Denise L Cloonan Cortez de Andersen
Denise
L
Cloonan Cortez de Andersen
Ph.D.
Department Chair, Professor of Spanish
World Languages and Cultures
College of Arts and Sciences
Phone
(773) 442-4741
Expertise
Second Language Acquisition, Language Pedagogy and Assessment, Applied Spanish Linguistics, Sociolinguistics, Language Planning, Phonology, Romance Phonology and Dialectology
Courses Taught
SPAN 413 Spanish Dialectology
SPAN 315 Applied Spanish Linguistics
SPAN 301 Avanced Spanish Grammar
Research Interests
Heritage Learning and heritage learners’ strategies Strategic Interaction scenarios as pre-reading and post-reading activities Assessing reading comprehension through text completion tasks Using introspection and verbal reporting to monitor L2 reading comprehension Strategic Interaction scenarios as assessment of cultural perspectives Language contact and language change: interface of Spanish and English in Chicago - evidence for a lingua franca? Spanish phonetics and phonology - dialectal variation and change due to contact Affective variables in second language acquisition
Education

Ph.D. Linguistics.  University of Delaware, Newark, DE 1991
Doctoral Studies in Spanish Literature. University of Maryland, College Park, MD 1985-1986
M.A. Hispanic Literature.  University of Delaware, Newark, DE 1985
Graduate Studies. Centro de Estudios Hispánicos en Madrid, Bryn Mawr College, 1983
B.A. Spanish, Minor in English.  University of Delaware, Newark, DE 1983

Selected Publications

Books:

Contornos del habla: fonología y fonética del español. New Haven and London: Yale University Press, (August, 2009) ©2010

!Anda! Curso Intermedio, Native Speaker Activities Ancillary. Pearson/Prentice Hall, (2009) in Heining-Boynton, Leloup, Cowell. ©2010.

Invited Articles:

“El español de Chicago”, Contratiempo [Chicago] 80 (Diciembre 2010): 9. 

Articles:

“Mother Culture Impact on Foreign Language Reading Comprehension,”    Language Across Boundaries, published in British Studies in Applied Linguistics, Cambridge, UK, 16:  (185-200), 2001, Continuum Press.

“Una aplicación de la teoría pedagógica de Paulo Freire.” Paper published in Conference Proceedings of the VII Simposio Internacional de Comunicación Social: Centro de Lingüística Aplicada, Santiago de Cuba, January 23-26, 2001.

Book Reviews:

“Heritage Language Education: A New Field Emerging,” Brinton, Donna M., Olga Kagan and Susan Bauckus, eds. 2008. New York and London: Routledge, 2008. Modern Language Journal, 94:3, 2010.

“Idioms—Description, Comprehension, Acquisition, and Pedagogy,” by Dilin Liu. New York and London: Routledge, 2007. Modern Language Journal 93: 2, 2009.

"ESOL Tests and Testing". Stephen Stoynoff and Carol A. Chapelle. Modern Language Journal, 90: 4, 2006.

“Language Assessment: Principles and Classroom Practices,” H. Douglas   Brown. Longman Press, 2004. Modern Language Journal, 90: 3, 2006.

“Discovering Grammar: An Introduction to English Sentence Structure,” by Anne Lobeck. Oxford University Press, 2000. Modern Language Journal, 86:2, 2002.

“Meaning in English: An Introduction to Language Study” by Lesley Jeffries. Modern Language Journal, 84: 3, 2000.       

Manuscripts--In Preparation:

“The native speaker and the heritage speaker: a comparison of their lexicon” manuscript in preparation.

Book Manuscript Reviewer:

Doing Foreign Language: Bringing Concordia Language Villages into Language Classrooms, by Heidi Hamilton, Cori Crane and Abigail Bartoshesky. Pearson Merrill Prentice Hall, 2005.

Building Reading Comprehension Habits in Grades 6-12. A Toolkit of Classroom Activities, by Jeff Zwiers. International Reading Association, 2004.

Developing Academic Thinking Skills in Grades 6-12. A Handbook of Multiple Intelligence Activities, by Jeff Zwiers. International Reading Association, 2004.

Selected Performances

International

"Using regional literature to promote understanding of dialectal variation in Spanish". Paper proposal accepted for presentation at the 46th Annual Meeting of the British Association for Applied Linguistics (BAAL): The Impact of Applied Linguistics:  September 5-7, 2013, Heriot-Watt University, Edinburgh, Scotland

“How listening strategies develop through collective scaffolding in role play”. Paper presented at the 42nd Annual Meeting of the British Association for Applied Linguistics (BAAL): “Language, Learning, and Context”, Newcastle University, United Kingdom, September 3-5, 2009.

“Measuring and evaluating the lexicon of the non-native, native and heritage speaker in Spanish”. Paper presented at the 41st Annual Meeting of the British Association for Applied Linguistics (BAAL): “Taking the Measure of Applied Linguistics” Swansea University, Swansea, Wales, UK, September 11-13, 2008.

"The L2 Reading Process--An Introspective View.”  Paper presented at the 35th Annual Meeting of the British Association for Applied Linguistics (BAAL): “Applied Linguistics and Communities of Practice.” Cardiff, Wales, September 12-14, 2002.

“La gramática contextualizada por medio de la actuación.” Paper presented at the II Simposio Regional de Lectura y Vida: “La escuela y la formación de lectores y escritores,” (Asociación Internacional de Lectura--IRA). Buenos Aires, Argentina, October 11-13, 2001.

“Taking a Freirean Approach to Meet the Individual Needs of the Diversified Classroom.” Paper presented at the 34th Annual British Association for Applied Linguistics (BAAL) Conference: “Unity and Diversity in Language Use.”  The University of Reading, UK: September 6-8, 2001.

“Una aplicación de la teoría pedagógica de Paulo Freire.” Paper presented   at the VII Simposio Internacional de Comunicación Social: Centro de Lingüística Aplicada, Santiago de Cuba, January 23-26, 2001.

“La Gramática Contextualizada por la Técnica de Strategic Interaction.” Paper presented at the “X Encuentro para profesores de español: gramática y metodología en la enseñanza del español,” Universidad Autónoma de México (UNAM) Campus Estados Unidos. San Antonio, TX, Simulcast to Universidad Autónoma de México (UNAM), (Mexico City); Centro de Enseñanza para Extranjeros (CEPE), Mexico City; Escuela para Extranjeros en Canadá (ESECA) and Universidad de Quintana Roo, October 28, 2000.

“Mother Culture Impact on Foreign Language Reading Comprehension.” Paper presented at the British Association for Applied Linguistics (BAAL) 33rd Annual Meeting in Cambridge U.K. “Language across Boundaries” September 7-9, 2000.

National

“How to Select Materials for the Major Portfolio that Embrace Student Diversity.”  Paper presented with Dr. Mary Ellen McGoey to the AAHE National Conference on Higher Education: “Learning in Context: Who are our students? How do they learn?”  Chicago, IL, March 16-19, 2002.

“How to Assess Undergraduate Programs: A Model.” Paper presented with  Mary Ellen McGoey at the American Association for Higher Education (AAHE) 2001 National Conference on Higher Education, (March 24-27, 2001) “Balancing Private Gain and Public Good,” Washington D.C., March 27, 2001.

“Employing a Freirean Approach to Meet the Individual Needs of the Diversified Classroom.” Paper presented at the Annual Meeting of the Association of Teacher Educators (ATE), “Teacher Educator as Advocate,” New Orleans, LA, February 17-21, 2001.

“Design for the Foreign Language Major Portfolio: An Outcome Template.” Paper presented with Mary Ellen McGoey and Vicki Román-Lagunas at the American Association for Higher Education (AAHE) Assessment Conference 2000: “Rising Expectations for Assessment: Can We Deliver,” Charlotte, NC, June 14-18, 2000.

Regional

Invited Talk: Chicago Area Translators and Interpreters Association (CHICATA) “DIALECTOLOGY: What is it? Its significance in language prestige and cross-cultural understanding”, Open Books, Chicago, April 26, 2014.

“Assessment of Major Programs: A Design Template.”  Paper presented with Dr. Mary Ellen McGoey at the 2001 Assessment Institute in Indianapolis, IN, November 4-6, 2001.

“Designing an Assessment Template for the Undergraduate Major.” 5th Annual Assessment Conference Sponsored by the College of Business and Economics, California State University at Fullerton, Fullerton, CA: “Outcome Assessment: From Chaos to Clarity,” March 1-2, 2001.

“Strategic Interaction Workshop: Learning Languages through Scenarios.” Workshop presented at the Illinois Council on the Teaching of Foreign Languages (ICTFL) Conference: “Languages: Take Two,” Itasca, October 19-21, 2000.

“Encouraging and Assessing Reading Comprehension through Text Completion Tasks.” Paper presented at the 27th Plains International Reading Association (IRA) Regional Conference: “Literacy--Gateway to New Horizons.” St. Louis, MO, October 12-14, 2000. 

“A Framework to Facilitate Student Teachers’ Self Assessment.” Paper presented  at the 14th Annual Midwest Association of Teacher Educators (ATE) Conference: “Preparing Teachers to Create Successful School Environments,” Davenport, IA, April 8-9, 2000.

“Assessment of culture in the Communicative Foreign Language Classroom,” Paper presented at the 1999 Illinois Council on the Teaching of Foreign Languages (ICTFL) Conference: “Capitalizing on Foreign Languages”, Springfield, IL, October 22, 1999.

“Preliminary Assessment Practices for Foreign Languages--A Work in Progress.”   Paper presented at Northeastern Illinois University, Assessment Workshop, Chicago, IL, March 10, 1999.

Background

Acting Department Chair. Department of World Languages and Cultures, Northeastern Illinois University, Chicago, IL 05/2013-12/2013.
Professor of Spanish. Department of World Languages and Cultures, Northeastern Illinois University, Chicago, IL 09/09-present.
Associate Professor of Spanish. Department of Foreign Languages and Literatures, Northeastern Illinois University, Chicago, IL 09/2003-08/2009
Assistant Professor of Spanish. Department of Foreign Languages and Literatures, Northeastern Illinois University, Chicago, IL 08/1997-08/2003

Additional Information

Advisor: Teaching Certification for Professionals (TCP) Advisor; Liaison to the College of Education, Undergraduate advisor

LWH 2039
5500 N. St. Louis Ave.
Department of World Languages and Cultures
Chicago, IL 60625
United States

Phone
(773) 442-4741
Office Hours
M/F 11-2, T/W 1-3, and T/R 2-6 or by appointment
Main Campus
Curriculum Vitae
Lisa Hollis Sawyer
Lisa
A
Hollis-Sawyer
Ph.D.
Associate Professor - Psychology, Gerontology Program Coordinator, Women and Gender Studies Core Faculty
Psychology
College of Arts and Sciences
Graduate Studies and Research
Phone
(773) 442-5846
Expertise
Gerontology, Psychology, Women and Gender Studies
Courses Taught
PSYC 401 Gerontology:An Overview
PSYC 402 Developmental Processes in Later Life
PSYC 406 Aging and the Family
PSYC 408 Research methods in Gerontology
PSYC 420 Seminar in Proposal Writing
PSYC 434 Aging Services Network
PSYC 455 Seminar in Aging
PSYC 307 Psych Tests and Measurements
PSYC 308 Psych Tests and Measurements Lab
PSYC 312 Psych Development of Women
PSYC 324 Geropsychology
PSYC 360 Social Psychology
PSYC 365 Industrial Psychology
PSYC 396 Seminar in Psychology
Research Interests
Dr. Hollis-Sawyer conducts research in aging workforce and retirement issues, elder care, older learners, other diversity in aging topics. She also conducts research related to general workplace attitudes, test anxiety, and associated training issues.
Education

The University of Akron, Akron OH

Selected Publications

Hollis-Sawyer, L. (2018).  Dyadic filial research study recruitment and retention: Lessons learned.  In SAGE Research Methods Cases.  New York: Sage. 

Hollis-Sawyer, L. (2017).  Age discrimination in the workplace: Learning from Google’s experience.  In SAGE Business Cases.  New York: Sage. 

Hollis-Sawyer, L. (2016).  Sex therapy. In Goldberg, A. (Editor), The SAGE encyclopedia of LGBTQ   studies.  New York:  Sage Publications.  

Hollis-Sawyer, L. (2016).  Nonbiological, nongestational mother.  In Goldberg, A. (Editor),The SAGE encyclopedia of LGBTQ studies.  New York:  Sage.  

Hollis-Sawyer, L. A., & Dykema-Engblade, A. (2016).  Women and positive aging: An international perspective.  New York: Academic Press.   

Hollis-Sawyer, L. A., & Sawyer, T. P. (2014).  “By the numbers:” Language-based and competency enhancing math instruction to alleviate older women’s math stereotype threat reactions.  International Journal of Education, 6(3), 157-174.  

Hollis-Sawyer, L., & Cuevas, L. (2013). “Mirror, mirror on the wall:” Ageist and sexist “double jeopardy” portrayals in children’s picture books. Educational Gerontology, 39(12), 902-914.

Hollis-Sawyer, L. A. (2011). A math-related decrement stereotype threat reaction among older “non-traditional” college learners. Educational Gerontology, 37(4), 292-306.

Hollis-Sawyer, L. A., Thornton, G. C., III., Hurd, B., & Condon, M. E. (October 2008). Exercises in psychological testing laboratory manual (2nd edition). New York: Allyn & Bacon.

Hollis-Sawyer, L. A. (2008). Exercises in psychological testing laboratory manual instructor’s guide (2nd edition). New York: Allyn & Bacon.

Hollis-Sawyer, L. A., & Sawyer, T. P. (2008). Potential stereotype threat and face validity effects on cognitive-based test performance in the classroom. Educational Psychology, 28(3), 291-304.

Selected Exhibitions

Hollis-Sawyer, Lisa (2014, October). Paradigm shift” in assessing older learners: Toward a positive aging model and testing practice. Paper to be presented at the 2014 Clute Institute international conference, Las Vegas, NV.

Sterns, Harvey, Hollis-Sawyer, Lisa, Smile, Maureen Pierce, Moody, Harry, Taylor, Jill, & Woods-Scott, Urrikka (2014, February). Finding the “Silver Lining”: Promoting Service Careers in Aging. Co-Chair of a symposium presented at the 2014 Association for Gerontology in Higher Education conference, Denver, CO.

Hollis-Sawyer, Lisa (2014, February). Understanding aging through the "eyes" of social media. Poster presented at the 2014 Association for Gerontology in Higher Education conference, Denver, CO.

Hollis-Sawyer, Lisa (2013, November). “Positive aging” assessments of older adults. Poster presented at the 2013 Aging and Society interdisciplinary conference in Chicago, IL.

Hollis-Sawyer, Lisa (2013, March). Older learners in an e-course environment. Poster presented at the 2013 American Society on Aging, Chicago, IL.

BBH 307E
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Phone
(773) 442-5846
Office Hours
Tuesdays, 4-7 p.m.; Saturdays, 1-2 p.m.; Mondays through Fridays, 1-2 p.m. (online) By appointment
El Centro
Main Campus
Francisco Iacobelli
Francisco
Iacobelli
Associate Professor
Computer Science
College of Arts and Sciences
Phone
(773) 442-4728
Expertise
Natural Language Processing, Information filtering and HCI.
Courses Taught
Introductory programming courses
Mobile and web application development courses
Machine Learning and Artificial Intelligence courses
Introductory Human Computer Interaction
Research Interests
NLP, AI, HCI, and how these disciples are combined in intelligent user interfaces.
Education

Ph. D. Northwestern University

MSc. DePaul Unviersity

5500 N. St. Louis Ave.
Chicago, IL 60625
United States

Phone
(773) 442-4728
Office Hours
Tuesdays: 1:00 - 4:00 p.m. Wednesdays: 4:00 - 6:00 p.m.
Main Campus
Christopher L. Schroeder
Christopher
L.
Schroeder
Professor
English
College of Arts and Sciences
Phone
(773) 442-5483
Expertise
Political economies of literacy, literacy philosophies and language policies.
Courses Taught
Cultural Linguistics and Sociolinguistics
English Studies and Technology
Grammars of Standard English and Competing Discourses
Literacies and Political Economies
Seminar in Composition Theory
Summer Writing Institute (National Writing Project)
Writing Across the Curriculum
Writing Assessment
Advanced Composition
American Literature
Drama and Diversity
History of Chicago Drama
Intro to Global Studies
Literatures and Literacies
Modern American Drama
Technical Writing
WAC-Writing Center Tutoring
The World of Drama
Research Interests
Chicago drama, textual circulation, and political economies of literacy
Education

Ph.D. with distinction in English from the University of Louisiana (1999)

M.A. in English from the University of Missouri (1994)

B.A. with honors in English from Southern Illinois University (1992)

Selected Publications

Books
Schroeder, Christopher. 2011. Diverse by Design: Literacy Education within Multicultural Institutions. Logan, UT: Utah State University Press.
• recipient of 2012 CCCC Research Impact Award

Schroeder, Christopher, Helen Fox, and Patricia Bizzell, eds. 2002. ALT DIS: Alternative Discourses and the Academy. Portsmouth, NH: Heinemann/Boynton-Cook.
• reprinted by Heinemann in 2004
• college best-seller for Heinemann in 2002

Schroeder, Christopher. 2001. ReInventing the University: Literacies and Legitimacy in the Postmodern Academy. Logan, UT: Utah State University Press.
• reviewed in College English
• nominated for the 2002 David H. Russell Award sponsored by the National Council of Teachers of English

Articles, Chapters, and Essays
Schroeder, Christopher. 2016. “Continuity and Community in a Cosmopolitan World: Code Switching and Its Effects on Community Identity.” In Crossing Borders, Drawing Boundaries: The Rhetoric of Lines Across America, ed. Barbara Couture and Patricia Wojahn, 43-59.  Boulder, CO: Utah State University Press.

---. 2010. “Web Authoring Software and Electronic Expertise.” In Digital Tools in Composition Studies: Critical Dimensions and Implications, ed. Ollie O. Oviedo, Joyce R. Walker, and Byron Hawk, 95-113. Cresskill, NJ: Hampton Press, Inc.

---. 2009. “English Teachers We Have Known.” In Transforming English Studies: New Voices from an Emerging Genre, ed. Lori Ostergaard, Jeff Ludwig, and Jim Nugent, 212-228. West Lafayette, IN: Parlor Press.

---. 2007. “Notes Toward a Dynamic Theory of Literacy.” In Locations of Composition, ed. Christopher Keller and Christian Weisser, 267-287. Albany, NY: State University of New York Press.

---. 2006. “The Limits of Institutionalized Literacies: Minority Bilinguals at One U.S. University.” Community Literacy Journal 1: 67-82.

---. 2005. “Natural Diversity: A Response to David Quammen.” In Writing Environments: Rhetoric, Texts, and the Construction of Nature, ed. Sidney Dobrin and Chris Keller, 99-107. Albany, NY: State University of New York Press.

---. 2004a. Review of Introducing English: Essays in the Intellectual Work of Composition, by James Slevin. Composition Studies 32: 143-146.

---. 2004b. “The Ethnographic Experience of Postmodern Literacies.” In Ethnography Unbound: From Shock Theory to Critical Praxis, ed. Stephen Brown and Sidney Dobrin. Albany, NY: State University of New York Press.

---. 2002. “From the Inside Out (or the Outside In, Depending).” In ALT DIS: Alternative Discourses and the Academy, ed. Christopher Schroeder, Helen Fox, and Patricia Bizzell, 178-190. Portsmouth, NH: Heinemann/Boynton-Cook.

---. 2002. “Rereading the Literacy Crisis in Colleges and Universities in the United States.” In Professing Rhetoric: Selected Papers from the 2000 Rhetoric Society of America Conference, ed. Frederick J. Anczak, Cinda Goggins, and Geoffery D. Klinger, 187-192. Mahwah, NJ: Lawrence Erlbaum.

---. 2001. “Academic Literacies, Legitimacy Crises, and Electronic Cultures.” The Journal of Literacy and Technology, http://www.literacyandtechnology.org.

---. 1999. “Blurring Boundaries: Rhetoric in Literature (and Other) Classrooms.” In Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum, ed. Alice Robertson and Barbara Smith, 297-311. New York: Garland Press.

---. 1998. “Writing, Reading, and Resistant Meanings: Teaching Students to Fish.” Inquiry: Critical Thinking Across the Disciplines 17: 61-72. (all footnotes were omitted without permission)

---. 1997. “Knowledge and Power, Logic and Rhetoric, and Other Reflections in the Toulminian Mirror: A Critical Consideration of Toulmin’s Contributions to Composition.” JAC: A Journal of Composition Theory 17: 95-107.

LWH 2023
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Phone
(773) 442-5483
Office Hours
Fall 2019
TR 12:10-1:40 p.m.
TR 3-4 p.m.
Main Campus