773-442-5473
Sunni Ali
Sunni
Ali
Ed.D.
Associate Professor
Educational Inquiry and Curriculum Studies
Carruthers Center for Inner City Studies
College of Education
College of Education
(773) 268-7500
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

Ed.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

Ali, Sunni. Lessons Learned: Critical Conversations in Hip-Hop and Social Justice. African American Images, IL.

Ali, Sunni. "Redefining Exceptionalism: The Importance of Removing Super Hero Language from Education.” Vol. 4, No. 3. Available at: www.scholink.org/ojs/index.php/jecs

Ali, Sunni. American Association of Colleges for Teacher Education. (October 2019). “The Black and Hispanic/Latino Male Teacher Networked Improved Community: Promising Practices to Recruit and Retain Male Teachers of  Color: Phase 1: Exploring New Pathways to Recruit and Retain.” Available at: www.aacte.org

Ali, Sunni. "A Second-Class Workforce: How Neoliberal Policies and Reforms Undermined the Education Profession," Vol. 8, No. 3. Available at: http://jct.sciedupress.com

Ali, Sunni. (June 6, 2018). “A Qualitative Study: How Northeastern Illinois University’s College of Education Program Successfully Prepares Black Males with a Previous Individualized Learning Plan to Become Educators,” Volume 3, Number 2, Article 7 of Returning African American Males with Learning Disabilities in Higher Education. Available at: https://digitalcommons.uncfsu.edu/jri/vol3/iss2/7/

Ali, S. (2018). Here’s to a Flag of Mine. African American Images, IL.

Ali, S. (2017). “How Cinema Excerpts Enhance a Cultural Relevant Responsive-Value Driven Pedagogy,” Journal of Research Initiatives, Vol. 2: Issue 3. Available at: http://digitalcommons.uncfsu.edu/jri/vol2/iss3

Ali, S. (2017). “The Power of Hidden Language.” International Journal of Modern Engineering Research (IJMER), Volume 13 (March 3, 2017), ISSN: 2249-6645

Ali, S. (2016). “How Race and Racism Empower a School’s Curriculum.” IOSR Journal of Research and Method in Education, e-ISSN: 2320-7388, p-ISSN: 2320-737X volume 6, Issue 4, ver. II (Jul-Aug. 2016), pp 65- 70. Available at: www.iosrjournals.org

Ali, S. (2016). My Schoolhouse Is A Ghost Town. Authorhouse, IN.

Ali, S. (2015). “Integrating Hip-Hop and Cultural Relevant Lessons into the Public School Curriculum," Journal of Research Initiatives, Vol. 1: Issue 3, Article 4. Available at: http://digitalcommons.uncfsu.edu/jri/vol1/iss3/4

Ali, S., & Barden, K. (2015). “Popular Cultural Milieu Illustrated Through A Hip-Hop Culturally Values Driven Pedagogy.” In M.A. Fang He, B.D. Schultz, and W.H. Schubert (Eds.), The Sage Guide to Curriculum in Education: (407-415). Los Angles, CA: Sage.

Ali, S. & Murphy, R. (2013). “Merging and Creating Culturally Relevant Pedagogy in Public Schools,” Journal of Research Initiatives, Vol.1: (1): 40-46. Available at: http://fsuoj01a.uncfsu.edu/SOE

Background

HONORS

➢ In-Residence Scholarship to St. John’s College at Oxford University (July 29-August 10, 2018)

➢ DePaul University’s Exceptional Teacher Recognition Award (August 2015)

➢ AVID Coordinator Award (April 2009)

➢ Extra Mile Award (May 2006)

➢ Who’s Who of American Teachers (February 2006)

➢ Golden Apple Nominee (January 2002)

Additional Information

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

CCICS Room 413
700 E. Oakwood Boulevard
Chicago, IL 60653
United States

(773) 268-7500
Office Hours
Tuesday, Wednesday, and Thursday; 4-6 p.m.
Carruthers Center for Inner City Studies
Main Campus
Kimya P. Barden
Kimya
P.
Barden
Associate Professor, Urban Community Studies, Interim Nontraditional Degree Programs Director
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-6038
Expertise
Culturally relevant clinical practices, Dual enrollment academic programs for African American youth, Racial socialization processes among African American youth
Courses Taught
UCS 341: Motherhood Studies in Urban Communities
UCS 328: Trauma, Resilience and Resistance in Urban Communities
UCS 412: Methods in Urban Community Research
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, Ph.D. (2013)

University of Chicago's School of Social Service Administration, M.A. (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)

Carruthers Center for Inner City Studies
Northeastern Illinois University
700 East Oakwood Boulevard
Chicago, IL 60653
United States

(773) 442-6038
Office Hours
Monday through Friday, 8:30 a.m.-4:30 p.m.
Carruthers Center for Inner City Studies
Main Campus
NEIU logo
Anastasia
Brelias
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-4556
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. 

EICS
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-4556
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
Dr. Hua Bai
Hua
Bai
Professor
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5248
Courses Taught
EDFN 343: Using Technology in Classrooms
EDFN 441: Digital Literacy: Learning and Leadership
EDFN 443: Integrating Media Technology into Elementary Classroom
EDFN 452: Technology in Content Area Teaching
HRD 315: Computer Utilization in Human Resource Development
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. Purdue University

Selected Publications

Bai, H. (2022). Students’ use of learning management system in hybrid learning: Mobile or not. International Journal on E-learning, 22(1), 5-23.

Bai, H. (2019). Student perceptions of learning digital literacy online in a leadership program. In E. Alqurashi (Ed.), Handbook of research on fostering student engagement with instructional technology in higher education (pp. 346-366). Hershey, PA: IGI Global.

Bai, H. (2019). Preparing teacher education students to integrate mobile learning into elementary education. TechTrends, 63, 723-733. https://doi.org/10.1007/s11528-019-00424-z

Bai, H. (2019). Pedagogical practices of mobile learning in K-12 and higher education settings. TechTrends, 63, 611-620. https://doi.org/10.1007/s11528-019-00419-w

Bai, H. (2018). Preparing teacher education students to use instructional technology in an asynchronous blended course. In D. Polly, M. Putman, T. M., Petty & A. J. Good (Eds.), Innovative practices in teacher preparation and graduate-level teacher education programs (pp. 603-619). Hershey, PA: IGI Global.

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.

Room LWH 3007
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5248
Office Hours
Monday and Wednesday: 12-2 p.m.
Tuesday: 12-1 p.m.
Main Campus
NEIU logo
Mary
Bortz
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5586
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 

EICS Department
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5586
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
(773) 442-5363
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.

LWH 3002
5500 N. St. Louis Ave.
Chicago, IL 60625
United States

(773) 442-5363
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
NEIU logo
Timothy
Courtney
Ed.D.
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5586
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

LWH 4010
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5586
Office Hours
Office hours by appointment
Carruthers Center for Inner City Studies
J. Ruth Dawley-Carr
J. Ruth
Dawley-Carr
Assistant Professor
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5522
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. 

Blum, D. & Dawley-Carr, J. R. (2016). Teachers Wanted. Cuba Counterpoints. 

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)

LWH 4003
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5522
Office Hours
Email or phone for an appointment
Main Campus
Dr. Timothy Duggan
Timothy
J
Duggan
Professor
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5354
Expertise
Literature and Writing Pedagogy, Arts Integration, Shakespeare Pedagogy, Creative Writing
Courses Taught
SCED 402E: Teaching English in Secondary Schools
SCED 403E: New Directions in Teaching English in Secondary Schools
SCED 415: Introduction to School Curriculum
SCED 421: Action Research in Education
SCED 429: Student Teaching Supervisor
SCED 430: Student Teaching Seminar-Reflection and Assessment of Student Learning
SCED 301: Writing Intensive Program Methods
SCED 304E: Clinical Experiences in the Secondary School: English
SCED 305E: Secondary Student Teaching and Seminar in English
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
ENGL 331: Shakespeare: Tragedies and Histories
Research Interests
English language arts Pedagogy, Music integration in English language arts, Creative pedagogy, Ecocritical pedagogy, Shakespeare pedagogy, Folk music
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

Undergraduate Studies
University of Nebraska-Lincoln 1978-1980

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.

Book Chapters:
Duggan, T. J. & Smith, J. (under review). Finding a light in the Night: An opportunity for the arts to illuminate the way. In Pamela Hartman and Jeff Spanke (eds.). Cultivating democratic literacy through the arts: Guiding preservice teachers towards innovative learning spaces in ELA classrooms.

Duggan, T. J. & Valentín-Espiet, N. (2022). “These are the forgeries of jealousy”: Nature out of balance. In Rebecca Young (ed.). Literature for change: How educators can prepare the next generation for a climate-challenged world. Lanham, MD: Lexington Books (Rowman and Littlefield).

Duggan, T. J. (2019). Musical adaptations and explorations in the English classroom. In Katherine J. Macro & Michelle Zoss (eds.). A symphony of possibilities: A handbook for arts integration in secondary English language arts. Urbana, IL: NCTE.

Duggan, T. J. (2017). Welcome to Illyria, all. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 101-104.

Duggan, T. J. (2017). Achieving greatness. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 150-154.

Duggan, T. J. (2017). Battle of The Bard: Teenagers, Shakespeare, community, and the power of narrative. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 280-284.

Duggan, T. J. (2017). Cabaret, consciousness, and the pursuit of excellence. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 303-306.

Duggan, T. J. (2016). M.A.S.T.E.Ring the art of music integration. In L. L. Johnson & C. Z. Goering (eds.). Recontextualized: Teaching English with music. Rotterdam, Netherlands: Sense Publishers, 51-64.

Peer Reviewed Journal Articles:
Duggan, T. J. & Goering, C. Z. (Mar. 2021). Song: What about the kids? English Journal 110(4), 77-78.

Duggan, T. J. (Nov. 2018). Making school work that students value. English Journal 108(2), 31-38.

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Embracing the controversy: edTPA, corporate Influence, and the cooptation of teacher education. Teacher’s College Record.

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Who’s preparing our candidates? edTPA, localized knowledge, and the outsourcing of teacher evaluation. Teacher’s College Record.

Fayer, L., Zalud, G., Baron, M., Anderson, C. M. & Duggan, T. J. (2011). Student perceptions of the use of inquiry practices in a biology survey laboratory course. Journal of College Science Teaching 41(2), 20-26.

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

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.

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

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

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 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. 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. 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.

Book Reviews:
Duggan, T. J. & Schultz, B. S. (2018). Turning minefields into fields of opportunity: A review of Can I teach that? Negotiating taboo language and controversial topics in the English language arts classroom. Midwest Educational Research. AERA.

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.

Watching Time Walk. Toadsong Music, 2005. With Kevin Doyle and Scott Liebers. 
    Full-length CD recording of original music. 

Language Arts 101. Tim Duggan Music, 2003. 
A collection of songs and sonnets from Shakespeare and other famous poets.

Natural Progression. Toadsong Music, 1996. With Kevin Doyle.
    Full-length CD recording of original music.

Something Out There. Toadsong Music, 1994. With Kevin Doyle.
    Full-length CD recording of original music.

Selected Performances

Earl. “Shed.” Written by Dan Wirth. Directed by Adam Goldstein. Co-leading role in one-act play chosen for Nuevas Voces, the inaugural 10-minute play festival at Northeastern Illinois University. Stage Center Theatre, January 26-27, 2018.

Joe Keller. All My Sons. Written by Arthur Miller. Directed by Rodney Higginbotham. Lead role in Northeastern Illinois University production. Stage Center Theatre, February 20-March 1, 2014. 

Music Director. Twelfth Night. Written by William Shakespeare. Directed by Anna Antaramian. Northeastern Illinois University production. Stage Center Theatre, Fall, 2011.

Music Director. As You Like It. Written by William Shakespeare. Directed by Anna Antaramian. Northeastern Illinois University production. Stage Center Theatre, June 9-25, 2011. 

Amiens. As You Like It. Written by William Shakespeare. Directed by Anna Antaramian. Supporting role in Northeastern Illinois University production. Stage Center Theatre, June 9-25, 2011. 

Duncan. Macbeth. Written by William Shakespeare. Directed by Ronald Moyer. Supporting role in University of South Dakota production. Wayne S. Knutson Theatre, October 11-15, 2006. 

Robert. Proof. Written by David Auburn. Directed by Matthew Nesbitt. Supporting role in University of South Dakota production. Arena Theatre, March 18-22, 2005.

Balthazar. Much Ado About Nothing. Written by William Shakespeare. Directed by Art Moss. Sioux City Shakespeare in the Park, July, 2001. 

Director and Ensemble Member. Shakespeare Unbound. Touring production and educational theatre program of the Nebraska Shakespeare Festival. 1997-1999. Performances of Shakespeare scenes, music, and poetry in over 20 communities in Nebraska and Iowa. 

Room LWH 2057
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5354
Office Hours
By appointment
Main Campus
Curriculum Vitae
Nicole E. Holland
Nicole
E.
Holland
Educational Inquiry and Curriculum Studies
African and African American Studies
College of Arts and Sciences
College of Education
(773) 442-5543
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.

LWH 4020
5500 N. St. Louis Ave.
Chicago, IL 60625
United States

(773) 442-5543
Office Hours
Tuesdays 2:30–4:00 p.m.; Wednesdays 3:00-4:00 p.m. and by appointment
Main Campus
NEIU logo
Zada
N
Johnson
Educational Inquiry and Curriculum Studies
College of Education
(773) 268-7500 ext. 161
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

CCICS Room 417
700 East Oakwood Blvd.
Chicago, IL 60653
United States

(773) 268-7500 ext. 161
Office Hours
Tuesday 4:30 - 6:30 p.m. Thursday 4:30 - 6:30 p.m.
Carruthers Center for Inner City Studies
Vanessa King smiles into the camera
Vanessa
J.
King
Student Support Specialist
Educational Inquiry and Curriculum Studies
Expertise
Visual Art and Art Education
Education

Master of Social Work; University of Illinois Chicago, 2018

Master of Education in Visual Art; DePaul University, 2004

Bachelor of Fine Arts in Painting; University of Illinois-Champaign/Urbana, 2001

Background

Professional Licensed Teacher since 2004; Grades pre-K-12

Experienced educator in Chicago Public Schools with master's degrees in Education and Social Work. Success in developing, advocating for, and implementing Learning Experiences that are creative, relevant and accessible to diverse audiences.

NEIU University supervisor and methods instructor for pre-service Art Educators.

Office Hours
By appointment
Bill Kondellas smiles into the camera.
Bill
Kondellas
Ph.D
Instructor
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5998
Expertise
Educational Foundations and Human Development
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
EDFN 109 Schooling in Chicago: Communities, Public Education, and Change
EDFN 216 Child and Adolescent Development: Individual Differences
EDFN 308 Teaching and Learning
EDFN 313 Problems, Issues, and Practices in Education
EDFN 319 Psychological Issues in Educational Settings: Adolescent Development
EDFN 407 Learning Theories and Educational Practice
EDFN 409 Individual Differences and Educational Practice
EDFN 415 Educational Thought and Secondary Schooling
EDFN 420A Seminar in Development and Learning: Contemporary Issues in Middle Level Education
EDFN 421 Middle School Advisory and Counseling
Research Interests
- Cultural and Social Foundations of Education
- History of American Education
- Neuroscience and Learning
- Childhood and Adolescent Obesity
- Health Care and Society
- A Synthesis and Integration of Select Theories and Applied Issues in Human Development Through the Society, Culture, Personality (SCP) Model in Schooling and Society
- Michael Anagnostopoulos: The Founder of the Kindergarten for the Blind (1887)
Education

Ph.D., Cultural and Educational Policy Studies
Loyola University Chicago, Chicago, Illinois

M.Ed., Cultural and Educational Policy Studies
Loyola University Chicago, Chicago, Illinois

B.S., Psychology
Loyola University Chicago, Chicago, Illinois

Selected Publications

Kondellas, B., Fredericks, M., Fredericks, J. (2020). The Journey in the Establishment of the Kindergarten for the Blind: Michael Anagnostopoulos’ Contribution to the History of Educational Ideas. American Educational History Journal, 47, (2), 193-203.

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

Kondellas, B., Fredericks, J., Fredericks, M. (2014). The management and organization of a learning institution within the society, culture, personality [SCP] model. New Trends in Management in the 21 st Century, Monograph by Czestochowa University of Technology, Czestochowa, Poland, 13-22.

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.

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.

Room LWH 3099
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5998
Office Hours
By appointment only.
Main Campus
NEIU logo
Eleni
Makris
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5529
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.

LWH 3090
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5529
Office Hours
Saturday 10-10:50 a.m. or any other day by appointment
Main Campus
NEIU logo
Erica
R.
Meiners
Professor
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5515
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.

LWH 4008
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5515
Office Hours
Mondays and Wednesdays: 12-2 p.m.;
Mondays 3:30-5 p.m. and by appointment.
Main Campus
NEIU logo
Linda
S
Nidelkoff
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5586
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

LWH 4010
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5586
Office Hours
6-7 p.m. Monday (LWH 2109); 7-8 a.m. Saturday (LWH 3056)
Main Campus
Isaura Pulido
Isaura
Pulido
Ph.D.
Associate Professor
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5592
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 understanding of how youths’ multi-layered identities converge and diverge with 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.

LWH 4009
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5592
Office Hours
M-F 8:30 a.m.-4:30 p.m. and by appointment
El Centro
Main Campus
Deborah Schmalholz
Deborah
Schmalholz
Ed.D.
Instructor and Field Supervisor, Secondary Education Program
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5571
Expertise
English Language Arts, History and Interdisciplinary Education; Curriculum and Instruction K-12; Supervision and Administration K-12
Courses Taught
SCED 304E: Clinical Experiences in the Secondary School: English
SCED 304H: Clinical Experiences in the Secondary School: History
SCED 305E: Secondary Student Teaching and Seminar in English
SCED 305H: Secondary Student Teaching and Seminar in History
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. 

LWH 4010 (EICS Office)
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5571
Office Hours
Office hours by appointment
Main Campus
Northeastern Faculty Member
Florina
Sirb
M.A.
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

LWH 4010
5500 North Saint Louis Avenue
Chicago, IL 60652
United States

Office Hours
8:30 a.m. – 4:30 p.m. MTWRF
Katy Smith
Katy
Smith
Ph.D.
Professor; Department Chair
Educational Inquiry and Curriculum Studies
English
College of Education
(773) 442-5329
Expertise
Secondary education, curriculum theory and classroom practice, English language arts education and writing pedagogy, interdisciplinary curriculum
Courses Taught
Methods of Teaching English
Reflection and Assessment of Student Learning
School Curriculum
Research Interests
Teacher and student identity around literacy teaching and learning; disciplinary and interdisciplinary literacies; curriculum history, theory, and design; arts education
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

Zemelman, S., and Smith, K. (2016). Growing L2P 2.0 into a project that can have impact beyond the
classroom. Letters to the Next President 2.0, Date Published: June 3, 2016.

Smith, K., and Dover, A. G. (2015). [Review of the book Educating about social issues in the 20th
and 21st centuries: Critical pedagogues and their pedagogical theories, volume 4.] Teachers College
Record, Date Published: October 22, 2015 http://www.tcrecord.org ID Number: 18185, Date
Accessed: 1/12/2016 11:40:01 AM

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Embracing the controversy: edTPA,
corporate influence, and the cooptation of teacher education. Teachers College Record, Date
Published: September 14, 2015. http://www.tcrecord.org ID Number: 18109, Date Accessed:
9/15/2015 6:43:02 AM

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Who’s preparing our candidates?
edTPA, localized knowledge and the outsourcing of teacher evaluation. The Teachers College
Record, Date Published: March 30, 2015. http://www.tcrecord.org ID Number: 17914, Date
Accessed: 1/12/2016 11:06:42 AM

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 "honours student": The interplay of literacies and identities in a high-track
class. Journal of Curriculum Studies, 40 (4), 481-507.

Background

A 20-year veteran of high school teaching, Dr. Smith taught English, as well as history and German, before coming to NEIU in 2003. In addition to her work at the university, she is a dancer and choreographer who has been nominated for a Broadway World choreography award for regional non-equity theater.

 

   HONORS

 - Recipient of two NEIU Faculty Excellence Awards, 2018 and 2016

 - Federal Education, Innovation, and Research Grant Award, 2018

 - National Writing Project SEED College, Career and Community-Ready Writers Grant Awards 2017 and 2018 

Additional Information

- Director, Illinois Writing Project and active in the National Writing Project Network

- 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

LWH 3099
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5329
Office Hours
By appointment
Main Campus
Durene Wheeler
Durene
Wheeler
Ph.D
Professor
Educational Inquiry and Curriculum Studies
African and African American Studies
College of Arts and Sciences
College of Education
(773) 442-4162
Expertise
Educational Histories of Marginalized Groups ~~ (specifically African Americans and Women)
Social Justice and Anti-Racist Pedagogy
Culturally Relevant Teaching and Learning
Community & Teacher Leadership Training
Authoethnography and Qualitative Research Methods
Curriculum and Instructional Design
Higher Education and Student Affairs
Courses Taught
AFAM 200 Introduction to African and African American Studies
AFAM 301 Foundations of African Civilizations
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
EDFN 410 Education as a Social Institution
EDFN 451 Research Methods
WGS 101 Feminist Perspectives and Values
Research Interests
Development, Recruitment, and Retention of Diverse Faculty
Blended Instruction
Social Justice and Anti-Racist Education and Teaching Practices
Critical Race Theory and Education
Bias, Cultural Competency and Cultural Awareness
Culturally Relevant Pedagogy
History of Marginalized Groups and Women in relation to education and leadership
Education

B.A. The College of Wooster, Wooster, OH 1989

M.A. The Ohio State University, Columbus, OH 1996

Ph.D. The Ohio State University, Columbus, OH 2004

Selected Publications

Book

Perlow, Olivia, Wheeler, Durene, Bethea, Sharon, and Scott, BarBara (Eds.). (2018) Black Women’s Liberatory Pedagogies: Resistance, Transformation, and Healing Within and Beyond the Academy. London: Palgrave MacMillan.

Peer Reviewed Articles

Perlow, Olivia, Bethea, S., Wheeler D. (2014) "Dismantling the Master’s House: Black Women Faculty Challenging White Privilege/Supremacy in the College Classroom." Resistance to Teaching Anti-Racism, Special Edition for Understanding and Dismantling Privilege. ONLINE  http://www.wpcjournal.com/article/view/12307

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

Book Chapters

Wheeler, Durene I. (2017).  Shoulda, Woulda, Coulda.  In Betty M. Lovelace-Ross (Ed.), A Collection of Sayings of Mama’Nem: The Wit and Wisdom of Mama, Muhdear, and Othermothers (pp. 85-87). Prospect, KY: Professional Women Publishing, LLC.

Wheeler, Durene I., & Nitihirageza, Jeanine  (2013).  Teach Me About Africa: Facilitating and Training Educators toward a Socially Just Curriculum. In Brandon D. Lundy & Solomon Negash (Eds.), Teaching Africa: A Guide for the 21st Century Classroom (pp. 104-111), Bloomington and Indianapolis: Indian University Press.

King, Toni C., Barnes-Wright, Lenora, Gibson, Nancy E., Johnson, Lakesia D., Lee, Valerie, Lovelace, Betty M.,Turner, Sonya, Wheeler, Durene I. (2002). “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 Ana Louise Keating, eds.  New York: Routledge.

Selected Exhibitions

Social Justice Webinar

Constructing Difference: Understanding the Role of Social Justice in the Classroom, WEBINAR, November 8, 2017, Harper College, Palatine, IL.  Web address: https://www.youtube.com/watch?v=Hn90C9e2Cs0&feature=youtu.be

In this webinar, Dr. Wheeler provides an introduction to faculty interested in creating a more socially just classroom. Through an examination of terminology and tenets of social justice as it relates to teaching and learning, participants examine how faculty and student identities impact content, comprehension, and classroom climate

 

Selected Performances

A Diverse Fellow Writes Back: The Success and Pitfalls of Diverse Faculty Recruitment Programs at the National Organization for Race and Ethnicity (NCORE) Annual Conference, Portland, Oregon May 2019

Pedagogy of the Heart: Evoking Empathy Through Literature and Film at the National Association of African American Studies and Affiliates 25th Anniversary Conference, Dallas, Texas February 2017

Empowering Black and Brown Youth: Identifying and Overcoming Degrading Practices in 21st Century Elementary Classrooms at the National Association of African American Studies and Affiliates Annual Conference, Baton Rouge, Louisiana February 2016

The Use of Emotion in the Classroom as Feminist Pedagogy at the National Women’s Studies Association Annual Conference Feminist Transgressions, San Juan, Puerto Rico November 2014

Black Women Faculty and Administrators Negotiating the Academy at the National Council for Black Studies 38th Annual Conference, Miami, FL March 2014

 

Background

Durene I. Wheeler, Ph. D., is Professor at Northeastern Illinois University in the department of Educational Inquiry & Curriculum Studies. She holds a Core faculty appointment in African & African American Studies (AFAM) along with Women’s, Gender, & Sexuality Studies (WGS).  Dr. Wheeler has served as Program Coordinator for both AFAM and WGS academic programs.  Additionally, Dr. Wheeler served as founding Graduate Facilitator and Advisor for the Master of Arts in Community and Teacher Leaders program at NEIU. 

Her teaching and research interests include historical intersections of race, class, and gender in U.S. Education, practical application methods of critical race and feminist pedagogy, and helping teachers and parents in fostering more socially justice classrooms and school environments.  Dr. Wheeler has presented at several National and Regional conferences on issues of intersectionality, social justice in education and anti-racist pedagogy.  She is co-editor of the anthology Black Women’s Liberatory Pedagogies: Resistance, Transformation, and Healing within and Beyond the Academy addressing the pedagogical practices of Black women in and outside of the academy across multiple disciplines.

Additional Information

Honors and Awards

2018-2019                   Faculty Award of Excellence Black Heritage Committee

2011-2012                   NEIU Faculty Excellence Award in Teaching

2010-2011                   NEIU Faculty Excellence Award in Service

2009-2010                   NEIU Faculty Excellence Award in Teaching

2008-2009                   Melvin Terrell Black Heritage Excellence Award in Research

 

5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-4162
Office Hours
By appointment
Main Campus
NEIU logo
Pamela
Zawilla
Instructor
Educational Inquiry and Curriculum Studies
College of Education
(773) 442-5586
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

Room LWH 4010
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5586
Office Hours
By appointment
Main Campus