773-442-5473
Sunni Ali
Sunni
Ali
Ph.D.
Educational Inquiry and Curriculum Studies
Carruthers Center for Inner City Studies
College of Education
College of Education
Courses Taught
ICSE 301: Race and Racism in Theorey and Fact
ICSE 432: Curriculum Development in the Inner City
ICSE 427: African American Community
ICSE 452: Field Internship
ICSE 453: Seminar in Field Internship
SCED 305: Student Teaching Supervision
Research Interests
Curriculum and Instruction, School Community Involvement, Management and Data Driven Initiatives, Cultural relevancy in urban education as a best practice.
Education

Ph.D. Roosevelt University, Chicago, IL September 2003
Educational Leadership & Organizational Change
Dissertation: Female Leaders in Afro-centered Schools: A Qualitative Analysis

M.A. Roosevelt University, Chicago, IL September 1998
Social Science Education

B.A. Howard University, Washington, DC December 1992
Sociology

Special Education National Louis University, Chicago, IL July 2008

Social Studies Education University of North Carolina at Charlotte, Charlotte, NC May 1994

Certifications: Illinois Type 75, Illinois Type 9, Illinois LBS1

Selected Publications

Merging and Creating Culturally Relevant Pedagogy in Public Schools. Journal of Research Initiatives (2013) Vol.1 (1): 40-46.

Additional Information

Possesses Illinois Type 75, Illinois Type 9, and Illinois LBS1 certifications

Office Hours
Tuesday, Wednesday, and Thursday; 4-6 p.m.
Carruthers Center for Inner City Studies
Main Campus
Kimya P. Barden
Kimya
P
Barden
Inner City Studies Education
Educational Inquiry and Curriculum Studies
College of Education
Expertise
Culturally relevant clinical practices, Dual enrollment academic programs for African American youth, Racial socialization processes among African American youth
Courses Taught
ICSE 103: Introduction to Inner City Studies
ICSE 329C: Inner City Organization and Institutional Building
ICSE 432: Development of Inner City Children
ICSE 302: Inner City Community
Research Interests
Culturally relevant clinical practices, Dual enrollment academic programs for African American youth, Racial socialization processes among African American youth
Education

Loyola University Chicago School of Social Work, PhD (2013)

University of Chicago's School of Social Service Administration, MA (2004)

Selected Exhibitions

African American Young Adult Racial Identity: the Implications of Community Based Violence; Black Women's Health Conference at Tulane University (June 2014)

Office Hours
Monday: 8:30-10:00 a.m., Tuesday 8:30-10:25 a.m, Wednesday 8:30-10:00 a.m., Thursday 5:00-6:25 p.m
Carruthers Center for Inner City Studies
Main Campus
Dr. Anastasia Brelias
Anastasia
Brelias
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
SCED 301: Methods of Teaching on the Secondary Level
SCED 303J: Methods of Teaching Mathematics in the Middle School
SCED 303M: Methods of Teaching Mathematics in the Secondary School
ELED 310: Methods of Teaching Mathematics in the Elementary School
SCED 304M: Clinical Experiences in the Secondary School: Mathematics
SCED 305M: Secondary Student Teaching and Seminar in Mathematics
SCED 401M: New Directions in Teaching Mathematics in the Junior and Senior High School
Research Interests
Access, Equity, and Excellence in Mathematics Education Educators' Professional Preparation, Practice and Development School Reform
Education

University of Colorado Boulder
Curriculum and Instruction, Ph.D.

Northwestern University
Mathematics, M.S.

University of Illinois at Chicago
Mathematics and Psychology Majors; Education Minor, B.S.
Illinois Teaching Certificate in Mathematics, Grades 6-12

Background

Dr. Brelias is an educator with teaching experience in mathematics pedagogy, mathematics, and computer programming in high school, college and corporate settings. Her research examines the use of socially relevant mathematics applications in secondary mathematics classrooms. 

Office Hours
LWH 3008 Mondays 5:45-6:45 p.m. Tuesday 5:45-6:45 p.m. Wednesday 3:30-5:30 p.m. Thursday 3:00 p.m.-4:00 p.m. Additional office hours by appointment
Main Campus
Hua bai
Hua
Bai
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
INMD 410: Media Technology for Educators
HRD 315: Computer Utilization in Human Resource Development
SCED 304E: Clinical Experiences in Secondary Schools
HRD 362: Instructional Media in Human Resources
HRD 490: Multimedia Application and Design
Research Interests
Computer technology use in learning environments, Communication and participation in online learning, and Student’s problem-solving in instructional design
Education

Ph.D., 2006
Educational Technology, Department of Curriculum and Instruction
College of Education, Purdue University

Selected Publications

Bai, H. (2013). Using digital mapping tool in ill-structured problem solving. InternationalJournal for the Scholarship of Teaching and Learning7(2). Available online at http://w3.georgiasouthern.edu/ijsotl/v7n2/articles/PDFs/Acc%20Art_HuaBai.pdf.

Wong-Lo, M. & Bai, H. (2013). Recommended practices: Cultivating a culturally responsive learning environment for Chinese immigrants and Chinese American students. Preventing School Failure: Alternative Education for Children and Youth,57(1), 17-21.

Bai, H. (2012). Students' use of self-regulatory tool and critical inquiry in online discussions. Journal of Interactive Learning Research23(3), 209-225.

Bai, H. (2009). Assigning students in cooperative and individual learning environments according to cognitive styles: Achievement and perceptions in computer technology learning. i-manager’s Journal on School Educational Technology5(1), 7-16.

Bai, H.(2009). Facilitating students’ critical thinking in online discussion: An instructor’s experience. Journal of Interactive Online Learning8(2). Available online at http://www.ncolr.org/jiol/issues/PDF/8.2.4.pdf.

Bai, H.(2008). Facilitating the development of student teachers’ beliefs about technology through electronic modeling, reflection and technology experience. International Journal of Instructional Technology and Distance Learning5(1), 35-43.

Bai, H.,Ertmer, P. A. (2008). Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes. Journal of Technology and Teacher Education16(1), 93-112. 

Background

Dr. Bai has taught undergraduate and graduate courses in instructional technology, ranging from applying technology to teaching and learning in K-12 education contexts to advanced instructional design. Her recent research focuses on strategies that are employed to facilitate teacher education students’ learning about technology integration.

Additional Information

Selected Presentations

Bai, H. (2013, October). Game-based learning: Elementary education students’ attitudes and efficacy. Paper presented at Association for Educational Communications & Technology International Conference, Anaheim, CA.

Bai, H. (2012, March). Using online mapping tool in problem solving activity. Paper presented at the Society for Information Technology & Teacher Education International Conference, Austin, TX.

Bai, H. (2011, March). Facilitating students’ critical thinking in online discussion: Requiring students to self-code. Paper presented at the Society for Information Technology & Teacher Education International Conference, Nashville, TN. 

Bai, H. (2009, June). Students’ cognitive thinking in online discussion. Paper presented at ED-MEDIA2009 annual conference: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Honolulu, HI. 

Bai, H. (2008, March). Strategies for facilitating the development of student teachers’ beliefs about technology. Paper presented at annual meeting of the American Educational Research Association, New York, NY. 

 

Office Hours
Wednesday 2:30–6:30 p.m.; Thursday 2-4 p.m. or by appointment
Main Campus
Michael Bochnewych
Michael
Bochnewych
Program Advisor for the Secondary Education Program
Educational Inquiry and Curriculum Studies
Expertise
Advisor of students
Education

MA Linguistics TESL

BA Political Science 

Background

N/A

Office Hours
Monday, Wednesday, Thursday, Friday 8:30 a.m.-4:30 p.m., Tuesday 11 a.m.- 7 p.m.
Mary Bortz
Mary
Bortz
Educational Inquiry and Curriculum Studies
College of Education
Expertise
Art
Courses Taught
SCED 303A: Contemporary Art Education for Elementary and Secondary Schools
SCED 304A: Clinical Experiences in Elementary and Secondary Schools: Art
SCED 305A: Student Teaching in Elementary and Secondary Schools: Art
Research Interests
Art Education
Education

MA Degree, Guidance and Counseling, Roosevelt University, Chicago

BA Degree, Art and Education, Beloit College, Wisconsin 

Office Hours
By Appointment
Main Campus
Dr. Huseyin Colak
Huseyin
Colak
Ph.D.
Educational Inquiry and Curriculum Studies
College of Arts and Sciences
College of Education
Courses Taught
SCED-303R: Materials and Methods for Teaching High School Science
SCED-305B: Secondary Student Teaching/Seminar: Biology
SCED 301:WIP-Methods of Teaching Secondary Level
ELED-305: Methods of teaching Science in Elementary Schools
ELED-415: Interrelating Science and Mathematics with clinical
EPHYS-456-1: Nature of Science and Inquiry in Middle Schools
PHYS 201: College Physics 1
PHYS 108: Physics Concepts
CHEM 211: General Chemistry-Lab
CHEM 110: Chemical Concepts
Research Interests
Scientific Inquiry Nature of Science Professional Development Self Efficacy of Preservice Teachers and College Students
Education

2009
Ph.D.Science Education
Indiana  University, Bloomington

M.Ed. 
2002 Science Education
University of Missouri, Columbia

B.S.
1998 Physics
Ankara University, Turkey

Selected Publications

Oliveira, A., Akerson, V., Colak, H., Pongsanon, K., & Genel, A. (2012) The implicitcommunication 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.

Background

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.

Additional Information

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 $5000 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 $5000 from the Provost to buy vernier calculators and probes to conduct a study about incorporating technology and math in teaching science  and  exploring the candiates’ development of nature of science understanding.

In 2010, awarded $3000 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.

Office Hours
LWH 3002 Tuesday & Thursday from 11 a.m. to 1 p.m. Wednesday from 2:30 to 4:30 p.m. or by appointment.
Main Campus
Timothy Courtney, Ed.D.
Timothy
Courtney
Ed.D.
Educational Inquiry and Curriculum Studies
College of Education
Expertise
English Education
Courses Taught
SCED 304E: Clinical Experiences in the Secondary School: English
SCED 305E: Secondary Student Teaching and Seminar in English
Research Interests
Interdisciplinary Instruction
Education

Ed.D., Curriculum and Instruction

M.A., English

B. A., English

Office Hours
Office hours by appointment
Carruthers Center for Inner City Studies
Timothy Duggan
Timothy
J
Duggan
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
SCED 301: Writing Intensive Program Methods
SCED 315: Teaching Writing in the Junior and Senior High School
SCED 401E/L: New Directions in Teaching English in the Junior and Senior High School
ENGL 390: Young Adult Novel
SCED 304E: Clinical Experiences in the Secondary School: English
SCED 305E: Secondary Student Teaching and Seminar in English
Research Interests
N/A
Education

Ed.D. Curriculum and Instruction, 2003

The University of South Dakota

Dissertation: Uses of Music in the High School English/Language Arts Class in South Dakota: Teacher

Perceptions and Practices

 

M.A., English, 1990

University of Nebraska-Lincoln

Thesis: The Last Days of Justice Thierry

 

Secondary Certification, Graduate Single-Subject Teaching Program, 1984

University of California-Santa Barbara

K-12 English

 

B.A., English, 1983

University of California-Santa Barbara

 

University of Nebraska-Lincoln, 1978-80

Undergraduate studies

Selected Publications

Books:

Duggan, T. J. (2013). Advanced Placement Classroom: Lord of the Flies. Waco, TX: Prufrock Press.

Duggan, T. J. (2012). Advanced Placement Classroom: Julius Caesar. Waco, TX: Prufrock Press.

Duggan, T. J. (2008). Advanced Placement Classroom: Hamlet. Waco, TX: Prufrock Press.

Articles:

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015, in press). Embracing the controversy: edTPA, corporate Influence, and the cooptation of teacher education. Teacher College Record.  

 

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015, March 30). Who’s preparing our candidates? edTPA, localized knowledge, and the outsourcing of teacher evaluation. Teacher College Record. http://www.tcrecord.org/Content.asp?ContentId=17914 

 

Duggan, T. J. (2014). Obscurity. Music CD. Tim Duggan Music. A collection of original folk music.

 

Duggan, T. J. (2009). Conferences 101: Take a classic and make it current. Illinois English Bulletin 96(2), 11-27.

 

Duggan, T. J. (2008). Advanced Placement Classroom: Hamlet. Waco, TX: Prufrock Press.

 

Duggan, T. J. (2008). Ethics and teaching English language arts: An exploration. English Journal 97(6), 18-19.

 

Duggan, T. J. (2007). Ways of knowing: Exploring artistic representations of concepts. Gifted Child Today 30(4), 56-63.

 

Duggan, T. J. (2006). Deepening the experience: Adding individual and group projects to gifted summer camp.Curriculum Division Newsletter, National Association for Gifted Children.

 

Knipper, K. J. & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher 59(5), 462-470.

 

Duggan, T. J. (2005). Curriculum, testing, and standards. Educated Answers. South Dakota Public Broadcasting website, http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3457 Released April 5, 2005.

 

Duggan, T. J. (2005). Handling gifted students. Educated Answers. South Dakota Public Broadcasting website http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3048 Released January 4, 2005.

 

Schweinle, A., Pietrzak, D., & Duggan, T.J. (2004). TV’s impact on children. Educated Answers. South Dakota Public Broadcasting website, http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=2404 Released September 9, 2004.

 

Duggan, T. J. (2003). Drama workshop in the English classroom: Studying Shakespeare through the eyes of actors and directors. Shakespeare 10(3), 10-12.

 

Duggan, T. J. & Mangiameli, M. (1999). Shakespeare Unbound: The Study Guide. Nebraska Shakespeare  Festival. Musical Recordings.

 

Duggan, T. J. (2008). Language Arts 201. Self-published. Compact Disc.

 

Duggan, T. J., Doyle, K., and Liebers, S. (2005). Watching Time Walk. Toadsong Music. Compact Disc.

 

Duggan, T. J. (2003). Language Arts 101. Self-published. Compact Disc.

 

Duggan, T. J. & Doyle, K. (1996). Natural Progression. Toadsong Music. Compact Disc.

 

Duggan, T. J. & Doyle, K. (1994). Something Out There. Toadsong Music. Compact Disc.

 

Other Publications Feature articles for The Lincoln Star, 1990-93

 

Numerous articles as staff writer and copy editor, 1988-89 Inside Lincoln Business (magazine)

 

Poetry published in Laurus, University of Nebraska-Lincoln, 1988, Mindprint Review, 1985.

 

“The Heart Has Reasons” (short story), McGill Observer, 1983 Manuscript Reviews

 

Duplass, J. A. 2006. Middle and high school teaching: Methods, standards, and best practices. Boston, Houghton Mifflin.

 

Ornstein, A. C., Behar-Horenstein, L. S., & Pajak, E. F. (2007). Contemporary issues in curriculum (4th ed.). 

Boston, Allyn & Bacon.

 

Music:

Obscurity. Tim Duggan Music, 2014 

                      A collection of original folk music.

 

Language Arts 201. Tim Duggan Music, 2008

                       A collection of songs and sonnets from Shakespeare and other famous poets.

Selected Exhibitions

Title: Duggan, T. J. (2005). Handling gifted students. Educated Answers. South Dakota Public Broadcasting website http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3048

Released January 4, 2005.

 

URL: http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3048

 

Title: Schweinle, A., Pietrzak, D., & Duggan, T.J. (2004). TV’s impact on children. Educated Answers. South Dakota Public Broadcasting website, http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=2404

Released September 9, 2004.

 

URL: http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=2404

Additional Information

Amundsen Partnership:

As Faculty-in-Residence, I coordinated NEIU-Amundsen High School partnership. In this capacity I served on school’s Instructional Leadership Team and Literacy Team, conducted two professional development sessions for all-school faculty, provided individual mentorship of teachers, including guest teaching, team-teaching, and observing teachers. I also created and hosted monthly student open-mic performances. Over the past two years of this partnership, Amundsen has been moved off CPS probation and ACT scores have jumped nearly 2 points.

 

PASAS Grant Consulting (through NEIU Center for College Access and Success):

Conducted workshops and ongoing individual mentoring for teachers in the Morton School District focusing on literacy practices at Morton East High School, Morton West High School, and Morton Freshman Center.

 

Union Participation:

UPI Negotiating Team Member. Successfully negotiated UPI/NEIU Collective Bargaining Agreement for 2014-2019

 

Recent Awards:

Faculty Excellence Award for Research and Creative Activity, 2012-2013. Northeastern Illinois University

Faculty Excellence Award for Research and Creative Activity, 2011-2012. Northeastern Illinois University

Faculty Excellence Award for Service, 2010-2011. Northeastern Illinois University

Little Red Schoolhouse Award, 2007, School Administrators of South Dakota Recognition for outstanding school innovation through partnership with Beresford, SD School District “Operation Coyote”

 

College Teaching Experience

Associate Professor of Secondary English Education, 2013-present

Northeastern Illinois University

Clinical Supervisor and Coordinator for Partnership with Amundsen High School

Teaching graduate and undergraduate courses in English education, supervising clinical students and student teachers, working regularly with Amundsen High School (Chicago Public Schools) students, faculty, and administration to improve school performance, developing arts culture through hosting open mic performances, and creating opportunities for collaboration between NEIU faculty and students and Amundsen faculty and students.

 

Assistant Professor of Secondary English Education, 2009-2013

Northeastern Illinois University

Courses Taught: Teaching Writing in the Junior and Senior High School, Methods of Teaching English in the Secondary School, New Directions in Teaching English in the Junior and Senior High School, Young Adult Novel, Secondary Clinical Field Experience in English Methods of Teaching at the Secondary Level, Research Methods for Secondary Language Arts

 

Adjunct Instructor, 2009

Northwestern University

Course Taught: Engineering Design and Communication II

 

Adjunct Assistant Professor, 2008-2009

Northeastern Illinois University

Courses Taught: Methods of Teaching at the Secondary Level, New Directions in English Language

Arts Teaching, Secondary Internship

 

Assistant Professor of Curriculum and Instruction, 2003-2008

The University of South Dakota

Courses Taught: Methods and Media for Middle/Secondary School Teaching, Reading Development in

Content Areas, Secondary School Curriculum, 7-12 Language Arts Methods, Nature and Needs of

Gifted Children, Curriculum Development and Teaching Strategies for the Gifted, Nature and Nurture of

Creativity, Improvement of Instruction, Philosophies of Education

Additional Responsibilities: Served as director of gifted programs, supervised student teachers, placed

interns, served on committees, coordinated secondary education

 

College Teaching Experience (continued)

Instructor, 2002-2003 The University of South Dakota

Courses Taught: Methods and Media for Middle/Secondary School Teaching, Reading Development in

Content Areas, Secondary School Curriculum, 7-12 Language Arts Methods

Additional Responsibilities: Supervised student teachers, placed interns, served on committees

 

Adjunct Assistant Professor, 2001-2002

Morningside College, Sioux City, IA

Courses Taught: Argumentation and Critical Thinking, College Writing, Interpreting Literature

 

Graduate Teaching Assistant, 1999-2002

The University of South Dakota

Responsibilities: Supervised and evaluated student teachers

Adjunct Instructor, 1995-2001

Metropolitan Community College, Omaha, NE

Courses Taught: Composition I, Composition II, Technical Writing, Humanities

 

Instructor, 1989-1995

Southeast Community College, Beatrice NE

Courses Taught: Composition I, Composition II, Technical Writing, Introduction to Literature, American

Literature, Modern Fiction, Creative Writing

Additional Responsibilities: Articulated transfer agreements with statewide four-year institutions,

introduced critical thinking component into Composition II curriculum, served as Faculty Association

President and State Coordinator for Community College Humanities Association, advised students,

served on numerous committees

 

Graduate Teaching Assistant, 1988-89

University of Nebraska-Lincoln

Course Taught: Composition I

 

Secondary School Teaching Experience

 

Instructor

Gifted Learning Links Program, Center for Talent Development, 2008-2010

Northwestern University

Course Taught: Honors Literary Analysis 6-12

 

Substitute Teacher, 1995-2001 Omaha Public Schools (NE)

Vermillion Public Schools (SD)

Elk Point-Jefferson Public Schools (SD)

Responsibilities: Taught classes in all secondary areas, including special education

 

English Teacher, Summers, 1989, 1990, 1997

Boys Town High School, Boys Town, NE

Courses Taught: Adventures in Literature I and II, Reading

 

Gifted Program Mentor, 1988, 1989

Lincoln Public Schools, Lincoln, NE

Responsibilities: Mentored a twice-exceptional student

 

English Teacher, 1984-87 and Summer, 1988

Sonora Union High School, Sonora, CA

Courses Taught: English 10, English 10 Honors, English Literature, Creative Writing

Other Responsibilities: Served as Gifted and Talented Education Coordinator, Assistant Track and Field

Coach

 

School-based Workshop Experience

Founder and Director, 2003-2008

Institute for Teachers of Gifted Youth, The University of South Dakota, Vermillion, SD

Responsibilities: Designed and coordinated a week-long institute with one-day, two-day, and five-day

options for training and professional development in needs of gifted children, curriculum for gifted

children, and the nature of creativity (25-50 participants each year)

 

Independent Workshop Director, 1999-2007

Responsibilities: Created and directed workshops teaching performance-based Shakespeare studies,

songwriting, and creative writing in schools in Nebraska, Iowa and South Dakota (Approximately 15

schools served)

 

Director of Outreach and Education Programs, 1997-99

Nebraska Shakespeare Festival, Department of Fine Arts, Creighton University and University of Nebraska-

Omaha

 

Responsibilities: Designed, developed, and coordinated Shakespeare Unbound artist residencies in

schools across Nebraska and in Western Iowa, taught Shakespeare through performance, offered

public forums and teacher in-services, coordinated student sonnet-writing contests, directed Camp

Shakespeare (approximately 22 schools served)

 

Camps and Summer Programs

 

Camp Director, 2001, 2002, 2004-2008

South Dakota Governor’s Camp, The University of South Dakota

Ambassadors of Excellence Camp, The University of South Dakota

One-week and Two-week residential camps for gifted youth

 

Camp Director, 2002, 2003

Siouxland Shakespeare Camp, Morningside College, Sioux City, IA

 

Drama Instructor and Team Leader, 2000

South Dakota Governor’s Camp, The University of South Dakota

 

Camp Director and Instructor, 1998-2000

Camp Shakespeare, Nebraska Shakespeare Festival, University of Nebraska-Omaha

 

Creator/Director and Instructor, 1999, 2000, 2002

Shakespeare in the Summer, Omaha, NE

Program for Gifted Students of the Omaha Public Schools

 

Crew Leader, 1982

National Forest Service Youth Conservation Corps, Los Padres National Forest, Santa Barbara, CA

 

Counselor, 1979, 1980

Camp Thunderbird for Boys, Bemidji, MN

 

Conference/Workshop Presentations

“Bard Core Curriculum! Reading into Shakespeare.” Workshop for CPS faculty participants in the Chicago Shakespeare Theater’s Bard Core professional development program. Chicago, IL, August 5, 2015.

 

“M.A.S.T.E.R.ing the Art of Music Integration.” Two-day workshop for ARTeacher grant participants, University of Arkansas, Fayetteville, Arkansas, February 25-26, 2015

 

“Bringing Performance Techniques into the English Classroom.” Bard Core Professional Development Workshop. Chicago Shakespeare Theater, December 5, 2014. 

 

“M.A.S.T.E.R.ing the Art of Music Integration.” Featured workshop, YAL Conference, St. Charles, IL. October 24, 2014

 

“Lear and his Fool: Bridging Critical Interpretation with Classroom Performance.” Teacher workshop. Chicago Shakespeare Theater, September 13, 2014.

 

“M.A.S.T.E.R.ing the Art of Music Integration.” Featured workshop, National Writing Project Urban Sites Conference, Chicago, IL, April 26, 2014. 

 

“M.A.S.T.E.R.ing the Art of Music Integration.” Featured workshop at ARTful Teaching Conference, Withrop Rockefeller Institute, Arkansas, March 31-April 1, 2014

 

 “M.A.S.T.E.R.ing the Art of Music Integration.” Workshop presented as part of the “From A to Jay-Z: Using Music to Teach English” Workshop. National Council of Teachers of English Annual Convention. Boston, MA, November 25, 2013. 

 

“(Re)Inventing Shakespeare through Performance-Based Reading and Writing.” National Council of Teachers of English Annual Convention. Boston, MA, November 23, 2013. With Marilyn Halperin, Molly Topper, and Jason Harrington.

 

“Shakespeare as a Tool of the Public School Bureaucracy.”  Paper presented in the “Wrong Shakespeare” Seminar at the Shakespeare Association of America Annual Meeting. Toronto, Ontario, March 28, 2013. 

 

“Finding the Match: Igniting Change as a First-year Teacher in an Urban Setting.” National Council of Teachers of English Annual Convention. Las Vegas, NV, November 18, 2012. With Alison Morales, Sergio Santillan, and Ryan Dooley.

 

"Bard Core Professional Development: Reaching At-Risk Students through Shakespeare and Teachers."Conference on English Leadership. Chicago, IL, November 21, 2011. With Marilyn Halperin, Karen Boran, and Sandra Shimon.

 

"Bard Core in Practice: Bringing Difficult Text to Life with Struggling Readers and Writers in Urban Schools." National Council of Teachers of English Annual Convention. Chicago, IL, November 19, 2011. With Marilyn Halperin, Karen Boran, and Sandra Shimon.

 

"We’re All in this Together: Establishing An Adolescent Literacy Program that Builds Community and Student Achievement." National Council of Teachers of English Annual Convention. Orlando, FL, November 20, 2010. With Deborah Will.

 

"Entering Difficult Texts: How Not to Get Stuck before Starting the Journey." Poster Session. National Council of Teachers of English Annual Convention. Orlando, FL, November 20, 2010.

 

“Bard Core: Bringing Performance into Classroom Study of Shakespeare.” Chicago Shakespeare Theater, Chicago, IL, August 16-17, 2010.

 

“Life is Revision or How I Learned to Quit Worrying and Just Get On With it.” Illinois Association of Teachers of English Spring Regional Workshop, Shaumburg, IL, April 16, 2010.

 

“Ideas for Introducing Students to Shakespeare’s The Comedy of Errors.” Chicago Shakespeare Theatre, Chicago IL, January 9, 2010.

 

 “Making Research Real: A Teacher-Student Partnership for Local Action” (with Liz Kirby). Illinois Association of Teachers of English Fall Conference, Rockford, IL, October 16, 2009.

 

“Richard III: A Guide to Classroom Orientation Activities.” Chicago Shakespeare Theatre, Chicago IL, October 3, 2009

 

“Bard Core: Entering into the Script of Richard III” Chicago Shakespeare Theatre, Chicago IL, August 5, 2009.

 

Keynote Address: “101 Conferences: Take a Classic and Make It Current.” Illinois Association of Teachers of English Fall Conference, Oak Brook, IL, October 17, 2008.

 

“35 Things You Can Do With Hamlet.” Illinois Association of Teachers of English Fall Conference, Oak Brook, IL, October 17, 2008.

 

“35 Things You Can Do With Hamlet.” Iowa Council of Teachers of English Fall Conference, Johnston, IA, October 3, 2008.

 

“Sure-fire Shakespeare.” Nebraska Association for the Gifted Conference, Omaha, NE, February 28, 2008.

 

Keynote Address: “The Connection between Music and Literature: A Performance.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, February 22, 2008.

 

“How Time Flies: Creating Moments in the Study of Literature, Writing, and Film.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, February 22, 2008.

 

“Professional Development: Sharing with Others.” Roundtable discussion. National Council of Teachers of English Annual Convention, New York, New York, November 16, 2007.

 

“I Would Never Do This at Home: The Role of Performing Arts in Gifted Children’s Leadership Development.” Poster session, National Association for Gifted Children Annual Convention, Minneapolis, MN, November 9, 2007 (with Heath Weber).

 

“Shakespeare’s Music.” Shakespeare Garden Twentieth Anniversary Celebration, The University of South Dakota, Vermillion, SD, October 18, 2007.

 

“Life is Revision OR How I Learned to See My Writing.” Dakota Writing Project September Showcase, Vermillion, SD (with broadcast over South Dakota DDN network), September 19, 2007.

 

“Sheridan Blau’s Literature Workshop.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, March 24, 2007.

 

“Teaching Shakespeare through Performance.” National Council of Teachers of English Annual Convention, Nashville, TN, November 17, 2006.

 

 “Ways of Knowing and Artistic Representation of Concepts.” Poster session, National Association for Gifted Children Annual Convention, Charlotte, NC, Nov. 3, 2006.

 

“Songwriting: An Introduction.” The Sorcerer’s Apprentice, workshop sponsored by the Dakota Writing Project and the Vermillion Literary Project, The University of South Dakota, Vermillion, SD, October 14, 2006.

 

“Using Sheridan Blau’s Literature Workshop to Improve Reading and Writing.” Dakota Writing Project, The University of South Dakota, June 10, 2006.

 

Keynote Address: “Using Music in the Classroom: Adding Our Voices.” South Dakota Council of Teachers of English Spring Conference, March 24, 2006.

 

“Shakespeare and the Curriculum of Identity.” National Association for Gifted Children Annual Convention, Louisville, KY, November 11, 2005.

 

“Gifted Students and Reading: Filling Empty Spaces in Classroom Time.” National Council of Teachers of English Annual Convention, Pittsburgh, PA, November 19, 2005.

 

Keynote Address: “Professional Development in a Flexible Framework: Adjunct Teaching in the Community College.” Faculty Development Workshop. Northwest Iowa Community College, Sheldon, IA, September 10, 2005.

 

“THE Meaning vs. MY Meaning: Developing Individual and Shared Interpretations of Literature.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, April 1, 2005.

 

 “Shakespeare and the Curriculum of Identity.” Nebraska Association for the Gifted Annual Convention. Omaha, NE, February 24, 2005.

 

“Writing Songs.” Dakota Writing Project, The University of South Dakota, Vermillion, SD, June 10, 2004. 

 

“Teaching Reading through Performance.” Oglala Lakota College Teacher Inservice, Rapid City, SD, May 3, 2004.

 

“Improving Reading through Dramatic and Musical Performance.” Northeast Educational Cooperative Teacher Inservice, Watertown, SD, Feb. 13, 2004.

 

“Uses of Music in High-School English/Language Arts Classes in South Dakota: Teacher Perceptions and Practices.” National Council of Teachers of English Annual Convention, San Francisco, CA, Nov. 22, 2003.

 

“Improving Reading through Dramatic and Musical Performance.” Ninth Annual Reading Recovery Regional Conference, Sioux Falls, SD, October 24, 2003.

 

Keynote Address: “Shakespeare Set to Music.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, March 28, 2003.

 

“Breathing New Life into Old Texts: Teaching Shakespeare through Performance.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, March 28, 2003.

 

“Breathing New Life into Old Texts: Teaching Shakespeare through Performance.” South Dakota Reading Conference, Chamberlain, SD, November 13, 2002.

 

“Breathing New Life into Old Texts: Teaching Shakespeare through Performance.” Y2K Regional NCTE/NWP Conference on Literacy Education, Fargo, ND, August 3-6, 2000.

 

“Breathing New Life into Old Texts: Teaching Shakespeare through Performance.” Nebraska Speech Communication and Theatre Association Conference, Kearney, NE, October 2, 1998 and October 1, 1999.

 

“Bridges to College English.” Nebraska Tech-Prep Association Conference, Kearney, NE, June 13, 1995.

 

“Multicultural Perspectives: A Look at the Uruguayan Education System.” Community College Humanities Association Regional Conference, Chicago, IL, October 30, 1992.

 

Supervision

42 student teachers

9 graduate interns

15 Clinical students

1 Dissertation committee chair

9 Doctoral committees

22 Master’s committees

6 Out-of-department Master’s committees

 

Committees and Service

Northeastern Illinois University:

Writing Intensive Faculty Advisory Committee (co-chair), 2009-present

School of Education Reorganization Implementation Committee, 2009-present

Secondary Education Portfolio Committee, 2009-present

 

University of South Dakota Committees:

University Writing Assessment Committee, 2007

Student Affairs Committee (chair), 2005-2007

President’s Task Force on Writing, 2003-2004

University Scholarship Committee, 2005

Electronic Portfolio Committee

Graduate Admissions Committee

Sunshine Committee

Field Experience Committee

Assessment Committee

 

Other

 

Coordinator, “Operation Coyote.” Field experience for secondary education students. 2005-2007. Beresford

Middle/High School, Beresford, SD and The University of South Dakota.

 

Coordinator, Omaha Public Schools Visit. Field experience for secondary education students, The University of

South Dakota, 2004-2007

 

Faculty Association Executive Committee, Southeast Community College (Nebraska), 1992-1994

 

Additional

 

Student Involvement

Advisor: USD Juggling Club, USD Secondary Education Club, 2005-2007

 

Music Performance

Over 500 musical performances, solo and with Kevin Doyle (Duggan and Doyle)

 

University of South Dakota Theatre Production Roles

“Duncan, the King,” Macbeth, Knutson Theatre, The University of South Dakota, October, 2006

“Robert,” Proof, Arena Theatre, The University of South Dakota, March 2005

 

Other Theatre Roles

Various Characters from Shakespeare, Shakespeare Unbound, Nebraska Shakespeare Festival educational

touring performance, 1997-1999

“Border Guard” and “Kit Kat Patron,” Cabaret, Beatrice (NE) Community Players, 1994.

“Captain Keller,” The Miracle Worker, Beatrice (NE) Community Players, 1993.

 

References available upon request

Office Hours
LWH 2057 Wednesdays 2-5 p.m. or by appointment
Main Campus
Nicole E. Holland
Nicole
E.
Holland
Educational Inquiry and Curriculum Studies
African and African American Studies
College of Arts and Sciences
College of Education
Courses Taught
EDFN 306: Education and Individual Difference
EDFN 307: Psychology of Instruction and Learning
EDFN 406: Human Development and Learning
EDFN 407: Learning Theory and Educational Practice
EDFN 416: Cultural Pluralism
LEAD 429: Educational Research
Research Interests
Race, Class, and Education, Access, Equity, and Excellence in Education, Educational Policy, School Reform, and Educators’ Professional Preparation, Practice and Development
Education

Ph.D., Social-Personality Psychology, 1997
The Graduate School and University Center of the City University of New York, New York

M.A., Social Psychology, 1994
Hunter College of the City University of New York, New York

B.A., Psychology Major; Women’s Studies Minor, 1988
Hamilton College, Clinton, New York

Selected Publications

Holland, N. E.  (2011)."The Power of Peers: Influences on Postsecondary Education Planning and Experiences of African American Students" in Urban Education, Volume 46, Issue 5, September, 2011, pp.1029-1055.

Holland, N. E. (2011). “Lessons Learned: Influences of Human Capital in Urban Students’ High School-to-College Transitions.”inIllinois Committee on Black Concerns in Higher Education (ICBCHE) journal issue, Linking the Educational Pipeline: From Pre-K to College and Beyond, Volume 26, Number 1, pp. 32-45.

Holland, N. E. (2010). “Postsecondary Education Preparation of Traditionally Underrepresented College Students: A Social Capital Perspective.”  Journal of Diversity in Higher Education, Volume 3, Number 2, pp.111-125.

Holland, N. E.and Farmer-Hinton, R. L. (2009). “Leave No Schools Behind: The Importance of a College Culture in Urban Public High Schools.”  The High School Journal, Volume 92, Number 3, pp. 24-43.

Farmer-Hinton, R. L. and Holland, N. E. (2008).“The Influence of High School Size on Access to Postsecondary Information, Conversations, and Activities.”  American Secondary Education, Volume 37, Number 1, pp. 41-61.

Holland, N. E. (2008)Déjà Vu: Segregation and Inequality in America’s Public Schools.” The Sophist’s Bane, Volume Four, Numbers One and Two, pp.20-29.

Holland, N.E.(2008)“Refocusing Educational Assessments on Teaching and Learning, Not Politics” The Educational Forum, Volume 72, Number 3, 215-226.

Holland, N. E.(2007)“Reflections on Urban High School Students’ Post-Secondary Transitions:  A Theoretical Capital Perspective.”  The International Journal of Innovative Higher Education.  Volume 20, June 2007, pp 25-33.

Holland, N.E. (2006).  “Documenting Data:  Infusing Research Strategies Into Field-Based, Teacher Training Activities.”  Teaching & Learning: The Journal of Naturalistic and Reflective Practice, v21 (1), pp 5-28.

Holland, N. E. (2002). “Small Schools: Transforming Teacher and Student Experiences in Urban High Schools, Chapter 3 in Reforming Chicago’s High Schools: Research Perspectives on School and System Level Change edited by Valerie E. Lee.  Consortium on Chicago School Research.  Chicago, Illinois.

Wasley, P.A., Fine, M., Gladden, M., Holland, N.E., King, S.P., Mosak, E., and Powell, L.C. (2000).  Small Schools: Great Strides -- A Study of New Small Schools in Chicago. Bank Street College of Education.  New York, New York.

Background

Dr. Holland is a trained social psychologist who has conducted research in the fields of pre-school, elementary, secondary, and higher education.  Her areas of interest include educational equity, educational policy, school reform, teacher training, community and professional development in schools, particularly as these areas influence conditions that promote success for the educationally disadvantaged. Dr. Holland’s current research explores the individual and institutional factors that affect urban, public high school students’ preparation for and enrollment in four-year colleges and universities.

Additional Information

Selected Presentations

Holland, N. E. (April, 2011).  "Paving Postsecondary Education Pathways for Students of Color: Individual and Institutional Responsibilities." Paper presented at the annual meeting of the American Educational Research Association.  New Orleans, Louisiana.

Holland, N. E. (April, 2011).  "Beyond Conventional Wisdom: African American Students Discuss Sources of Support for College Preparation and Success." Paper presented at the annual meeting of the American Educational Research Association.  New Orleans, Louisiana.

Holland, N. E. (January, 2010). “It Still Takes A Village: From Urban Public High School Graduate to University Student.”  Paper presented at the 7th Annual Hawaii International Conference on Education. Honolulu, Hawaii.

Holland, N. E. (April, 2008). “College Knowledge: How Human and Social Capital Influence Students’ Postsecondary Transitions.”  Paper presented at the annual meeting of the American Educational Research Association.  New York, New York.

Holland, N.E. (November, 2006). “Becoming Better Consumers of Educational Research.”  Panelist for the presentation, Learning to Lead: Preparing Tomorrow’s Educational Leaders at the International Leadership Association 8th Annual Conference.  Chicago, Illinois.

Holland, N. E. (April, 2006) ...And Yes, School Size Matters: Creating Communities for Teaching and Learning.  American Educational Research Association‘s annual meeting. San Francisco, California.

Holland, N.E. (June, 2006).  Promising Partnerships:  Preparing Urban High School Students for Success in Four-Year Colleges and Universities. Paper presented at the International Council for Innovation in Higher Education’s annual meeting. Panama City, Panama.

Holland, N. E. (August, 2006). It Still Takes A Village: Institutional and Individual Supports Necessary to Support Post-Secondary Transitions.  Education Summit:  Chicago Public Schools Post-Secondary Transitions.  Chicago, Illinois.

Holland, N. E. (October, 2006).  Chartering Education:   Critical Reflections on Charter School Experiences.  Phi Delta Kappa International’s annual conference.  Washington, DC.

Holland, N.E. (November, 2006).  Becoming Better Consumers of Educational Research.  International Leadership Association’s annual meeting.  Chicago, Illinois.

Office Hours
Tuesdays 2:30–4:00 p.m.; Wednesdays 3:00-4:00 p.m. and by appointment
Main Campus
def
Zada
N
Johnson
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
Theory and Methodology in Ethnic Group Research
Communication in the Inner City
Contemporary Issues in the Inner City
Cultures of the Inner City
Research Methods in Inner City Studies
Research Interests
urban anthropology, popular culture, urban culture, historical consciousness, race, Bronzeville, New Orleans
Education

University of Chicago

Office Hours
Tuesday 4:30 - 6:30 p.m. Thursday 4:30 - 6:30 p.m.
Carruthers Center for Inner City Studies
Vasilios Kondellas
Vasilios
Kondellas
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
EDFN 305: Philosophical and Historical Foundations of Public Education
EDFN 306: Education and Individual Differences
EDFN 307: The Psychology of Instruction and Learning
EDFN 405: The Development of Educational Thought
EDFN 406: Human Development and Learning
Research Interests
Cultural and Social Foundations of Education, History of American Education, Neuroscience and Learning, Childhood and Adolescent Obesity, and Health Care and Society
Education

Ph.D., Cultural and Educational Policy Studies, 2001
Loyola University Chicago, Chicago, Illinois
M.Ed., Cultural and Educational Policy Studies, 1997
Loyola University Chicago, Chicago, Illinois
B.S., Psychology, 1992
Loyola University Chicago, Chicago, Illinois

Selected Publications

Kondellas, B., Fredericks, J., & Fredericks, M. (In progress). The management and organization of a learning institution within the society, culture, personality [SCP] model.

Fredericks, M., Ross, M., Kondellas, B., Hang, L., Fredericks, J., & Ward, B. (2013).  Health care professionals: A synthesis and integration of select concepts and theories in the study of mental illness through the society, culture, personality (SCP) model.  International Journal of Criminology and Sociology, 2, 87-96.

Fredericks, M., Kondellas, B., Fredericks, J., Langer, M., & Ross, M. (2013). The integration of select aspects of educational foundations as applied to health care education: A religious perspective. Education, 133 (3), 378-392.

Fredericks, M., Kondellas, B., Fredericks, J., Wloch, W., Hang, L., & Ross, M. (2012). Toward a select conceptual and theoretical examination of the team approach to organizational relationships within the society-culture-personality (SCP) model.  Human Resource Management and Corporate Competitiveness, Monograph by Szent Istvan University Godollo, Hungary, 13-22.

Kondellas, B., Fredericks, M., Fredericks, J., & Ross, M. (2011).  Serving the needs of diverse learners: An examination of Michael Anagnostopoulos’ contributions to the history of educational ideas.  American Educational History Journal, 38, (2), 447-457.

Fredericks, M., Kondellas, B., Hang, L., Fredericks, J., & Ross, M. (2011). Future chiropractic physicians: Toward a select conceptual understanding of bureaucratic structures and functions in the health care institution.  Journal of Chiropractic Humanities, 18 (2), 64-73.

Lodyga, M., Fredericks, M., Ross, M., & Kondellas, B. (2011).  Electronic medical records (EMR): Call for empathy in the patient-clinician relationship within a technological milieu: Implications for professional nursing practice.  Electronic Journal of Health Informatics, 6 (3), e 23.

Fredericks, M., Kondellas, B., & Fredericks, J. (2011).  The importance of communities and communication in the professionalization process within the society, culture, personality [SCP] model. Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland.

Fredericks, M., Kondellas, B., & Fredericks, J. (2010). Toward a socio-psychological understanding of select organizational relationships and theories within the society, culture, personality [SCP] model. Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland.

Fredericks, M., Lyons, L., Kondellas, B., Ross, M., Hang, L., & Fredericks, J. (2009). Chiropractic physicians: An analysis of select issues for the use of electronic medical records and the patient-practitioner relationship within the society-culture-personality model.  Journal of Chiropractic Humanities, 16 (1), 13-20.

Fredericks, M., Kondellas, B., Ross, M., Hang, L., & Fredericks, J. (2009).  Future chiropractic physicians: Toward a synthesis of select concepts in the behavioral sciences in health care and the society-culture-personality model for the 21st century.  Journal of Chiropractic Humanities, 16 (1), 5-12.

Kondellas, B. (2004). Michael Anagnostopoulos: Father of the kindergarten for the blind,” American Educational History Journal, 31 (2), 157-162.

Background

Research interests include applied issues in human development with an emphasis on obesity through      the society, culture, personality (SCP) model in the institution of education. Further research interests include Michael Anagnostopoulos (the founder of the Kindergarten for the Blind-1887) and the Greek School system in the Chicago metropolitan area.

Additional Information

Selected Presentations

The Importance of Communities and Communication in the Professionalization Process within the Society, Culture, Personality [SCP] Model. Paper presented at the International Conference: Human, Work, Organization—Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland, 2011.

Toward a Socio-Psychological Understanding of Select Organizational Relationships and Theories within the Society, Culture, Personality [SCP] Model.  Paper presented at the International Conference: Human, Work, Organization—Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland, 2010.

Serving the Special Needs of Boston’s Diverse Learners and Economically Challenged Population: A Historical and Philosophical Examination of Michael Anagnostopoulos’ Contributions to Education.  Paper presented at the Midwest History of Education Society, Chicago, Illinois, 2005.                           

Michael Anagnostopoulos: Father of the Kindergarten for the Blind.  Paper presented at the Midwest History of Education Society, Chicago, Illinois, 2003.

Michael Anagnostopoulos: The Historical Importance of an Appropriate Education.  Paper presented at the Indiana Academy of the Social Sciences, Fort Wayne, Indiana, 2003.

Office Hours
Tuesdays and Thursdays 12:10-1:35p.m.; Thursdays 6-7 p.m. or by appointment
Main Campus
Eleni Makris, Ph.D.
Eleni
Makris
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
EDFN 306: Individual Differences and Human Development
EDFN 307: Psychology of Instruction and Learning
EDFN 406: Human Development and Learning
EDFN 407: Learning Theories and Educational Practices
EDFN 411A: Comparative Education: Higher Education
EDFN 411B: Comparative Ed. Leadership
LEAD 429: Research in Educational Leadership
Research Interests
N/A
Education

Ph.D.
The University of Chicago, Chicago, Illinois
Educational Psychology
Dissertation: Educational Resilience: Mediating Factors of Adolescents' Adversity
Advisor: Mihaly Csikszentmihalyi, Ph.D.

M.Ed.
Loyola University Chicago, Chicago, Illinois
Counseling Psychology

B.A.
Loyola University Chicago, Chicago, Illinois

Background

Dr. Makris's research interests and expertise employs a positivist approach and lie within identifying the resilient abilities of adolescents to overcome daily adversity and violence as it appears within families, friends, schools and communities. Also of interest is the systemic empowering of the individual to prevent and respond to social ostracism and bullying.

Office Hours
Saturday 10-10:50 a.m. or any other day by appointment
Main Campus
Erica Meiners
Erica
R
Meiners
Educational Inquiry and Curriculum Studies
College of Education
Expertise
Women's and Gender Studies, Faculty Affiliate Latino and Latin American Studies, and Faculty Affiliate Justice Studies
Courses Taught
EDFN 305: Philosophical and Historical Foundations of Public Education
EDFN 416: Cultural Pluralism and the Schools
EDFN 405: Development of Educational Thought
ELAD 429: Research Methods
JUST 328: Social Justice and GLBTQ Issues
SOC 104: School and Society
SOC 320: Sociology of Education
WGS 301: Feminist Engagements in Education
WGS 202: Feminist Activism
Research Interests
Educational Policy: prison/school nexus, lesbian/gay/transgendered/queer lives and schools, poverty, immigration/undocumented students, alternative media in education, critical childhood studies. Justice Movements and Anti-Prison Organizing: anti-racist feminisms, criminalization of undocumented communities, prison abolition and decarceration movements, sex offender registries and community notification laws, sexual and gender violence, militarism, restorative and transformative justice. Methodologies: participatory action research, community-based organizing and research, qualitative research, feminist research methodologies.
Education

1998
Ph.D. Faculty of Education, Simon Fraser University, Canada

1992
B.A. Philosophy, University of British Columbia, Canada

 

Selected Publications

Lawston, J. and Meiners, E. (in press 2014). “Ending Our Expertise: Feminisms, Abolition and Scholarship.” Feminist Formations 26(2).

Meiners, E. (in press, 2014). “Trouble with the Child in the Carceral State.” Social Justice: A Journal of Crime Conflict and World Order 39 (2)

Boyd, Michelle and Meiners, Erica. (2013). “Reconstructions.” Lux.

Quinn, Therese and Meiners, Erica, (2013). “From Anti-Bullying Laws and Marriage to Queer Worlds and Just Futures.” QED: Journal of LGBTQ World Making (inaugural issue).

Armato, M., Matthews, N., and Meiners, E. (2013). “Pedagogical Engagements: Engaging Campus Anti-Militarism.” The Review of Education, Pedagogy & Cultural Studies.

Kumashiro, K. and Meiners, E. (2012). “Flip the Script.” Bank Street College: Occasional Paper Series #27.

Meiners, E. Michaud, L., Pavan, J., and Simpson, B. (2011). “Worst of the worst”? Queer investments in challenging sex offender registries in Canada and in the U.S. Upping the Anti (13), 91–106.

Meiners, E. (2011). “Ending the school to prison pipeline/Building abolition futures.”Urban Review 43 (4), 547–465.

Galaviz, B., Palafox, J., Meiners, E. and Quinn, T. (2011). “The Militarization and the Privatization of Public Schools.” The Berkeley Review of Education 2 (1), 27-45.

Meiners, E. & Quinn, T. (2011). Militarism and education normal? Monthly Review 63(3), 77-86.

Diaz, D., Gómez, C., Luna-Duarte, C., Meiners, E. (2011). “Purged: Undocumented Students, Financial Aid Policies, and Access to Higher Education.” Journal of Hispanic Higher Education (10), 107-119.

Jackson, J. and Meiners, E. (2011). “Fear and Loathing: The Challenge of Feelings in Anti-Prison Organizing.” WSQ: Women’s Studies Quarterly 39 (1 & 2): 268 – 288.

Meiners, E. (2011). “A queer time and place: Educational analysis and intervention in the prison nation.” Powerplay: A Journal of Educational Justice 3 (1): 71 – 86.

Horn, S., Meiners, E., North, C., & Quinn, T. (2010). “Visibility matters: Policy work as activism in teacher education.” Issues in Teacher Education 19 (2): 65-80.

Jackson, J. and Meiners, E. (2010). “Feeling like a failure: Teaching/learning abolition through the good the bad and the innocent.” Radical Teacher (special issue on teaching the PIC) 88: 20-30.

Diaz, D., Gómez, C., Luna-Duarte, C., Meiners, E., Valentin, L. (April 2010). “Organizing tensions: From the prison to the military industrial complex.” Social Justice: A Journal of Crime Conflict and World Order. Special Issue Policing, Detention, Deportation and Resistance 36 (2) 73-84.

Diaz, D., Gómez, C., Luna-Duarte, C., Meiners, E., Valentin, L. (May/June 2010). Dreams Deferred. Academe. http://www.aaup.org/AAUP/pubsres/academe/2010/MJ/feat/diaz.htm

Meiners, E. and Quinn, T. (2010). “Doing and Feeling Research in Public: Queer Organizing for Public Education and Justice.” International Journal of Qualitative Studies in Education 23 (2) 147-164.

Meiners, E. (2009). “Resisting Civil Death: Organizing for Access to Education In Our Prison Nation.” Depaul Law School Justice Journal 3 (2) 79-95.

Meiners, E. (2009). “Never Innocent: Feminist Trouble with Sex Offender Registries and Protection in a Prison Nation.” Meridians: Feminisms, race, transnationalism 9(2) 31-62.

Book Chapters

Meiners, Erica and Ross, Sarah. (2014). Margaret Burroughs: Radical Engagements at Stateville Prison.

In Rebecca Zorach, (Ed.), Art Against the Law. Chicago: University of Chicago Press.

Diaz, D., Gómez, C., Luna-Duarte, C. and Meiners, E. (2013). “Undocumented, Resilient and Organized: Students Build Immigration Justice.” In E. Tuck and K.Wayne Yang, (Eds.), Youth Resistance Revisited, New York NY: Routledge.

Meiners, E., and Shaylor, C. (2013). “Resisting Gendered Carceral Landscapes.” In B. Carlton (Ed.), Women Exiting Prison. New York, New York: Routledge.

Meiners, E. (2013). “Schooling the Carceral State.” In David Scott, (Ed.) Why Prisons? Cambridge, UK: Cambridge University Press.

Hereth, J., Kaba, M., Meiners, E., Wallace, L. (2012). “Restorative Justice Is Not Enough: School Based Interventions in the Carceral State.” In S. Bahena, P. Kuttner, and M. Ng (Eds.), Disrupting the School-to-Prison Pipeline. Cambridge, MA: Harvard Educational Review.

Meiners, E. (2011). “Awful Acts and the trouble with normal.” In E. Stanley and N. Smith (Eds). Captive Genders: Trans embodiment and the prison industrial complex. Boston. South End Press.

Diaz, D., Gómez, C., Luna-Duarte, C., Meiners, E. (in press). “Undocumented Latino Youth: Strategies for Accessing Higher Education.” In P. Noguera (Ed.) Understanding the Disenfranchisement of Latino Males:

Contemporary Perspectives on Cultural and Structural Factors. New York: Routledge. Meiners, E. (2011). “Juvenile Justice.” N. Lesko and S. Talburt (Eds.) Keywords: Youth Cultures. New York: Routledge.

Meiners, E. (2010). “Building an Abolition Democracy; or, The Fight Against Public Fears, Private Benefits, and Prison Expansion.” In S. J. Hartnett (Ed.), Education or Incarceration? Reclaiming Hope and Justice in a Punishing Democracy. Urbana: University of Illinois Press.

Quinn, T., and Meiners, E. (2010) Seeing Red: Teacher Educators, Social Justice and other "Lightning Rods." (2010). A. Ball & C. Tyson (Eds), Studying Diversity in Teacher Education. AERA (American Educational Research Association) commissioned volume, AERA book Publication.

And other publications in more popular presses including Catalyst, AREA Chicago, No-More-Potlucks, Windy City Times, and MS magazine blog.

Background

Erica R. Meiners teaches, writes and organizes in Chicago. She has written about her ongoing labor and learning in anti-militarization campaigns, educational justice struggles, prison abolition and reform movements, and queer and immigrant rights organizing, in Flaunt It! Queers organizing for public education and justice (2009 (with Therese Quinn), Right to be hostile: schools, prisons and the making of public enemies (2007) and articles in Radical Teacher, Meridians, AREA Chicago and Social Justice. Her work in the areas of prison/school nexus; gender, access and technology; community-based research methodologies; and urban education, has been supported by the US Department of Education, the Illinois Humanities Council and the Princeton Woodrow Wilson Public Scholarship Foundation, among others. Follow her work at http://homepages.neiu.edu/~ermeiner/Meiners/About_Me.html

Office Hours
Mondays and Wednesdays 12-2 p.m.; Mondays 3:30-5 p.m. and by appointment.
Main Campus
Linda Nidelkoff
Linda
S
Nidelkoff
Educational Inquiry and Curriculum Studies
College of Education
Expertise
Philosophy and History of Education; Child Development; Intellectual and Emotional Disability; Family and Institutional systems; The social psychology of cultural difference
Courses Taught
EDFN 305: History and Philosophy of Education
EDFN 306: Education and Individual Differences
EDFN 307: Psychology of Instruction and Learning
EDFN 405: Development of Educational Thought
EDFN 407: Learning Theory
EDFN 406: Human Development and Thought
LEAD 413: Human Relations
Research Interests
Cultural intelligence; Social History of Disability; The role of immigrant teachers
Education

Ph.D candidate

Office Hours
6-7 p.m. Monday (LWH 2109); 7-8 a.m. Saturday (LWH 3056)
Main Campus
Isaura Pulido
Isaura
B.
Pulido
Associate Professor and Department Chair
Educational Inquiry and Curriculum Studies
College of Education
Expertise
Latina/o education
Courses Taught
LLAS 100: Introduction to Latina/o and Latin American Studies
EDFN 305: Philosophical and Historical Foundations of Public Education
EDFN 313: Problems, Issues and Practices in Education
EDFN 405: Development of Educational Thought
Research Interests
Race, Ethnicity, and Education, Qualitative Research Methods, Critical Race Theory/LatCrit, Urban Education Policy, and Latina/o Education
Education

Ph.D. May 2008, University of Illinois at Urbana-Champaign
Educational Policy Studies

Ed.M., 2001, University of Illinois at Urbana-Champaign
Educational Policy Studies

B. S., 1997, University of Illinois at Urbana-Champaign
Psychology

Selected Publications

Kim, J. & Pulido, I. (2015). Examining hip hop as culturally relevant pedagogy. Journal of Curriculum and Pedagogy, 12(1), 17-35.

Wilson, A., Pulido, I., Stovall, D. (2014). Inquiring into Students’ communities first as learner, then as learner, teacher, supporter. In Aviles de Bradley, A., Camargo, J., Dover,  A.G., Miglietta, A., Pulido, I., Relucio-Hensler, C., Wilson, A. (Eds.), Grassroots Curriculum Toolkit 4.0. Chicago; Chicago Grassroots Curriculum Taskforce. 

Farmer, S., Pulido, I., Konkol, P., Phillipo, K., Stovall, D., & Klonsky, M. (2013). CReATE research brief on school closures. (2013). Chicagoland  Researchers and Educators for Transformative Education (CReATE). Chicago, IL.

Pulido, I., Cortez, G., Aviles de Bradley, Miglietta, A. & Stovall, D. (2013). Chicago Grassroots Curriculum Taskforce: Re-framing, re-imagining and re-tooling curriculum from the grassroots. Current Issues in Comparative Education, 15(2).

Pulido, I. (2009). “Music fit for us minorities”: Latinas/os use of hip hop as pedagogy and interpretive framework to negotiate and challenge racism. Equity and Excellence in Education, 42(1). Philadelphia, PA: Taylor and Francis Group.

Pulido, I. (2004) Review of New York Ricans From the Hip Hop Zone, by Raquel Z. Rivera in Latino Studies, 2(3), 439-441.

Pulido, I., Rivera, A., Aviles de Bradley, A., (under contract). Latino Schooling in Chicago. Champaign, IL: University of Illinois Press.

 

 

Background

Dr. Pulido’s research is interdisciplinary and works to expand the scholarly literature in the fields of education, youth culture, and Latina/o Studies by examining how youth navigate schooling through their particular social and cultural lenses. Her research provides an alternative perspective to much of the recent literature on urban schooling framed by a discourse surrounding testing, standardization of curriculum, and accountability and instead, focuses on developing an understandings of how youths’ multi-layered identities converge and divergewith the processes of schooling in ways that affect academic achievement.

 

Additional Information

Selected Presentations

Pulido, I., Cortez, G., Aviles de Bradley, Miglietta, A. & Stovall, D. Chicago Grassroots Curriculum Taskforce: Re-framing, re-imagining and re-tooling curriculum from the grassroots. Workshop at the Comparative and International Education Society Conference, Toronto, CA, March 2014.

Pulido, I., Aviles de Bradley, A., Rivera, A. Latin@ education in Chicago – past and present struggles: Navigating and resisting oppressive conditions and space. Paper presented at the LatCrit Conference, Chicago, IL, October 2013.

Aviles de Bradley, A., Pulido, I., Stovall, D., & Miglietta, A. Building a Grassroots Curriculum Movement. Presentation at the Free Minds, Free People Conference, July 2013, Chicago.

Kim, J. & Pulido, I. Examining hip hop music as culturally relevant. Paper presented at the American Education Research Association, San Francisco, CA, April 2013.

Pulido, I. & Depouw, C. Situating Critical Race Studies in Education: CRT in the Midwest. Paper to be presented at the Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. April 2012.

Pulido, I. “Shit is fucked up but this is what makes us stronger”: Examining Latina/o youth’s use of socially conscious hip hop music as a vehicle for social justice activism in Chicago. Paper presented at the National Association of Chicano and Chicana Scholars Association, Chicago, IL, March, 2012.

Pulido, I. Latino youths’ use of hip hop music to challenge racism. (Invited). Paper presented at the University of Southern Indiana’s Sixth Annual Equity and Diversity Conference, Evansville, April 15, 2011.

Tanabe, C, Lee, S.J., Theobald, P.G., Knight-Diop, M.G., & Pulido, I. (Invited to Presidential Panel.) Meaningful Connections: Social Networks as a Policy Focus in Complex Educational Ecologies. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO, April 30-May 4, 2010.

Pulido, I. Meaning making and making action: Hip hop music and the production of civic identities. Paper presented at the Critical Race Studies in Education Association Annual Conference, May Salt Lake City, Utah. May 2010.

Twyman Hoff, P., Evans-Winters, V., Nur-Awaleh, M., & Pulido, I. Education and the Diffusion of Responsibility: Social Justice as Pedagogy. Paper presented at the Teaching and Learning Conference. Illinois State University, Normal, IL. January, 2010.

Office Hours
Tuesdays and Thursdays 12:15 - 1:15 p.m.; Fridays 4 - 5 p.m. or by appointment
El Centro
Main Campus
Deborah Schmalholz
Deborah
Schmalholz
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
SCED 315: Methods of Teaching Writing on the Secondary Level
SCED 304: Clinical Experiences in the Secondary School: English Language Arts
SCED 304: Clinical Experiences in the Secondary School: History
SCED 305: Secondary Student Teaching and Seminar in English Language Arts
SCED 305: Secondary Student Teaching and Seminar in History
SCED 407: Clinical Experiences in the Secondary School: English Language Arts
ELED 430: Trends and Issues in Assessment
Research Interests
N/A
Education

Ed.D.Curriculum and Supervision
Northern Illinois University

M.A.American Studies
Northeastern Illinois University

B.A. American Studies
Dominican University, Illinois

Illinois Certifications

English Language Arts Grades 6-12 (Type 09)

General Administrative (Type 75)

Background

Dr. Schmalholz is both an alumna of Northeastern (M.A. American Studies) as well as an instructor and field supervisor in various undergraduate and graduate programs in the College of Education.  A secondary educator with teaching experience in interdisciplinary American Studies and English Language Arts in high school and college settings, she also has extensive experience as a K-12 administrator, professional developer, curriculum developer, school improvement coach, and change agent. 

Office Hours
Office hours by appointment
Main Campus
Florina Sirb
Florina
Sirb
Administrative Assistant
Educational Inquiry and Curriculum Studies
Expertise
N/A
Education

M.A. in Human Resource Development   2003  Northeastern Illinois University

B.S.  in Sociology, Minor Economics        2000  Northeastern Illinois University

 

 

Background

Northeastern Illinois University, College of Business and Management, Chicago, IL

Administrative Secretary, Dean’s Office, 1999 - 2004

Harry S. Truman College, Dean’ Office, Chicago, IL.

Secretary, Dean’s Office 1997 - 1999

Additional Information

NEIU Certificate of Appreciation – Civil Service Employee of the Month – May 2002

NEIU Certificate of Appreciation – Civil Service Employee of the Month – July 2006

NEIU Employee Excellence Award – Outstanding Work Performance and Commitment to Dedicated Leadership and Teamwork – September 2013

Office Hours
8:30 a.m. – 4:30 p.m. MTWRF
Katy Smith
Katy
Smith
Educational Inquiry and Curriculum Studies
English
College of Education
Expertise
Writing pedagogy; literacy education; interdisciplinary curriculum; and classroom assessment.
Courses Taught
SCED 303E: Methods of Teaching English in the Secondary School
SCED 301: Methods of Teaching on the Secondary Level
SCED 401E/L New Directions in Teaching English
SCED 407A/B: Teaching Multicultural Adolescent Literature in Middle and Secondary Schools
ELED 311: School Curriculum
ELED 430: Trends and Issues
ENGL 390: Young Adult Novel
Research Interests
Interdisciplinary curriculum planning; student and teacher identity in relation to schooling; literacy within and across disciplines.
Education

Ph.D. in Curriculum Theory and Research
University of Wisconsin - Madison

M.Ed. in Interdisciplinary Studies
National-Louis University

B.A. in English
Indiana University - Bloomington

Selected Publications

Smith, K. (2012). Title II SEED (Supporting Effective Educator Development) Grant for Professional Development in a High-Need School. Received funding via the National Writing Project.

Smith, K., and McKnight, K. (2009). Remembering to laugh and explore: Improvisational activities for literacy teaching in urban classrooms. International Journal of Education & the Arts, 10(12). Retrieved April 27, 2010 from http://www.ijea.org/v10n12/.

Smith, K. (2008). Becoming an "honors student": The interplay of literacies and identities in a high-track class.  Journal of Curriculum Studies, 40 (4), 481-507.

Additional Information

NEIU Travel Grant Award Winner

Illinois State Board of Education “Those Who Excel: Award of Merit” (as a member of the Freshman Studies Team)

American Federation of Teachers Robert G. Porter Scholar

Pi Lambda Theta Graduate Student Scholar

Office Hours
By appointment
Main Campus
Durene Wheeler
Durene
Wheeler
Educational Inquiry and Curriculum Studies
African and African American Studies
College of Arts and Sciences
College of Education
Courses Taught
ED P&L 259: Learning and Motivation Strategies for Success in College
EDU 201: Education and Society; EDU 206: Educational Psychology
EDFN 305: Philosophical and Historical Foundations of Public Education
EDFN 307: Psychology of Instruction and Learning
EDFN 314B/WSP 311C: Power, Knowledge & Communities: Feminists Engagements with Education
AFAM 301: African Civilizations
FYE 109: Schooling in Chicago: Communities, Public Education and Change
ED P&L 812: American School and Society
EDFN 416: Cultural Pluralism in Schools
EDFN 405: Development of Educational Thought
ELAD 429: Research in Education
Research Interests
Educational History of African Americans and Women Cultural and Social Foundations of Education History of Higher Education Feminist Perspectives in Higher Education Role of the School in the Social Order Education for Liberation Educational Policy Studies Black Women and the Civil Rights Movement Black Feminist Thought Social Justice Curriculum of HBCU's 1940s-1970s Research Design/Methods
Education

2004
Ph.D.
Cultural and Social Foundations in Education, The Ohio State University Counseling Psychology, The Ohio State University

1996
M.A.
Educational Policy and Leadership/Student Affairs with minor in Counseling Psychology, The Ohio State University

1989
B.A.
Studio Art, The College of Wooster

Selected Publications

Wheeler, D. (2008). “Answering the Call: Influencing Equity in Education through Teacher Preparation”. The Sophist Bane 4(1&2), 63-68. 

Durene Wheeler, co-author, T. King et al, "Andrea's Third Shift: The Invisible Work of African American Women in Higher Education, pp. 403-415" in This Bridge We Call Home: Radical Visions for Transformation, Gloria Anzaldua and AnaLouise Keating, eds. New York: Routledge 2002.

Book Review Beverly Lindsay and Manuel J. Justiz, Eds. The Quest for Equity in Higher Education: Toward New Paradigms in an Evolving Affirmative Action Era. Albany: State University of New York Press, 2001. Journal of African American Men v(6) n(4) pp.86-88

Background

2006-Present 
Assistant, Associate Professor Northeastern Illinois University

September 2005 - June 2006
Visiting Scholar, Center for Comparative Studies in Race and Ethnicity, Stanford University, Palo Alto, CA

September 2003 - June 2005
Assistant Professor, School of Education, Russell Sage College, Troy, NY.

September 2001 - June 2002
Instructor, Academic Learning Center, Department of Educational Policy and Leadership, The Ohio State University, Columbus, OH.

Additional Information

Awards/Grants:

Entrepreneurialism: A Study of Collective Action and Entrepreneurship Among African Americans, Ewing Marion Kauffman Foundation, 2006-2009.

Presentations:
 

The Continued Search for Sisterhood: The Contemporary Marginalization of African and African American Women in Women's Studies Panel Discussion with Olivia Perlow, BarBara Scott, & Wamucii Njogu at Oakton Community College, Women and Gender Studies Conference, April 2011

Changes and Collaborations: Are Leadership Transitions Difficult Dialogue? Roundtable with Laurie Fuller, Ellen O'Brien, Ann Russo, & Beth S. Catlett at National Women's Studies Conference, November 2010.

Sunrise Over Fallujah/Question of War at the Young Adult Literature Conference St. Charles, IL October 2009 

Training Socially Just and Culturally Responsive Teachers: An Integrated Content-based Modelat the 6th International Conference on Teacher Education and Social Justice Chicago, IL December 2009 

Office Hours
Spring ’14 Sabbatical
Main Campus
Pamela Zawilla
Pamela
Zawilla
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
SCED 304E, Clinical Experiences in the Secondary School: English
SCED 305E, Secondary Student Teaching and Seminar in English
Research Interests
N/A
Education

Master of Education in Curriculum and Instruction, Loyola University

Bachelor of Arts in Biology, College of St. Francis, Joliet, IL        

Office Hours
By appointment
Main Campus
Santiago Tapia
Santiago
Tapia
Coordinator of Student Support Services
College of Education
Expertise
Coordinating support services for students and faculty, Student Advisement, Student Life, Program Advisement, NEIU Undocumented Student Ally, Bilingual (Spanish, English)
Education

Mr. Tapia is a double alumnus, he received his B.A. in History from NEIU in 2004. An M.A. in Educational Leadership: Higher Education Leadership in 2011.

Background

Mr. Tapia work concentration is with student data collection and reporting; Internal and external program and student communications; Student Orientation and liason between departments in the College of Education and other programs in NEIU.

Academically, Mr. Tapia's area of interest is Comparative Higher Education and Social Justice.

Office Hours
M-F By Appointment
J. Ruth Dawley-Carr
J. Ruth
Dawley-Carr
Educational Inquiry and Curriculum Studies
College of Education
Courses Taught
SCED 301 Methods in Teaching in the Secondary Level and School Curriculum
SCED 303H Methods in the Teaching of History in the Secondary Schools
SCED 304H/305H Secondary Student Teaching and Clinical Experience: History
SCED 311 School Curriculum
Research Interests
Citizenship and civic education, particularly in Cuba; Teaching with and for discussion; Teacher preparation.
Education

Ph.D. in Curriculum and Instruction, University of Wisconsin-Madison, 2015

Dissertation: Citizenship Education in Cuba: Ideals, Contradictions and Convivencia

M.S. Curriculum and Instruction, University of Wisconsin-Madison, 2006

B.S. in Secondary Education, University of Wisconsin-Madison, 1999

Selected Publications

Dawley-Carr, J. R. & Blum, D. (2017). If Betsy DeVos Met Ena Elsa Velázquez. Cuba Counterpoints. Retrieved from: https://cubacounterpoints.com/archives/5269

Blum, D. & Dawley-Carr, J. R. (2016). Teachers Wanted. Cuba Counterpoints. Retrieved from: http://cubacounterpoints.com/archives/4328

Blum, D., Smith, R. & Dawley-Carr, J. R. (2016). Being a “good Cuban”: Socialist citizenship education in a globalized context. In Choo, S., Vinz, R., Sawch, D., & Villanueva, A. (Eds.), Educating for 21st Century Global Capacities: International Perspectives and Capacities (pp. 281-296). New York City: Springer.

Background

Languages: Spanish (proficient), Portuguese (Brazilian, conversational), Kiswahili (Zanzibari, basic knowledge), Quichua (Ecuadorian, basic knowledge).

Teacher Licensure: 6-12, in History (1999), Spanish (1999), and English as a Second Language (2008)

Office Hours
Email or phone for an appointment
Main Campus