B.A. in English and Sociology, Towson State University, 1983
M.A. in English (Rhetoric and Composition), Purdue University, 1985
Ph.D. in English (Rhetoric and Composition), Purdue University, 1993
Bibliographic Research in Composition Studies. West Lafayette, Ind.: Parlor Press, 2009.
Instructor's Resource Manual for The Allyn and Bacon Guide to Writing, Boston: Allyn and Bacon, 1997. Also, Second Edition, 2000.
Vicki Byard joined the NEIU faculty in 1991. Some of the highlights of her career at NEIU have been serving as the Chair of the Task Force for Addressing the Needs of LGBTQ and Women Students (2012), receiving the Martha Thompson Outstanding Faculty Award from the Women's and Gender Studies Program (2017), serving as Chair of the Faculty Senate (2018-2020), serving as Faculty Fellow in the Angelina Pedroso Center for Diversity and Intercultural Affairs (2018-2020), and teaching intensive thesis-writing course to International Relations students at the University of Warsaw (2019). In her personal life, she has raised two children, volunteered for social justice initiatives, and performed stories she has written for live literature events.
LWH 2017
5500 North St. Louis Avenue
Chicago, IL 60625
United States
B.A. Point Park University, Dance and Business Management
M.S. Northeastern Illinois University, Exercise Science
Facilitator of the Dance Program and Instructor, Jamie Cage was honored to receive an Excellence Award in 2015 from Northeastern Illinois University. She began dancing following a competitive gymnastics career. After earning her B.A. in Dance with a Business Management minor, she moved to Chicago to train and perform. In addition to teaching at Northeastern Illinois University, Cage has been a company member of Venetia Stifler's Concert Dance, Inc. since 2005, and currently serves as the Rehearsal Director. She is an Emmy-nominated dancer for her work in the 2007 PBS documentary revival of "Billy Sunday." Cage is grateful for her performance opportunities with Chicago Dance Crash, Corpo Dance Company (Assistant Artistic Director), Impetus Dance Theatre and Rasa Dance Theatre. She continues to share her passion through private dance organizations in the Chicago area and acts as the Artistic Director of a youth dance company.
Room FA 141D
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Tuesday: 8:00-10:15 a.m.
Keywords: Physiology, natural products, environmental monitoring, education
Ph.D. in Biological Sciences from the University of Missouri-Columbia
B.S. in Biology from the University of Northern Iowa
Undergraduate students are underlined
von Konrat M, Campbell T, Carter B, Greif M, Bryson M, Larraín J, Trouille L, Cohen S, Gaus E, Qazi A, Ribbens E, Livshultz T, Walker TJ, Suwa T, Peterson T, Rodriguez Y, Vaughn C, Yang C, Aburahmeh S, Carstensen B, de Lange P, Delavoi C, Strauss K, Drag J, Aguero B, Snyder C, Martinec J, Smith A (2018) Using citizen science to bridge taxonomic discovery with education and outreach. Applications in Plant Sciences 6 (2): e1023. https://doi.org/10.1002/aps3.
Pivarski M, von Konrat M, Campbell T, Qazi-Lampert AT, Trouille L, Wade H, Davis A, Aburahmeh S, Aguilar J, Alb C, Alferes K, Barker E, Bitikofer K, Boulware KJ, Bruton C, Cao S, Corona Jr. A, Christian C, Demiri K, Evans D, Evans NM, Flavin C, Gillis J, Gogol V, Heublein E, Huang E, Hutchinson J, Jackson C, Jackson OR, Johnson L, Kirihara M, Kivarkis H, Kowalczyk A, Labontu A, Levi B, Lyu I, Martin-Eberhardt S, Mata G, Martinec JL, McDonald B, Mira M, Nguyen M, Nguyen P, Nolimal S, Reese V, Ritchie W, Rodriguez J, Rodriguez Y, Shuler J, Silvestre J, Simpson G, Somarriba G, Ssozi R, Suwa T, Syring C, Thirthamattur N, Thompson K, Vaughn C, Viramontes MR, Wong CS, Wszolek L (2022) People-Powered Research and Experiential Learning: Unravelling Hidden Biodiversity. Research Ideas and Outcomes 8: e83853. https://doi.org/10.3897/rio.8.
LIU Min-guo, Campbell T, Wei LI, WANG Xi-qing. A skeleton-image-based method for analyzing architectural diversity in maize plants. Journal of Integrative Agriculture. 2023, 22(12): 0 https://doi.org/10.1016/j.jia.
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
• J.D., The John Marshall Law School, Chicago, Illinois, 1994
• B.A., Criminal Justice, Northeastern Illinois University, Chicago, Illinois, 1989
• Sergeant, Chicago Police Department since 1990
• Licensed to practice law in Illinois since 1995
• Adjunct professor, John Marshall Law School since 2001
“As a former student and Criminal Justice major at Northeastern, I can identify with students who have to ‘burn the candle at both ends,’ so to speak. I often tell students at the beginning of each semester that the most important part of my resume is the fact that I once sat in the same seat at this university and traveled the same path. I believe that it is important to give students, who are quite often juggling a full-time job with full-time studies, a lively and thought-provoking educational experience that is fun, upbeat, and grounded in experiential reality.”
LWH 4079
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
Post-Doctorate, Columbia University, 1985.
Ph.D., University of Massachusetts (Amherst), 1973
B.A., State University of New York at Stony Brook, 1969
"The War on Terror: Physician as Linchpin,” Health affairs: The Policy Journal of the Health Sphere
“Preparing for Terror in the U.S.,” The Jewish Week, 01/26/2007
“Terrorist Preparedness: A Critical Issues for American Jews,” The Wexner Foundation Newsletter, 02/9/2007
"Terrorism in American Cities: A Reexamination of Preparedness at the Neighborhood Level,” presented at the 30th Annual Teaching Public Administration Conference, Teaching Public Administration in Times of Turmoil, Penn State University, Harrisburg Pennsylvania, May 24-25, 2007
“The American Jewish Electorate in the 21st Century,” presented at the Wexner Israel Fellowship at Harvard University’s Kennedy School of Government, Cambridge, MA, December 22, 2006
“The American Jewish Electorate in the 21st Century,” presented at the Max Wall Symposium on Religion, St. Michael’s College, Winooski, Vermont, October 31, 2006
“The Effect of the Far Right on Civil Liberties and religious Freedom in the U.S.,” presented at the Annual Meeting of American and World ORT, Los Angeles, CA, September 14, 2006
More than 250 Public lectures on Middle East Politics, Terrorism, Changing US-Israel Relations and Civic Engagement
LWH 2073
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.Ed. Secondary English Education, Loyola Chicago, 1998
B.A. Cinema Studies, University of Illinois, Champaign/Urbana, 1996
Post-Master's, Education Leadership and Research, University of Illinois, Chicago
Room LWH 2022
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Monday and Wednesday: 3:35-4:05 p.m.
Contact in advance via email/online at e-cantor@neiu.edu to set up appointments.
Developmental Biology
Cancer Biology
Keywords: Neurobiology, developmental biology, cancer biology, zebrafish, STEM education
Ph.D. in Neuroscience, Northwestern University
B.A. in Biology, University of Colorado at Colorado Springs
High School Diploma, Mundelein High School
Monick, Sarah, Vineet Mohanty, Mariam Khan, Gowtham Yerneni, Raj Kumar, Jorge A. Cantu, Shunsuke Ichi, Guifa Xi, Bai Ram Singh, Tadanori Tomita, and Chandra Shekhar Mayanil. "A Phenotypic Switch of Differentiated Glial Cells to Dedifferentiated Cells Is Regulated by Folate Receptor α." STEM CELLS (2019).
Wiwatpanit, Teerawat*, Sarah M. Lorenzen*, Jorge A. Cantú*, Chuan Zhi Foo, Ann K. Hogan, Freddie Márquez, John C. Clancy, Matthew J. Schipma, Mary Ann Cheatham, Anne Duggan, and Jaime Garcia-Anoveros. "Trans-differentiation of outer hair cells into inner hair cells in the absence of INSM1." Nature 563, no. 7733 (2018): 691. *Equal Contribution
Nimrod Miller, Zhihua Feng, Brittany M. Edens, Ben Yang, Han Shi, Christie C. Sze, Benjamin Taige Hong, Susan C. Su, Jorge A. Cantu, Jacek Topczewski, Thomas O. Crawford, Chien-Ping Ko, Charlotte J. Sumner, Long Ma, Yong-Chao Ma. "Non-aggregating tau phosphorylation by cyclin-dependent kinase 5 contributes to motor neuron degeneration in spinal muscular atrophy." Journal of Neuroscience 35, no. 15 (2015): 6038-6050.
Remis, Natalie N., Teerawat Wiwatpanit, Andrew J. Castiglioni, Emma N. Flores, Jorge A. Cantú, and Jaime Garcia-Anoveros. "Mucolipin co-deficiency causes accelerated endolysosomal vacuolation of enterocytes and failure-to-thrive from birth to weaning." PLoS genetics 10, no. 12 (2014): e1004833.
Cantu, Jorge A., G. Parker Flowers, and Jacek Topczewski. "Notum homolog plays a novel role in primary motor innervation." Journal of Neuroscience 33, no. 5 (2013): 2177-2187.
Follow our lab on Twitter! @ProfCantu
Room BBH 310
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.M. Northwestern University
B.A. Ithaca College
Described as “… an artist of great skill and rare sensitivity,” Andrew Carpenter has performed as a saxophone recitalist and soloist throughout the Chicago area and the United States. He has presented recitals on Chicago’s Dame Myra Hess Memorial Concert Series broadcast on WFMT-FM and on Chicago’s Fourth Presbyterian Noontime concert series (“Recommended” by the Chicago Tribune). Carpenter has performed on several Chicago-area concerts featuring new music, including a performance of a concerto for alto saxophone and wind ensemble by Stacy Garrop with the Carthage College Wind Orchestra. He performs frequently with orchestras in the Midwest, including engagements with the Milwaukee Symphony Orchestra, the Rockford Symphony Orchestra, the Chicago Philharmonic Orchestra, and the Illinois Philharmonic Orchestra, and has performed and recorded for Naxos with the Elgin Symphony Orchestra. A committed educator, Carpenter is pleased to be the saxophone instructor at NEIU. He also teaches private saxophone and clarinet students of all ages. Carpenter earned a bachelor of music degree from Ithaca College and a master of music degree from Northwestern University. His saxophone teachers are Dr. Steven Mauk and Dr. Frederick L. Hemke.
Instituto Cervantes, Chicago, IL (June 2001)
Curso de Formación de Profesores de Español como Lengua Extranjera
M.A., Hispanic Linguistics, University of Illinois at Chicago
LWH 2034
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Master of Fine Arts, School of the Art Institute of Chicago, Chicago, IL
Bachelor of Fine Arts, Massachusetts College of Art, Boston, MA
Daily Herald, Northbrook ceramic artist's work officially One of a Kind Article by Dave Oberherman. Nov. 2021
Ceramics Monthly, January 2020 issue: Chicago City Guide Article by Dubhe Carreño. P. 20-25 January 2020
Pottery Making Illustrated. Nov/Dec 2019 Issue: “The Perfect Bruch” by Dubhe Carreño. P.44-46 December 2019
Chicago Magazine, March 2019 issue: The Chicago Ceramicist Making Dance-Influenced Dishware. Dubhe Carreño celebrates the beauty in asymmetry. March 2019
Pottery Making Illustrated, A Bowl of Soup, article by Dubhe Carreño, Spring 2018
Midwest Living Magazine, Pottery Pieces We Love, Article by Angela Ufheil April 2018
Smithsonian Craft Show, Washington, DC
AMERICAN CRAFT EXPOSTION, Botanic Gardens, Glencoe, IL
ONE OF A KIND, Chicago, IL
NY NOW, New York, NY
Studio 6F, Sedimentary, Chicago, IL
Kevin Reilly Collection, Dubhe Carreño Ceramics, Chicago, IL
Commission for plates for 432 Park Avenue Restaurant NYC (Chef Shawn Hergatt)
Commission for plates for Dovetail Restaurant, NYC (Chef John Fraser)
Room FA 114F
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D., Philosophy, Loyola University Chicago (2002)
Books
Straw Man Arguments: A Study in Fallacy Theory. (with Scott Aikin) 2022. Bloomsbury.
Read a review of Straw Man Arguments in the Times Literary Supplement.
REcent Articles and essays
“Knock Knock: Meta-Argumentative Humor, Who?” with Scott Aikin, Inquiry: Critical Thinking across the Disciplines. (forthcoming)
“What I fear about living most is wasting my time” Southwest Journal of Philosophy. 38 (2) July 2022. https://doi.org/10.5840/swphilreview202238229
“How to have better arguments” (with Scott Aikin). Psyche. 2022.
“Beliefs, commitments, and ad baculum arguments.” Languages 7: 107. https://doi.org/10.3390/languages7020107
“Argumentation and the Problem of Agreement” (with Scott Aikin). Synthese. 200 https://doi.org/10.1007/s11229-022-03680-4
“Bothsiderism” (with Scott Aikin). Argumentation. 36; 249–268 (2022) https://doi.org/10.1007/s10503-021-09563-1.
“Heroic Arguers and Glorious Arguments.” (with Dan Cohen) Proceedings of the European Conference on Argumentation. 2020.
"No place for compromise: Resisting the shift to negotiation." (with David Godden). Argumentation. 2020. https://doi.org/10.1007/s10503-020-09517-z
“Adversariality and Argumentation.” Informal Logic. 40 (1) 77-108. 2020 https://doi.org/10.22329/il.v40i1.5969.
Room LWH 3085
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Monday: 11 a.m.-1 p.m.
Tuesday and Thursday: 10-10:50 a.m. and 1:30-2:10 p.m.
Other times by appointment.
B.M. Northwestern University
M.M. Northwestern University
Ricardo Castañeda, received his bachelor’s and master’s degrees in music performance from Northwestern University. He was a student of Ray Still, former principal oboist of the Chicago Symphony Orchestra.
Mr. Castañeda is currently Principal Oboist with the Chicago Sinfonietta and English Horn/Oboe chair with the Illinois Philharmonic Orchestra. He is also a member of the Chicago Ensemble and Barossa Woodwind Quintet. Previous positions include Principal Oboist with the Lake Forest Symphony Orchestra, South Bend Symphony Orchestra, Elgin Symphony Orchestra and English Horn soloist with the Mexico City Philharmonic.
Mr. Castañeda has appeared as soloist with orchestras in Latin America, Europe, Japan and the United States.
An active freelance oboist, Mr. Castañeda has performed as extra/substitute with the Chicago Symphony Orchestra, Lyric Opera Orchestra, Grant Park Symphony and Milwaukee Symphony Orchestra. He has also served as principal oboist for orchestras for Chicago Opera Theater, the Bolshoi Ballet, American Ballet Theater, San Francisco Ballet and Joffrey Ballet as well as numerous Broadway in Chicago musical productions. Mr. Castañeda is also the oboe instructor for Birch Creek Music Performance Center in Wisconsin, where he also serves as Program Director for the Symphony Session.
Jornaleros work and exploitation
Brown/Chicano masculinity, patriarchy, and feminism
Latina/o/e/x power and social movements
Ph.D. Public Affairs (Foci: Race and Gender), University of Nevada, Las Vegas, 2017
Castrejón, J. A. (2017). Voces de la Esquina: Migrant Workers Counteracting Wage Theft, Wage Deduction, and Underpayment. Justice Policy Journal, 14(2), 1-17.
Castrejón, J. A. (2017). (Un)Sustainable Community Projects: An Urban Ethnography in a Barrio in Las Vegas. Chicana/o-Latina/o Law Review, 35(1), 25-48.
5500 North St. Louis Avenue
LWH 4062A
Chicago, IL 60625
United States
Music of Latin America
B.S. Instrumental Music Education, University of Illinois, Urbana, Illinois
M.A. Choral Music Education, Vandercook College of Music, Chicago, Illinois
Flutist Ruth Cavanaugh (she/her) is passionate about mentoring future music educators in her role at NEIU. Her three-decade career in the Elgin District U-46 Public Schools included Middle and High School Choral Directing, Instrumental Coaching and Advanced Placement Music Theory, as well as Elementary General Music.
As the Director of the Elgin Youth Symphony Orchestra Flute Choir, Cavanaugh enjoys programming repertoire by living composers. She began playing cuatro, recorder and flute in Caracas, Venezuela, as a child and is currently studying Brazilian Choro music. She welcomes musical collaborations with musicians of all ages and enjoys teaching privately.
Her awards include the Surdna Arts Teacher Fellowship, the Northwestern University Music Teacher Fellowship and the 2022 Elgin Symphony Orchestra Arts Educator Award.
Room FA 136
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D., University of Illinois at Urbana-Champaign, Musicology
M.A., California State University at Fresno, Music History & Literature
B.A., Central Washington University, Music
Articles have appeared in Asian Music (1991 and 2001), and Community of Music (1993).
A published study of iconography of traditional Chinese musical performance appeared in Imago Musicae (1995), the International Yearbook of Musical Iconography, Innsbruck, Austria.
He is the author of Chou Wen-Chung: The Life and Work of a Contemporary Chinese-born American Composer (2006)
Articles on contemporary American composers for Contemporary Music Review (2007); The Encyclopedia of Contemporary Arts (2007)
Book review for Ethnomusicology (2007)
Article on Handel's 7 Trio Sonatas, Op. 5 for the Journal of Central Conservatory of Music (2016)
Professor Peter Chang teaches Music History that comprises a sequence of three undergraduate courses. He also teaches graduate research seminars and seminars of selected composers, as well as courses in a given musical style period. For non-music majors, he teaches World Music, a music appreciation course of non-Western cultures that fulfills the general education requirements. In the area of applied music, he directs chamber music ensembles, the String Program, and has taught applied violin.
Specializing in the music of the twentieth-century, Professor Chang has worked on the study of the mechanism for musical synthesis in contemporary music. His articles have appeared in Asian Music (1991, and 2001), Community of Music (1993), Imago Musicae (1995), Contemporary Music Review (2007), Ethnomusicology (2007), as well as articles published in The Symphony World (2006), the Journal of Central Conservatory of Music (2016), and Peoples’ Music (2009) in China. He is the author of Chou Wen-Chung: The Life and Work of a Contemporary Chinese-born American Composer (2006). He has been invited to give lectures, and to teach courses at several universities and conservatories in China.
Professor Chang treats all of his students with respect, and wants to make their learning experience at Northeastern a rewarding one.
FA 135
5500 N. St. Louis Ave.
Chicago, IL 60625
United States
Ph.D The University of Chicago, Chicago, IL
B.A. Coe College, Cedar rapids, IA
Church, R.B. (2012). It’s Not Just about Drawing and Language…It’s Really about Reconceptualizing the Roles of Nature and Nurture: Commentary on Cohn. Human Development: 199–204.
Alibali, M.A., Nathan, M.J., Wolfgram, M.S., Kim, S., Church, R. B. and Knuth, E.(2013). Teachers’ gesture and speech in early algebra lessons: Forging common ground and resolving trouble spots. ZDM Journal of Education: Special Issue on "Classroom-based interventions in mathematics education.”
Alibali, M.W., Nathan, M.J., Wolfgram, M.S., Church, R.B., Jacobs, S.A., Johnson, C.V., Knuth, E.J. (2013). How Teachers Link Representations in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction.
Church, R.B., Kelly, S.D. and Holcomb, D. (2013). Temporal Synchrony between Speech, Action and Gesture during Language Production. Language and Cognitive Processes.
Alibali, M.W., Young, A.G., Crooks, N., Yeo, A., Wolfgram, M.S., Nathan, M., Church, R.B., Knuth, E. (2013). Students Learn more when their Teacher has Learned to Gesture Effectively.
Research Interests: Mechanisms of normal cognitive development, the role of non-verbal behavior as an index of cognitive transition and instability in mathematical and science understanding, with a primary focus on inclusion of undergraduate minority students in her research programs in an effort to promote their entrance into fields that have traditionally underrepresented minorities.
Administration: Dr. R.B. Church has been a PI for a CDC funded grant that implemented and examined the effects of high risk behavior interventions for children of one of the most impoverished housing projects in Chicago and a PI for a number of Spencer Foundation Small grants evaluating the effects of math instruction in middle school-aged children in both public and private schools in the city of Chicago. She has been a Co-PI on two grants (IES and NSF) that examine the role of gesture in mathematics education and a co-PI on the NIH foundation’s Maximizing Access to Research Careers grant.
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.F.A. Northwestern University. Documentary Media
M.A. Northeastern Illinois University. Communication, Media and Theatre
B.A. Northeastern Illinois University. Communication, Media and Theatre
Chris has a wide range of artistic expertise ranging from stand-up comedy, to experimental film, to more serious documentary work. His thesis project for his M.A. at NEIU, "Tell Me About My Mother," (about his mother's struggles with extreme mental illness) won a few awards but, most importantly, has screened in front of classrooms and conventions of occupational therapists. His absurd comedic plays have been produced all around Chicago, including at Second City's DeMaat Theatre. His book, "Twenty Years Without a Weekend" recounts his unconventional path to becoming an expert in public speaking, by giving tours of the city of Chicago to tourists for over 20 years. Chris also has various television production experience, having worked with Big Shoulders Digital Video and other companies. Chris could go on. Chris likes writing about himself in the third person.
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
University of Illinois at Chicago
Return to Economics Faculty
Return to Economics Homepage
Room BBH 340A
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Wednesday: 10:30-11:30 a.m.
or by appointment
Loyola University Chicago
Crystal has more than 10 years experience working with children, adolescents and adults from diverse backgrounds. She has extensive experience working within the mental health setting. For nine years she has worked in various departments within the inpatient psychiatric hospital setting. Crystal seeks to encourage the development of social work professionals as she believes that this field, with its many facets and ever changing dynamics, is a wonderful journey to embark upon.
LWH 3097
5500 North St. Louis Avenue
Chicago, IL 60625
United States
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
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.
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.
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
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
Nature of Science
Professional Development
Self Efficacy of Preservice Teachers and College Students
Ph.D.
2009 Science Education
Indiana University, Bloomington
M.Ed.
2002 Science Education
University of Missouri, Columbia
B.S.
1998 Physics
Ankara University, Turkey
Oliveira, A., Akerson, V., Colak, H., Pongsanon, K., & Genel, A. (2012) The implicit communication of nature of science and epistemology during inquiry discussion.Science Education,1-32.
Akerson, V. L., White, O., Colak, H., & Pongsanon, K. (2011, April). Relationships between elementary teachers’ conceptions of scientific modeling and the nature of science. In M. S. Khine and I. M. Saleh (Eds) Models and modeling: Cognitive tool for scientific inquiry. Netherlands: Springer.
Colak, H. (2009).Exploring the development of nature of science views and personal epistemologies of upper elementary and middle school students. Germany: Lap Lambert Academic Publishing.
Kazempour, M., Amirshokoohi, A., & Colak, H. (2009). Turkish preservice and in-service teachers’ beliefs about inquiry. The International Journal of Learning, 16, 7, 435-444.
Dr. Colak is a native of Turkey where he received a B.S. in physics and gained experience as an elementary school teacher in grades 3-8. In 2002, Colak earned an M.Ed. in science education from the University of Missouri-Columbia, and in 2008 he earned a Ph.D. in science education from Indiana University Bloomington. At Northeastern, he will be teaching both elementary and secondary science education courses at the undergraduate and graduate levels.
His philosophy of education is based on his belief that students learn science by investigation and by constructing their own knowledge base in conjunction with their daily life experiences. He hopes that he can instill in his students a strong feeling for teaching and learning about science, and that he can help them understand the nature of science so they can embed those concepts in their science teaching.
In addition to his teaching, Dr. Colak plans to pursue research in which he will investigate both students’ and teachers’ nature of science views and personal epistemologies.
Recent Presentations:
Colak, H.& Carstensen, A. (2014). Working towards a better qualitative measure of nature of science conceptions. The proposal was accepted to the American Educational Research Association (AERA) Annual National Conference in April 2014 in Philadelphia, PA.
Colak, H. & Carstensen, A. (2014). Examining a new teacher preparation program's effect on preservice teachers' views of nature of science. The proposal was accepted to the National Association for Research in Science Teaching (NARST) International Conference in April 2014 in Pittsburgh, PA.
Carstensen, A. & Colak, H. (2014). A nature of science instrument: looking at ways to illicit and capture interrelated NOS aspects. The proposal was accepted to the National Association for Research in Science Teaching (NARST) Annual National Conference in April 2014 in Pittsburgh, PA.
Colak, H. & Carstensen, A. (April, 2013). The impact on integrated science and math instruction on preservice elementary teachers' nature of science views. The paper was presented at the National Association for Research in Science Teaching (NARST) Annual International Conference in Rio Grande / Puerto Rico.
Dolan, P., Colak, H., Williams, T. W., Anderson K. &, Mangelsdorf M. J. (2012). Integrating inquiry-based math and science for preservice middle school teachers. The workshop was presented to the National Science Teachers Association (NSTA) National Conference, Indianapolis, IN.
Grants
In 2014, awarded $5,000 faculty research stipend from the Provost’s office to conduct a research study entitled The College Students’ Nature of Science Views Along With Their Self-Efficacies, Motivational Orientations to teach Science, and Personal Epistemologies.
In 2012, awarded $5,000 from the Provost to buy vernier calculators and probes to conduct a study about incorporating technology and math in teaching science and exploring the candidates’ development of nature of science understanding.
In 2010, awarded $3,000 from the Dean of School of Education to conduct a study entitled “How does the math competency of pre-service elementary and middle school teachers affect their NOS views.” Northeastern Illinois University.
Room LWH 3002
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Master of Design, University of Illinois Chicago, Chicago, Illinois
Bachelor of Fine Arts, Ohio University, Athens, Ohio
Ph.D. Physical Anthropology, Graduate Center, City University of New York, 2011
M. Phil. Physical Anthropology, Graduate Center, City University of New York, 2007
B.A. Anthropology and Music, Barnard College, Columbia University, 2002
Allen, K.L., Cooke, S.B., Gonzales, L.A., Kay, R.F. 2015. Dietary Inference from Upper and Lower Molar Morphology in Platyrrhine Primates. PLoS ONE 10 (3): e0118732. doi:10.1371/journal.pone.0118732
Cooke, S.B., Terhune, C.E. 2015. Form, function, and geometric morphometrics. The Anatomical Record 298: 5-28.
Terhune, C.E., Cooke, S.B., Otárolo-Castillo, E. 2015. Form and function in the platyrrhine skull: A three-dimensional analysis of dental and TMJ morphology. The Anatomical Record 298: 29-47.
Winchester, J.M., Boyer, D.M., St. Clair, E.M., Gosselin-Ildari, A., Cooke, S.B., Ledogar, J. 2014. Dental topography of platyrrhines and prosimians: convergences and contrasts. American Journal of Physical Anthropology 153: 29-44.
Rosenberger A.L., Klukkert, Z. Cooke, S.B., Rímoli, R. Rethinking Antillothrix: The mandible and its implications. 2013. American Journal of Primatology 75: 825-836.
Velazco, P.M., O’Neill, H., Gunnell, G.F., Cooke, S.B., Rosenberger, A.L., Rímoli, R., Simmons, N.B. 2013. Quaternary bat diversity in the Dominican Republic. American Museum Novitates 3779: 1-20.
Cooke, S.B. 2011. Paleodiet of extinct platyrrhines with emphasis on the Caribbean forms: three-dimensional geometric morphometrics of mandibular second molars. 2011. The Anatomical Record 294: 2073-2091.
Rosenberger, A.L., Halenar, L.B., Cooke, S.B. 2011. The making of platyrrhine semi-folivores: models for the evolution of folivory in primates. The Anatomical Record 294: 2112-2130.
Cooke, S.B., Rosenberger, A.L., Turvey, S. 2011. An extinct monkey from Haiti and the origins of the Greater Antillean primates. Proceedings of the National Academy of Sciences 108: 2699-2704.
Rosenberger, A.L., Cooke, S.B., Rímoli, R., Ni, X., Cardosa, L. 2011. First skull of Antillothrix bernensis, an extinct relict platyrrhine from the Dominican Republic. Proceedings of the Royal Academy of Sciences, B 278(1702): 67-74.
Rosenberger, A.L., Tejedor, M., Cooke, S.B., Pekar, S. 2009. Platyrrhine ecophylogenetics in space and time. In: Garber, P., Estrada, A., Bicca-Marques, J.C., Heymann, E.W., Strier, K.B., (Eds.) South American primates: comparative perspectives in the study of behavior, ecology and conservation. Springer, New York, pp. 85-122.
BBH 140
5500 N. St. Louis Ave.
Chicago, IL 60625
United States
D.A. Doctor of Arts in Mathematics, University of Illinois, Department of Mathematics, Statistics, and Computer Science, Chicago, Illinois
M.A. Master of Arts in Mathematics, Saint Louis University, St. Louis, Missouri, Graduated with Distinction
B.S. Bachelor of Science in Systems Science and Engineering, Washington University, St. Louis, Missouri, Graduated Magna Cum Laude.
Oppland-Cordell, S. & Bird, K. (2023). A Critical Analysis of Latinx STEM Males’ Counterstories of Peer-Related Experiences Supporting their Mathematical Success. Paper presented at the 2023 annual meeting of the American Educational Research Association. AERA Online Paper Repository. https://doi.org/10.3102/2011890.
Oppland-Cordell, S. & Bird, K. (2018). Latina/o STEM majors’ perspectives of experiences supporting their mathematical success. In Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 1, pp. 982-985). PME-NA.
Bird, K., Hibdon, J., & Oppland-Cordell, S. (2016). The EMERGE Summer Program: Supporting incoming freshmen’s success in mathematics development coursework. The Learning Assistance Review, 21, 2, 67-82.
Oppland-Cordell, S., Rosskamm, D., Bilyk, R., Echevarria, R., & Allen, N. (2014). Peer leaders’ perspectives of their involvement in a mathematics enrichment workshop program: A comparison of motivations and outcomes. Conference Proceedings of the Peer-Led Team Learning International Society, May 29-31, 2014, California State University at Dominquez Hills, www.pltlis.org; ISSN 2329-2113.
Oppland-Cordell, S., & Martin, D. B. (2014). Identity, power, and shifting participation in a mathematics workshop: Latin@ students’ negotiation of self and success. Mathematics Education Research Journal, 1-29.
Oppland-Cordell, S. (2014). Urban Latina/o undergraduate students’ negotiations of identities and participation in an Emerging Scholars Calculus I workshop. Journal of Urban Mathematics Education.
Selected Conference Presentations:
Oppland-Cordell, S. & Bird, K. (April, 2023). A Critical Analysis of Latinx STEM Males’ Counterstories of Peer-Related Experiences Supporting their Mathematical Success, Paper presented at the annual meeting of the American Educational Research Association, Division G - Social Context of Education, Chicago, IL.
Oppland-Cordell, S. & Bird, K. (December, 2022). Explore Your Math Identity by Creating a Mathography, Futures Unlimited Workshop, Oakton Community College, Des Plaines, IL.
Oppland-Cordell, S. (February, 2022). Using an Identity Lens to Explore Equity Processes among Latinx Undergraduates in an Emerging Scholars Math Workshop, North Carolina PKAL Regional Network Meeting, A Virtual Meeting Hosted by North Carolina A&T State University and University of North Carolina at Greensboro.
Bird, K., Oppland-Cordell, S., & Hibdon, J. E., Jr. (January, 2016). The EMERGE Summer Program at Northeastern Illinois University: Supporting incoming freshmen in strengthening their mathematical identities and succeeding in mathematics development coursework., MAA General Contributed Paper Session on Teaching and Learning Developmental Mathematics, Joint Mathematics Meetings, Seattle, WA.
Dr. Cordell obtained her undergraduate degree in Systems Science and Engineering at Washington University in St. Louis, a master's in Mathematics at St. Louis University, and a D.A. in Mathematics at the University of Illinois at Chicago. She is dedicated to supporting historically underrepresented students and diverse student populations in persisting and succeeding in mathematics and STEM fields through her teaching, research, and service.
Dr. Cordell teaches both pure mathematics and mathematics education courses at the undergraduate and graduate levels. Her research interests are in the area of mathematics education. Her research focuses on the identity development of underrepresented students in mathematics, relationships between marginalized students' identity development and participation in collaborative mathematics classrooms, and creating equitable mathematics learning environments for marginalized students.
Dr. Cordell has published her research in education and mathematics education journals, including the Journal of Urban Learning, Teaching, and Research, the Mathematics Education Research Journal, and the Journal of Urban Mathematics Education. She has also presented her research at local, national, and international conferences, including the National Council of Teachers of Mathematics, the annual meeting of the American Educational Research Association, and the Conference of the International Group for the Psychology of Mathematics Education.
Dr. Cordell has also worked collaboratively with undergraduate students, graduate students, and mathematics faculty on various research projects, including Honors students and McNair students. Dr. Cordell has also served as Faculty Coordinator of the Mathematics Enrichment Workshop Program, the mathematics component of the EMERGE Summer Program, and the Mathematics Community Center. Dr. Cordell has also served on various committees including the Audrey Reynolds Award Committee, the MSTQE Advisory Committee, the Mathematics Development Curriculum Committee, the Mathematics Department Undergraduate Program Committee, and the Title III Grant Program Advisory Group.
Grants:
Faculty Coordinator, Title III Science, Technology, Engineering, or Mathematics (HSI STEM) and Articulation Program, EXITO: Exit on Time in STEM, U.S. Department of Education, $5.6 million, 2017-2019.
Faculty Coordinator, Title V Developing Hispanic Serving Institutions (DHSI) – Individual Development, $2.6 million, 2017-2019.
Advisory, Mentor and Skill Enhancement Workshop Coordinator, NU-STARS for Northeastern Illinois Student Training in Academic Research in the Sciences, 2014-2018.
Principle Investigator, Underrepresented STEM majors’ perspectives of experiences supporting their mathematical success, $5,000, Research Community Award, 2014.
Principle Investigator, Underrepresented STEM undergraduate and graduate students’ perspectives of experiences supporting their mathematical success, $4,900, Student Center for Science Engagement and U.S. Department of Education, 2014.
Principle Investigator, Underrepresented STEM majors’ perspectives of experiences supporting their mathematical success, $4,000, Committee on Organized Research Award, 2014.
Return to Mathematics Faculty
Room BBH 225A
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.A., Northeastern Illinois University, Vocal Pedagogy
B.F.A., Roosevelt University, Theater
Mezzo-soprano Kathy Cowan brings her eclectic background of performance and teaching to her work at Northeastern Illinois University. Ms. Cowan grew up in a musical family, singing the alto part of 5-part motets at home. She played the French horn throughout her youth and studied at the Eastman School of Music Prep School. Kathy Cowan earned a BFA in Music/Theatre from Roosevelt University in Chicago and a Master’s Degree in Vocal Pedagogy at Northeastern Illinois University.
As a performer, Kathy’s Irish heritage significantly informs her musical activity. She has been the featured soloist, singing Irish songs, with several major symphony orchestras throughout her career. She has appeared with: Doc Severinsen and the Milwaukee Symphony; the Buffalo and Calgary Philharmonic Orchestras; and the Toledo, Colorado and Madison Chamber Symphonies. She has appeared as guest artist several times with the Paul Winter Consort and has been featured on the Millennium Stage of the Kennedy Center, and at the Smithsonian Institution. She has made several recordings - In the Deep Heart's Core, songs from the poetry of William Butler Yeats (volumes 1 and 2); The Red-Haired Man's Wife, a collection of Irish folk songs; and A Kiltartan Road Christmas, an unusual collection of music for the season.
Ms. Cowan performs at colleges, universities, cultural institutions, houses of worship, festivals and on art series and presents workshops in Celtic song and master classes in acting, voice and performance technique in the U.S., Europe and China. She has developed several shows and characters in both collaboration with others and in a nod to her Irish heritage. Her most recent work was with Venetia Stifler’s Concert Dance, Inc. of the Ruth Page Dance Foundation where she created the score for a dance in which she sings a cappella, and which has now been performed at the Ravinia Festival, in Pennsylvania and in Europe. Another significant performance creation was Music Mad, a show telling the story of Chief Francis O’Neill, the renowned Chief of Chicago police who “saved” Irish traditional music. She developed the roles of the Sean-Bhean bhocht (Irish for ‘poor old woman’) Catherine O’Neill, Chief O’Neill’s mother, as well as his wife, Anna Rogers. She has professionally sung roles in Gilbert and Sullivan productions, medieval opera, was a member of the Chicago Symphony Chorus for nine seasons, as well as having specialized in small ensemble (Church to Chant to Swing) and back-up singing. She has sung at Chicago’s Temple Sholom for 37 years. She collaborates in many productions of concerts and lectures in Chicago which include Scots and Irish song - The Phontom Collective, the Irish American Heritage Center to name a few.
Besides being a member of the faculty at Northeastern Illinois University, Ms. Cowan teaches at the Old Town School of Folk Music and has taught at the Victory Gardens Theater. She meets each student where they are in terms of their technical and artistic development. She provides a challenging, but safe, atmosphere for the discovery of the voice, while guiding students with technical and artistic advice to further develop their own art.
What the critics are saying about Kathy Cowan:
"A powerful infusion of authenticity... masterful singing" The Chicago Sun Times
"Kathy Cowan is superb." The Philadelphia Inquirer.
FA 123
5500 N. St. Louis Ave.
Chicago, IL 60625
United States
