety of lay ministries
  • Spiritual Affiliation
  • Benedictine Oblates – Oblation at St. Gertrude’s Monastery, Ridgley, MD on June 24, 2007
  • Founded the Benedictine community at Deogratias.co


  • Columbia University, M.A., 1963
  • English Literature & Philosophy
  • Georgetown University B.S.S., 1957
  • English Literature & Philosophy

Honorary Degrees

  • Fisk University, D.H.L., 1994
  • Georgetown University, D.H.L., 1985


  • Has been and continues to be an advisor to over 75 colleges, universities, schools, and non-profit organizations


  • 55 continuous consecutive years of college level teaching in Humanities, Natural History, Biological Sciences, Poetry, Literature, Sacred Scripture, Philosophy, and History.


  • Over 250 invited public lectures on Liberal Arts, Natural History, Ornithology, Environment, Teaching, Higher Education, Student Affairs, and Literature
  • 2 Complete curricula designed & executed:
    1) Power of Story 1999-…..(See Attachment A)
    2) Master Naturalists Program 1999-2007 (See Attachment B)

Fine Arts

  • Creative writing Poetry

Drama, Theatre

  • Designed and built model of Globe theatre to be used in Shakespeare courses.
  • Toured and presented 40+ exhibitions of the model
  • Produced & Directed renaissance plays using students as actors
  • These mounted productions were received extremely well by professional audiences

Gym: “Athletes”
Gymnasium on the premises, created to train athletes, emphasis on grace, movement & power

TRX Certifications

  • Suspension Training Course (L1)
  • RIP Training Course (L1)
  • TRX Functional Training Course (L1)
  • TRX Summit (2015)

Wide Variety of settings & Situations since 1945

  • Social
  • Personal
  • Professional
  • OPK
  • Interventional Counseling
  • Geriatric & End of Life Matters
  • Alzheimer’s Caregiving (16 Years)
  • Hospice
  • Death & Dying Counseling
  • Grief Counseling
  • Burying the Dead & Estate Matters


  • Life long participant in a variety of competitive settings.
  • Competitive Middle Distance Runner (10K).
  • Coaching: baseball, basketball, track & field (for instance)
  • Training: conditioning, strength, endurance (specifically)
  • Training Methods: Wide variety of methods, emphasis on calisthenics, gymnastics etc.
  • Gymnasium Owner/operator : personal clients


  • Save The Children (120 Children over 45 Years)
  • Unbound (20 Years)
Food for the Poor 2015-Present
Senior Advisor, Policy and Planning

COMMUNITY BUILDING in Association with FOOD for the POOR


St. Benedict’s Village is a community located in the municipality of Posoltega, in the Department of Chinandega; 70 miles from Managua. There are an estimated 460 families with approximately 2,800 inhabitants in the region. There are 400 children in the community school; 212 (ages 4-9; 52% girls and 48% boys. The school has six classrooms for preschool and elementary school classes.

We have provided 26 families with houses, sanitation, clean water and self supporting businesses; A poultry package for consumption and source of income.


Sta. Margarita is the name for the fishing village for which we have provided four fully equipped high power Fishing vessels that are capable of inshore/offshore fishing. We have also provided associated facilities in order to support the fleet. The purpose of all these activities is to support self-sufficient communities in the area. I have visited Honduras and inaugurated the Fishing Village. In addition, we have completed reroofing a large school in Tela. Over 560 children are now able to attend classes there. We are planning to build homes for the Fishermen assigned to the fleet and full processing facility, including freezers and refrigerators.


1) PHILIPPINES – Hydrocephalus Foundation of the Philippines

We are major supporters of The Hydrocephalus Foundation of the Philippines (HCFP). We provide the neurosurgical relief for the hydrocephalic children. The relief takes the form of an operation that uses “shunts” to accommodate the excessive cerebrospinal fluid. We have assumed responsibility for these operations for the foreseeable future.


United States Naval Reserve 1959-1965
  • Commissioned Ensign (1959)
  • U.S.S. Dominant (MSO-431); First Lieutenant (Deck, Gunnery, MCM, Supply) (1959-1961)
  • Volunteered for UDT Training (1961)
  • Buds Training – Injured prior to graduation
  • SERVLANT for remainder of Enlistment (1962)
  • Joined Active Reserve (1962)
  • U.S.S. Lorikeet (MSCO-49); First Lieutenant (Deck, Gunnery, MCM, Supply) (1962)
  • Injured (1963)
  • Disabled Active – VA Disabled Veteran (1965)
  • Retired (1965)

Fordham University

Teacher 1964-1977
  • “Upward Bound Program, Free University Course, Natural History, Ornithology
  • Follow-up Program for Upward Bound Students using My Students (once a week papers, etc.)
  • Experimental ‘60s “Bensalem” Program
Assistant Dean of Students 1973-1977
  • Developed, with the Academic Council, The Values Program
Georgetown University 1977-1985
Dean of Student Affairs 1977-1980
  • Member: Student Life Committee, Athletic Advisory Board, Administrative Council
Teacher 1977-1985
  • English Department: Renaissance Studies: Shakespeare, Renaissance Poetry
  • Natural History, Ornithology
Vice President of Student Affairs 1980-1985
  • Managed Residence Life, Athletics, Security, Student Health, and Counseling & Career Centers ($20 million budget)
  • Directed program and design of new University Center ($30 million)
  • Oversaw the construction of four Residence Halls ($10 million) and Recreation Center ($7 million)
  • Member: President’s Cabinet, Committee of Vice Presidents, Council of Deans, Budget Advisory Committee (University budget $320 million)
Ripon College 1985-1995
President & CEO

  • Raised $50 million via Capital Campaigns
  • Retired external debt
  • Conducted a renovation project
  • Residence Halls: $6 million
  • Student Union: $3 million
  • Science Building: $3.6 million
  • Built Fine Arts Building: $1 million
  • Increased endowment from $9 million to $25 million
  • Established Chairs in Classics, Religion, Ethics & Values, Performing Arts, and Economics
  • Achieved North Central Association accreditation in 1990

  • English Department: Shakespeare, Epic, Irish Literature, Environmental Literature
  • Extramural: Ornithology, Ecology (Open to Public)
  • Children’s Programs: Advanced College Experience Program
Georgetown University 1996-2000

  • SSCE: Environmental Ethics
Fairfax Audubon Society 1996-2007
(Renamed Audubon Society of Northern Virginia)
Teacher & Trip Leader 1996-2000
  • Ornithology & Ecology (over a hundred field trips)
Founder, President & Faculty 1997-2007
  • Designed & executed, and taught a comprehensive curriculum in natural history
  • Attachment B
  • Designed bird checklist for the area

St. John Neumann Catholic Church 1999-Present
Teacher & Lecturer

  • Designed, executed, and taught a comprehensive curriculum in Scripture: The Power of Story
  • Attachment A

Sts. Peter & Paul Catholic Church 2004-2015
Teacher & Lecturer

  • Designed, executed, and taught a comprehensive curriculum in Scripture: The Power of Story
  • Attachment A
Food for the Poor 2015-Present
Senior Advisor, Policy and Planning
Counseling 1950-Present
  • Management
  • Personal
  • Religious
  • Sports and Exercise (athletics, coaching, and training)


  • French, German, Latin, Greek (reading), Spanish (colloquial, conversational)

Travel (Study Travel, Tour Leading, and Teaching)

  • Over 85 Countries in 7 Continents including: North, South, and Central America, Mexico, Canada, British Isles, Western Europe, East Africa, Malaysia, Australia, New Guinea, Antarctica, Arctic North, and Tropical Rainforests
  • Civil War Battlefield Tours
  • Book Author Family History and Genealogy (v. bibliography)

American Council on Education
American Association for Higher Education
Association of Governing Boards of Universities and Colleges
The Council for Liberal Learning
Association of American Colleges

Thomas More College
Defenders of Wildlife
Cornell University of Ornithology
American Birding Association
American Bird Conservancy
Kaytee Avian Foundation
Wildfowl Trust of North America

Donald C. Faber Distinguished Scholar in Residence (Miami University, Oxford OH, 1996)
Honorary Membership, Wisconsin Alpha Kappa Delta (Nation Honorary Forensics Society, 1986)
Project QUILL, Living & Learning Residence Halls (American Association of Colleges, 1978)
Teaching Award for Teaching Innovations, President’s Fund (Fordham University, 1973)
Various non-profit environmental organizations

American Birding Association
Defenders of Wildlife
Cornell University Laboratory of Ornithology
American Ornithologists Union
Wisconsin Society of Ornithology
Fairfax, VA Audubon Society (Past President)
Urner Ornithological Club
Explorers Club (Fellow National)
Wildlife Trust of North America
Civil War Trust
NRA (Life, Endowment, Patron Member)
UDT-Seal Association (Life Member)



  • The Role of Student Affairs in Values Education, M.J. Collins (ed.). Jossey-Bass, 1983
  • Reading The Signs: Drawings and Poems, Ripon College (ed.). Ripon College, 1995
  • Finding Our Place. The Ancestors and Descendants of William Ross Stott, Jr. and Margaret Ann Lawler
    Authors: Clifford L. Stott and William Ross Stott, Jr. 2010

DRAMA PRODUCTIONS (with Paul McCarren S.J.)

  • 6 Renaissance plays
  • Shakespeare’s: “Comedy of Errors”, “Twelfth Night”, “As You Like It”
  • Marlowe’s “Faustus”
  • T.S. Elliot’s “Murder in the Cathedral”


  • “Billy and Lord Byron a Matter of Time”, Private printing Durham N.C. editor Jessica Ryan


  • “Insinuating the world of noon” and “Punctuated by light”, Four Quarters, Vol. XXI, No. 2, January 1972
  • “Ordinandus”, Chimaera, February 1972
  • “Here on this lofty eminence”, Cardinal Poetry Quarterly, Vol. VI, No.4, March 1972
  • The top of my son”, Riverside Quarterly, Vol. 5, No. 3, August 1973
  • “Ars Moriendi”, Thought, Vol. XLVIII, No. 190, Autumn 1973
  • “Going”, Four Quarters, Spring 1974
  • “Mr. Jackson Lockhart made lists” and “Reading the signs”, Quoin, Spring 1974
  • “For William Carlos Williams”, Thought, Vol. 52, No. 205, June 1977
  • “Feeley and Griffin’s”, Ball State University Forum, Vol. XIX, No. 4, Autumn 1978
  • “Encounter”, Georgetown University Journal, Spring 1984
  • “Rhesus”, Wisconsin Academy Review, Vol. 35, No. 2, March 1989


  • Pencil Drawing, Black-Crowned Night Heron, The Passenger Pigeon, Journal of the Wisconsin Society of Ornithology, Summer 1988
  • Pencil Drawings, Marsh Wren and Sedge Wren, The Passenger Pigeon, Spring 1989
  • Pencil Drawings, Osprey, Common Yellowthroat, Milkweed Pod, The Passenger Pigeon, Summer 1989
  • Drawing, Sandhill Crane, Ripon College Permanent Collection
  • Drawing, Green Heron, The Passenger Pigeon, Spring 1995


  • Pencil Drawings, Ripon College Art Gallery, October 1987
  • Drawings and Photographs, Rodman Art Center, Ripon College, April – June 1995
  • Drawings and Photographs, The Fitton Center, Hamilton OH, April – May 1996

May 2010


The Power of Story is the name given to a scripture series; the genesis, development, and execution of which is a story in itself. In 1999, I was engaged in an educational consultation for the St. John Neumann Catholic Community regarding an adult formation program. At the conclusion of these discussions, I was asked if I would consider teaching a scripture course.

My yes turned out to be, by the grace of God, nothing less than a collegial reenactment of the entire Catholic Canon, all seventy-three books. In order to accomplish this enormous task, I resorted to an academic model, deploying the text in an eight semester pattern over four years. The series was offered in the fall of 1999 with the first of the eight courses, The Poetry of Prayer. The response was extraordinary. That was the beginning.

It is appropriate to note, [at this time, May 2010], I have completed the Power of Story three times! We have had hundreds of student participants, principally Catholics, but including many from a wide variety of religious and secular persuasions and dispositions. One of the most gratifying features of this experience has been that the vast majority of registrants have stayed with the course throughout. The overriding conclusion is that there is a deep desire for the Word of God.

The Power of Story has come to represent my response, however modest, to the universal call to evangelize: Matthew 28:19-20. As such, it constitutes both my motivation and delight.

Of course, each time that I have taught this series, it has been enriched and expanded as we all have learned and grown. I have been told by many students over the years that the appeal of the series derives from its approach which they see as unique, an approach which knows the Word as Poetry.

Poetry is, among other things: concrete, specific, palpable, and sensual. In its full manifestation it begs enactment as Drama and Liturgy. It is by its nature as the Word of God, oral, creational, and generative. The story of God’s unfolding revelation is expressed in the very words He gave us as namers in order to know Him. Sacred scripture is a drama, a doing, an enaction, physical, and sacramental.

I have stressed throughout the Power of Story that the series is not about scripture. It is not about Theology or Philosophy, or Apologetics. It is, rather, an attempt to do, to enact, and to be at one with the Word of God. All this has been deeply gratifying for a poet/teacher who has always known, by the grace of God, that teaching is, above all, a bearing of witness. The experience has been, beyond calculation, the most exacting, most exciting and most fulfilling of my professional life.

May 2015

At the preset time, mirabile dictu, I am entertaining several invitations to begin the Power of Story series again. I am gratified and excited at the prospect.

This addendum reviews and updates the original statement/prospectus to the present, lists the present offering and projects the future of the curriculum.

The power of story has now been completed in full FIVE Times! We have expanded our understanding of scriptures power and reach greatly.

As a consequence, we are now expanding our offerings by adding three new courses in Biblical Theology. This past Spring, we completed the first of the three courses (#10) ”Virtue/Vice”. We will begin “Spirit; in context” (#11) this Fall & “Spirituality; in context“ (#12) in Spring 2016

Finally, I am deeply grateful for the privileged opportunity to play in the fields of the Lord.




Power of Story

This Scripture series attempts a collegial re-enactment of the Catholic canon, all seventy-three books. This new rendition requires twelve semesters over six years. Obviously, numerous structural and thematic variations and arrangements are possible, indeed encouraged.

Old Testament

1) Poetry of Prayer (1) The Bible, the Way of the Word, Poetry, the Psalms and Job, Song of Songs Fall 2010
2) Poetry of Prayer (2) The Way of the Word in Wisdom: Proverbs, Ecclesiastes, Wisdom, Sirach Spring 2011
3) Old Testament I Covenant, Bondage, Exodus and the Promised Land: The Pentateuch Fall 2011
4) Old Testament II The Promised Land: Settlement, Monarchy, Division, Exile Spring 2012
5) Old Testament III The Histories: Chronicles to Maccabees Fall 2012
6) Old Testament IV Prophets and Prophecy: The Poetry of Righteousness Spring 2013

New Testament

7) New Testament I The Synoptic Gospels: Mark, Matthew, Luke Fall 2013
8) New Testament II The Acts of the Apostles, The Gospel of John, The Person of Paul Spring 2014
9) New Testament III Paul, The Epistles; Hebrews, The Catholic Epistles, The Book of Revelation Fall 2014

Biblical Theology

10) Virtue/Vice, Sin/Redemption In The Light of The Seven Penitential Psalms Spring 2015
11) Spirit; in context The Word, in the context of the Word Fall 2015
12) Spiritualities; in context Spiritualities in the context of the heres and the beyond Spring 2016
13) Patristics The Father’s of the Church, Heresies and the Creed Fall 2016
14) Monasticism Monasticism and Civilization Spring 2017

ATTACHMENT B Master Naturalists Program

In 1997, I was teaching a course in Environmental Ethics at Georgetown University. At the same time, I was teaching an Ornithology course through The Fairfax Audubon Society. Aware of the widespread ignorance of the natural world, I, with the help and support of two fellow members, designed and implemented a full curriculum in natural history studies.

This program was an outgrowth of my lifelong experience as a naturalist, field ornithologist, and educator. Based on a liberal arts model, the curriculum included a 4 core full-semester course in ornithology, ecology, and botany. In addition, we offered, as needed, six or seven electives (geology, area ecology, etc.) as well as 7-15 workshops (e.g., warblers, piedmont wildflowers, etc.). All offerings had — as vital and characteristic requirement — 3 or 4 half to full day field experiences.

Students, who elected to do so, could take the fully prescribed curriculum (it would take 2-4 years “full time”) for which we awarded a certificate as a master naturalist.

We recruited a faculty of 5-7 professionals over the years. During the decade in question, we had hundreds of students participate in the program. Remarkably, we had a good number matriculate for the full curriculum. At the present time, we have graduated over 15 Master Naturalists from our certificate program.