College of Education Faculty Block

NEIU logo
Rachel
Adeodu
Ph.D.
Department Chair, Associate Professor
Teacher Education
College of Education
(773) 442-5369
Expertise
Early Childhood Development and Education, Early Childhood Literacy and Assessment; Partnership with families of young children.
Courses Taught
ECED 301: Curriculum and Instruction in Early Childhood Education
ECED 302: Philosophical & Historical Foundations of Early Childhood Education
ECED 306: Methods of Teaching Reading in Early Childhood
ECED 316: Child, Family & Community
ECED 328M: Clinical Experiences in Early Childhood Education-Kindergarten & Primary Greades Multicultural Emphasis
ECED 329: Student Teaching in Early Childhood
ECED 407: Family, Child and Teacher Interaction
ECED 410: Curriculum Development in Early Childhood Education
READ 416: Reading in the Prmary Grades
Research Interests
-Family involvement in early childhood literacy and education -The influence of immigrant families' "funds of knowledge" in the education of their children. -Early childhood curriculum and instruction in the age of accountability.
Education

University of Alberta
Elementary Education: Early Childhood Education concentration and cross-cultural education, Ph.D.

University of Glasgow
Educational Administration, M.Ed.

Ahmadu Bello University
English Language Arts Education, B.A.

 

LWH 3018
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5369
Office Hours
Varies by semester and teaching schedule.
Main Campus
NEIU logo
Erick
Alexeyev
Ph.D.
Instructor
Counselor Education
College of Education
(773) 442-5550
Courses Taught
COUN 404 Assessment & Evaluation in Counseling
COUN 408 Research Seminar
COUN 444 Practicum: Clinical Mental Health Counseling
Research Interests
To be added
Education

Argosy University
Doctorate Degree in Counseling Psychology

Roosevelt University
Master’s Degree in Human Services and Counseling

Daugavpils University
Bachelor’s Degree in Psychology (Major)
Bachelor’s Degree in Language and Literature (Second Major)

(773) 442-5550
Office Hours
Fall 2022
2-4 and 9:45-10:45 p.m. Tuesdays
2-4 and 7-8 p.m. Wednesdays
5-7 and 9:45-10:45 p.m. Thursdays
Main Campus
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
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
Dr. James Ball
James
W.
Ball
Chair, Associate Professor, Health Sciences and Physical Education; Interim Associate Director, Campus Recreation
Health Sciences and Physical Education
College of Education
(773) 442-5581
Courses Taught
HSCI 103: Introduction to Community Health
HSCI 303: Sex Education
HSCI 345: Drug Education
Research Interests
Technology and how it influences behavior change; implementing mindfulness in K-12 schools; technology and exercise motivation; the implementation of effective health education curriculum.
Education

Ph.D.  Southern Illinois University, Carbondale, 2013. Dissertation: Factors affecting adoption and diffusion of distance education among university health faculty. Health Education and Promotion

M.S. University of Wisconsin, LaCross, 2007. Leadership competencies of recreational directors in the state of Wisconsin: A Delphi study. Recreational Management.

B.S. University of Wisconsin, LaCrosse, 2002. Health Education (K-12 teacher certification) with a Strength and Conditioning Concentration.

Selected Publications

Turek, T., Wragge, P., Bice, M., & Ball, J. (2017).  Physical activity motivation among sororities and fraternities. International Journal of Kinesiology in Higher Education, 1(2), 1-10. Retrieved from:  http://www.tandfonline.com/eprint/PubuPTcx6B5ERRrapzGc/full.

Bice, M., Hollman, A., Bickford, S., Bickford, N., Ball, J., Wiedenman, E., Brown, G., Dinkel, D., & Adkins, M. (2017).  Kinesiology in 360 degrees.  International Journal of Kinesiology in Higher Education, 1( 9-17. Retrieved from: http://www.tandfonline.com/doi/full/10.1080/24711616.2016.1277671.

Banas, J., Ball, J., Wallis, L., & Greshon, S. (2017). The adolescent health care broker: Young people interpreting for family members and themselves in health care.  The Journal of Community Health. DOI: 10.1007/s10900-016-0312-5. Retrieved from: http://link.springer.com/article/10.1007/s10900-016-0312-5/fulltext.html.

Ball, J., Banas, J., & Bice, M. (2016).  Understanding health care brokering among young and middle-aged adults. American Journal of Health Studies. 31(4), 190-198.

Bice, M., Ball, J., Parry, T. & Adkins, M. (2016).  Retrospective evaluation of high school primary physical activities and adulthood physical activity need satisfaction. Sport Science Review, 25(3-4), 183-198.

Banas, J., Wallis, L., Ball, J., & Gershon, S. (2016). Adolescent healthcare brokering: Prevalence, experience, impact, and opportunities. Journal of School Health, 86(12), 898-904.

Ball, J., Bice, M., & Parry, T. (2016). Retrospective evaluation of high school sport participation and adult BMI status, physical activity levels, and motivation to exercise. American Journal of Health Studies, 31(1), 105-111.

Bice, M., Carey, J., Brown, G., Adkins, M., & Ball, J. (2016). The use of mobile application to enhance learning of the skeletal system in introductory anatomy & physiology students. The International Journal of Kinesiology in Higher Education, 27(1). 14-20.

Bice, M., Ball, J., Ramsey, A., & Adkins, M. (2016).  Health technology ownership and use: Implications for adult physical activity. Journal of Sport and Health Research, 8(1), 13-22.

Ball, J., & Bice, M. (2015). Adult BMI and physical activity: Retrospective evaluation of high school sport and recreation participation. Recreation Sports Journal. 39(2), 144-156.

Ball, J., Bice, M., & Adkins, M. (2015). Qualitative assessment of an electronic activity-tracking device:  Strengths, weaknesses, and considerations in behavior change interventions for health educators.  The   Health Educator. 47(1), 20-26

Bice, M., Ball, J., & McClaran, S. (2015). Wearable electronic activity-tracking technology: Nike fuelband se and physical activity motivation. International Journal of Sport and Exercise Psychology,13(2), 1-9.

Ball, J., Ogletree, R., Jurkowski, Asunda, P., & Miller, K. (2014). Diffusion of innovation elements that influence  the adoption and diffusion of distance education in health.  American Journal of Health Studies, 29(3),   240-246.  

Ball, J., Bice, M., & Parry, T. (2014). Adult motivation for physical activity: Differentiating motives for exercise,  sport, and recreation. Recreation Sports Journal. 38(2), 130-142.

Ball, J., Foust, C., & Rochester, C. (2014). Mindfulness practice in the classroom and gym: Making a real impact in student learning. COAHPERD Journal. 40(1), 9-14.

Bice, M., Ball, J., & Ramsey, A. (2014).  Relations between mindfulness and mental health outcomes: Need fulfillment as a mediator. International Journal of Mental Health Promotion.16(3), 191-201.

Bice, M., Ball, J., Brown, S., & Parry, T. (2014). Influence of high school sport participation on adult physical  activity. Journal of Sport and Health Research.6(3), 253-264.

Selected Performances

Hostetter, K., Ball, J., Clark, R., & Deluna, J.  (2015, June). Healthcare Issues & Conditions Relative to Ethnically Diverse Populations. Poster presentation at the 2015 National Athletic Training Association Clinical Symposia and Athletic Training Expo in St. Louis, Mo.

Ball, J.  (2015, April). Mindfulness Implementation into the Classroom. Experiential Education Poster Session and Scholars Showcase at Colorado State University-Pueblo in Pueblo, Colo.

Bice, M. & Ball, J. (2015, April). Innovation perceptions & motivation to implement a coordinated school health program in rural Nebraska. Poster presentation at the 2015 Society for Public Health Education National Conference in Portland, Ore.

Ball, J. & Bice, M. (2015, March). Specific physical activities participated during high school increase lifetime activity. Poster presentation at the 2015 Society of Health and Physical Educators National Conference in Seattle, Wash.

Bice, M. & Ball, J.  (2015, March). Relations between physical activity, mindfulness, and mental health outcomes. Poster presentation at the 2015 Society of Health and Physical Educators National Conference in Seattle, Wash.

Ball, J. & Bice, M. (2015, January). Exercise motivation among adults who had access to a physical activity tracking device. Poster presentation at the 2015 National Association for Kinesiology in Higher Education Conference in Clearwater, Fla.

Foust, C., Rochester, C., & Ball, J. (2014, October). Implementing mindful techniques in children and adolescents. Oral presentation at the 2014 Colorado Association for Health, Physical Education,        Recreation, and Dance State Conference in Westminster, Colo.

Background

2013-2015 Assistant Professor of Health Promotion. Colorado State University-Pueblo.

Room PE 1136
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5581
Office Hours
Vary according to semester.
Main Campus
Dr. Jennifer Banas
Jennifer
Banas
Ed.D.
Professor; Coordinator, Public Health Graduate Programs; Facilitator, B.S. in Community Health Program
Health Sciences and Physical Education
College of Education
Expertise
Health Education, Health Promotion Program Design, School Health, Instructional Design and Technology, Curriculum and Instruction.
Courses Taught
HSCI 350: Health Program Needs Assessment, Planning, and Implementation
HSCI 355: Organization and Administration of the School Health Program
HSCI 357: Introduction To Health Care Management And Leadership
HSCI 360: Health Program Management & Evaluation
HSCI 364: Theories And Concepts Of School Health Education
PH 460: Design and Development of Public Health Programs
PH 490: MPH Capstone
Research Interests
Health Education, Health Promotion Program Design, School Health, Instructional Design and Technology, Curriculum and Instruction.
Education

Ed.D, Instructional Design & Technology; Northern Illinois University

M.S. Ed., Curriculum & Instruction; Northern Illinois University

M.P.H., Health Education & Promotion; University of Illinois - Chicago

B.S., Health Care Planning & Administration; University of Illinois - Champaign

Selected Publications

Banas, J., Valley, J., & Chaudhri, A. (2021). A biblioguidance approach to understanding and developing adolescents’ social-emotional competence in the health education classroom: a formative research study. Health Education, 121(5), 486-503. https://doi.org/10.1108/HE-01-2021-0008

Banas, J. (2021). Developing adolescents’ social-emotional competence and health literacy: a formative research study preview. Academia Letters, Article 617. https://doi.org/10.20935/AL617

Banas, J., Gershon, S., Christiansen, D., & Castellanos, M. (2020). Promoting health careers among diverse youth to improve health equity. Illinois Journal.

Banas, J.R., Oh, M., Willard, R., & Dunn, J. (2020). A public health approach to uncovering the health-related needs of teen library patrons. Journal of Research on Libraries and Young Adults, 11(1). http://www.yalsa.ala.org/jrlya/wp-content/uploads/2020/02/HealthNeedsTe…

Banas, J. & Wartalski, R. (2019). Developing a community of learners. Library Technology Reports, 5(4), 8-13.
Banas, J., Magasi, S., The, K., & Victorson, D. (2019). Recruiting and retaining people with disabilities for qualitative health research: Challenges and solutions. Qualitative Health Research, 29(7), 1056-1064.

Santos Green, L., Banas, J. R., Perkins, R. (Eds). (2017). The flipped college classroom: conceptualized and re-conceptualized. Switzerland: Springer International Publishing.

Banas, J., Ball, J., Wallis, L., & Gershon, S. (2017). The adolescent healthcare broker: Adolescents interpreting for family members and themselves in healthcare. Journal of Community Health, 42(4), 739-747. doi:10.1007/s10900-016-0312-5

Banas J, Victorson D, Gutierrez S, Cordero E, Guitelman J, & Haas N. Developing a peer-to-peer mhealth application to connect Hispanic cancer patients (2017). Journal of Cancer Education, 32,158-165. doi: 10.1007/s13187-016-1066

Banas, J., Wallis, L., Ball, J., & Gershon, S. (2016). Adolescent healthcare brokering: prevalence, experience, impact, and opportunities. The Journal of School Health, 86(12), 898-904. doi: 10.1111/josh.12456

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

Office Hours
By appointment
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
Lee
A.
Beaty
Ph.D.
Instructor
Counselor Education
College of Education
(773) 442-5550
Courses Taught
COUN 401: Professional Orientation and Legal/Ethical Practices
COUN 402: Developmental Counseling
COUN 403: Theories of Counseling
COUN 404: Assessment and Evaluation in Counseling
COUN 408: Research Seminar
COUN 442: Practicum in School Counseling
COUN 462: Internship I: School Counseling
COUN 472: Internship II: School Counseling
Research Interests
Research design and methods; issues in school counseling (bullying, peer relationships, GLBT students); educational and psychological measurement; human development across the lifespan; psychosocial issues of persons with disabilities
Education

University of Illinois at Chicago
Educational Psychology, Ph.D.

Northeastern Illinois University
Guidance and Counseling, M.A.

American Conservatory of Music
Music, M.M.

University of Alabama
Music, B.M.

Selected Publications

Beaty, L.A. (in preparation). Impact of sports on minority students' social and academic behaviors.

Beaty, L.A. (2012). Handbook of counseling research design and methods. Unpublished manuscript.

Beaty, L.A., and Alexayev, E.B. (2008). Bullying in schools: What the research tells us.  Adolescence, 43, 1-11.

Fruehling, J.A., Giblin, J.J., Beaty, L.A., and Currier, K.  (2005).  Application for U.S. Rehabilitation Services Administration Rehabilitation Capacity Building Grant.

Beaty, L.A. (2002). Development counseling: The young adult period.  ERIC Clearinghouse of Counseling and Student Services (ED 461 803).

Beaty, L.A. (1999). Commentary on “In the Dark.” Matilda Ziegler Magazine for the Blind, 93(8), 52

Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5550
Office Hours
Fall 2022
To be announced
Main Campus
Josef Ben Levi
Josef
Y
Ben Levi
Instructor
Educational Inquiry and Curriculum Studies
College of Education
773-256-2139
Courses Taught
PHIL 101: Critical Thinking
PHIL 102: Introduction to Philosophy
PHIL 213: Ethics
ICSE 329M: Urban Africa
ICSE 329P: History of Africa
ICSE 329O: West Africa Life, History and Culture
ICSE 413: Idioms of the African Community
ICSE 425A: Comparative Religion & Phil Systems
ICSE 425C: African Woldview
Research Interests
N/A
Education

Centers for New Horizon Computer Learning Center

1997: Novell IntranetWare 4.11 CNA Training

 

DeVry Institute of Technology

1980 Diploma: Computer Information Systems

 

M.A., Northeastern Illinois University

1978: Education

 

B.A., Lewis University,

1974: Sociology/Social Work/Education

Background

EXPERIENCE:

 

1/2004 – Present Northeastern Illinois University, Chicago, Illinois

Position: Visiting Lecturer

Instructed courses in Ancient Egyptian language and culture, Sociology,

American History and Government, African History, Comparative Religions

and Philosophical Systems, Classical Civilizations and Philosophy: Theoretical

Ethics, Introduction to Philosophy, Logic and Critical Thinking.

 

8/2002 – 6/2005 Taylor Business Institute, Chicago, Illinois

Position: Instructor

Instructed courses Microsoft Office 2000 Professional, Office 2000 Server,

Office 2000 Infrastructure, Office 2000 Active Directory, Office 2000 Network

Environment, Introduction to Psychology, Introduction to Sociology, Critical

Thinking, Business Ethics, Speech, Oral and Written Communications.

 

8/2002 – 6/2004 Harrington Institute for Design, Chicago, Illinois

Position: Adjunct Professor

Instructed Microsoft Office courses: Word, Excel, PowerPoint, Access and

Introduction to Personal Computers

 

11/98 – 3/2002 RHI Consulting, Chicago, Illinois

MCI/WorldCom/Revenue Operations Technical Support Services

Position: Network Administrator\Technical Support Specialist

Administered 4 Novell 4.11 and 5.0 servers with subsystems environment

including setting up user accounts, maintaining NDPS printer, objects and object rights.

Supported 200 users community in Windows 98/XP/2000 with hardware and

software installations including Arcserve 7.0. Maintained systems hardware and

software inventory database. Ranked 3

nationwide for efficiency in reduction of user tickets requests completed.

Converted user community from token-ring to Ethernet typologies and upgrades

to Win98. Maintained user access to client files and access using Outlook98,

Lotus Notes 5.0, Utilized PCAnywhere for remote access to users systems and

creating images using Ghost.

 

8/97 - 11/98 BDO Seidman, LLP, Chicago, Illinois

Position: Systems Senior Associate/ Network Administrator

Supported 150 users in a 4.11 Intranet Ware Ethernet environment including

setup and maintenance of user accounts and server monitoring and fine-

tuning. Managed rollout of Windows95 O/S from Win 3.11 and installation

of Office 95/97 from version 4.3.and Y2K project implementation. Installed

and maintained AT&T AWICS remote communications software. Upgraded

monthly versions of ProSystemFX, RIA Forms, CCH ON-Line, Carpe Diem

and BNA software. Maintained daily DLT 15/30 tape backup system using

ARCServe 6.1 . Responded to system outages and user hardware/software.

Calls. Responsible for maintenance of $500k IT budget; all hardware/software

purchases and vendor service contracts. Served as GroupWise 5.2 Mail

Administrator. Supervised staff of two (2).

 

6/97 - 8/97 Robert Half Consulting, Chicago, Illinois

ASC Services Company

Consultant: Network/PC Analyst

Installed and maintained PCs in a Novell 4.0 Ethernet environment including

setting Internet Protocol stacks using Windows 3.11 and cabling. Revised

net.cfg, config.sys, and autoexec.bat files based on user migration between

network servers and software upgrades. Maintained and upgraded users to Lotus

Notes 4.51 from 4.0. Installed and supported 32 bit and 16 bit NetwareClient

software, Windows NT Workstation, Windows 3.11 and Windows 95 systems.

Removed various viruses infecting users systems. Setup print queues and

installed print drivers. Organized and maintained software library and hardware

inventory.

 

3/97 - 5/97 Interim Technology, Chicago, Illinois

Rosenthal Collins Group

Consultant: Network/PC Analyst

Maintained Novell Netware 3.12 and WindowsNT 4.0 system for user

community of 200. Installed and upgraded Token Ring network configuration,

CAT5 rack and MAU system. Supported ADP Payroll system and commodities

tracking system. Maintained microcomputer system using Windows 3.11, 3.1

and Windows 95. Installed NIC cards, Internet browsers, 3270 emulators (Irma,

Attachmate, and E78). Upgraded PCs when necessary.

 

8/95 - 3/97 Alternative Resources Corporation, Chicago, Illinois

CNA Corporation

KPMG Peat Marwick LLP.

Consultant: Microcomputer Technical Specialist PC/Network Analyst

Resolved high-level user issues using MS/Mail 3.5 and MS/Schedule+.

Maintained user mail files using MS/Mail and Schedule+ Administrator

programs. Utilized Novell Netware 3.12 to assist user community with token-

ring network related issues. Assisted users with resolution of MS/Office 4.2

concerns. Upgraded over 500 Macintosh systems to MAC/OS 7.53 and

Netscape 3.0. Installed and maintained Gateway microcomputer hardware

for major telecommunications corporation. Supported users using CC: Mail,

AmiPro, Lotus 123 and ProComm+ Aspect Call Tracking System.

 

6/93 - 8/95 Computer Learning Center, Chicago, Illinois

Position: Lead Instructor: Computerized Business Systems

Instructed classes in microcomputer hardware and software concepts. Trained

clients in use of Lotus 123, WordPerfect 5.1, and dBase III/IV, MS/DOS 6.2,

MS/Windows, and Introduction to Microcomputers, Novell Netware 3.12 and

Networking concepts.

 

6/87 - 5/93 Kennedy-King College, Chicago, Illinois

Position: Registrar/Director of Institutional Research/Coordinator of

Management Information Systems

Registered students into their classes efficiently and accurately each semester.

Maintained students academic records. Supervised staff of nine. Prepared

statistical reports for staff, faculty, administration, and outside agencies. Setup

and maintained Student Program Administrative System (SPAS) and

institution wide microcomputer system. Conducted training sessions in Lotus

123, WordPerfect and dBase III.

 

1/86 - 6/87 McDonald's Corporation, Oak Brook, Illinois

Position: Information Center Specialist

Supervised corporate software training sessions using Lotus 123 to support

Treasury, Real Estate, and Tax Departments. Managed beta test team for Lotus

HAL and Freelance+. Responsible for purchase, maintenance, installation and

support of microcomputer hardware and software.

 

1/84 - 5/92 Chicago State University, Chicago, Illinois

Position: Adjunct Professor

Instructed courses in Introduction to Computer Information Systems,

Introduction to Management Information Systems, Introduction to Systems

Analysis and Design, Advanced Systems Analysis and Design, and

Microcomputers in Health Care Systems.

 

8/80 - 5/92 Northeastern Illinois University, Chicago, Illinois

Position: Adjunct Professor

Instructed courses in Introduction to Management Information Systems,

Introduction to Speech Communications, Introduction to Thought in Classical

Antiquity, and Introduction to Egyptian Hieroglyphs of the Middle Kingdom

Period.

 

5/83 - 12/85 Jackson Park Hospital, Chicago, Illinois

Position: Senior Programmer/Analyst

Maintained programs for emergency room, clinical and medical records

systems. Conducted user-training sessions in WordStar, VisiCalc, and CP/M

operating system. Assisted institutional conversion to MS/DOS platform.

 

4/82 - 4/83 Arabian American Oil Company (ARAMCO)

Dhahran, Kingdom of Saudi Arabia

Position: Senior Systems Analyst

Responsible for technical development and production of educational, medical

and engineering manuals for the Saudi Royal Commission. Developed, installed

and supported accounts payable and payroll systems for Arabian Business

and Management Services (ABMS), Al Khobar, Kingdom of Saudi Arabia.

Instructed Saudi nationals in the operation and maintenance of microcomputer

hardware and software.

 

1/78 - 4/82 Chicago Urban Skills Institute: City Colleges of Chicago

Position: Coordinator of Admissions and Records

Responsible for maintenance and coding of student records. Supervised staff

of six. Conducted training sessions with staff using Apple II microcomputer

systems.

 

TECHNICAL SKILLS: GroupWise, Novell Netware 3.12, 4.11, 5.0, 5.1 Windows NT 3.51, 4.0,

 

MS/Windows for Workgroups 3.11, Windows95/98, Windows NT 4.0,

Windows 2000, Windows XP, AS 400, MS/DOS 6.2, Novell Netware 3.11, 3.12,

4.0, 5.0, 5.1, MS/Office 95/97/98/2000, Outlook 98, 2000, Lotus 123, Lotus

Notes 5.0, Lotus CC: Mail. CCH Online, RIA, ARCServe 7., BackUp Exec,

Netscape Navigator, ProSystemFX,, WordPerfect, DP Umbrella SQL, Magic,

Utopia, CC:Mail, AmiPro, MS/Mail, Macintosh 7.5.3, Token-Ring, Ethernet,

Netscape 6.2, AOL 6.0. AT&T AWICS, RASNET/VPN, Ghost, PCAnywhere.

 

REFERENCES: Furnished upon request.

Additional Information

AWARDS: Johanne Henrich Pestalozzi Award:

Outstanding Instruction

 

 

 

CCICS
700 East Oakwood Boulevard
Chicago, IL 60653
United States

773-256-2139
Office Hours
By Appointment
Carruthers Center for Inner City Studies
Dr. Sharon Bethea
Sharon
L.
Bethea
Professor, Counselor Education; Coordinator, African/African American Studies
Counselor Education
College of Education
(773) 442-5545
Courses Taught
COUN-401 Professional Orientation and Legal/Ethical Practices
COUN-402 Developmental Counseling
COUN-403 Theories of Counseling
COUN-408 Research Seminar
COUN-415 Children and Youth in School and Family Systems
COUN-430 Social and Cultural Diversity in Counseling
ICSE-103 Introduction to Inner City Studies
AFAM-200 Introduction to African/African American Studies
AFAM-301 Foundations of African Civilizations
AFAM-302 Foundations of Africans in the Diaspora
AFAM-303 Global Collaborations: Cross Cultural Research in Ghana
Research Interests
Resiliency of inner city youth; African centered counseling paradigms; social and cultural diversity in counseling; counselor identity development; Oakland Freedom Schools; adolescent civic engagement; study abroad
Education

University of Missouri at Columbus
Educational Psychology, Ph.D.

John F. Kennedy University
Clinical Psychology, M.A.
Specialization: Marriage, Family, Child, and Adolescent Counseling

San Francisco State University
Psychology, B.A.

Selected Publications

Perlow, O., Wheeler, D. I., Bethea, S.L., Scott, B. M. (2018). Black Women's Liberatory Pedagogies: Resistance, Transformation and Healing Within and Beyond the Academy. Switzerland: Palgrave, Macmillan.

Bethea, S. L. (2018). Kuja Nyumbani (Coming Home): Using African-Centered Pedagogy to Educate Black Students in the Academy. In Perlow, O., Wheeler, D. I., Bethea, S.L., Scott, B. M. (eds). Black Women's Liberatory Pedagogies: Resistance, Transformation and Healing Within and Beyond the Academy. Switzerland: Palgrave, Macmillan.

Tavakoli, S., Mei-Whei Chen, M., Zook, N., Bethea, S. L. (2015). Attachment, combat exposure, and post-trauma cognitions as predictors of PTSD and PTG in Veterans.Journal of Military and Government Counseling. (3) 2, 113-130.

Bethea, S. L., Payne, M. (2015). Children’s defense fund: Oakland freedom school.  In Shujaa, M. (Ed.) Encyclopedia of African cultural heritage in North America. Thousand Oaks: Sage.

Perlow, O., Bethea, S., & Wheeler, D.  (2014). Dismantling the master’s house: Black women faculty challenging white privilege/supremacy in the college classroom. Understanding and Dismantling Privilege.  

Bethea, S. L. (2013). Illumination of the Spirit: The evolution of an African centered social justice counselor. In J. Carlson & J. Kottler (Eds.), Helping Beyond the 50-Minute Hour: Therapists Involved in REAL Social Action.  New York: Routledge, 2012.

Bethea, S. L. (2013). Past & present societal influences on black couples that impact sex, love, and intimacy. In K. Helm & J. Carlson (Eds.), Love, Intimacy, Sex and the African American Couple. New York: Routledge.

Bethea, S. L. (2012). The impact of Oakland freedom school’s summer youth program on the psychosocial development of African American youth.  Journal of Black Psychology, 38(4), 442-454.

Bethea, S. L. (2008). A chronology of the education of Black people in Illinois to1874.  Illinois Transatlantic Slave Trade Commission 2008 Report II: v2.

Bethea, S. L. (2008). Writings of Baffour Amakwa Tia II [Asa Hilliard], Ph.D.  Illinois Transatlantic Slave Trade Commission 2008 Report II: v2.

Smith, S. M., & Bethea, S. L. (2004). The emotionally intelligent educator.  NABTE Review, 31, 69-75.

Additional Information

In addition to her teaching responsibilities in the Department of Counselor Education, Dr. Bethea also teaches as an affiliate faculty member in the African/African American and Inner City Studies programs.

Room LWH 4004
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5545
Office Hours
Fall 2022
To be announced
Main Campus
Sandra Beyda-Lorie
Sandra
Beyda-Lorie
Executive Director for Learning Innovations; Center for Teaching and Learning; Professor
Special Education
College of Education
(773) 442-5525
Expertise
Emotional/Behavioral disorders; Learning disabilities; Attention-Deficit/Hyperactivity Disorder; Instructional planning and methodologies for children/youth with mild and moderate/severe disabilities
Courses Taught
SPED 500: Research I: Critical Writing and Research in Special Education
SPED 502: The Development of Cognition, Learning and Language
SPED 505: Consultation and Collaboration: Special and General Education
SPED 507: Internship I
SPED 509: Specialized Curriculum and Methods in Special Education
SPED 512: Internship II
SPED 514: Student Teaching in Special Education
SPED 373: Teaching Learners with Special Needs I
SPED 376: Teaching Learners with Special Needs II
SPED 323: Consultation and Collaboration in Special Education
SPED 374: Supervised Field Experience I
SPED 377: Supervised Field Experience II
SPED 381: Student Teaching in Special Education
Research Interests
Special education teacher preparation; Supporting positive learning outcomes for students with emotional and behavioral disorders; Linking social/emotional development to academic skill instruction; Administrator practices with students with emotional and behavioral disorders; Use of drama to improve learning and perspective-taking skills of students with special needs
Education

B.A., Secondary Education, English and Speech/Theatre-Indiana University, Bloomington, Ind.

M.S., Special Education-Purdue University, West Lafayette, Ind.

Ph.D., Special Education-Purdue University, West Lafayette, Ind.

Selected Publications

Beyda-Lorie, S. D., Kritikos, E., & Messerer, J. (2011). Preparing special educators to infuse real life issues into the K-12 curriculum. Learning Disabilities: A Multidisciplinary Journal, 17 (1), 5-16.

Beyda Lorie, S. D. (2010). Behavior assessment. In E. Papoutsis Kritikos (Eds.), Special education assessment: Issues and strategies affecting today’s classrooms. Upper Saddle River, NJ: Merrill.

Beyda, S. D., & Lee, D. (2007). Administrator beliefs about students referred for classroom disruption. Learning Disabilities: A Multidisciplinary Journal, 14 (4), 255-264.

Beyda Lorie, S. D., Papoutsis Kritikos, E., Messerer, J., & LeDosquet, P. (2007). Curriculum infusion of real life issues for students with exceptionality. Network for the Dissemination of Curriculum Infusion. Northeastern Illinois University. Chicago, Ill.. Prepared as part of dissemination for the Fund for the    Improvement of Post Secondary Education (FIPSE) 2003-2006 grant.

Beyda, S. D. (2003) The use of theatre as an instructional strategy in the content areas for students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 12, 65-74.

Beyda, S. D., Zentall, S. S., & Ferko, D. K. (2002). The relationship between teacher practices and the task-appropriate and social behavior of students with behavioral difficulties. Behavior Disorders, 27, 236-255..

Beyda, S.D. (2002). Dramatic improvisation for students with EBD: A means for addressing individual and classroom goals. Beyond Behavior, 11, 34-38.

Stormont, M., Zentall, S.S., Beyda, S., Javorsky, T., & Belfiore, P. (2000). Playground contexts for aggression for preschoolers with hyperactivity. Journal of Behavioral Education, 10, 37-48.

Beyda, S. D., & Zentall, S. S. (1998). Administrative responses to AD/HD. Reaching Today’s Youth: The Community Circle of Caring Journal, 2, 31-36.

Background

Sandra Beyda-Lorie (Ph.D. Purdue University) is Professor at Northeastern Illinois University’s Department of Special Education in Chicago, Illinois, and has served as Department Chair since 2008. In collaboration with program faculty she has supported the expansion of the department’s high quality program offerings to include an advanced master’s degree in special education (LBS II), the university’s first online program leading to special education (LBS I) endorsement, and a second undergraduate night program at the University’s El Centro location. She considers herself a servant leader dedicated to developing and facilitating undergraduate and graduate learning experiences that position program graduates to transform the lives of individuals with disabilities. Her research focus is special educator and administrative practices that honor the social and emotional development of students with exceptional learning needs and simultaneously facilitate positive academic learning outcomes.

Her motto, “It’s about the kids.”

LWH 3093
Northeastern Illinois University
5500 N. St. Louis Ave.
Chicago, IL 60625
United States

(773) 442-5525
Office Hours
Monday-Friday: 8:30 a.m.-4:30 p.m.
Main Campus
Curriculum Vitae
Dr. Zach Bloom
Zachary
Bloom
Ph.D.
Associate Professor; Faculty Advisor for Clinical Mental Health Counseling (R-Z)
Counselor Education
College of Education
(773) 442-5553
Expertise
Zachary D. Bloom is a Licensed Clinical Professional Counselor and a Licensed Marriage and Family Therapist with experience working with diverse clients in a variety of settings. Dr. Bloom specializes in working with clients presenting to counseling with issues related to trauma, anger management, anxiety, and depression.
Courses Taught
COUN 402 Developmental Counseling
COUN 403 Theories of Counseling
COUN 406 Group Counseling
COUN 408 Research Seminar
COUN 420 Introduction to Family Counseling
COUN 427 Diagnostic Systems for Counseling
COUN 431 Couple and Family System Study
COUN 432 Counseling Couples
COUN 439 Case Conceptualization and Treatment Planning
COUN 444 Practicum: Group Supervision in Clinical Mental Health Counseling
COUN 464 Internship I: Clinical Mental Health Counseling
COUN 474 Internship II: Clinical Mental Health Counseling
Research Interests
Instrumentation in research; empathy and the objectification of others; the influence of technology on interpersonal and romantic relationships; emerging adults
Education

University of Central Florida
Counselor Education, Ph.D.

Rollins College
Clinical Mental Health Counseling, M.A.
Certificate in Marriage and Family Therapy

National-Louis University
Secondary Education, M.A.T.
Endorsement: English
Endorsement: Middle School

Bradley University
Philosophy, M.A.

Selected Publications

Bloom, Z. D., & Lambie, G. W. (2020). The adolescent measure of empathy and sympathy in a sample of emerging adults. Measurement and Evaluation in Counseling and Development. 53(2). 89-103. doi:10.1080/07481756.2019.

Bloom, Z. D., & Dillman Taylor, D. (2020). The Online Dating Intensity Scale:  Exploratory factor analysis in a sample of emerging adults. Measurement and Evaluation in Counseling and Development. 53(1). 1-16. doi:10.1080/07481756.2019.1640614.

Bloom Z. D., Blount, A. J., Dillman Taylor, D., & Lipkin, G. (2019). The Sexual Values and Behaviors Discrepancy Model. Journal of Counseling Sexology & Sexual Wellness: Research, Practice, and Education, 1(2), doi:10.34296/01021025.

Bloom, Z. D., McNeil, V., Flasch, P., & Sanders, F. (2018) A comparison of empathy and sympathy between counselors-in-training and their non-counseling academic peers. The Professional Counselor. 8(4), 341-354. doi:10.15241/zdb.8.4.341. 

Ali, S. & Bloom, Z. D. (2018). Creative approaches to address online dating in counseling.  Journal of Creativity in Mental Health. doi:10.1080/15401383.2018.1535922.

Greene, J. H., Graham, Jr, J. M., Hundley, G., Zeligman, M. R., Bloom, Z. D., & Ayres, K.  (2018). Counseling clients with Dissociative Identity Disorder: Experts share their experiences. Journal of Counselor Practice. 9(1), 39-63. doi:10.22229/zpc72809.

Zeligman, M., Greene, J. H., Hundley, G., Graham, Jr, J. M., Spann, S., Brickley, E., & Bloom, Z.  D. (2017). Lived experiences of men with dissociative identity disorder.  Adultspan. 16(2), 65-79. doi:10.1002/adsp.12037.

Dillman Taylor, D., Blount, A. J., & Bloom, Z. D. (2017). Examination of student outcomes in  play therapy: A qualitative case study design. International Journal for the Scholarship of Teaching and Learning. 11(1), 1-5.

Ali, S., Lambie, G. W., & Bloom, Z. D. (2017).  An exploratory factor analysis of the  Sexual Orientation Counselor Competency Scale: Examining the variable of experience. The Professional Counselor. 7(3) 208-222. doi: 10.15241/sa.7.3.223.

Bloom, Z. D., Gutierrez, D., & Lambie, G. W. (2017). An analysis of the factor structure and validity of the Attitudes Toward Erotica Questionnaire with a sample of counseling professionals. Measurement and Evaluation in Counseling and Development. 50(1-2), 35-47. doi: 10.1080/07481756.2017.1321922.

Bloom, Z. D., Gutierrez, D., Lambie, G. W., & Ali, S. (2016). Counselors’ comfort with sexuality, attitudes towards pornography, and propensity to assess for issues related to client pornography use. Journal of Mental Health Counseling. 38(4), 327-345. doi: 10.17744/mehc.38.4.04.

DeLorenzi, L., Daire, A., & Bloom, Z. D. (2016). Predicting treatment attrition for child sexual abuse victims: The role of child trauma and co-occurring caregiver intimate partner violence. Counseling Outcome Research & Evaluation. 7(1), 40-52.

Flasch, P., Bloom, Z. D., & Holladay, K. (2016). Self-efficacy of counselor trainees in pre-practicum: A phenomenological study. Journal of Counselor Practice. 7(1), 1-20.

Bloom, Z. D., Gutierrez, D., & Lambie, G. W. (2015). Sexual Opinion Survey: An exploratory factor analysis. American Journal of Sexuality Education, 10(3), 242-260.

Bloom, Z. D., & Dillman Taylor, D. (2015). New problems in today’s technological era: An Adlerian case example. Journal of Individual Psychology, 71(2), 163-173.

Bloom, Z. D., & Hagedorn, W. B. (2015) Male adolescents and contemporary pornography: Implications for marriage and family counselors. The Family Journal: Counseling and Therapy for Couples and Families, 23(1), 126-144.

Homrich, A. M., DeLorenzi, L. D., Bloom, Z. D., & Godbee, B. (2014). Making the case for standards of conduct in clinical training. Counselor Education and Supervision, 53(2), 126-144.

Selected Exhibitions

Ali, S., & Bloom, Z. D. (2017, October). Inside and out of the classroom: Methods to enhance emotional intelligence in counselor education. Association for Counselor Education and Supervision Conference, Philadelphia, PA.

Homrich, A., DeLorenzi, L., Thanasiu, P. L., & Bloom, Z. D. (2017, March). Does  your CE program have standards for professional dispositions and conduct? American Counseling Association Conference, San Francisco, CA.

Bloom, Z. D. (2017, March). Attitudes toward pornography and sexuality, and working with clients. American Counseling Association Conference, San Francisco, CA.

Ali, S., Acquaye, H., & Bloom, Z. D. (2015, October). Cultural relativism & counseling: A place within pedagogy and practice. Association for Counselor Education and Supervision Conference, Philadelphia, PA.

Bloom, Z. D., Rosen, R., & Benemerito, I. (2020, October). The Birds, Bees, and Butterflies:  Gender Fluidity and What it Means for Counselors. Illinois Counseling Association Conference, Skokie, IL.

Blount, A., Dillman Taylor, D., Bloom, Z. D., & Uwamahoro, O. (2019, October). Development  of the Sexual Values and Behaviors Discrepancy Model. Association for Counselor Education and Supervision Conference, Seattle, WA.

Bloom, Z. D. (2015, October). Contemporary pornography and adolescent relationships. Association for Counselor Education and Supervision Conference, Philadelphia, PA.

Bloom, Z. D., Gutierrez, D., & Lambie, G. W. (2015, October). Psychometric properties of the Attitudes Towards Erotica Questionnaire and the Sexual Opinion Survey with a sample of counseling professionals. Association for Counselor Education and Supervision Conference, Philadelphia, PA.

Yost, J., Bloom, Z. D., & Flasch, P. (2015, March). Understanding interpersonal neurobiology and its implications for client-counselor relationships. American Counseling Association Conference, Orlando, FL.

Flasch, P., Robinson, S., Robinson, E. H., Lambie, G., Holladay, K., & Bloom, Z. D. (2014, May). Creating caring communities: Implications of altruistic caring on counselors and communities. British Association for Counseling and Psychotherapy Conference, London, England.

Green, J. H., Graham, Jr., J. M., Bloom, Z. D., Zeligman, M. R., & Hundley, G. (2014, March). Hearing the voices of practitioners: A focus group and interviews conducted with counselors working with those with DID. American Counseling Association Conference, Honolulu, HI.

Hundley, G., Bloom, Z. D., & Arth, M. (2014, February). Termination of the group  experience through the use of a structured creative model. Association for Specialists in Group Work Conference, Orlando, FL.

Homrich, A. M., Perun, M., Ackerman, J. & Bloom, Z. D. (2013, March). Strengthening the gatekeeping process: Proposed standards for professional and personal conduct for  counseling students. American Counseling Association Conference, Cincinnati, OH.

Sanabria, S., & Bloom, Z. D. (2013, March). Promoting advocacy in training programs by integrating social justice counseling in pre-practicum experience. American Counseling Association Conference, Cincinnati, OH.

Room LWH 4047
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5553
Office Hours
Fall 2022
2-4 p.m. Tuesday, Wednesday and Thursday
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
NEIU logo
Anastasia
Brelias
Associate Professor
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. 

Room LWH 3008
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-4556
Office Hours
Monday: 5:45-6:45 p.m.
Tuesday: 5:45-6:45 p.m.
Wednesday: 3:30-5:30 p.m.
Thursday: 3-4 p.m.
Additional office hours by appointment
Main Campus
Shirley Caruso
Shirley
J.
Caruso
Ed.D.
HRD Program Liaison, Instructor, and Undergraduate Advisor
Literacy, Leadership, and Development
College of Education
(773) 938-6348
Expertise
Adult learning theories, consulting, marketing, instructional design, computer utilization, computer-based training, elearning, group dynamics.
Courses Taught
HRD 300 Principles and Practices in HRD
HRD 310 Instructional Techniques and Technology
HRD 313 Political Savvy in the Workplace
HRD 315 Computer Utilization in HRD
HRD 321 Designing Instruction in HRD
HRD 325 WIP: Communication in HRD
HRD 362 Instructional Media in HRD
HRD 404 Applied Technology in HRD
HRD 415 Seminar in HRD
HRD 416 Practicum in HRD
HRD 462 Instructional Strategies in HRD
Research Interests
Informal learning in the workplace
Education

Ed.D., Technology & Leadership, Boyer Graduate School of Education, William Howard Taft University 

M.A. Human Resource Development, Northeastern Illinois University

B.A. University Without Walls, Northeastern Illinois University

Background

Shirley J. Caruso earned her undergraduate and graduate degrees at Northeastern Illinois University. As an undergraduate, Shirley earned her Bachelor of Arts in the University Without Walls non-traditional degree program. The program incorporated many Human Resource Development (HRD) courses and helped Shirley reinforce her practical experiences in the field of HRD with theories and skills needed in today’s competitive workplace. Shirley continued her studies at Northeastern and earned a Master of Arts in HRD.

Upon graduating, she put her new talent into action by teaching as an adjunct professor in Northeastern’s HRD program, and opening WISE Training and Development Consultants, a Chicago-based Human Resource Development consultancy company that specializes in the design and development of customized training programs. Shirley also launched a website and is chief editor of HR Development Info, a site that provides information on adult learning theories and research in relation to practice in the field of HRD. Shirley has written over 200 articles on the implications of adult learning theories.

Shirley’s professional background includes more than 20 years of experience in the practice of HRD. She currently puts the HRD theories she writes about into practice by developing talented employees to help clients achieve real competitive advantages, designing and delivering highly effective training and development programs that enable participants to enhance their individual performance, supporting the learning goals of students by focusing on student learning outcomes, considering the needs and abilities of the students, becoming familiar with academic and social support, making reasonable provisions to accommodate individual differences, maintaining the academic integrity of Northeastern, and working in collaboration with faculty of all ranks and disciplines to promote educational innovation and the improvement of student learning.

Shirley also holds a variety of training and development affiliations and awards.  She is a member of the Chicagoland Chapter Association for Talent Development (ATDchi) and Northeastern's HRD Student Association. She chaired the local site committee for the Midwest Research-to-Practice 2009 Conference in Adult, Continuing, Extension and Community Education and authored a paper entitled "Integrating Informal Workplace Learning Into The Workflow Through The Development Of Performance Support Tools" published in the Midwest Research-to-Practice 2009 Conference Proceedings. In 2010, she received an Award of Merit in Recognition of Outstanding Research from Northeastern’s 18th Annual Research and Creative Activities Symposium. In 2009, she was a Deb Colky Workplace Learning and Performance Award finalist and received Outstanding Service to the Community, Outstanding Piece of Academic Work, and Overall Integration of Conceptual and Experiential Competencies Awards from NEIU. Shirley has also been recognized by Northeastern for her valuable contributions to the Graduate College Seminar Series.

In January 2014, Shirley was awarded a Ed.D scholarship from The Boyer Graduate School of Education at William Howard Taft University. She anticipates completion of her doctoral degree in May 2016.

University Center of Lake County
1200 University Center Drive
Grayslake, IL 60030-2614
United States

(773) 938-6348
Office Hours
By appointment. Main Campus office located in Room LWH 2061
Main Campus
University Center Lake County
Dr. Amina Chaudhri
Amina
Chaudhri
Ph.D.
Associate Professor; Elementary Education Program Coordinator
Teacher Education
College of Education
(773) 442-5368
Expertise
Literacy, children's literature, and multicultural education.
Courses Taught
ELED 303: Children's Literature
ELED 304: Methods of Teaching Social Studies
ELED 309: Content Area Literacy
ELED 435: Children's and Young Adult Literature
Research Interests
Teacher preparation, literacy, children's literature, and multicultural education.
Education

University of Illinois at Chicago
Curriculum Studies, Ph.D.

Michigan State University
Curriculum and Instruction, M.A.

Oberlin College
English, B.A.
 

Selected Publications

Chaudhri. A. (2021), Cultural Dexterity Through Multiracial Nonfiction. Chapter in Reading and Teaching with Diverse Nonfiction Children’s Books: Representations and Possibilities. Thomas Crisp, Roberta Gardner and Suzanne Knezek (eds). NCTE Publications.

Chung, S. & Chaudhri, A. (2021). Biographies of Women in the Robert Sibert Award: A Critical Content Analysis. Journal of Children’s Literature. 47 1

Chaudhri, A. & Torres, L.M. (2021). Jugos There? Codeswitching Strategies in Bilingual Picturebooks. Children’s Literature in Education. 1-17.

Chaudhri, A. (2017). Multiracial Identity in Children’s Literature. Routledge. New York, NY.

Chaudhri, A. & Schau, N. (2016). Imaginary Indians: Representations of Native Americans in Scholastic Reading Club. Children’s Literature in Education. 47 (1), 20 – 37.

Room LWH 4019
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5368
Office Hours
Varies by semester and teaching schedule.
Main Campus
Dr. Mei Chen
Mei-Whei
Chen
Ph.D.
Professor; Faculty Advisor for Clinical Mental Health Counseling (A-H)
Counselor Education
College of Education
(773) 442-5556
Courses Taught
COUN-403 Theories of Counseling
COUN-405 Individual Counseling Skills
COUN-406 Group Counseling
COUN-407 Mental Health Counseling
COUN-422 Grief Counseling
COUN-424 Stress Management
COUN 444 Practicum: Clinical Mental Health Counseling
Research Interests
To be added.
Education

Indiana University
Counselor Education, Ph.D.

Iowa State University
Counseling Psychology, M.A.

National Taiwan Normal University
Education, B.A.

Selected Publications

Chen, M., & Giblin, N. (2014). Individual counseling: Skills and techniques (2nd edition). Denver, Colorado: Love Publishing.

Chen, M., & Rybak, C. (2004). Group leadership skills: Interpersonal process in group counseling and therapy. Belmont, CA: Brooks/Cole.

Chen, M., & Han, Y.S. (2000). Cross-cultural group counseling with Asians:  A stage-specific interactive approach. Journal of Specialist in Group Work, 26, 111-128.

Chen-Hayes, S.F., Chen, M., & Athar, N. (2000). Challenging linguicism: Action strategies for counselors and client-colleagues. In Lewis, J., & Bradley L.  (Eds.). Advocacy in counseling (pp. 25-35). Greensboro, NC:  Caps Publications.

Selected Exhibitions

Conference Papers Presented
Chen, M., & Smith, J. (2012, November). Resolving relational conflicts: Finding a conduit that bridges gaps and transcends differences. Poster session presented at the annual conference of the Illinois Counseling Association, Springfield, IL.

Chen, M., Sahyouni, X., & Drake, E. (2011, November). Evolving through crisis: How periods of chaos can yield exponential personal growth. Poster session presented at the annual conference of the Illinois Counseling Association. Skokie, IL.

Chen, M., & Giblin, N. (2010). Using Experiential Teaching to Enhance Self-Confidence in Counselor Trainees. Workshop presented at North-Central Association of Counselor Education and Supervision conference, (NCACES), Itasca, IL.

Chen, M., & Herbert, V. (2010). Compulsive Hoarding: How to Assess and Treat this New Diagnosis on the Horizon. Paper presented at Illinois Counseling Association (ICA) Conference, Lisle, IL.

Chen, M., & Giblin, N. (2010). Grief Counseling. Workshop presented at Illinois  Counselor Education and Supervision (ICES). Argosy University, Schaumburg, IL

Giblin, N., & Chen, M. (2009). Self-expressive therapy: Self-care for helping professionals. Paper presented at the Illinois Counseling Association (ICA) Conference, Springfield, IL.

Herbert, V., & Chen, M. (2009). An innovative approach to resolving the unresolved issues shared by many compulsive hoarders. Paper presented at the Illinois Counseling Association (ICA) Conference, Lisle, IL.

Bills, H. A., Chen, M., & Miller, Y (2008). An innovative approach to stress management for high school students. Paper presented at the Illinois Counseling Association (ICA) Conference, Tinley Park, IL.

Room LWH 4042
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5556
Office Hours
Fall 2022
7-8 p.m. Thursdays
2-6 p.m. (virtually) Fridays
Main Campus
NEIU logo
Deborah
T
Christiansen
MSEd
Instructor
Health Sciences and Physical Education
College of Education
(773) 442-5560
Expertise
Sports Psychology
Courses Taught
PEMT 316: WIP: Writing in the Health, Physical Education, Recreation and Athletic Professions
Research Interests
Moral Potential
Education

M.S.Ed. Physical Education - Sports Psychology

B.Sc. Psychology

PE 1144
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5560
Office Hours
Varies by semester.
Main Campus
Dr. Huseyin Colak
Huseyin
Colak
Ph.D.
Associate Professor
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

Ph.D.
2009 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 $5,000 faculty research stipend from the Provost’s office to conduct a research study entitled The College Students’ Nature of Science Views Along With Their Self-Efficacies, Motivational Orientations to teach Science, and Personal Epistemologies.

In 2012, awarded $5,000 from the Provost to buy vernier calculators and probes to conduct a study about incorporating technology and math in teaching science  and  exploring the candidates’ development of nature of science understanding.

In 2010, awarded $3,000 from the Dean of School of Education to conduct a study entitled “How does the math competency of pre-service elementary and middle school teachers affect their NOS views.” Northeastern Illinois University.

Room LWH 3002
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5363
Office Hours
Sabbatical
Main Campus
Leslie Contos
Leslie
Contos
Instructor
Counselor Education
College of Education
(773) 442-5550
Expertise
Licensed Clinical Professional Counselor specializing in working with youth and their families around issues of grief and loss, acculturation, identity exploration, adjustment disorders, anxiety, depression, and wellness; counselor educator and clinical supervisor.
Courses Taught
Practicum I
Lifespan Development
Research Interests
Counseling needs of children with exceptionalities; identity exploration and Latino youth; counseling preferences of families educating their children at home; gaining administrative support for counselor education doctoral programs; impact of technology on counseling and counselor education; and narrative therapy practices.
Education

Governors State University 
(ABD) Counselor Education and Supervision, Ed.D.

Northeastern Illinois University
Clinical Mental Health Counseling, M.A.

Fort Hays University
Psychology & Human Services, B.G.S.
 

Selected Publications

Contos, L. (2019). Using Narrative Therapy Tools with Latino Youth and Families. Association for Child and Adolescent Counseling in Illinois, May, 2019. 

Contos, L. (2018). NBCC White Earth Institute: Native American Healing Practices. GSU-ICA Chapter, 3(1), 6. 

Contos, L. (2017). Mindfulness: The value of small present moments for gifted youth. Illinois Association for Gifted Youth Spring 2017 Courier.

Contos, L. (2017). Intergenerational Trauma. Association for Child and Adolescent Counseling ACA Division, February 2017. 

Contos, L. (2016). Fostering Self-Efficacy in Children. Association for Child and Adolescent Counseling ACA Division, October 2016. 

Contos, L. (2016). From Professional Identity to Professional Voice. AMHCA Graduate Student Blog, April, 2016. 

Contos, L. (2016). Anti-Cyberbullying: I Am a Witness. Association for Child and Adolescent Counseling, ACA Division, March, 2016. 

Contos, L. (2015). Interventions to Improve Executive Function. Association for Child and Adolescent Counseling ACA Division, 2(2) 8. 
 

Selected Exhibitions

Contos, L. (2019, October). Journaling in Online Course Design. Association for Counselor Education and Supervision (ACES) Annual National Conference, Seattle, Wash. 

Contos, L. (2019, June). Walking in Two Worlds: Counseling Latino Students. American School Counselor Association (ASCA) National Conference, Boston, Mass. 

Contos, L. (2019, May). Using Narrative Therapy Tools with Latino Youth and Families. NBCCF Bridging the Gap Symposium, Atlanta, Ga. 

Contos, L. (2019, April). The Creative Spirit of Cross-Cultural Exchange. American Counseling Association (ACA) Annual National Conference, New Orleans, La. 

Contos, L. (2018, March). Expanding Counseling Services to Homeschooling Families. American Counseling Association (ACA) Annual National Conference, Atlanta, Ga. 

Contos, L., James, M., Smith, R. (2017, November). Survivor! The Gamification of Social Emotional Learning. Illinois Counseling Association (ICA) Annual State Conference, Naperville, Ill. 

Contos, L., Eason-Williams, P. (2017, November). International Counseling. Illinois Counseling Association (ICA) Annual Conference, Naperville, Ill. 

Contos, L., Seals, D. (2017, October). Technology Competence of Counselors. Association for Counselor Education and Supervision (ACES) Annual National Conference, Chicago, Ill. 

Contos, L. (2017, April). Homeschoolers and Higher Education. Illinois Association for College Admission Counseling (IACAC) Annual State Conference, Naperville, Ill. 

Contos, L. (2017, March). Ethics of Online Counseling. American Counseling Association (ACA) Annual National Conference, San Francisco, Calif. 

Contos, L., Tessers, B. (2017, February). Anxiety and Gifted Kids. Illinois Association for Gifted Children (ICA) Annual State Conference, Naperville, Ill. 
 

(773) 442-5550
Office Hours
To be announced.
Main Campus
Dr. Gabriel Cortez
Gabriel
A.
Cortez
Ph.D.
Associate Professor, Director of ENLACE Leadership Institute
Literacy, Leadership, and Development
College of Education
(773) 442-5537
Expertise
Community Relations
Courses Taught
LEAD 421: Educational Leadership and Organizational Studies
LEAD 429: Research Design and Analysis of Educational Data
LEAD 431: School and Community Relations
LEAD 495: Practicum in Higher Education
Research Interests
Grassroots activism in education; intercultural relations; cultural identity; globalization; and Chicago history.
Education

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

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

University of Illinois, Urbana-Champaign
History & U.S./Latin-American Studies, B.A.

Selected Publications

Cortez, G.A. (2013). Occupy Public Education: A Community's Struggle for Educational Resources in the Era of Privatization. Equity & Excellence in Education, 46(1), PP 7-19.

Cortez, G.A. (Spring 2013). Re-framing, Re-imagning, and Re-tooling Curricula from the Grassroots: The Chicago Grassroots Curriculum Taskforce. Current Issues in Comparative Education, 15(2), PP 84-95.

Room LWH 4016
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5537
Office Hours
By appointment
Carruthers Center for Inner City Studies
El Centro
Main Campus
University Center Lake County
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
Theresa DeCicco
Theresa A.
DeCicco
Instructor
Teacher Education
College of Education
Courses Taught
BLBC 328A: Clinical Experiences
BLBC 328B: Clinical Experiences
BLBC 340: Teaching English Learners In Diverse Classrooms
BLBC 440: Methods For Teaching English Learners In Diverse Classrooms
BLBC 441: Methods For Teaching Content In Bilingual Classrooms
BLBC 339: Culturally Responsive Teaching in Diverse Classrooms
BLBC 439: Cultural Diversity In Our Schools
BLBC 438: Foundations Of Bilingual Education
ELED 303: Children's And Young Adult Literature
ELED 309: Content Area Literacy
Research Interests
Professional Learning, Supporting Teachers of Students in Multilingual Classrooms.
Education

M.S. Reading

M.Ed. Bilingual Bicultural Education

Room LWH 3034
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Office Hours
Virtual, by 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
NEIU logo
Chika
Ejike
MD
Assistant Professor
Health Sciences and Physical Education
College of Education
Expertise
Infectious Diseases, Maternal and Child Health, Health Care Delivery, Minority, and Immigrant Health.
Courses Taught
PH 318: Consumer Health
PH 400: Introduction to Public Health
PH 410: Epidemiology
PH 425: Global Health
PH 430: Health Literacy and Communications
PH 440: Health Disparities and Advocacy
PH 450: Health Care Program and Services Administration
Research Interests
Infectious Diseases, Maternal and Child Health, Health Care Delivery, Minority, and Immigrant Health.
Education

MD: College of Medicine, University of Nigeria Teaching Hospital – Clinical Medicine and Surgery

EdD: Western Kentucky University – Organizational Leadership [Health and Education]

MPH: Western Kentucky University – Public Health [Environmental Health and Health Promotion]

MA: Western Kentucky University – Non-Profit Healthcare Organizations

 

Selected Publications

Ejike, C. (2021). Health Seeking Behaviors Among Displaced Populations. In A. Klimczuk, Demographic Analysis: Selected Concepts, Tools, and Applications (pp. 183 - 198). London, UK: IntechOpen

Ejike, C., Lartey, G., Capps, R. & Ciochetty, D. (2020). Health-seeking cultural patterns in the use of available healthcare services among refugee groups in south-central Kentucky. International Journal of Migration, Health, and Social Care, 16(1), 12-21. https://doi.org/10.1108/IJMHSC-08-2018-0051.

Ejike, C., Lartey, G., Capps, R. & Ciochetty, D. (2019). Health-Seeking Behavioral Patterns among Refugee Groups – A Case-Study in South-central Kentucky. Journal of Refugee and Global Health, 2(2), Article 10. DOI: 10.18297/rgh/vol2/iss2/10

Room PE 1147
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Office Hours
By Appointment

Main Campus
Dr. Hulya Ermis
Hulya
Ermis
Ph.D.
Assistant Professor; Faculty Advisor for Clinical Mental Health Counseling (I-Q)
Counselor Education
College of Education
(773) 442-5541
Expertise
Dr. Hulya Ermis is a nationally certified counselor and licensed professional school counselor with approximately nine years of experience working in diverse K-12 settings in Turkey and in the United States. Dr. Ermis specializes in incorporating creative practices into school counseling via the use of the multitiered systems of support framework and counseling children and adolescents by implementing play-based interventions.
Courses Taught
COUN 401 Professional Orientation & Legal/Ethical Practices in Counseling
COUN 402 Developmental Counseling
COUN 409 Career Development
Research Interests
The path between adverse childhood experiences, sense of emptiness, and suicide risk among adolescents and emerging adults; online and in-person discrimination and sociocultural trauma in marginalized youth; creative interventions in school counseling (e.g., expressive arts, play therapy); instrument development and school-based research; counseling children and adolescents.
Education

Texas A&M University-Corpus Christi
Counselor Education, Ph.D. 

Marmara University
Counseling Psychology and Guidance, Ph.D. (ABD) 

Gazi University
Counseling Psychology and Guidance, M.S. 

Uluday University
Counseling Psychology and Guidance, B.S. 

Selected Publications

Ermis-Demirtas, H., Luo, A., & Huang, Y. J. (Accepted, 2021). The trauma of COVID-19 fueled discrimination: Posttraumatic stress in Asian American adolescents. Professional School Counseling. 

Ermis-Demirtas, H., Smith, R. L., & Watson, J. C. (Accepted, 2021). Development and initial validation of the Multidimensional Sense of Emptiness Scale. The Counseling Psychologist. 

Ermis-Demirtas, H. (2021). Advocating for Muslim American students in school settings: Practical recommendations for school counselors and educators. In M. Rausch and L. Gallo (Eds.)

Strengthening school counselor advocacy and practice for important populations and difficult topics (pp.). Igi-Global. https://www.igi-global.com/chapter/advocating-for-muslim-american-stude…;

Schmidt, E., Smith, R. L., Ratanavivan, W., & Ermis-Demirtas, H. (2019) A STEM achievement motivation program: Perspectives of elementary school students. Professional School Counseling, 23. https://doi.org/10.1177/2156759X19894585

Ermis-Demirtas, H. (2018). Establishing content-related validity evidence for assessments in counseling: Application of a sequential mixed-method approach. International Journal for the Advancement of Counselling. https://doi.org/10.1007/s10447-018-9332-4 

Ermis-Demirtas, H., Watson, J. C., Karaman, M. A., Freeman, P., Kumaran, A., Haktanir, A., & Streeter, A. M. (2018) Psychometric properties of the Multidimensional Scale of Perceived Social Support in Hispanic college students. Hispanic Journal of Behavioral Sciences. https://doi.org/10.1177/0739986318790733 

Haktanir, K., Watson, J. C., Ermis-Demirtas, H., Kumaran, A., Streeter, A. M., Freeman, P., & Karaman, M. A. (2018) Resilience, academic self-concept and college adjustment among first-year students. Journal of College Student Retention: Research, Theory, and Practice. https://doi.org/10.1177/1521025118810666 

Selected Exhibitions

Ermis-Demirtas, H. (2020, November). Therapeutic use of games in counseling children. Content session presented at the Minnesota School Counselor Association Conference, Duluth, MN [Virtual Conference]. 

Ermis-Demirtas, H. (2020, November). Advocating for Muslim American students in U.S. schools: If not us, then who? Content session presented at the Minnesota School Counselor Association Conference, Duluth, MN [Virtual Conference]. 

Ermis-Demirtas, H. (2020, February). Therapeutic use of games with elementary students. Content session presented at the Wisconsin School Counselor Association Conference, Madison, WI. 

Ermis-Demirtas, H., & Horner, N. (2020, February). Advocating for Muslim American students in school settings. Content session presented at the Wisconsin School Counselor Association Conference, Madison, WI. 

Ermis-Demirtas, H. (2019, October). The Use of Cognitive Restructuring in Clinical Supervision to Address Supervisee Anxiety. Consent session presented at the Association of Counselor Education and Supervision Conference, Seattle, WA. 

Ermis-Demirtas, H., Smith, R., & Kumaran, A. (2019, October). Experiences of Emerging Supervisors: A Mixed-Method Research. Content session presented at the Counselor Education and Supervision Conference, Seattle, WA. 

Ermis-Demirtas, H., McMullen, J., & Kumaran, A. (2019, July). Advocating for Muslim students in the U.S. public schools: If not us, then who? Content session presented at the American School Counselor Conference, Boston, MA. 

Kumaran, A., Ermis-Demirtas, H., & McMullen, J. (2019, July). Career counseling for elementary school students. Content session presented at the American School Counselor Association Conference, Boston, MA.

Can, N., Ermis-Demirtas, H., & Kumaran, A. (2018, March). What do we know about international counseling students? A 10-year literature review. Poster session presented at the Texas Counselor Education and Supervision Conference, Austin, TX. 

Smith, R., Ratanavivan, W., Kumaran, A., & Ermis-Demirtas, H. (2018, March). A creative STEM achievement program for elementary students. Content session presented at the Texas Counselor Education and Supervision Conference, Austin, TX. 

Kumaran, A., Ermis-Demirtas, H., & Gerlach, J. (2018, February). Emotional mindfulness group intervention for preteens. Content session presented at the Texas School Counseling Conference, Galveston, TX. 

Ermis-Demirtas, H., & Watson, J. C. (2017, November). The role of resilience and academic self-concept on college adjustment of freshmen students. Poster session presented at the Texas Counseling Association Conference, Galveston, TX. 

Ermis-Demirtas, H., Chandrika-Prasanna, A., & Lenz, A. S. (2017, November). The role of resilience, empathy, and mattering in burnout among counselors-in-training. Poster session presented at the Texas Counseling Association Conference, Galveston, TX. 

Ermis-Demirtas, H., & Watson, J. C. (2017, September). Establishing evidence for content validity: Application of a mixed-method approach. Content session presented at the Association for Assessment and Research in Counseling Conference, Tempe, AZ. 

Hollenbaugh, M. K., & Ermis-Demirtas, H. (2017, September). Using non-parametric tests: Accepting reality in the face of violated assumptions and limited sample size. Content session presented at the Association for Assessment and Research in Counseling Conference, Tempe, AZ. 

Ermis-Demirtas, H., & Vashist, K. (2017, February). The use of role-playing techniques in the process of cognitive restructuring: Double standard and externalization of voice. Content session presented at Gulf Coast Counseling Association, Corpus Christi, Texas. 

Additional Information

Dr. Ermis is a recent recipient of the North Central Association for Counselor Education and Supervision Research Award and University of Wisconsin-Stout Emerging Outstanding Researcher Award. 

(773) 442-5541
Office Hours
Fall 2022
Wednesday: 9 a.m.-12 p.m. and 2-4 p.m.
or by appointment
Main Campus
Deb Faermark, Ph.D.
Deb
Faermark
Ph.D.
Instructor, TED Summer Graduate Advisor, ECACE Mentor
Teacher Education
College of Education
(312) 447-9841
Courses Taught
ECED 327: Clinical Experiences In Early Childhood Education: Kindergarten To 2nd Grade
ECED 328F: Clinical Experiences In Early Childhood Education/ Special Education Emphasis
ECED 329: Student Teaching In Early Childhood
ELED 304: Inquiry-Based Social Studies In The Elementary Grades
ELED 428: Clinical Teaching
ELED 428C: Clinical Teaching: Content Areas
MLED 428A/B: Clinical Experience: Literacy In The Middle Grade/English Learners
MLED 428C: Clinical Experience Endorsement Areas In The Middle Grades
MLED 416: Social Studies As Inquiry In The Middle Grades
ELED 506: Research Methodologies For Classroom Teachers.
ELED 507: Action Research Design Seminar
Research Interests
Exploring the roles of administrators with regard to co-teaching, collaboration, and inclusion. Specifically, the impact that professional development trainings on co-teaching and collaboration for administrators have on their ability to provide feedback to co-teachers in order to support and improve their co-teaching practices.
Education

Ph.D., Special Education

C.A.S. Special Education

M.A.T Elementary Education

B.S. Communication Disorders and Sciences

Selected Exhibitions

Faermark, D.L. (2018, December). Disability Awareness and Successful Inclusion Supports.

Workshop Presentation at the Association of Illinois Middle-Grade Schools (AIMS) Conference.

Faermark, D.L. (2018, November). Successful Administrator Supports for Co-Teachers in the Inclusive Classroom. Paper presentation at the Teacher Education Division (TED) of the Council of Exceptional Children.

Faermark, D.L. (2018, March). Successful Supports for Co-Teachers. Paper presentation at the South by Southwest (SXSW) EDU Conference.

Faermark, D.L. & Zeitlin, J.M. (2017, November). Administrator Supports for Co-Teachers in the Inclusive Classroom. Paper presentation at the Teacher Education Division (TED) of the Council of Exceptional Children.

Faermark, D.L. (2008, November; 2010, November). Differentiated Curriculum in the Classroom for All Learners, Invited Presenter New Teacher Workshop, Governor’s State University.

Faermark, D.L. (2008, December). Disability Awareness Through Simulations, Workshop presentation at the Association of Illinois Middle-Grade Schools (AIMS) Conference.

Wakefield D.S. & Faermark, D.L. (2014, January). Google Drive: A Tool for Collaboration, Co-Teaching and Classroom Connections. Workshop presentation at the Assistive Technology Industry Association.

Room LWH 2067
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(312) 447-9841
Office Hours
Virtual, by appointment.
Main Campus
Glenisha Foreman, Instructor, Counselor Education
Glenisha
Foreman
Instructor
Counselor Education
College of Education
(773) 442-5550
Courses Taught
COUN 405 Individual Counseling Skills
COUN 438 Trauma and Crisis Counseling
Research Interests
Needs and experiences of female Marines as they transition back into civilian life
Education

Governors State University
Counselor Education and Supervision, ED.D. Candidate
Expectected June 2023

Concordia University
Clinical Mental Health Counseling

(773) 442-5550
Office Hours
Fall 2022
1-3 p.m. (virtually) Mondays
Or by appointment
Main Campus
Betsie Frank
Betsie
Frank
M.A.
Literacy, Leadership, and Development
College of Education
(773) 442-5534
Courses Taught
HRD 202 Career and Life Planning I
HRD 301 Adult Teaching/Learning Process
HRD 320 Dynamics of Working with Groups and Individuals
HRD 325 WIP: Communication in HRD
HRD 329 Internship and Seminar in HRD
HRD 403 Presentation and Facilitation Strategies for HRD
HRD 405 Needs and Task Analysis in HRD
HRD 411 Consulting in HRD
HRD 415 Seminar in HRD
HRD 416 Practicum in HRD
HRD 418F Topical Seminar: Group Dynamics in HRD
Research Interests
How to foster lifelong learning attitudes while cultivating interpersonal, functional and cognitive skills that will add value to the changing performance needs of organizations. What will empower students globally to obtain and sustain rewarding Human Resource Development careers?
Education

M.A. Human Resource Development, Northeastern Illinois University, Chicago

B.A. Sociology, University of Wisconsin, Madison

Room LWH 3016
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5534
Office Hours
Summer 2015 Office Hours Tuesdays and Thursdays 4:45 p.m.-5:45 p.m.
El Centro
Main Campus
University Center Lake County
Pamela Fullerton
Pamela
Fullerton
Instructor
Counselor Education
College of Education
(773) 442-5550
Courses Taught
COUN 406 Group Counseling
Research Interests
Educational and career pursuits of the undocumented and Latinx immigrant populations
Education

Governors State University
Counselor Education and Supervision, Ed.D. Candidate (Expected June 2023)                  

Northeastern Illinois University
School Counseling, M.A.                                               

National Louis University
Curriculum and Instruction, ESL Endorsement, M.Ed.    

(773) 442-5550
Office Hours
Fall 2022
10 a.m.-noon and 2-4 p.m. Thursday
Main Campus
NEIU logo
Diana
Gallardo
Assistant Professor
Counselor Education
College of Education
(773) 442-5523
Expertise
TBA
Courses Taught
TBA
Research Interests
Sense of belonging for racially and ethnically marginalized students and faculty in higher education, with particular interest in recruitment and retention of Latinx students and faculty in counseling programs; rupture and repair in cross-cultural mentorship; Latinx mental health.
Education

Pennsylvania State University
Counselor Education and Supervision, Ph.D.

Northwestern University
Clinical Mental Health Counseling, M.A.

University of Wisconsin-Madison 
Rehabilitation Psychology, B.A.
 

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

(773) 442-5523
Office Hours
Fall 2022
4-7 p.m. Tuesday or by appointment
5-7 p.m. Wednesday (virtually) or by appointment
Main Campus
NEIU logo
Margo
Giannoulis
Ed.D.
Assistant Professor
Literacy, Leadership, and Development
College of Education
Courses Taught
LEAD 424: Introduction to Evaluation of Certified and Support Staff
LEAD 434: Internship I
Research Interests
Challenges facing schools and their leaders, particularly in schools serving low-income students; Development and support of equity-focused leaders, culturally responsive environments that inform school leadership, educational policy and leadership, organizational practices and systems. Women's leadership role as superintendents and principals.
Education

Ed.D., University of Illinois Chicago, Urban Education Leadership

M.A., DePaul University, Secondary Education & History

B.S., Loyola University Chicago, Social Work

Additional Information

Professional Endorsements

ISBE Teaching Endorsement, Administrative Principal Endorsement,
Superintendent Endorsement
National SAMS Innovation Principal Project, The Wallace Foundation, 2017-2019

Room LWH 3019
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Office Hours
By appointment
Main Campus
University Center Lake County
Dr. Beth Gilfillan
Beth
Gilfillan
Ph.D.
Assistant Professor; Faculty Advisor for School Counseling (M-Z)
Counselor Education
College of Education
(773) 442-5593
Expertise
Dr. Gilfillan is a licensed school counselor with ten years’ experience as a school counselor in Illinois. She specializes in college readiness counseling. She also has experience as a career counselor in a college setting.
Courses Taught
COUN 410 Seminar in School Counseling
COUN 442 Practicum in School Counseling
COUN 462 Internship I: School Counseling
COUN 472 Internship II: School Counseling
Research Interests
Training school counselors, improving college access, college and career readiness, and supporting first generation college students and their families.
Education

Pennsylvania State University
Counselor Education and Supervision, Ph.D.

DePaul University
Human Services and Counseling, M.Ed.

Northwestern University
Human Development and Psychological Services, B.S.

Selected Publications

Gilfillan, B. H., Das, B., Erickson, D., & Gupta, K. (Accepted 2021). Involving Families in the Post-Secondary Planning Process: A Case Study. Professional School Counseling.

Das, B., & Gilfillan, B. H. (2021). Utilizing family systems theory in college readiness counseling. Mid-Western Educational Researcher, 33(1), 71-82.
https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Das-COMMENTARY.pdf 

Bigelow, T. M., Das, B., Gilfillan, B. H., Forziat-Pytel, K., Galvan, A., & Kim, S. R. (2021). Wellness-based writing retreats: Promoting academic productivity across professional stages within counselor education. Journal of Creativity in Mental Health. https://doi.org/10.1080/15401383.2021.1924096

Mason, E. C. M., Cheatham, C. B., Gilfillan, B. H., Gueh, B. B., Henderson, H. B., & Robertson, A. (2021). School Counselors as Leaders: Best Practices for Developing Postsecondary Readiness Programming. In E. M. Hines, & L. Owen (Eds.), Equity-Based Career Development and Postsecondary Transitions: An American Imperative. IAP.

Gilfillan, B. H., Kim, S. R., & Prescod, D. J. (2020). International College Options: An influential professional development program for school counselors. Journal of School Counseling, 18(3), 1-23. http:/www.jsc.montana.edu/articles/v18n3.pdf 

Fleming, A. F., Phillips, B. N., Gilfillan, B. H., Gray, J., & McCloskey, M. (2020). Positively engaged pathways: A brief pre-employment intervention for transition age youth with disabilities. Rehabilitation Research, Policy, and Education, 34(4), 284-296. https://doi.org/10.1891/RE-19-33

Prescod, D. J., Gilfillan, B. H., Belser, C., Orndorff, R., & Ishler, M. (2019). Career decision-making for undergraduates enrolled in career planning courses. College Quarterly, 22(2), 1-14. https://files.eric.ed.gov/fulltext/EJ1221402.pdf  
 
Gilfillan, B., & Schultz, K. (2019). Counseling the transnational applicant. In J. Mathis, R. M. Rall, & T. M. Laudino (Eds.), Fundamentals of college admission counseling: A textbook for graduate students and practicing counselors (5th ed.). NACAC.

Bryan, J., Griffith, D., Henry, L., & Gilfillan, B. (2019). School-family-community partnership strategies for promoting college readiness and access.  In J. Mathis, R. M. Rall, & T. M. Laudino (Eds.), Fundamentals of college admission counseling: A textbook for graduate students and practicing counselors (5th ed.). NACAC.

O’Sullivan, D., Gilfillan, B., & Henry, J. (2019). Personality assessment in clinical rehabilitation and mental health settings.  In D. Strauser & F. Chan (Eds.), Assessment in Rehabilitation and Mental Health Counseling. Springer Publishing.

Gilfillan, B. H. (2018). School counselors and college readiness counseling. Professional School Counseling, 21(1), 1-10. https://doi.org/10.1177/2156759X18784297 

Selected Exhibitions

Gilfillan, B., Blanchard, R., Bounds, P., Farrell, I., Stevens, M., & Harrichand, J. (2021, April). Advancing advocacy: Thinking through CSI’s six advocacy themes. Webinar for CSI. 

Gilfillan, B., Gupta, K., & Erickson, D. (2021, March). Data-driven Parent Engagement: A District Commitment. Presentation at the Evidence-Based School Counseling Conference (EBSCC), virtual conference.

Griffith, C., Mason, E. C. M., Ieva, K. P., Horton, D. M., Rumsey, A. D., & Gilfillan, B. H. (2021, March). Increasing research quality: Swapping specious stats for robust results. Education session to be presented at the Evidence-Based School Counseling Conference (EBSCC), virtual conference. 

Oehrtman, J. P., & Gilfillan, B. (2020, October). Take note: Legal and ethical issues regarding school counseling notes. Presentation at the annual All Ohio Counselors Conference (AOCC), virtual conference. 

Gilfillan, B. (2019, October). The influence of school counselors on the college and career readiness of first generation college students. Presentation at the annual conference of the Association for Counselor Education and Supervision (ACES), Seattle, WA.

O’Connor, P., Gilfillan, B., & Perez, A. (2019, September). College counseling fundamentals. Presentation at the annual conference of the National Association for College Admission Counseling (NACAC), Louisville, KY. 

Gilfillan, B., Leinen, S., & Herrera, V. (2019, July). Let’s get together and feel alright: High school and college partnerships to promote access.  Presentation at the annual Guiding the Way to Inclusion conference of the National Association for College Admission Counseling (NACAC), Ft. Lauderdale, FL.

Liu, W., & Gilfillan, B. (2019, April). Creating a job from scratch: Establishing a school counseling program in private and alternative schools. Presentation at the annual Chi Sigma Iota Pennsylvania Statewide Conference, Pittsburgh, PA.

Das, B., & Gilfillan, B. (2018, November). Ready together: School counselors using family systems theory with first generation college students. Presentation at the Western Association for Counselor Education and Supervision (WACES) conference, Santa Rosa, CA.

Gilfillan, B., & Prescod, D. J. (2018, October). The impact of a career decision-making course on career decidedness. Presentation at the North Central Association for Counselor Education and Supervision (NCACES) conference, Cleveland, OH.

Das, B., & Gilfillan, B., Hill, N., Seward, D., Harrichand, J., & Bruner, S. (2018, September). Engaging in multicultural curriculum in this administration. Presentation at the North Atlantic Region Association for Counselor Education and Supervision (NARACES) conference, Burlington, VT.

Gilfillan, B. (2018, February). Utilizing data to drive college and career change. Presentation at the U.S. Department of Education’s Principals and Counselors Program, Washington, DC.

Gilfillan, B. (2017, April). School counselors go to college: Forging a path to college access and success. Presentation at the annual Chi Sigma Iota Pennsylvania Statewide Conference, Scranton, PA.

Gilfillan, B. (2017, February). Cultural/Linguistic/Ethnic diversity. Presentation at Penn State University’s Diversity in Education Conference & Workshop, University Park, PA.

Addington, L. M., Sinclair, C., & Gilfillan, B. (2016, September). Advising US students on pursuing university options abroad. Presentation at the annual conference of the National Association for College Admission Counseling (NACAC), Columbus, OH. 

Gilfillan, B., Bihn, N., & Belawich, C. (2016, May). Professional Pathways – Year 1. Presentation at the annual conference of the Illinois Association for College Admission Counseling (IACAC), Itasca, IL.

Gilfillan, B., & Hinden, K. (2013, April). Clarifying the confusion of college: A small group approach. Presentation at the annual conference of the Illinois School Counselor Association, Skokie, IL.

Gilfillan, B., Morris, N., & Lubiniecki, C. (2012, May). Learn 2 “Like” me: Using social media to effectively deliver your college counseling program. Presentation at the annual conference of the Illinois Association for College Admission Counseling (IACAC), Itasca, IL.

Additional Information

Federal Grant Work
LaVenia, K. N., Principal Investigator, & Co-Investigators Johnson, P., Lonn, M., & Gilfillan, B.H. (2020-2023) US Department of Justice, Preventing school violence: BJA's Student, Teacher, and Officers Preventing (STOP) program; Project: LEAD WELL: Leadership for School Safety and Well-being, Award Number 2020-YS-BX-0057, $749,993.

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

(773) 442-5593
Office Hours
Fall 2022
3-5:30 p.m. Wednesday and Thursday
or by appointment
Main Campus
Wendy Gonzales
Wendy
Gonzales
Ph.D.
Assistant Professor
Special Education
College of Education
(773) 442-5599
Courses Taught
SPED 382: Strategies For Differentiating Instruction For Students With Exceptional Learning Needs
SPED 383: Informal Assessment And Progress Monitoring
SPED 511: Methods IV:Alternative Programming And Curriculum In Special Education
ECED 306: Reading Methods in Early Childhood
Research Interests
Reading Interventions, literacy development, learning disabilities, emergent bilinguals, family perspectives.
Education

B.A., Early Childhood Education and Bilingual education-Saint Xavier University

M.Ed, Learning Behavior Specialist 1-University of Illinois at Chicago 

Ph.D., Special Education

Selected Publications

Gonzales, W., & Moreno, G. (2022). Culturally Attuned Assessment and Identification Practices in the 21st Century. Bilingual Special Education for the 21st Century: A New Interface, 51-80.

Hughes, M. T., Magaña, S., Gonzales, W., Núñez, G., & Moreno-Angarita, M. (2022). Colombian parents of children with autism spectrum disorder: Perceptions, experiences, and expectations. Journal of International Special Needs Education, 25(1), 25-36.

Magaña, S., Tejero Hughes, M., Salkas, K., Gonzales, W., Núñez, G., Morales, M. & Moreno-Angarita, M. (2021). Implementing a parent education intervention in Colombia: Assessing parent outcomes and perceptions across delivery modes. Focus on Autism and Other Developmental Disabilities, 36(3), 165-175.

Gonzales, W., & Tejero Hughes, M. (2021). Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners. Reading Psychology, 42(4), 411-434.

Siker, J., & Gonzales, W. (2021, November). PREPARING PARAPROFESSIONALS FROM NON-DOMINANT BACKGROUNDS: AN INVESTIGATION OF EXPERIENCES IN GRADUATE SCHOOL. In TED 2021 Conference (p. 254).

Gonzales, W. (2019). English Learners Struggling with Literacy: Does A Spanish Literacy Intervention Enhance Outcomes? (Doctoral dissertation, University of Illinois at Chicago).

Gonzales, W., Núñez, G., Soria, M., & Hughes, M. T. (2018). Engaging in Literacy: Latino Families Speak Up. International Journal of Education, 10(2), 50. https://doi.org/10.5296/IJE.V10I2.12984

Meléndez, J. W., Radinsky, J., Vossoughi, S., Marin, A. M., Bang, M., Nolan, C. M., & Hall, R. (2018). Community-based design partnerships: Examples from a new generation of CHAT/DBR. International Society of the Learning Sciences, Inc.[ISLS].

Gonzales, W., & Tejero Hughes, M. (2018). Libros en mano: Phonological awareness intervention in children’s native languages. Education Sciences, 8(4), 175.

Room LWH 4053
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5599
Office Hours
In Room LWH 4053
Main Campus
Dr. Jill Hallett, Ph.D.
Jill
Hallett
Ph.D.
Instructor
Literacy, Leadership, and Development
College of Education
(773) 442-5879
Courses Taught
LING 120: Language and Human Behavior
LING 361: Introduction to World Englishes
LING 364: Introduction to African American English
LING 471: World Englishes
Research Interests
Sociolinguistics, specifically American and world Englishes, urban pedagogical discourse, language in the media, linguistic identity in literature, second language/ second dialect acquisition
Education

Ph.D. in Linguistics, University of Illinois at Urbana-Champaign, 2012

Dissertation: “African American English in Urban Education: A Multimethodological Approach to Understanding Classroom Discourse Strategies”

M.A. in Linguistics, University of Illinois at Urbana-Champaign, 2009

Qualifying papers: “New voices in the canon: The case for including world Englishes in pedagogy” (sociolinguistics), “More attention, this issue needs: Indo-Aryan constituent order transfer in English” (second language acquisition)

M.A. in Linguistics/TESL, Northeastern Illinois University, 2006

Thesis: “Identity and language choice in Indian English: Using Salman Rushdie’s novels to promote an Indian identity”

M.A. in Teaching Secondary English, National-Louis University, 2002

B.A. in English/Writing, University of Illinois at Chicago, 2000

Selected Publications

Peer Reviewed Articles:

Hallett, Jill. 2013.  Constructing “Remorse”: The preparation of social discourses for public consumption.  Text and Talk 33(2): 189-212.

Hallett, Jill. 2012. A Cross-Cultural Analysis of Language, Literature, and Identity.  Aligarh Journal of Linguistics, 2.

Hallett, Jill. 2011. More attention, this issue needs: Indo-Aryan constituent order transfer in English.  Southern Journal of Linguistics 35(1), 1-46.

Lichtman, Karen; Chang, Shawn; Cramer, Jennifer; Crespo del Rio, Claudia; Huensch, Amanda; Hallett, Jill. 2010. IPA Illustration of Q’anjob’al.  Studies in the Linguistic Sciences: Illinois Working Papers 2010: 1-23. Available online at http://hdl.handle.net/2142/17090.

Hallett, Jill. 2009. Packaging social worlds: Micro- and macro-social replication in mass-mediated discourse.  Studies in the Linguistic Sciences: Illinois Working Papers 2009: 58-80. 

Chapters in Edited Volumes:

Hallett, Jill. (forthcoming) Language, Identity, and the American Classroom.  In Nehal, Raashid (ed.), Cross Cultural Issues in ELT.  New Delhi: BookShelf.

Hallett, Jill and Richard Hallett. 2013. Political Identity Gone Viral: Indian and International H1N1 Cartoons.  In Hasnain, Imtiaz, Sangeeta Bagga-Gupta, and Shailendra Mohan (eds.),  Alternative Voices:(Re)searching Language, Culture, and Identity. Newcastle, UK: Cambridge Scholars.  120-151.

Hallett, Jill. 2012. It’s a Special Kind of Frog: Co-creating Teaching Materials for the Q’anjob’al in Diaspora.  Proceedings of the Second Symposium on Teaching and Learning Indigenous Languages of Latin America/ Actas del Segundo Simposio sobre Enseñanza y Aprendizaje de Lenguas Indígenas de América Latina. Available online at http://kellogg.nd.edu/STLILLA/proceedings/Hallett_Jill.pdf.

Hallett, Jill and Richard Hallett. 2012. Metaphors and topoi of H1N1 (swine flu) political cartoons: A cross-cultural analysis.  In Bramlett, Frank (ed.), Linguistics and the Study of Comics.  New York: Palgrave MacMillan.

Cramer, Jennifer and Hallett, Jill. 2010. From Chi-Town to the Dirty-Dirty: Regional Identity Markers in U.S. Hip Hop.  In Terkourafi, Marina (ed.), The Languages of Global Hip Hop.  London: Continuum.

Hallett, Jill. 2010. Codeswitching in Diasporic Indian and Jewish English-Language Media.  In Facchinetti, Roberta, David Crystal and Barbara Seidlhofer (eds.), Global English. Theoretical Aspects and Cross-Linguistic/Cultural Case Studies.  Frankfurt: Peter Lang.

Hallett, Jill. 2009. New voices in the canon: The case for including world Englishes in literature. In Lucia Siebers & Thomas Hoffman (eds.) World Englishes: Problems, properties, prospects. Amsterdam/ Philadelphia: John Benjamins.

Background

I’m from Chicago, and am an NEIU alumna. I taught high school in Chicago for many years, and use my experience in secondary education to inspire and inform my research in sociolinguistics.

LWH 4090
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5879
Office Hours
not teaching this term
El Centro
Main Campus
Karen E. Hand
Karen
E.
Hand
Ed.D.
Associate Professor
Health Sciences and Physical Education
College of Education
(773) 442-5568
Expertise
Health and Physical Education Pedagogy
Courses Taught
PEMT 201: Principles and Methods in Physical Education
PEMT 203: Fitness Education
PEMT 231: Individual and Dual Sports
PEMT 276: Team Sports
PEMT 303: Adapted Physical Education and Recreation
PEMT 343: Foundations of Physical Education for Elementary Schools
PEMA 166: Recreational Games
PEMA 173: Volleyball
PEMA 203: Weight Training
HSCI 103: Community Health
HSCI 107: Health for Effective Living
HSCI 317: Aging, Death, and Dying
Research Interests
Physical Education Teaching Efficacy; Bullying Prevention Efficacy in Physical Education/Health; Physical Education Teaching Efficacy in a Standards-Based Environment; edTPA efficacy for Physical Education Teacher Candidates Educational Policy in Physical Education and PE Teacher Preparation Programs; Relationship of edTPA to Physical Education Teaching Efficacy and Success
Education

Ed.D. Curriculum and Instruction

M.S. Recreation, Concentration in Therapeutic Recreation

B.S. Physical Education

Selected Publications

Peer-reviewed publications

Published:

Hand, K. E. (March, 2014). Building confident teachers: Pre-service physical education teachers’ efficacy beliefs. Journal of Case Studies in Education, 6, 1-9.

Hand, K. E. & Stuart, M. E. (October, 2012). Early career physical education teacher efficacy. Journal of Case Studies in Education, 4, 1-10.

Stuart, M.E. & Lieberman, L.J., Hand, K.E. (April, 2006). Parent-child beliefs about physical activity among families of children with visual impairments.  Journal of Visual Impairments and Blindness, 100(4), 223-234.

Lieberman, L., Stuart, M.E., Hand, K.E., & Robinson, B. (December, 2006). An investigation of the motivational effects of talking pedometers among youth with visual impairments and deafblindness. Journal of Visual Impairment and Blindness, 100(12), 726-736.

Published abstracts

Stuart, M.E., Lieberman, L.J, Hand, K.E. (2005). A qualitative investigation of the motivational effects of using a talking pedometer among children with visual impairments. Research Quarterly for Exercise and Sport, 76, 119.

Research/Professional Presentations

Stuart, M. E. & Hand, K.E. (March 2016). Understanding Bullying in the Physical Education Setting: Bystander Efficacy, SHAPE America, Minneapolis, Minn.

Hand, K.E. (November 2015). Assessment in PE in REAL Time: Making assessments work while still in the act of teaching. Illinois Association of Health, Physical Education, Recreation, and Dance (IAHPERD), St. Charles, Ill.

Hand, K.E. (November 2015). FLIPPED PE! – Flipping is more than a physical skill in PE. Illinois Association of Health, Physical Education, Recreation, and Dance (IAHPERD), St. Charles, Ill.

Hand, K.E. (2014, March). Building Confident Teachers: Preservice Physical Education Teachers’ Efficacy Beliefs Following Clinical and Student Teaching. AABRI International Conference, San Antonio, Texas

Hand, K.E. (2013, February). Achieving Fitness Through Adventure Activities (half day workshop), Presentation with four NEIU undergraduate PETE students. T.E.A.M. Conference, Northeastern Illinois

Hand, K.E. (2012, November). Fitness Using Adventure Activities…It Does a Body Good! Illinois Association of Health, Physical Education, Recreation and Dance State Convention, St. Charles, IL. (This presentation will be co-presented with five of our UG students in leadership roles with activities and participants.)

Stuart, M.E. & Hand, K.E. (2012, March). Bullying…What Does it Look Like in Physical Education? Bullying Prevention Workshop, Northeastern Illinois University, Chicago, Ill.

Hand, K.E. (2012, February) Intro to Achieving Fitness with Adventure Activities, Presentation with two NEIU undergraduate PETE students. T.E.A.M. Conference, Northeastern Illinois, Chicago, Ill.

Hand, K.E. (2011, November). Making Fitness Fun! Using Adventure Activities to Achieve Fitness. Illinois Association of Health, Physical Education, Recreation and Dance State Convention, St. Charles, Ill. (This presentation was co-presented with six of my UG students leading activities with participants.)

Hand, K.E. (2011, October). Individual and Contextual Sources of Beginning Physical Education Teacher Efficacy. Academic and Business Research Institute Conference, Las Vegas, N.V.

Hand, K.E. (2011, February). Does Your Brain Care What Your Body is Doing? T.E.A.M. Conference, Northeastern Illinois University, Chicago, Ill.

Stuart, M. E. & Hand, K. E. (2010, March). Coaching the Mental Side of Sport. National Convention of the American Alliance of Health, Physical Education, Recreation, and Dance, Indianapolis, Ind.

Stuart, M.E., Lieberman, L.J., Hand, K.E. (2005, April). A qualitative investigation of the motivational effects of using a talking pedometer among children with visual impairments. Research consortium paper presented at the American Alliance for Health, Physical Education, Recreation, and Dance National Convention, Chicago, Ill.

Stuart, M.E., Hand, K.E., & Lieberman, L.J. (2004, October). Parent-child beliefs about physical activity: An examination of families of children with visual impairments. Paper presented at the North American Federation of Adapted Physical Activity, Thunderbay, Ontario.

 

PE 1137
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5568
Office Hours
Vary by semester. Also by appointment.
Main Campus
NEIU logo
Yi
Hao
Ph.D.
Associate Professor of Early Childhood Education
Teacher Education
College of Education
(773) 442-5386
Expertise
Early Childhood Education and the arts.
Courses Taught
ECED 303: Early Childhood Development
ECED 301: Curriculum and Instruction in Early Childhood Education
ECED 328i: Clinical Experiences in Early Childhood Education: Infant/Toddler
ECED 316: Child, Famiiy, and Community
ECED 328T: Clinical Experience in Early Childhood Education, Preschool-KG and Primary-Technology Emphasis
ECED 312: Teaching Strategies with Multicultural Groups
ECED 325: Literature for Young Children
ECED 408: Language Acquisition and Intervention Strategies for Teachers of Young Children
ECED 352: Method of Teaching Language Arts, Music and Art in Early Childhood Education
ECED 325: Literature for Young Children
ECED 452: Curriculum and Methods of Teaching Language Arts, Music, and Art in Early Childhood
Research Interests
Infant/Toddler Reflective Teaching
Education

State University of New York at Buffalo Early Childhood Education, Ph.D.

Concordia University. Master in Early Childhood Education.

Nanjing Normal University, China. Bachelor in Early Childhood Education.

Selected Publications

Articles published

"Reaching potentials: Effective strategies for cultivating student teachers' creativity in teaching art"

"Lesson plan writing"

"Educating Early Childhood Teacher Education Students for the Global World"

"Portfolio assessment in early childhood"

Background

Dr. Hao has taught Early Childhood courses for over 14 years. She grew up in China and moved to Chicago in 1984. Dr. Hao specialized in teaching how to work with infants and toddlers. Her favorite saying is "Let children be children."

Room LWH 3023
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5386
Office Hours
Vary by semester.
Main Campus
Robin Heggum
Robin
Heggum
Instructor
Health Sciences and Physical Education
College of Education
(773) 442-5596
Courses Taught
HSCI 103: Intro to Community Health
HSCI 107: Health for Effective Living
HSCI 303: Sex Education
HSCI 309: Nutrition and Health
HSCI 312: Current Health Concepts
HSCI 318: Consumer Health
HSCI 317: Aging, Death, and Dying
HSCI 319: Drug Education
HSCI 340: Health Behavior Theory and Practice
Research Interests
Health Behavior Change, Perceptions of Health, Size Diversity and Health, Health at Every Size, anti-Healthism, Social Disparities and Health, Aging, Longevity, End of Life Issues, Health Policy
Education

Foothill College, A.S. in Physical Education/Human Performance

Washington State University, B.S. in Kinesiology

University of Massachusetts Amherst, Master of Public Health 

 

PE 1136
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5596
Office Hours
Vary by semester
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
(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
Monica
Isaac
Instructor
Counselor Education
College of Education
(773) 442-5550
Courses Taught
COUN 420 Introduction to Family Counseling
Research Interests
Treatment of attachment and trauma issues in couple and family relationships
Education

Northeastern Illinois University
Family Counseling, M.A.

Emory University
Candler School of Theology, Divinity, M.A.

Texas A&M University
Speech Communication, B.A.

(773) 442-5550
Office Hours
Spring 2021
By appointment
Main Campus
NEIU logo
Zada
N.
Johnson
Assistant Professor
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

Room CCICS 417
Jacob H. Carruthers Center for Inner City Studies
700 E. 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
Dr. Craig Johnston
Craig
S.
Johnston
Ph.D.
Associate Professor, Counselor Education; Faculty Advisor for Rehabilitation Counseling (A-L)
Counselor Education
College of Education
(773) 442-5554
Courses Taught
COUN-404 Assessment & Evaluation in Counseling
COUN-408 Research Seminar
COUN-427 Diagnostic Systems for Counseling
COUN-433 Foundations of Rehabilitation Counseling
COUN-434 Medical and Psychosocial Aspects of Counseling
COUN-435 Work and Disability
COUN-436 Case Management in Rehabilitation Counseling
Research Interests
Legal Issues in Disability; Employment of Individuals with Disabilities
Education

The Ohio State University
Philosophy, Rehabilitation Services Emphasis, Ph.D.

Bowling Green State University
Rehabilitation Counseling, MRC

Bowling Green State University
Psychology, B.A.

Selected Publications

Johnston, C.S., & Codina, M., & Haefke, D. (2016).  Employer validation of jobs allowing five-minute breaks each hour of the weekday.  The Rehabilitation Professional, 24(1), 5-16.  

Johnston, C.S. (2012). Applying the severity ratings of the Mental Residual Functional Capacity form to sustained remunerative employment. The Rehabilitation Professional, 20(1), 33-40.
 
Johnston, C.S. (2011). The vocational evaluator as an expert in social security. Vocational Evaluators and Career Assessment Professionals 14th National Issues Forum.
 
Johnston, C.S. (2010). The vocational evaluator in the forensic arena: Standards of Admissibility. VECAP, 6(2), 34-44.
 
Johnston, C.S. (2010). Rehabilitation Administration Long-Term Training Grant. United States Department of Education.
 
Johnston, C.S. (2010). Connecting work temperaments to the Social Security Administration's Mental Residual Capacity form. The Rehabilitation Professional, 18(4), 197-206.
 
Johnston, C. S. (2006). The need for a formal training program for vocational experts. The Rehabilitation Professional
 
Johnston, C.S. (2005). Establishing a formal training program to prepare rehabilitation counselors for expert testimony. Dissertation Abstracts International (citation information pending).
 
Johnston, C. S., & Growick, B. S. (2003). Utilizing vocational experts in employment discrimination cases. Journal of Forensic Vocational Analysis, 6(1), 27-40.
 
Johnston, C. S. (July/August/September 2003). Standards of practice: Daubert, Kuhmo, ethics, and the vocational expert. The Rehabilitation Professional, 11(3), 48-57.
 
Johnston, C.S., & Growick, B.S. (2003). The use of vocational experts by the Ohio Industrial Commission: Building a better employability assessment. Journal of Forensic Vocational Analysis, 6(2), 113-125.
 
Johnston, C. S., & Klein, M. A. (2002). Ethical dilemmas for the vocational expert: pathways to resolution. Journal of Forensic Vocational Analysis, 4 (1), 47-55.
 
Johnston, C. S., & Growick, B. S. (June 17, 2002). Using vocational experts in employment bias cases. Ohio Lawyers Weekly 3-13.

Selected Exhibitions

"Forensic 101: Basic Training for Rehab Counselors and Life Care Planners". Presented to the International Association of Rehabilitation Professionals. Las Vegas, NV. Nov 3, 2011.
 
"The Evaluator – Expert: Assessing Employability in the Forensic Setting". Presented to the Vocational Evaluation and Career Assessment Professionals National Issues Forum. Oklahoma City, OK. April 8, 2010.
 
“Comprehensive and Defensible Vocational Assessments”. Presented to the Illinois Chapter of the International Association of Rehabilitation Professionals (ILARP). Chicago, IL. September 18, 2008.
 
“Identifying and Defending Against Poor Vocational Methodology”. Presented to the Ohio Self Insured Association. Columbus, OH. June, 2008.
 
“Writing for Publication”. Presented to the International Association of Rehabilitation Professionals, 2008 Annual Conference. May 18, 2008.
 
“Creating a Formal Training Program for Vocational Experts”. Presented to the International Association of Rehabilitation Professionals, 2006 Annual Conference May 18, 2006.
 
“Forensic Vocational Analysis in State Workers‟ Compensation” Panel Presentation to the International Association of Rehabilitation Professionals, 2004 Annual Conference May 15, 2004
 
“The Rehabilitation Expert in the Courtroom”. Presented to the Texas Tech Rehabilitation Counseling Program as an invited guest lecturer, March 3, 2004.

Room LWH 4110
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5554
Office Hours
Fall 2022
10 a.m.-4 p.m. Monday and Wednesday
Main Campus
profile image
Jolanta
W.
Jonak, Ed.D.
Associate Professor
Special Education
College of Education
(773) 442-5992
Expertise
Assessment, mental health, cultural and linguistic diversity
Courses Taught
SPED 380 Assessment of Exceptional Individuals and Diverse Populations in Special Education
SPED 501: Characteristics of Children and Youths with Disabilites
SPED 504: Assessment I – Principles of Educational Assessment in Special Education
SPED 509: Methods I: Specialized Curriculum & Methods in Special Education
SPED 508: Methods II - General Curriculum & Methods in Special Education
SPED 507: Internship I: Assessing and Teaching Individuals with Mild to Moderate Disabilities
SPED 524: Practicum for Behavior Specialist
SPED 529: Practicum LBS II
Research Interests
Best educational and assessment practices in elementary and secondary schools; appropriate education and evaluation methods of culturally and linguistically diverse students; psycho-educational assessment of high incidence disabilities; autistic spectrum disorder; attention deficit hyperactivity Disorder; learning disabilities; mental health in schools and the role of support staff in students’ social and emotional learning; positive behavior interventions and supports (PBIS); scientifically research based materials and instructional delivery methods to meet needs of all students; response to intervention (RTI) service delivery model with explicit interest in high schools; disproportionate representation of culturally and linguistically diverse students in special education.
Education

Ed.D.,  School Psychology   
National Louis University - Skokie, Illinois
              
M.Ed.,  Curriculum and Instruction
National Louis University - Evanston, Illinois 
                                         
B.A  Special Education
Northeastern Illinois University, Chicago

Background

Jolanta Jonak, Ed.D. is an Associate Professor in the Department of Special Education at Northeastern Illinois University in Chicago. She earned an Ed.D. in Educational Psychology with concentration in School Psychology.  Her previous degrees are in Special Education and Curriculum and Instruction.  Dr. Jonak has worked as a special education teacher and school psychologist in various elementary and high school settings in the greater Chicago area. Her research interests are in cultural and linguistic diversity, high-incidence disabilities, best educational and assessment practices of diverse students, and mental health.

LWH 3024
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5992
Office Hours
Wednesdays: 5:00 pm – 7:00 pm, Thursdays: 12:00 – 4:00 pm
Main Campus
NEIU logo
LaWanda
Jones
Instructor
Health Sciences and Physical Education
College of Education
(773) 442-4783
Courses Taught
HSCI 107: Health for Effective Living
HSCI 317: Aging, Death, and Dying
PEMA 172: Basketball
PEMA 203: Weight Training
PEMT 303: Adapted Physical Education and Recreation
PEMT 361: Aerobics and Cardiovascular Fitness
Research Interests
Weight Training
Education

M.S. Chicago State University. Physical Education

B.S. Grambling State University. Therapeutic Recreation

PE 1139
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-4783
Office Hours
Vary by semester
Carruthers Center for Inner City Studies
El Centro
Main Campus
NEIU logo
Patrick
M
Keating
Instructor
Health Sciences and Physical Education
College of Education
(773) 442-5560
Expertise
Educational Administration and Leadership, Educational Program & Curriculum Development, Teaching, Martial Arts
Courses Taught
PEMT 152 Judo
Research Interests
Special Education: Autism Programs, Health Education Program Development, Educational Administration Motivational Techniques
Education

B.A. Secondary Education, History: University of Illinois, Chicago

M.A. – Guidance & Counseling: Northeastern Illinois University

M.A. – Educational Administration: Northeastern Illinois University

Advanced Certificate – Vocational/Technical Education: University of Illinois, Urbana

Ed.S. – Educational Administration: Northern Illinois University

Ed.D. – Educational Administration: Northern Illinois University

Educational Leadership Certification: Educational Administration: Northwestern University, Kellogg School of Management.

Selected Publications

The Perceived Presence and Importance of the Herzberg Motivator-Hygiene Factors Among Chicago School Principals. (2001)

Background

President and Director: WTM Consult: Educational Consultants

PE 1144
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5560
Office Hours
M 4:45 - 5:15 p.m.; 7:15 - 7:45 p.m.
Main Campus
Mo Kelty
Maureen
Mo
Kelty
M.S.
Health Sciences and Physical Education
College of Education
(312) 563-7131
Courses Taught
PEMT 342: Cooperative Learning in Adventure Education
Research Interests
Cooperative Learning
Education

M.S.: Recreation Administration/Therapeutic Recreation.  Aurora University.

B.S.: Recreation/Minor Physical Education.  Northern Michigan University

Center for College Access and Success (CCAS)
770 N. Halsted St.
Ste 420
Chicago, IL 60642
United States

(312) 563-7131
Office Hours
Varies by semester. Call for appointment.
Main Campus
Dr. Hanna Kim, Teacher Education Department
Hanna
Kim
Ph.D.
Associate Professor
Teacher Education
College of Education
(773) 442-5383
Expertise
Science Education For Diverse Learners. Inquiry based Science Teaching. Science and Classroom Technology Integration.
Courses Taught
ELED 305: Methods of Teaching Science
MELD 335: Teaching Science at the Middle School/Elementary Levels with Problem Solving
ELED 329: Student Teaching Seminar
ELED 415: Interrelated Instructional Methods of Science and Mathematics in Elementary and Middle School (graduate level)
ELED 428: Clinical (Literacy-graduate level)
ELED 506: Research Methods for Teachers (graduate level)
Research Interests
Inquiry based science teaching and learning for diverse learners including ELLs. Science and technology integration. Integrating computational thinking (CT) into science classrooms.
Education

University of Texas at Austin Science Education, Ph.D.

Ewha Womans University. South Korea Science Education, B.A.

Selected Publications

Kim, H. & Adler, R. (manuscript in progress), Promoting Future Teachers' Computational Thinking in STEM (funded by the NSF grant).

Slate, J., Hibdon, J., Mayle, S., Kim, H., & Sudha, S. (2019). A Multidisciplinary Approach to Incorporating Computational Thinking in STEM Courses for Preservice Teachers. In M. Realdon (Ed.), Integrating Digital Technology in Education: School-University-Community Collaboration (pp.1-25). Charlotte, NC: Information Age.

Adler, R & Kim, H. (2017). Enhancing future K-8 teachers’ computational thinking skills through modeling and simulations, Education and Information Technologies. 1-14. doi; https://doi.org/10.1007/s10639-017-9675-1

Kim, H. (2016). Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students, Journal of Science Education and Technology. 25(2), 174- 186. doi:10.1007/s10956-015-9584-2.

Kim, H. (2015). Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs, National Association for Bilingual Education (NABE), Journal of Research and Practice, 6, 1-23. 

Kim, H. (2011). Inquiry based science and technology program: green earth enhanced with inquiry and technology. Journal of Science Education and Technology, 20, 803-814.

Selected Performances

Presentations

Erbacher, A., Chavez, J., León, M., and Kim, H., (2018, October). Integrating Computational Thinking in an Elementary and Middle School Pre-Service Science Curriculum through Robotics, Presented at the SACNAS. The National Diversity in STEM Conference, San Antonio, TX.

Kim, H. (2017, November). Enhancing Future Teachers’ Computational Skills through Coding and Simulations, Presented at the Worldwide Forum on Education and Culture, Rome, Italy.

Kim, H. & Adler, R. (2016, June), Future Teachers’ Computational Thinking and Conceptual  Changes using Scratch Programming, Paper presented at the EdMedia (AACE) World Conference on Educational Media & Technology, Vancouver, BC.

Kim, H. & Adler, R. (2016, October), Promoting Future Teachers' Computational Thinking in STEM, Invited presentation at the NETT Day talk, Northeastern Illinois University, Chicago, IL.

Kim, H., Adler, R., and Konan, J. (2016, November), Integrating Computational Thinking in Preservice Science Classrooms, Paper presented at the Northern Illinois Science Education (NISE) Conference, Naperville, IL.

Kim, H. (2016, April), How Do We Save the Endangered Monarch Butterfly around the City? Promoting Students’ Problem-Solving & Argumentation Skills Using Polling Technology, Invited presentation at the National Science Teachers Association (NSTA-Middle School Level) Conference, Nashville, TN. 

Kim, H. & Malovey, T. (2015, April), Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs, Paper presented at the American Education Research Association (AERA) Conference, Chicago, IL. 

Kim, H. & Malovey, T. (2015, March), Science and Engineering Practices Among Diverse Students’ Learning about Environmental Science, Paper presented at the National Science Teachers Association (NSTA) Conference, Chicago, IL. 

Kim, H. (2014, April), Effects of Science Inquiry Practices on Diverse Seventh Grade Students' Science Achievement and Attitudes, Paper presented for a presentation at the National Association of Research in Science Teaching (NARST), International Conference, Pittsburgh, PA.

Kim, H. & Malovey, T. (2014, November), Effects of Science Inquiry Practices on Diverse 7th Grade Students' Science Achievement and Attitudes, Paper presented at the Northern Illinois Science Education (NISE) Conference, Naperville, IL.

Kim, H. & Aguirre, S. (2013, October), Green Earth Enhanced with Science and Engineering Practices, Paper presented at the Illinois Science Education Conference (ISEC) in Tinely Park, IL.

Kim, H. (2013, April), Inquiry based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology, Paper presented at the National Association of Research in Science Teaching (NARST), International Conference, Puerto Rico.

Grants

2016-2019  National Science Foundation (STEM+Computing) Grant: CodEd STEM (Coding for Educators in STEM)

2014-2015 Chicago Community Trust Grant: Next Generation  Educator for Middle School: Refining STEM with Pedagogical Content and Literacy-NGEMS

LWH 3041
5500 N. St. Louis Ave.
Chicago, IL 60625-4699
United States

(773) 442-5383
Office Hours
Varies by semester.
Main Campus
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
profile image
Dean
C.
Korbakes
Special Education
College of Education
(773) 442-5580
Expertise
Instruction, clinical supervision
Courses Taught
SPED 372
SPED 374
SPED 377
SPED 404
SPED 501
SPED 507
SPED 512
SPED 514
Research Interests
Supervision & Administration of Special Education; Life Skills; Post High School Independence
Education

B.S. University of Oklahoma, 1972

M.A. Northeastern Illinois University 1975

60+ hours of Graduate Studies, National College of Education 1976 - 1983

Background

Teacher:  Maine Township High School Dist. 207, 1972-1976

Supervisor: East Maine School Dist.63, 1976-1980

Director of Education: Park Ridge Youth Campus Residential Facility, Maine Township High School Dist.207, 1980 -1990

Department Chairman:  Maine South High School, 1990 -1991

Department Chairman:  Maine East High School, 1991-2005

Northeastern Illinois University: Instructor  2007-present

LWH 4057
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5580
Office Hours
By appointment.
Main Campus
NEIU logo
Erica
Krueger
Instructor, Human Resource Development
Literacy, Leadership, and Development
College of Education
Courses Taught
HRD 400: HRD and the Organization
HRD 329: Internship & Seminar in Human Resource Development
HRD 328: Organizational Project Management
HRD 321: Designing Instruction in Human Resource Development
HRD 310: Instructional Techniques and Technology
HRD 300: Principles and Practices in Human Resource Development
NDP 380: Project Management for Individuals and Organizations
NDP 330: Creating a Prior Learning Portfolio
NDP 310: WIP – Diversity in the Workplace
NDP 301: Putting it all Together – Projects for Academic and Career Goals
UWW 303: University Without Walls Independent Study
ZHON 360: Honors Seminar in Research & Creative Processes
Research Interests
Nontraditional Students
Online Learning
Self-Directed Learning
Education

Ed.D., University of Illinois at Urbana-Champaign, Education Policy, Organization and
Leadership (in progress).

M.A. Northeastern Illinois University, Human Resource Development

B.A., Northeastern Illinois University, Interdisciplinary Studies

Selected Exhibitions

Wartalski, R., & Krueger, E. (2021, February). Creating space for self-directed learning: practices fostered in a culminating human resource development experience. Poster session presented at the 35th International Self-Directed Learning Symposium, Cocoa Beach, FL (presented online – due to COVID-19 pandemic).

Wartalski, R., & Krueger, E. (2020, February). Exploring self-directed learning: Practices in one undergraduate human resource development program. Poster session presented at the 34th International Self-Directed Learning Symposium, Cocoa Beach, FL

Wartalski, R., & Krueger, E. (2019, February). HRD students’ perception and practices of self- directed learning: Preliminary findings. Poster session presented at the 33rd International Self-Directed Learning Symposium, Cocoa Beach, FL

Room LWH 3016
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Office Hours
Tuesday: 5:15-6:45 p.m.
Wednesday: 4:45-6:45 p.m.
Thursday: 5:15-6:45 p.m.
Main Campus
University Center Lake County
Hsiao-Chin Kuo
Hsiao-Chin
Kuo
Ph.D.
Assistant Professor
Literacy, Leadership, and Development
College of Education
Courses Taught
LTCY 301 Teaching Literacy in Junior & Senior High Schools
LTCY 501 Literacy Instruction in Elementary Grades
LTCY 502 Literacy Instruction in the Content Areas in Middle & High School
LTCY 503 Theoretical Foundations in Literacy Education
LTCY 504 Literature for Instruction in A Diverse Society
LTCY 512 Leadership in Literacy Instruction
LTCY 514 Literacy Education for Culturally and Linguistically Diverse Students
Research Interests
Multimodal Literacy
School-Family-Community Partnerships
Language and Literacy Education for Diverse Students
Education

Indiana University
Literacy, Culture, and Language Education, Ph.D.

Ohio State University
TESOL, M.A.

Tamkang University
English Literature and Language, B.A.

LWH 2059
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Office Hours
By appointment
Main Campus
Hilary Lee
Hilary
A.
Lee
M.S.
Instructor
Health Sciences and Physical Education
College of Education
(773) 442-5560
Courses Taught
HSCI 103: Community Health
HSCI 107: Health for Effective Living
HSCI 303: Sex Education
HSCI 318: Consumer Health
HSCI 345: Drug Education
HSCI 370: Field Experience: Community Health
Research Interests
Health Care Finance
Education

M.S.: Public Health

B.S.: Business Administration

PE 1144
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5560
Office Hours
Vary by semester. Call for an appointment.
Main Campus
alberto 2018
Alberto
Lopez-Carrasquillo
Ph.D.
Associate Dean & Licensure Officer
Teacher Education
College of Education
(773) 442-5500
Expertise
Social studies education, multicultural and global education, and teacher education.
Courses Taught
ELED 304: Methods of Teaching Inquiry Social Studies
ELED 329: Student Teaching In Elementary Education
ELED-328B: Clinical Experience In Elementary Education
ELED-414: Principles Of Curriculum Development.
Research Interests
Drawing on Latino Critical theory, post-structural, post-modern and anti-oppressive education theory, I see myself helping new teachers asking questions about how the educational system helps in developing a social order, which is not always fair or democratic for all groups within society. In order to do this, new teachers have to be able to recognize social discourses, ideologies, and those social structures that promote oppressive relationships within society. My research is centered on the influences of social and institutional contexts on teachers' practice as well as the role of curriculum and teaching in building a democratic society in the face of the antidemocratic structures within society that promote social injustice and intolerance.
Education

The Ohio State University, 2016
Teaching and Learning: Early/Middle Childhood Education, Ph.D.

Selected Publications

-Flores-Marti, I. and Lopez-Carrasquillo, A. (2014). El sistema de evaluación en la educación física. EFDeportes.com, Revista Digital, 190.  Buenos Aires, Argentina. http://www.efdeportes.com/ Flores-Marti, I and Lopez-Carrasquillo, A. (2014). The evaluation system in physical education. EFDeportes.com, Revista Digital, 190. Buenos Aires, Argentina.

-López-Carrasquillo, A. (2013). Deconstructing the American Melting Pot: Promoting Civic Education and Ideals in the Bilingual Social Studies. Literacy Information and Computer Education Journal 4(3).

-Hubbard, T., Lopez-Carrasquillo, A., Christenson, M., Dallme, D., & Dyer, J. (2012). Shifting Roles of the GAs. In M. Johnston-Parsons (Ed.), Dialogue and difference in a PDS: A 16-year sociocultural study of an experimental teacher education program. Charlotte: Information Age Publishers.

-López-Carrasquillo, A. (2009). The planning process of a first generation Mexicana teacher in a bilingual social studies classroom in the United States. Journal of the Worldwide Forum on Education and Culture, 1(1), 83-91.

-López-Carrasquillo, A. (1996). Prácticas de aceptación y rechazo de estudiantes Dominicanos y Puertorriqueños en una escuela elemental en Puerto Rico [Practices of acceptance and rejection among Dominican and Puerto Rican students at one elementary school in Puerto Rico]. Revista de Ciencias Sociales de la Universidad de Puerto Rico [The University of Puerto Rico Social Sciences Magazine], 6, 141-164.

LWH 4039
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5500
Office Hours
By Appointment
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
Dr. Lindsay Maldonado
Lindsay
Maldonado
Ph.D.
Assistant Professor
Teacher Education
College of Education
773-442-5379
Courses Taught
EDFN 303: Early Childhood Development
ECED 355: Methods of Teaching Mathematics, Science, and Social Studies in Early Childhood Education
Research Interests
My research examines how program and experience design support engagement and learning for children and families in informal learning settings. My research interests include informal education and STEM learning in museums.
Education

Ph.D., Child Development, Loyola University Chicago

M.S., Child Development, Erikson Institute

B.A. Psychology, Northeastern Illinois University

Selected Publications

Mast, F., Zhao, L., & Maldonado, L. (2018). Instrument development and validation for conservation learning: A tool for more rigorous research and evaluation. Curator: The Museum Journal, 61(2), 637-383.

Nesbitt, K., & Maldonado, L. (2016). Language as process: Using words to shape exhibit design. Exhibition. The Journal of Exhibition Theory and Practice for Museum Professionals, 36(1) 64-69.

Room LWH-3042
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

773-442-5379
Office Hours
Vary by semester and teaching schedule.
Main Campus
Kim Maljak
Kim
Maljak
Ph.D.
Associate Professor, P.E. Program Facilitator
Health Sciences and Physical Education
College of Education
(773) 442-5575
Courses Taught
PEMT 201: Introduction to Principles & Methods in Physical Education
PEMT 203: Fitness Education
PEMT 251: Fundamentals of Rhythm PEMT
PEMT 307: Assessment in Physical Education
PEMT 308: Motor Skill Behavior.
PEMT 310: Socio-Cultural Influences on Physical Activity
PEMT 343: Foundations of Physical Education for Elementary Schools
PEMT 355: Physical Education Clinical Experience
PEMT 410: Socio-Cultural Influences On Physical Activity, Sport, And Recreation
Research Interests
African-American adolescent females' perspectives of dance and sport, PE teachers and Self-Determination Theory, Impact of technology on adults' physical activity levels.
Education

Physical Education/Kinesiology Pedagogy, PhD
Wayne State University, Detroit, MI

Physical Education/Kinesiology Pedagogy, MEd
Wayne State University, Detroit, MI

Dance and Physical Education, BA (with teacher certification)
Wayne State University, Detroit, MI

Performing Arts, BAPA
Oakland University, Rochester Hills, MI

Selected Publications

Ball, J., Thomas, E., Maljak, K., Bice, M., Crost, C., Ramirez, A., Palma Barraza, M. (2022). Motivation to be active and use of technology to monitor physical activity levels: Comparing PE and non-PE majors. IAHPERD Illinois Journal, 88(1).

Maljak, K., Ball, J., Thomas, E., & Hilton, C. (2021). A qualitative assessment of K-12 physical education teaching strategies for female students guided by self determination theory. IAHPERD Illinois Journal, 87(1), 18-25.

Crost, C. & Maljak, K. (2021). Using a social ecological model to examine the role that the community plays regarding children's opportunities to be physically active. SPACE: Student Perspectives About Civic Engagement, 5(1). Retrieved May 27, 2021, from https://digitalcommons.nl.edu/space/vol5/iss1/4/

Maljak, K., Ball, J., & Valley, J. (2020). Elementary girls’ perspectives of physical activity in an after-school program. The Health Educator, 51(1), 14-23.

Varela, M. & Maljak, K. (2020). The influence of culturally relevant curriculum and student engagement in physical education. SPACE: Student Perspectives About Civic Engagement, 4(1). Retrieved May 5, 2020, from https://digitalcommons.nl.edu/space/vol4/iss1/4

Ball, J., Maljak, K., Bice, M., Valley, J., & Parry, T. (2019). Exploring the relationship between self-determination theory and physical education teachers meeting recommended weekly physical activity minutes. The Physical Educator, 76(5), 1306-1318. 

Ball, J., Bice, M., & Maljak, K. (2018). Exploring the relationship between college students’ barriers to exercise and motivation. American Journal of Health Studies, 33(2), 61-69.

Ball, J., Bice, M., & Maljak, K. (2017). Exploring the relationship between self-determination theory, adults’ barriers to exercise, and physical activity. The Health Educator, 49 (1), 19-37.  

Maljak, K., Garn, A., McCaughtry, N., Kulik, N., Martin, J., Shen, B., Whalen, L., & Fahlman, M. (2014). Challenges in offering inner-city after-school physical activity clubs. American Journal of Health Education, 45(5), 297-307.

Garn, A., McCaughtry, N., Kulik, N.L., Kaseta, M., Maljak, K., Whalen, L., Shen, B., Martin, J., & Fahlman, M. (2014). Successful after-school physical activity clubs in urban high schools: Perspectives of adult leaders and student participants. Journal of Teaching in Physical Education, 33, 112-133. 

Whalen, L., McCaughtry, N., Garn, A., Kulik, N., Centeio, E.E., Maljak, K., …Martin, J.  (2016). Why inner-city high school students attend after-school physical activity clubs.  Health Education Journal 75(6), 639-651.

Room PE 1132
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5575
Office Hours
Vary by semester
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
profile image
Mark
E.
Melton
Ed.D.
Professor
Special Education
College of Education
Graduate Studies and Research
(773) 442-5577
Expertise
Autism spectrum disorders, collaboration and consultation, and behavior management.
Courses Taught
SPED 510: Behavior Management
SPED 505: Consultation and Collaboration in Special Education
SPED 511: Alternative (Functional) Curriculum
SPED 372/375: Development and Characteristics of Children with Disabilities
Research Interests
Higher ordered and critical thinking skills; autism; and social-emotional development
Education

Ed.D., Early Childhood Special Education
The George Washington University, Washington, DC

M.S.W., Social Work
Virginia Commonwealth University, Richmond, VA

B.A., Education
Illinois State University, Normal, IL

Selected Publications

Kritikos, E.P., LeDosquet, P.L., & Melton, M. (2011). Foundations of assessment in early childhood special education.  Pearson: Upper Saddle, NJ.

Background

Dr. Mark Melton is a licensed clinical social worker with extensive experience in supporting children with behavioral and regulatory challenges and their families. Mark has over twenty years of experience in educational, vocational and residential settings. Mark has been a classroom teacher, a school administrator and has worked as a family support coordinator for early intervention services. Mark worked for the Fairfax County (VA) Public School Division as a mental health consultant to the Head Start and Kindergarten programs where he was responsible for professional development of staff and intervention with children, their teachers and families. Mark has maintained a private practice in clinical social work for over twelve years, working with children and their families. Mark completed his Doctoral Degree from The George Washington University, Washington, DC.

LWH 4035
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5577
Office Hours
Tuesday, Thursday 12:00 - 3:00 pm
Main Campus
NEIU logo
Melissa
Michalewicz
Instructor
Counselor Education
College of Education
(773) 442-5550
Courses Taught
COUN 402 Developmental Counseling
COUN 403 Theories of Counseling
COUN 405 Individual Counseling Skills
Research Interests
To be added.
Education

Northeastern Illinois University, Chicago, Ill.
Counseling-Community Counseling, M.A.

Concordia University Chicago, River Forest, Ill.
Psychology & Communications Theatre, B.A.

(773) 442-5550
Office Hours
To be added
Main Campus
NEIU logo
Amanda
L.
Montes
Ph.D.
Assistant Professor
Teacher Education
College of Education
(773) 442-4557
Expertise
K-12 Bilingual/ESL
Courses Taught
BLBC 340
Research Interests
Bilingual Education
Sociolinguistics
World Englishes
Second Language Acquisition
Education

Ph.D. Applied Linguistics, Arizona State University; 2014; The Use and Perception of English in Brazilian Magazine Advertisements.

M.A. Applied Linguistics, University of Massachusetts Boston; 2007, emphasis on English as a Second Language. B.A.

English, University of Massachusetts Amherst; 2003, Certificate in Latin American Studies. Colegio Hispano Continental, Salamanca (Spain); 2003; Spanish Language & Culture Summer Program.

Selected Publications

Fernández Álvarez, M., Montes, A. L. G., Paz- Albo, J., & Hervás-Escobar, A. (2019, Under Review). Perceptions of bilingual education teachers: the effect of educational climate and policies in Spain and US. International Journal of Bilingual Education and Bilingualism.

Montes, A., Valenciano, C. & Fernández, M. (2018). Training Bilingual Educators at a PBI. Multicultural Learning and Teaching.

Montes, A. L. G. (2016). English in Brazil: A sociolinguistic profile. Journal of Pedagogy, Pluralism and Practice, 8(1).

(773) 442-4557
Office Hours
Varies by semester
Main Campus
Dr. Morales
Hector
Morales Jr.
Associate Professor; MAT Program Facilitator
Teacher Education
College of Education
(773) 442-5376
Expertise
Mathematics Education, Emerging Language learners, classroom discourse.
Courses Taught
ELED 310: Elementary and Middle School Mathematics Methods
ELED 403: Methods of Teaching Mathematics in Elementary and Middle Schools
ELED 328A: Clinical Experience
Research Interests
Teaching and learning of mathematics with English language learners, mathematical discourse, equity issues in mathematics education, and effective use of technology in mathematics education.
Education

University of Illinois at Chicago, Curriculum and Instruction with a concentration in Mathematics Education, Ph.D.

University of Illinois at Chicago, Teaching of Mathematics, M.S.T.

DePaul University, Mathematics, B.A. 

Selected Publications

DiNapoli, J & Morales Jr., H. (2021). Translanguaging to Persevere is Key for Latinx Bilinguals’ Mathematics Success. Journal of Urban Mathematics Education, 14(2), 71-104. DOI: https://doi.org/10.21423/jume-v14i2a390

Willey, C. & Morales Jr., H. (2020). Translanguaging to Ensure Latinx Mathematics Learners Thrive. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020

DiNapoli, J. & Morales Jr., H. (2020). Translanguaging to Persevere: Supporting and Recognizing the Meaning-Making Process for Latinx Bilingual Students of Mathematics. Teaching for Excellence and Equity in Mathematics, 11(2), 26-34.

Translanguaging Study Group. (2020). Translanguaging and The Mathematics Classroom. Teaching for Excellence and Equity in Mathematics. 11(2), 8-15. (Contributors: Zandra de Araujo, Carlos Nicolas Gomez, Ji Yeong I, Elyssa Miller, Hector Morales Jr., Sarah Roberts, Erin Smith, Miwa Takeuchi, Mary Truxaw, and Craig Willey)

Willey, C. & Morales, H. (2019). Latinx Learners and Translanguaging in a Mathematics Club. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri.

Morales, H. & DiNapoli J. (2019). Translanguaging to Persevere: Bridging Methodological Lenses to Examine Latinx Bilingual Students’ Problem-Solving. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri

Morales, H., & DiNapoli, J. (2018). Latinx Bilingual Students' Perseverance on a Mathematical Task: A Rehumanizing Perspective. Journal of Research in Mathematics Education, 7(3), 226-250. doi:http://dx.doi.org/10.17583/redimat.2018.3274

Morales Jr., H. (2012).  Cases of Practice: Teaching Mathematics to ELLs in Secondary School; Case 4: Twelfth-Grade English Language Learners and the Making of Mathematical Meanings.   In S. Celedón-Pattichis & N. G. Ramirez (Eds.), Beyond Good Teaching: Advancing Mathematics Education for ELLs.  Reston, VA: National Council of Teachers of Mathematics.

Morales Jr., H., Vomvoridi-Ivanović, E., Khisty, L.L.(2011).  A Case Study of Multi-Generational Mathematics Participation in an After-School Setting: Capitalizing On Latinas/os Funds of Knowledge.  In Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.) Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. Charlotte, NC: Information Age Publishing.

Background

State of Illinois, Professional Educator License, 6-12 Mathematics

Room LWH 3010
Northeastern Illinois University
5500 North St. Louis Avenue
chicago, IL 60625
United States

(773) 442-5376
Office Hours
TBA
Main Campus
profile image
Gerardo
Moreno
Ph.D.
Professor
Special Education
College of Education
(773) 442-5715
Expertise
Programming and interventions for children/youth with emotional/behavioral disorders, implementation of Response to Intervention (RTI), educational practices for children/adolescents from diverse backgrounds
Courses Taught
Special Education 379: Managing Behaviors in the Classroom
Special Education 501: Characteristics of Children and Youth with Exceptionalities
Special Education 504: Assessment I - Principles of Assessment
Special Education 510: Methods III - Strategies in Behavior Management
Special Education 520: Assessment II - Applied Diagnostic Testing
Special Education 514B: Teaching in Special Education (Practicum)
Special Education 523: Educational Assessment and Planning for Positive Behavior Management
Research Interests
Emotional/Behavioral Disorders, Learning Disabilities, Response to Intervention, Working with Culturally/Linguistically Diverse populations
Education

Ph.D., Special Education - Emotional/Behavioral Disorders - University of North Texas, Denton

M.Ed., Counseling - University of Texas, El Paso

B.A., Psychology - University of Texas, El Paso

Selected Publications

Moreno, G., Wong-Lo, M., & Bullock, L.M. (2017). National examination of the practice of the functional behavioral assessment: Survey of educators and their experiences in the field. International Journal of Emotional Education, 9(1), 54-70.

Moreno, G., & Bullock, L.M. (2015). Offering behavioral assistance to Latino students demonstrating challenging behaviors: Incorporating the functional behavioral assessment as pre-referral practice. International Journal of Emotional Education, 7(2), 36-48.

Moreno, G., &  Segura-Herrera, T. (2014). Review of school disciplinary practices and Latino students in public schools. Multicultural Teaching and Learning, 9(1), 33-51.

Moreno, G., Wong-Lo, M., Short, M., & Bullock, L.M. (2013). Implementing a Culturally Attuned     Functional Behavioral Assessment to Understand and Address Challenging Behaviors Demonstrated by Students from Diverse Backgrounds. Emotional & Behavioural Difficulties.

Moreno, G., Wong-Lo, M., & Bullock, L.M. (2013). Assisting students from diverse backgrounds with
challenging behaviors: Incorporating a culturally attuned functional behavioral assessment in pre-referral services. Preventing School Failure: Alternative Education for Children and Youth,
58(1), 58-68.

Moreno, G. (2013). Special education and diverse populations. In C. E. Cortes & J. G. Golson (Eds.), Multicultural America. Thousand Oaks, CA: Sage.

Moreno, G., & Gaytán, F.X. (2012). Special issue - Focus on Latino learners: Developing a foundational understanding of Latino cultures to cultivate student success. Preventing School Failure: Alternative Education for Children and Youth, 57(1), 7-16.

Moreno, G. & Gaytán, F. X. (2012). Reducing subjectivity in special education referrals by educators working with Latino students: Encouraging the incorporation of the functional behavioral assessment as a pre-referral practice. Emotional & Behavioural Difficulties, 18(1), 88-101.

Moreno, G., & Wong-Lo, M. (2011). Considerations and practices in working with students and families from Latino and Asian-American backgrounds. Multicultural Learning & Teaching, 6(1).

Moreno, G. (2011). Addressing Challenging behaviours in the general education setting: Conducting a teacher-based functional behavioural assessment (FBA). Education 3 - 13, 39(3), 1-9.

Moreno, G., & Bullock, L. M. (2011). Principles of positive behavior supports: Using the FBA as a problem-solving approach to address challenging behaviours beyond special populations. Emotional & Behavioural Difficulties, 16(2), 117-127.

Moreno, G. (2011).  Special issue on cyberbullying: Case study vignettes. Preventing School Failure, 55(2), 70, 78, 87, 101.

Adams, T. E. & Moreno, G. (2011). Sexual orientation and race. In M. Z. Strange, C. K. Oyster, & J. G. Golson (Eds.), The Multimedia Encyclopedia of Women in Today's World. Thousand Oaks, CA: Sage.

Moreno, G. (2010). No need to count to ten: Advocating for the early implementation of the functional behavioural assessment in addressing challenging behaviours. Emotional & Behavourial Difficulties, 15(1), 15-22.

Johns, B. H., Moreno, G., Albrecht, S. F., Hale, R., & Raza-Self, S. Y. (2007). Connecting with troubled children and youth: Commitment, caring, and collaboration. Highlights from the International Forum on Education Troubled Children/Youth: Innovative Approaches, Alternative Settings, and Multidisciplinary Collaboration Resulting in Positive Outcomes [Monograph]. Council for Children with Behavioral Disorders, Arlington, VA.

Lloyd, S. R., Wood, T. A., & Moreno, G. (2000). What’s a mentor to do? Teaching Exceptional Children, 33(6), 38-42.

Background

Gerardo Moreno is Professor of Special Education at Northeastern Illinois University, Chicago and serves as the Director of the William Itkin Children’s Service Center.

Dr. Moreno’s research and teaching focus on the development, delivery, and evaluation of special education services for children and youth with disabilities, particularly individuals identified with specific learning disabilities and/or emotional behavioral disorders. Through this scope, he examines the development and implementation of psychometric and curriculum-based assessments, best practices in academic interventions (e.g., Response to Intervention), and programming/interventions for individuals with emotional/behavioral disorders, particularly the use of the Functional Behavioral Assessment (FBA) and Positive Behavior Supports (PBS). Additionally, his research examines the impact of past and current educational practices on the quality of services for individuals from culturally and linguistically diverse backgrounds and the development of cultural competency among pre-service and in-service educators.

Dr. Moreno completed his doctoral work in Special Education with a Focus on Emotional/Behavioral Disorders at the University of North Texas in Denton, Texas, under the guidance of Dr. Lyndal M. Bullock. Prior to entering the field of higher education, he worked as a school counselor and special education classroom teacher in Texas public schools for more than 10 years.

LWH 4020-E
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5715
Office Hours
Mondays, Wednesdays 2-4 p.m. or by appointment
Main Campus
Curriculum Vitae
Dr. Selina Mushi, Early Childhood Program Coordinator
Selina
L.P.
Mushi
Ph.D.
Coordinator of the Early Childhood Program. Advisor for the MAT program in Early Childhood and for the Early Childhood Focus Program.
Teacher Education
College of Education
(773) 442-5382
Expertise
Measurement and evaluation in Curriculum & Instruction. Second language learning. Early Childhood Education.
Courses Taught
ECED 301: Curriculum and Instruction in Early Childhood Education
ECED 313: WIP: Language Development and Education Implications
ECED 338: Developmental Assessment of Preschool Children
ECED 412: Research Seminar in Early Childhood Education
EDFN 303: Early Childhood Development
ECED 402: Application of Learning Theories to Early Childhood Education
ECED 403: Early Childhood Assessment
ECED 408: Language Acquisition and Intervention Strategies for Teachers of Young Children
ECED 455: Methods of Teaching Math Science and Social Studies in Early Childhood Education
Research Interests
Multiple Languages and Learning: Assessment
Education

University of Toronto, Education. Ph.D.

University of Dar es Salaam, M.A. Education; B.Educ.

Teaching Certificate (Grade A), Marangu Teachers' College.

Selected Publications

Mushi, S. L. P. (2015). Global Analysis of Education in the 21st Century: What Kinds of Schools Do We Need Today? New York: Edwin Mellen Press (ISBN13:978-1495503573; 10:145503577) http://mellenpress.com/mellenpress.cfm?bookid=9177&pc=9

Mushi, Selina (2012). Multiple Languages and the School Curriculum: Experiences from Tanzania Online submission (ERIC) 2012 65 pp. (ED537709) http://files.eric.ed.gov/fulltext/ED537709.pdf

Mushi, Selina, (2011). Book Review: The SIOP® Model for Teaching Mathematics to English Language Learners' Intercultural Education, 22:1, 123 – 125. http://www.tandfonline.com/doi/abs/10.1080/14675986.2011.549653

Mushi, S. L P. (2008). “Information Technology and the Curriculum Process: Student Participation and the Changed Role of the Teacher” In S. Nombuso Dlamini (Ed.) New Directions in African Education: Challenges and Possibilities. Calgary: University of Calgary Press, pp 121-145. https://books.google.com/books?id=DdjELzqfx3sC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Mushi, S. L. P. (2008).  Supporting English Language Learners Across the College Curriculum. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008. http://www. centereducationpolicy.ilstu.edu/initiatives/ell/collegecurriculum.pdf.

Mushi, S. L. P. (2008).  Collaborative Guided Games for Young ELLs. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008.  http://people.coe.ilstu.edu/gapadavi/englishlanguagelearners/

Mushi, S. L. P. (2008). Strengthening Middle School ELLs’ Formal Conversation Skills: The Role of Guided Class Debates. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008.    http://people.coe.ilstu.edu/gapadavi/englishlanguagelearners/

Mushi, S. L. P. (2003). Teaching and Learning Strategies That Promote Access, Equity and Excellence in University Education. In K. S. Brathwaite (Ed.) Access & Equity in the University: A Collection of Papers from the 30th Anniversary Conference of the Transitional Year Programme, Toronto: Canadian Scholars Press (pp 207-230). http://eric.ed.gov/?id=ED449760

Mushi, S. L. P. (2002). Simultaneous and Successive Second Language Learning: Integral Ingredients of the Human Development Process, Early Child Development and care, Vol. 172 No. 4 pp.349-358. http://www.tandfonline.com/doi/pdf/10.1080/03004430212717

Mushi, S. L. P. (2002). Acquisition of Multiple Languages among Children of Immigrant Families: Parents' role in the Home-School Pendulum" Early Child Development and Care, Vol. 172 no. 5 pp.517-530. http://eric.ed.gov/?id=ED459622

 

 

Selected Performances

Unleashing Natural Capital Through Nurturing Human Development - International presentation at the DICOTA Convention, Chicago Marriott O'Hare, Augus 30th to Sept 2nd, 2012.

Authentic Assessment of Learning Among English Language Learners.  Presentation to college faculty and teachers in District 158 on October 30, 2013. Juried. Invitation by Lulia Sarmiento LSarmiento@distric158.org.

Authentic Assessment of Student Learning at the Course Level -presented at the 9th annual Texas A & M University Assessment Conference:  Using Assessment to Drive Improvement, College Station, Texas, February 22-24, 2009.  Juried.

 

Background

Dr. Mushi has 15 years of teaching experience at Northeastern Illinois University.  In addition, she has taught and done research at Cameron University, Pace University, University of Toronto, University of Dar es Salaam.

Prior to her University experiences, Dr. Mushi spent nine years teaching in primary schools, grades 1-7, English, math, Kiswahili, georgraphy and science.

Lech Walesa Hall (LWH) 3011
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5382
Office Hours
Varies by semester.
Main Campus
Dr. Nauman
April
D.
Nauman
Professor and Program Coordinator
Literacy Education
Literacy, Leadership, and Development
College of Education
(773) 442-5377
Courses Taught
LTCY 505 Writing Instruction in Elementary Grades
LTCY 506 Writing Instruction in Middle & High School
LTCY 503 Theoretical Foundations of Literacy Education
LTCY 511 Research Seminar in Literacy
LTCY 502 Literacy Instruction in Content Areas in Secondary Grades
LTCY 504 Literature for Instruction in a Diverse Society
LTCY 512 Leadership in Literacy Instruction
Research Interests
Writing pedagogy, adolescent literacy in the disciplines, urban education, English learner and non-Standard English learner literacy
Education

Ph.D. in Literacy Education, University of Illinois-Chicago, May, 1997

M.A. in Writing, University of Illinois-Chicago, December, 1997         

M.Ed. in Literacy Education, University of Illinois-Chicago, May, 1989   

Certificated for teaching English at the secondary level

Room LWH 2052
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5377
Office Hours
Tuesday: 1-4 p.m.
Wednesday: 1-4 p.m.
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
Dr. Tom Philion
Tom
Philion
Ph.D.
Dean
Literacy, Leadership, and Development
College of Education
(773) 442-5500
Courses Taught
None
Research Interests
Teacher research, portfolio pedagogy and collaborative learning.
Education

Dr. Philion completed his Ph.D. in English and Education and M.A. in English Language & Literature at The University of Michigan and his B.A. in English at Fordham University.

Selected Publications

Book Sections

Philion, T. (Section Editor) (2004). Technology Partnerships in Teacher Education. In S. D. Lenski & D. Wisemann, (Eds.). Transforming Teacher Education Through Partnerships (pp. 233-327). Lewiston, NY: Edwin Mellen Press.

Book Chapters

Philion, T., Burney, N., Carter, A., and Meadows, E. (2005). Cultivating Democratic Learning Communities: Three Portraits of Roosevelt University’s Department of Teacher Education. In P. Jenlink & K. Jenlink (Eds.), Portraits of Teacher Preparation: Learning to Teach in a Changing America (pp. 113-131). Lanham, MD: Rowman and Littlefield Education.

Philion, T. (2002). Frontiers of the Contact Zone. In J. Wolff (Ed.), Professing In The Contact Zone: Bringing Theory and Practice Together (pp. 79-101). Urbana, IL: National Council of Teachers of English.

Philion, T. (1998). The Resource and Professional Development Portfolio Projects. In L. Reid and J. Golub (Eds.), A Focus on Reflecting and Connecting (pp. 165-170). Urbana, IL: National Council of Teachers of English.

Refereed Articles

Philion, T. (2009). The Age of _______? Using Young Adult Literature to Make Sense of the Contemporary World. Young Adult Library Services: The Official Journal of the Young Adult Library Services Association, 7 (4), 46-49.

Philion, T. (2008). Fostering Global Awareness. Teacher Education and Practice, 21 (4), 240- 241.

Research Reports and Position Statements

C. Nelson, C. Main, and J. Kushto-Hoban, with Members of the Appraising Early Childhood Teacher Preparation in Illinois Work Group (2012). Breaking It Down and Building It Out: Enhancing Collective Capacity to Improve Early Childhood Teacher Preparation in Illinois. Chicago, IL: The Searle Funds at The Chicago Community Trust and The University of Illinois at Chicago.

CEE Policy Summit Social Justice Strand Participants (2009). Beliefs About Social Justice in English Education. Retrieved from http://www.ncte.org/cee/positions/socialjustice.

Philion, T. (2002). Invisible Interventions: The Oppositional Practices of Urban Literacy Educators. Urbana, IL: Research Foundation of the National Council of Teachers of English.

Book Reviews

Philion, T. (2008). Review of Open Ice, by Pat Hughes. SIGNAL Journal.

Philion, T. (2007). Reviews of Out of Focus, by Margaret Buffie, and One Handed Catch, by MJ Auch. SIGNAL Journal.

Philion, T. (2006). Review of Book Club for Middle School, by Taffy E. Raphael, Marcella Kehus, and Karen Damphousse. NCTE Selects.

Background

Tom Philion is Dean of the Goodwin College of Education at Northeastern Illinois University. Prior to becoming dean in July 2022, Tom served as associate provost, dean, associate dean and chair of teacher preparation programs at Roosevelt University. Earlier in his career, he was an assistant professor of English and assistant director of the English Education Program at the University of Illinois at Chicago. Tom is a former middle school reading teacher; the author of more than 20 articles and reports on topics such as teacher research, portfolio pedagogy and collaborative learning; and is responsible for the acquisition of over $10 million in external grants and contracts over the last 10 years. Tom received his B.A. in English from Fordham University and his M.A. in English and Ph.D. in English and Education from The University of Michigan. He lives in Oak Park, Illinois.

Room LWH 4044A
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5500
Office Hours
By appointment.
Main Campus
Dr. Noreen Powers
Noreen
Powers
Ph.D.
Assistant Professor
Literacy, Leadership, and Development
College of Education
(773) 442-5395
Courses Taught
LEAD 421: Educational Leadership and Organizational Studies
LEAD 429: Research Design and Analysis of Education Data
LEAD 436: Human Resources in Administration of Education
LEAD 434: Internship I
LEAD 435: Internship II
LEAD 437: Internship III
Research Interests
New School Leaders; Education Leadership Prek-12, Leadership Development and Effective Mentoring, School Improvement, Technology and Adult Learners.
Education

DePaul University, Curriculum and Instruction, Ph.D.

DePaul University, Elementary Education, M.A.

DePaul University, Industrial Organizational Psychology, B.A.

Selected Publications

Wartalski, R., Powers, N., & Kritikos, E. (2021). Instructional Ideas for Junior Faculty: Cultivating Teaching Practices with Adults Learners. Athens Journal of Education.

Powers, N., & Wartalski, R. (2021). Junior faculty advising for effective student growth and academic success: A qualitative study. Teacher-Scholar: The Journal of the State Comprehensive University, 10(1), 1-28.

Powers, N. (2009), Female Students as Online Learners: A Case Study in Navigating Academic Success. Academic Exchange Quarterly Journal, ISSN 1096-1453

Room LWH 3009
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5395
Office Hours
By appointment
Carruthers Center for Inner City Studies
Main Campus
University Center Lake County
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
Kamau Rashid
Kamau
Rashid
Ph.D.
Professor; Founding Director of the Urban Education Ed.D. program
Literacy, Leadership, and Development
College of Education
(773) 442-5378
Courses Taught
ICSE-428: The Urban World
Research Interests
Pan-African critical theory

African combat arts in the Americas

Language revitalization in the African Diaspora

Language, ontology, and cosmology in classical and traditional African thought and culture

Pan-Africanist, nationalist, and socialist movements in the African Diaspora
Education

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

Inner City Studies, M.A.
Northeastern Illinois University

Sociology, B.A.
University of Illinois at Urbana-Champaign

Selected Publications

Rashid, Kamau. “Education means revolt”: Du Bois and the radical imaginary.” Seeds of W.E.B. Du Bois: Musings, Lineal Impressions & Critical Introspections, edited by Richard Benson and Whitney Battle-Baptiste. Amherst, MA: University of Massachusetts Press (forthcoming).

 Rashid, Kamau. “Abibifahodie!: Language, Consciousness, and Decolonization.” Moja: An Interdisciplinary Journal of Africana Studies (forthcoming).

Rashid, Kamau. “Dd mAat. ir mAat (Speak Maat. Do Maat): Maat as Liberatory Praxis.” Eternal Year of African People, edited by Bart McSwine and Asantewaa Oppong Wadie. Chicago, IL: Frontline Books (2020).

Rashid, Kamau. “Beyond the Fetters of Colonialism: Du Bois, Nkrumah, and a Pan-African critical theory.” Equity & Excellence in Education 52, no. 2-3 (2019): 271-282.

 Rashid, Kamau. “Time to start the revolution”: Hip Hop and Social Justice Education.” Journal of Pan African Studies 9, no. 4 (2016): 341-363.

Background

Dr. Kamau Rashid earned a BA in Sociology from the University of Illinois at Urbana-Champaign, a MA in Inner City Studies from Northeastern Illinois University, and a Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign.

He served on the faculty of National Louis University from 2009-2021 and taught classes in the social foundations of education and public policy, in addition to advising doctoral students. In 2015 and 2016, he was a Fulbright Scholar at the University of Education, Winneba in Ghana.

Lastly, he is active in a number of initiatives related to food sovereignty and community/youth development.

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

(773) 442-5378
Office Hours
TBA
Main Campus
Susan D. Remiyas
Susan
D.
Remiyas
Instructor
Health Sciences and Physical Education
College of Education
(773) 442-5083
Expertise
Clinical Student Experience, Student Teacher Supervision
Courses Taught
SCED 305P: Secondary Student Teaching and Seminar in Physical Education
PEMT 344: Foundations of Physical Education for Secondary and Middle Schools
PEMT 341: Curricular Design
PEMA 161: Badminton
Research Interests
Teaching Games for Understanding
Education

B.S. : Physical Education K-12, University of IL at Chicago

M.S.: Kinesiology, University of IL at Chicago.

PE 1140
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5083
Office Hours
By Appointment
Main Campus
NEIU logo
Denise
Romanow
Psy.D.
Instructor; Coordinator for the Addiction Counseling Certificate
Counselor Education
College of Education
(773) 442-5550
Expertise
Cognitive Behavioral Therapy Interventions with children, adolescents, and adults pertaining to executive functioning difficulties, depression, anxiety, substance abuse, post-concussional syndrome, and grief/loss. Certified as a Brain Injury Specialist, substance abuse counselor, and Licensed Professional Clinical Counselor (LCPC).
Courses Taught
COUN 425 Diagnosis & Treatment of Addictive Disorders
COUN 426 Advance Treatment of Addictive Disorders
COUN 428 Counseling Strategies and Assessment of Co-Occurring Disorders
COUN 429 Psychopharmacology
COUN 430 Social & Cultural Diversity in Counseling
COUN 438 Crisis and Trauma Counseling
Research Interests
Clinical Research Project (CRP) examining the relationship between TBI and the onset of schizophrenia-like symptoms.
Case control studies and creating neuropsychological profiles through assessment
Education

The Illinois School of Professional Psychology at Argosy University, Chicago, IL 
Doctor of Clinical Psychology, PsyD-Neuropsychology concentration

College of DuPage, Glen Ellyn, IL
Certification as an Alcohol and Drug Abuse Counselor (CADC)

The Chicago School of Professional Psychology, Chicago, IL 
Forensic Psychology, M.A.

Northeastern Illinois University, Chicago, IL
Psychology, B.A.
Minor: Criminal Justice

(773) 442-5550
Office Hours
Fall 2022
5-6:30 p.m. Mondays/Tuesdays
Main Campus
NEIU logo
Reylla
Santos
Instructor
Counselor Education
College of Education
Courses Taught
COUN 405 Individual Counseling Skills
COUN 430 Social and Cultural Diversity in Counseling
COUN 444 Practicum: Group Supervision in Clinical Mental Health Counseling
COUN 464 Internship I: Clinical Mental Health Counseling
COUN 474 Internship II: Clinical Mental Health Counseling
Research Interests
Interdependence of dependence; cognitive behavioral therapy; emotion-focused therapy; dialectical behavior therapy (DBT)
Education

Adler University, Doctoral Candidate
Counselor Education and Supervision

The Chicago School of Professional Psychology
Clinical Forensic Psychology, M.A.

Pontificia Universidade Catolica
Psychology, B.A.

(773) 442-5550
Office Hours
Not teaching in Fall 2022
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
Radhika Sharma Gordon
Radhika
Sharma Gordon
M.P.H.
Coordinator, Community Health and Wellness Field Placement
Health Sciences and Physical Education
College of Education
(312) 282-1199
Expertise
Community Health and Wellness
Courses Taught
HSCI 370: Field Experience: Community Health
HSCI 375: Health Education: Clinical Experience
Research Interests
1. Trauma-informed wellness and healing for survivors of violence 2. Culturally engaging wellness programs for new Americans 3. Community service learning 4. Immigrant health 5. Asian American health and wellness 6. Violence prevention
Education

MPH: University of Michigan. Health Behavior and Health Education.

BA: University of Michigan Residential College. Social Sciences

PE 1144
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(312) 282-1199
Office Hours
Vary by semester; and by appointment.
Main Campus
Dr. Jody Siker
Jody
Siker
Ph.D.
Assistant Professor
Special Education
College of Education
(773) 442-5590
Courses Taught
SPED 509: Methods I: Specialized Methods in Special Education
SPED 508: Methods II: General Curriculum and Methods
SPED 323 and SPED 505: Collaboration and Consultation in Special Education
SPED 384: Instructional Design
SPED 404: Survey of the Field of Special Education
SPED 383: Informal Assessment and Progress Monitoring
Research Interests
Co-teaching and collaboration, math education, retention and recruitment of teacher candidates of color, equity, inclusion.
Education

Ph.D., Joint Doctoral Program in Special Education, University of California, Berkeley and San Francisco State University (2015).

M.S., Exceptional Education, University of Wisconsin-Milwaukee (2005).

B.S., Psychology and Biological Aspects of Conservation, University of Wisconsin-Madison (2000).

Selected Publications

Courey, S., Balogh, E., Siker, J. R., & Paik, J. (2012). Academic music: Understanding basic fraction concepts through music notation. Educational Studies in Mathematics, 81, 251-278. doi: 10.1007/s10649-012-9395-9

Courey, S. J., LePage, P., Siker, J. R., Roschelle, J., & Blackorby, J. (2011). Preparing middle school mathematics teachers: Rethinking engagement and learning. The Mathematics Enthusiast.

Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with Universal Design for Learning (UDL). Teacher Education and Special Education, 36, 7-27. doi: 10.1177/0888406412446178

LePage, P., Courey, S., Blackorby, J., Siker, J., Nguyen, T. (2015). Using Dynabook to improve special education teachers’ thinking. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1).

Murata, A., Siker, J., Kang, B., Baldinger, E., Kim, H. J., Scott, M., & Lanouette, K. (2017). Math talk and student strategy trajectories: The case of two first grade classrooms. Cognition and Instruction, 35(4), 290-316. doi:10.1080/07370008.2017.1362408

Siker, J., & Gonzales, W. (2021) Preparing paraprofessionals from non-dominant backgrounds: An investigation of experiences in graduate school. Teacher Education Division Conference Proceedings. https://tedcec.org/sites/default/files/2021-12/TED%202021%20Correct%20Conference%20Proceedings.pdf

Room LWH 4040
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5590
Office Hours
Monday: 3-6 p.m.
Thursday: 5-7 p.m.

Google Meet:
https://meet.google.com/rob-fvvu-meh?authuser=0&hs=122
Main Campus
NEIU logo
Joseph
Smailis
Instructor
Counselor Education
College of Education
(773) 442-5550
Courses Taught
COUN 404 Assessment & Evaluation in Counseling
COUN 405 Individual Counseling Skills
COUN 406 Group Counseling
COUN 408 Research Seminar
COUN 425 Addictions Counseling
Research Interests
To be added
Education

Northeastern Illinois University
School Counseling, M.A.

University of Pennsylvania
Psychology, B.A.

 

(773) 442-5550
Office Hours
Fall 2022
6-7 or 9:45-10:45 p.m. Tuesdays
Or by appointment
Main Campus
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
NEIU logo
Sharon
Y.
Song
Ph.D.
Assistant Professor; Faculty Advisor for School Counseling (A-L)
Counselor Education
College of Education
Courses Taught
COUN 403 Theories of Counseling
COUN 412 Topics in School Counseling
COUN 415 Children and Youth in School and Family Systems Study
Research Interests
To be added
Education

College of William and Mary 
Counselor Education and Supervision, Ph.D.

Eastern Illinois University 
M.S., School Counseling, M.S.

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

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

Office Hours
Fall 2022
Thursday: 9:30-11:30 a.m.
Friday: 9:30 a.m.-12:30 p.m.
by appointment
Main Campus
Moira Stuart
Moira
E.
Stuart
Ph.D.
Professor, Exercise Science and Sport Graduate Coordinator
Health Sciences and Physical Education
College of Education
(773) 442-5546
Courses Taught
EXSC 418: Current Topics in Exercise Science
EXSC 430: Internship
EXSC 435: Theory and Methodology of Coaching
HSCI 370: Field Experience in Community Health
Research Interests
Beliefs and motivation for participation in physical activities.
Education

Ph.D.; Oregon State University, Corvallis, Ore.

M.S. Recreation and Leisure Studies Administration, SUNY Cortland, Cortland, N.Y.

B.S. Physical Education, State University of New York College at Cortland, Cortland, N.Y.

PE 1130
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5546
Office Hours
By appointment
Main Campus
Dr. Shedeh Tavakoli
Shedeh
Tavakoli
Ph.D.
Associate Professor; Department Chair
Counselor Education
College of Education
(773) 442-5604
Courses Taught
COUN-402 Developmental Counseling
COUN-403 Theories of Counseling
COUN-438 Crisis and Trauma Counseling
COUN-444 Practicum in Clinical Mental Health Counseling
COUN-464 Internship I: Clinical Mental Health Counseling
COUN-474 Internship II: Clinical Mental Health Counseling
Research Interests
Supervisee anxiety and the supervisory relationship; risk and predictor factors of posttraumatic stress and posttraumatic growth; neurobiology of attachment and interpersonal trauma; cultural considerations in counseling military personnel and veterans with posttraumatic stress; effectiveness of emotion focused therapy on complex trauma; impact of expressive writing on acculturative stress.
Education

Wayne State University
Counselor Education and Supervision, Ph.D.

Wayne State University
Counseling and Rehabilitation Counseling, M.A.

University of Michigan
Psychology and Sociology, B.A.

Selected Publications

Tavakoli, S. (June 2021). Self-Compassion for Trauma Survivors. Presented at the American
Mental Health Counseling Association. Live virtual presentation. 

Tavakoli, S. & Tejada, L. (February 2021). Compassionate Teaching Strategies. NEIU Center for
Teaching and Learning (Invited presentation). 

Tavakoli, S. (November 2020). Application of Crisis Counseling Interventions With Divers
Clients. Presented at the Illinois Counseling Association Annual Conference. Pre
recorded Virtual.

Tavakoli, S. (October 2019). Integrating Neuroscience into Clinical Supervision: A Phase-Based
Model. Presented at the American Counselor Educator and Supervision Conference,
Seattle, WA.

Tavakoli, S. (November 2018). The Role of Neuroscience in Training Crisis and Trauma
Counselors. Presented at the Illinois Counseling Association Annual Conference, Itasca, IL.

Tavakoli, S., Lipkin, G. (November 2017). Supervision of Trauma Counselors: A Neuroscience
based Approach. Presented at the Illinois Counseling Association Annual Conference, Lisle, IL. 

Schwartzbaum, S. & Tavakoli, S. (November, 2017). Couples counseling with veterans: One size
does not fit all. Presented the Illinois Counseling Association Annual Conference, Lisle,
IL.

Tavakoli, S., Lipkin, G. (October, 2017). Essentials of Neuroscience in Training Trauma
Counselors. Presented at the Association for Counselor Educators and Supervisors Annual Conference, Chicago, IL. 

Johansen, A., Tavakoli, S.  (June 2017). Prevalence, Severity and Correlates of Secondary
Trauma Among Substance Abuse Counselors. Presented as part of a symposium at the 15th European Congress of Psychology, Amsterdam, Netherlands. 

Tavakoli, S. (June 2017). Gender and Perceived Leader Support Moderate Secondary Trauma in
Substance Abuse Counselors. Presented as part of a symposium at the 15th European Congress of Psychology, Amsterdam, Netherlands.

Schwartzbaum, S. & Tavakoli, S. (March, 2017). Couples counseling with veterans: One size
does not fit all. Presented the Illinois Mental Health Counseling Association Annual Conference, Northbrook, IL. 

Tejada, L., Tavakoli, S., Bloom, Z. (January, 2017). Compassionate Grading: Responding to the
student, respecting the standards. Presented at the NEIU Lead and Learn Symposium. Chicago, IL.

Tavakoli, S. (July 2016). Simultaneous Treatment for Clients with Complex Trauma and
Addiction. 90-minute workshop presented at the American Mental Health Counseling Association Annual Conference, New Orleans, LA.

Tejada, L. & Tavakoli (July 2016). Basics of Developmental Supervision. Workshop presented at
the American Mental Health Counseling Association Annual Conference, New Orleans, LA.

Tavakoli, S. (April, 2016). Counseling Clients with Complex Trauma and Addiction. One
hour workshop presented at the American and Canadian Counseling Association Annual Conference, Montréal, Québec. 

Tavakoli, S., Zook, N. (July, 2016). Predictors of Posttraumatic Stress &
Posttraumatic Growth Among Military Veterans: Research and Clinical Implications. One hour workshop presented at the American and Canadian Counseling Association Annual Conference, Montréal, Québec.

Tavakoli, S. (November, 2015). Counseling Clients with Complex Trauma and Addiction. One
hour workshop presented at the Illinois Counseling Association Annual Conference, Skokie, IL. 

Tavakoli, S & Tejada, L (July, 2015). Conceptualizing Complex Interpersonal Trauma Through
the AN-CABS Model of Assessment and Treatment Planning. A 90- minute workshop presented at the American Mental Health Counseling Association Annual Conference, Philadelphia, PA.

Tavakoli, S., Zook, N. & Tejada, L (July, 2015). Predictors of Posttraumatic Stress &
Posttraumatic Growth Among Military Veterans: Research and Clinical Implications. A 90-minute workshop presented at the American Mental Health Counseling Association Annual Conference, Philadelphia, P.A. 

A Rationale for Emotion-Focused Treatment for Comorbid Substance Use Disorder and
Posttraumatic Stress. Presented as part of a 90-minute symposium at the IV International Congress of CIPD, Barcelona, Spain

Tavakoli, S. & Zook, N. (March, 2015). Risk and Predictor Factors for PTSD and PTG in
Military Veterans: A Strength-based Paradigm. A one-hour workshop presented at the American Counseling Association Annual Conference, Orlando, FL.

Tejada, L. & Tavakoli (March, 2015). Basics of Developmental Supervision. A 1.5-hour 
presentation at the Illinois Association for Marriage & Family Therapy Annual Conference, Naperville, IL. 

Tavakoli, S., Zook, N., and Hall, G. (November, 2014). Predictors and Risk Factors of PTSD
and PTG in U.S. Military Personal and Veterans: A Strength Based Paradigm. A one-hour presentation at the Illinois Counseling Association Annual Conference, Schaumburg, IL.

Tavakoli, S., Zook, N., and Hall, G. (July, 2014). Predictors and Risk Factors of PTSD and PTG
in U.S. Military Personal and Veterans: A Strength Based Paradigm. A one-hour  presentation at the American Mental Health Counseling Association Annual Conference, Seattle, WA.

Tavakoli, S., (July, 2014). “Attachment and relational trauma: Neurobiological and social
-cognitive considerations”. A one-hour presentation at the American Mental Health Counseling Association Annual Conference, Seattle, WA. 

Tavakoli, S., (March, 2014). “Attachment and relational trauma: Neurobiological and social
-cognitive considerations”. Illinois Counseling Association-Southern Conference, Collinsville, IL. 

Tavakoli, S., (January, 2014). Counseling Considerations for working with Ethnically Diverse
Military Personnel and Veterans with PTSD and SUD. A three-hour training presented at the University of Oslo, Norway. 

Tavakoli, S., & Hall, G. (July, 2013). “Counseling Considerations for Working with
Ethnically Diverse Military Personnel and Veterans with PTSD”. A one-hour presentation at the National Mental Health Counseling Association Annual Conference, Washington, DC. 

Tavakoli, S., & Hall, G. (December, 2012). “Counseling Considerations for Working with
Ethnically Diverse Military Personnel and Veterans with PTSD”. A workshop presented at the Chicago Counseling Association meeting. 

Hall, G. & Tavakoli, S. (November, 2012). Counseling LGBT Military Personnel and Veterans
with PTSD, poster session. Illinois Counseling Association Annual Conference, Springfield, IL Springfield, IL

Tavakoli, S. & Hall, G. (November, 2012). “Ethnic Differences in Military Personnel and
Veterans with PTSD, poster session. Illinois Counseling Association Annual Conference, Springfield, IL

Tavakoli, S., Hall, G., and Gilliam, N. (November, 2012). Ethnic Differences in Military
Personnel and Veterans with PTSD. Workshop presented at Argosy University Counselor Education & Supervision Department, Chicago, IL

Hull, G., & Tavakoli, S. (July, 2012). A Review and implications for counseling military
personnel and veterans with PTSD. American Mental Health Counseling Association Annual Conference. Orlando, FL.

Tavakoli, S., & Hall, G. (November, 2011). Strategies and implications for decreasing
counseling students’ anxiety and increasing self-efficacy. Illinois Counseling Association Annual Conference. Skokie, IL. 

Hall, G., & Tavakoli, S. (November, 2011). A Review and implications for counseling military
personnel and veterans with PTSD. Illinois Counseling Association Annual Conference. Skokie, IL.

Tavakoli-Moayed, S., Hijazi, A., Slavin, O., & Lumley, M.A.  (April, 2009). Assertiveness
training and written emotional disclosure for international students.  British Psychological Society Annual Conference, Brighton, England

Hijazi, A.M., Tavakoli-Moayed, S., Lumley, M.A., & Slavin, O.  (March, 2009).  Assertiveness
training and written emotional disclosure for international students.  Presented at the annual meeting of the American Psychosomatic Society, Chicago, IL. Abstract published in Psychosomatic Medicine, 71, A-96.

Johansen, A., Rowland, R., Schoeberlein, S., Tavakoli-Moayed, S., Weinberger, J. (May, 2007).
Counseling considerations in working with women ice-hockey players. Michigan College Counseling Association Annual Conference. 

Tavakoli-Moayed, S., Hijazi, A., Parris, G., Lumley, M. (March, 2007). Stress management
interventions for international students. American counseling Association, Detroit, MI.

Coven, A., Arujio, J., Van Hall, K., Tavakoli-Moayed, S. (April, 2006). Teaching a doctoral
course in consultation: A parallel process. American Counseling Association Annual Conference, Atlanta, GA.

Selected Exhibitions

Tavakoli, S., Lipkin, G. (November 2017). Supervision of Trauma Counselors: A Neuroscience based Approach. Presented at the Illinois Counseling Association Annual Conference, Lisle, Ill.

Schwartzbaum, S. & Tavakoli, S. (November, 2017). Couples counseling with veterans: One size does not fit all. Presented the Illinois Counseling Association Annual Conference, Lisle, Ill.

Tavakoli, S., Lipkin, G. (October, 2017). Essentials of Neuroscience in Training Trauma Counselors. Presented at the Association for Counselor Educators and Supervisors Annual Conference, Chicago, Ill.

Schwartzbaum, S. & Tavakoli, S. (March, 2017). Couples counseling with veterans: One size does not fit all. Presented the Illinois Mental Health Counseling Association Annual Conference, Northbrook, Ill.

Tejada, L., Tavakoli, S., Bloom, Z. (January, 2017). Compassionate Grading: Responding to the student, respecting the standards. Presented at the NEIU Lead and Learn Symposium. Chicago, Ill.

Tavakoli, S. (April, 2016). Counseling Clients with Complex Trauma and Addiction. One hour workshop presented at the American and Canadian Counseling Association Annual Conference, Montréal, Québec

Tavakoli, S., Zook, N. (July, 2016). Predictors of Posttraumatic Stress & Posttraumatic Growth Among Military Veterans: Research and Clinical Implications. One hour workshop presented at the American and Canadian Counseling Association Annual Conference, Montréal, Québec

Tavakoli, S. (July 2016). Simultaneous Treatment for Clients with Complex Trauma and Addiction. 90-minute workshop presented at the American Mental Health Counseling Association Annual Conference, New Orleans, La.

Tavakoli, S. (July 2016). Simultaneous Treatment for Clients with Complex Trauma and Addiction. 90-minute workshop presented at the American Mental Health Counseling Association Annual Conference, New Orleans, La.

Tejada, L. & Tavakoli (July 2016). Basics of Developmental Supervision. Workshop presented at the American Mental Health Counseling Association Annual Conference, New Orleans, La.

Tavakoli, S. (April, 2015). A Rational for Emotion-Focused Treatment for Comorbid Substance Use Disorder and Posttraumatic Stress. Presented as part of a 90-minute symposium at the IV International Congress of CIPD, Barcelona, Spain 

Tavakoli, S. (November, 2015). Counseling Clients with Complex Trauma and Addiction. One hour workshop presented at the Illinois Counseling Association Annual Conference, Skokie, Ill.

Tavakoli, S & Tejada, L (July, 2015). Conceptualizing Complex Interpersonal Trauma Through the AN-CABS Model of Assessment and Treatment Planning. A 90- minute workshop presented at the American Mental Health Counseling Association Annual Conference, Philadelphia, Penn.

Tavakoli, S., Zook, N. & Tejada, L (July, 2015). Predictors of Posttraumatic Stress & Posttraumatic Growth Among Military Veterans: Research and Clinical Implications. A 90-minute workshop presented at the American Mental Health Counseling Association Annual Conference, Philadelphia, Penn.

Tavakoli, S. & Zook, N. (March, 2015). Risk and Predictor Factors for PTSD and PTG in Military Veterans: A Strength-based Paradigm. A one-hour workshop presented at the American Counseling Association Annual Conference, Orlando, Fla.

Tejada, L. & Tavakoli (March, 2015). Basics of Developmental Supervision. A 1.5-hour presentation at the Illinois Association for Marriage & Family Therapy Annual Conference, Naperville, Ill.

Tavakoli, S., (March, 2014). “Attachment and relational trauma: Neurobiological and social-cognitive considerations”. Illinois Counseling Association-Southern Conference, Collinsville, Ill.

Tavakoli, S., & Hall, G. (July 2013). “Counseling Considerations for Working with Ethnically Diverse Military Personnel and Veterans with PTSD”. A one-hour presentation at the National Mental Health Counseling Association Annual Conference, Washington, D.C.

Tavakoli, S., & Hall, G. (December 2012). “Counseling Considerations for Working with Ethnically Diverse Military Personnel and Veterans with PTSD”.  A workshop presented at the Chicago Counseling Association meeting

Hall, G. & Tavakoli, S. (November 2012). Counseling LGBT Military Personnel and Veterans with PTSD, poster session. Illinois Counseling Association Annual Conference, Springfield, IL Springfield, Ill.

Tavakoli, S. & Hall, G. (November 2012). “Ethnic Differences in Military Personnel and Veterans with PTSD, poster session. Illinois Counseling Association Annual Conference, Springfield, Ill.

Tavakoli, S., Hall, G., and Gilliam, N. (November 2012). Ethnic Differences in Military Personnel and Veterans with PTSD. Workshop presented at Argosy University Counselor Education & Supervision Department, Chicago, Ill.

Hull, G., & Tavakoli, S. (July 2012). A Review and implications for counseling military personnel and veterans with PTSD. American Mental Health Counseling Association Annual Conference. Orlando, Fla.

Tavakoli, S., & Hall, G. (November, 2011). Strategies and implications for decreasing counseling students’ anxiety and increasing self-efficacy. Illinois Counseling Association Annual Conference. Skokie, Ill.

Hall, G., & Tavakoli, S. (November 2011). A Review and implications for counseling military personnel and veterans with PTSD. Illinois Counseling Association Annual Conference. Skokie, Ill.

Room LWH 4074
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5604
Office Hours
Fall 2022
By appointment
Main Campus
Dr. Laura Tejada
Laura
Tejada
Ph.D.
Assistant Professor, Counselor Education and Faculty Advisor for Family Counseling
Counselor Education
College of Education
(773) 442-5521
Courses Taught
COUN-410 Seminar in School Counseling
COUN-415 Children and Youth in Schools and Family Systems
COUN-420 Introduction to Family Counseling
COUN-421 Advanced Couple and Family Counseling
COUN-439 Case Conceptualization and Treatment Planning
COUN-444 Practicum in Clinical Mental Health Counseling
COUN-445 Practicum in Family Counseling
COUN-464 Internship I: Clinical Mental Health Counseling
COUN-465 Internship I: Family Counseling
COUN-474 Internship II: Clinical Mental Health Counseling
COUN-475 Internship II: Family Counseling
Research Interests
Qualitative explorations of intergenerational family histories
Education

University of Akron
Counselor Education and Supervision, Ph.D.
Marriage and Family Therapy Specialty Track

University of Akron
Marriage and Family Therapy, M.S.

Emporia State University
Counselor Education, M.S.

Northern Arizona University
Education, B.S.

Selected Publications

Tejada, L. (2018). Flexible friends have more fun! In S. Springer., L. Moss, N. Manavizadeh, & A. Pugliese. A School Counselor's Guide to Small Groups: Coordination, Leadership, & Assessment.  Alexandria, VA: Association for Specialists in Group Work.

Tejada, L. (2018). Liplap and I wish…. In S. Springer., L. Moss, N. Manavizadeh, & A. Pugliese. A School Counselor's Guide to Small Groups: Coordination, Leadership, & Assessment.  Alexandria, VA: Association for Specialists in Group Work.

Oswald, G. R., Tejada, L.. Marme, M., Roberts, P. N. (2017). Understanding perceived short-term outcomes from a professional rehabilitation cultural experience to Cuba. Journal of Forensic Vocational Analysis, 17(1), 43-58.

Tejada, L., Logman, E., Knight, B., & McCall, A. (2017). Synching the support system: Young adult siblings of individuals with special needs. In Viers, D. (Ed.).The group therapist’s notebook 2nd ed.: Homework, handouts and activities for use in psychotherapy. New York: Taylor & Francis/Routledge.

Tejada, L. (2015). Training the Strategic therapist. In Jordan, K. (Ed.). Couple, Marriage, and Family Therapy Supervision. Chapter 9. New York: Springer Publishing.

Reynolds, C. R., & Tejada, L. (2011). Playing it safe: Ethical issues in play therapy. In Schaefer, C. (Ed.) Foundations of play therapy, Second Edition, pp. 27-38.  Hoboken, NJ: Wiley & Sons.

Russo, J. A., Tejada, L., Hilscher, R. L., & Zarski, J. J. (2007). Maintaining stability: Life cycle transitions in families coping with childhood cancer. In Viers, D. (Ed.). The group therapist’s notebook: Homework, handouts, and activities for use in psychotherapy, pp. 229-237. Invited.

Selected Exhibitions

Selected Presentations

International
Tejada, L., & Schwendener, S. (2018, July). Get Gramma Out of Session!: Supervising MFT/C Trainees in Individually-Mired Treatment Systems. Presented at the Oxford Family Counseling Institute of the International Association for Marriage, Family & Couples Counseling, St. Hilda’s College, Oxford, England.

Tejada, L. (2018, May). Kin & Kilometers: Intergenerational Patterns in Long-Distance Relationships. Presented at the Families, Work & Mobility Atlantic Symposium, University of Charlottetown, Prince Edward Island, Canada. 

Tejada, L. (2016, July). Long-distance relationships: Closer than you think. Presented at the Oxford Family Counseling Institute of the International Association for Marriage, Family & Couples Counseling, St. Hilda’s College, Oxford, England. 

National
Tejada, L., & Kane, M. (2019, January). Finding your way through: Vicarious trauma and the qualitative researcher. Workshop presented at The Qualitative Report 10th Annual Conference, Ft. Lauderdale, FL.

Tejada, L., & Sosalla, M. (2018, October). Developing great play therapists with Developmental Supervision. Workshop presented at the 2018 Annual Association for Play Therapy International Conference, Phoenix, AZ.

Tejada, L., & Tavakoli, S. (2016, July.) The basics of developmental supervision in mental health counseling. Workshop presented at the American Mental Health Counselors Association Annual Conference, New Orleans, LA.

Tavakoli, S., & Tejada, L. (2015, July). Conceptualizing Complex Trauma through the AN-CABS Model of assessment and treatment planning. Workshop presented at the American Mental Health Counselors Association Annual Conference, Philadelphia,   PA.    

Klein, D. H., & Tejada, L. (2014, October). For the play therapist: The value of engaging parents’ histories. Workshop presented at the 31st Annual Play Therapy Conference, Houston, TX.   

State
Tejada, L. (2018, April). Developing great play therapists: Developmental supervision. Workshop presented for the Illinois Association for Play Therapy, Evanston, IL.

Tejada, L. (2018, March). Partners in play: Play Therapy and Family Therapy. Workshop presented at the Illinois Affiliation for Marriage & Family Therapy Annual Conference, Naperville, IL.

Tejada, L. & Tavakoli, S. (2016, March). Building effective supervisor-supervisee relationships with developmental supervision and isomorphism. Workshop presented at the 2016 Annual Conference, Illinois Association for Marriage & Family Therapy, Naperville, IL.

Tejada, L. & Tavakoli, S. (2015, March). Basics of developmental supervision. Workshop presented at the 2015 Annual Conference, Illinois Association for Marriage & Family Therapy, Naperville, IL.

Reynolds, C., Tejada, L., & Wootten, K. (2015, November). Incorporating playful strategies in play therapy supervision. Workshop presented at the Ohio Association for Play Therapy, Columbus, OH.

Reynolds, C., & Tejada, L. (2013, November). Developmental issues in play therapy supervision. Workshop presented at the Ohio Association for Play Therapy, Columbus,OH.

Reynolds, C., & Tejada, L. (2013, November). Playing it straight in supervision: Dealing with counter-transference issues in play therapy. Workshop presented at the Ohio Association for Play Therapy, Columbus, OH.

Local
Camp, A., & Tejada, L. (2018, October). Connection & Containment: Communicating Through Aggressive Play. Workshop presented at the 8th International Art In Response to Violence Conference, Northeastern Illinois University, Chicago, IL.

Tejada, L. (2018, September). Play Therapy: Starting Points Part 2. Continuing Education workshop presented to clinical staff at Leyden Family Services, Franklin Park, IL

Tejada, L. (2018, April). Play Therapy 101: Three basic skills—Tracking, content reflection, and limit-setting. Workshop presented at the Spring 2018 Office of School Counseling and Post-Secondary Advising of Chicago Public Schools Toolkit, Roberto Clemente High School, Chicago, IL.

Tejada, L. (2017, November). Play Therapy 101: Three basic skills—Tracking, content reflection, and limit-setting. Workshop presented at the Fall 2017 Office of School Counseling and Post-Secondary Advising of Chicago Public Schools Toolkit, Roberto Clemente High School, Chicago, IL.

Tejada, L. (2017, September). Play Therapy: Starting Points—Part 1. Continuing Education workshop presented to clinical staff at Leyden Family Services, Franklin Park, IL.

 

Room LWH 4107
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5521
Office Hours
Fall 2022
12-3 p.m. Mondays
2-5 p.m. Wednesdays or by appointment
12-6 p.m. Thursdays or by appointment
Fridays by appointment
Main Campus
Dr. Isidore Udoh
Isidore
A.
Udoh
Ph.D.
Associate Professor
Health Sciences and Physical Education
College of Education
(773) 442-5572
Courses Taught
HSCI 212: Consumer Health
HSCI 307 Human Diseases
HSCI 312 Global and Environmental Health
HSCI 314 Principles of Epidemiology in Higher Education
HSCI 318: Consumer Health
HSCI 316: Health Disparities
PH 410: Epidemiology
PH 440: Health Disparities
Research Interests
Health disparities, Disease prevention, Natural resources extraction, conflicts and health, Ecological
determinants of health, International education, International virtual learning exchange.
Education

Postdoctoral Research Fellowship, College of Physicians and Surgeons, Columbia University, New York City

Ph.D.:  North Dakota State University, College of Education and Human Development (HIV Prevention Education)

JCL: Catholic University of American, School of Canon Law

M.A.: DePaul University, Health Communication

B.Th.: Pontifical Urbanian University, Rome, Italy, Theology, magna cum laude

B. Phil.: Pointifical Urbanian University, Rome, Italy, Philosophy, magna cum laude

Selected Publications

Udoh I. A., Mantell JE, Kelvin E, Adams-Skinner J. (in press). The influence of religion and culture on HIV transmission in the Niger Delta of Nigeria. Journal of Religion and Health.

Udoh, I.A. (2019) Oil production, environmental pressures and other sources of violent conflict
in Nigeria, Review of African Political Economy, DOI: 10.1080/03056244.2018.1549028

Udoh, I. A. (2018). Public Health Emergency, UNEP Environmental Assessment and the Clean-up of
Nigeria’s Niger Delta. Arts and Humanities Open Access Journal, 2(6), 386-389.

Udoh, I. A., & Ibok, M. S. (2014). Manipulative and coercive power and the social-ecological
determinants of violent conflict in the Niger Delta of Nigeria. African Conflict and Peacebuilding Review, 4(1), 60-94.

Udoh, I. A. (2013). A Qualitative Review of the Militancy, Amnesty, and Peacebuilding in
Nigeria's Niger Delta. Peace Research, 63-93.

Udoh, I. A. (2013). Globalization and its discontents. Explorations in Adult Higher Education, 2, 46-49.

Udoh, I. A. (2013). Oil, migration and the political economy of HIV/AIDS prevention in Nigeria’s
Niger Delta. International Journal of Health Services, 43(4), 681-697.

Udoh, I. A., Mantell. J. E., Sandfort, T., & Eighmy, M. A. (2009). Potential pathways to HIV/AIDS transmission in the Niger Delta of Nigeria: Poverty, migration and commercial sex. AIDS Care, 21(5), 567-574.

Exner, T. M., Mantell, J. E., Adeokun, L. A., Udoh, I. A., Oladipo, O., Delano, G. E., Faleye, J., & Akinpelu, K. (2009). Mobilizing men as partners: The results of an intervention to increase dual protection among Nigerian men. Health Education Research, 24(5), 846-854..

Selected Performances

"Oil, Pollution, and the Political Economy of Violent Conflict in Nigeria's Niger Delta." DePaul University MPH Spring Colloquium, April 24, 2013

"Oil, Environment and health: A review of the 2011 UNEP report on pollution in the Niger Delta." A Workshop for 15 host communities to oil production and executives of oil multinationals in the Niger Delta, Port Harcourt, Nigeria, December 19-20, 2011.

"Oil exploration and health: Analysis of Responses to pollution in Ecuador, Nigeria, and Indonesia." Seminar presentation at the NEHS Center for Environmental Health in Northern Manhattan, Columbia University, New York, November 11, 2011.

Udoh, I., & Workman, M. (2020). Assessing Shared Social, Economic, and Environmental Issues in the United States and Nigeria Through Virtual Exchange. Virtual presentation at the International Virtual Exchange Conference (IVEC): Towards Digital Equity in Internationalization, Newcastle University, UK, September 14-16, 2020.

Leon, R., Joppie, A., Udoh, I., & Workman, M., Olivier, J., & Pearl, M. (2020). Expanding access to international learning through virtual exchange. Remote presentation at the 2020 Distance Teaching & Learning Conference, University of Wisconsin at Madison, Wisconsin, Aug. 3-7, 2020.

Banas, J., York, C., & Udoh, I. (2020). Lessons from a transitional learning experience: US and Liberian Students reading about and discussing health disparities. Presentation at the annual E-Learning & Innovative Pedagogies Conference, Rhodes, Greece (Conference Cancelled), April 2020.

Udoh, I.A. (2019). The Public Health Impact of Oil Pollution in Nigeria. Presentation at the Twelfth Global Studies Conference, Jaggiellonian University, Krakow, Poland, 27-28 June, 2019

Udoh, I.A. (2017). Oil Production and Other Ecological Determinants of HIV/AIDS Risk in Nigeria. Presentation at the International Conference on Clinical & Pharmaceutical Microbiology October 18-20, 2017, Rome, Italy

Udoh, I.A. (2016). Assessing the Effectiveness of the Niger Delta Amnesty Program as a Peace and
Development Strategy in Nigeria. An Address to the 6th Plenary Session of the 2016 International Peace Research Association Conference, University of Sierra Leone, Freetown, Sierra Leone, November 27 – December 1, 2016.

Udoh, I.A. (2016). Assessment of the Sources of Violent Conflicts and Strategies for Peacebuilding in
Nigeria’s Niger Delta. Presentation at the 26th IPRA General Conference On AGENDA FOR PEACE AND DEVELOPMENT Conflict Prevention, Post-Conflict Transformation, and the Conflict, Disaster Risk, and Sustainable Development Debate. University of Sierra Leone, Freetown, Sierra Leone, November 27 – December 1, 2016.

Udoh, I. A. (2011). Oil, Environment and health: A review of the 2011 UNEP report on pollution in
the Niger Delta. A Workshop for 15 host communities to oil production and executives of oil multinationals in the Niger Delta, Port Harcourt, Nigeria, December 19 -20, 2011.

Udoh, I. A. (2011). Oil exploration and health: Analysis of Responses to pollution in Ecuador,
Nigeria, and Indonesia. Seminar presentation at the NEHS Center for Environmental Health in Northern Manhattan, Columbia University, New York, November 11, 2011.

Udoh, I. A. (2011). A comparative analysis of pollution and occupational health in Africa and South  
America. A workshop presented to graduate students in the socio-medical sciences track, Mailman School of Public Health, Columbia University, New York, November 10, 2011.

Udoh, I. A. (2010). The status of the federal amnesty program: A review of youth development
programming in the Niger Delta of Nigeria. Paper presented at Brown University’s 2010 Achebe Colloquium, Providence, Rhode Island, December 3 – 4, 2010.

Udoh, I A (2009). Integrating of HIV prevention within poverty reduction and human rights: A
model of health promotion in Nigeria. Grand Rounds, HIV Center for Clinical and Behavioral Studies, New York State Psychiatric Institute and Columbia University, New York, June 25, 2009.

Udoh, I A, Mantell, J E Sandfort T (2008). A political economy of HIV transmission in the Niger Delta
of Nigeria: Conflict, Poverty, migration and commercial sex work. Poster presented at the International AIDS Conference, Mexico City, Mexico, August 3-9, 2008.

Background

Affiliated Faculty, Health Communication M.A. Program, DePaul University, 2014-2015

Affiliated Faculty, Master of Public Health Program and Department of Environmental Science, DePaul University, 2014 -

PE 1142
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5572
Office Hours
Vary by semester
Main Campus
profile image
Mindy
B.
Ugolini
Special Education
College of Education
(773) 442-5513
Expertise
Supervisor of internships
Courses Taught
SPED 201
SPED 507
SPED 512
SPED 514
SPED 524
SPED 529
Research Interests
Behavioral Strategies and Interventions and Learning Disabilities
Education

M.A., Northeastern Illinois University: School Leadership and Administration
M.A., Northeastern Illinois University: Special Education

 

LWH 4057
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5513
Office Hours
Mondays, 3:00 - 4:00 pm and by appointment.
Main Campus
Julia Valley
Julia
A.
Valley
Ph.D.
Assistant Professor & PE Assessment Coordinator
Health Sciences and Physical Education
College of Education
(773) 442-5567
Courses Taught
PEMA 172: Basketball
PEMA 203: Weight Training
PEMT 201: Principles and Methods in Physical Education
PEMT 231: Individual and Dual Sports
PEMT 300: Adventure Education Programming
Research Interests
Relationship of Physical Fitness and Motor Competence to Physical Activity
Education

Ph.D. Kinesiology.  University of Illinois, Urbana-Champaign

M.S. Kinesiology.  University of Illinois, Urbana-Champaign

B.S. Kinesiology.  University of Illinois, Urbana-Champaign.  Concentration in pedagogy, teacher certification K-12.

Selected Exhibitions

Valley, J., & Graber, K. (2015). Conscious Gender Equitable Teaching Behaviors: Inclusivity for All Students.  Accepted for the annual meeting of the Society for Health and Physical Educators, Seattle, WA.

Valley, J., & Graber, K. (2014). An Examination of Gender-Biased Communication in Physical Education.  Presented at the annual meeting of the Amercan Alliance for Health, Physical Education, Recreation and Dance, St.Louis. MO.

PE 1136
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5567
Office Hours
Varies by semester
Main Campus
Brian Vinona, Ed.D.
Brian
Vivona
Ed.D.
Associate Professor, Human Resource Development Coordinator, MA in HRD Program
Literacy, Leadership, and Development
College of Education
(773) 442-5595
Courses Taught
HRD 405: Needs and Task Analysis
HRD 400: HRD and the Organization
HRD 300: Principles and Practices of Human Resource Development
Research Interests
Internships, informal learning in the workplace, certifications
Education

Ed.D. Northern Illinois University

M.S.Ed., Northern Illinois University

B.S., University of Wisconsin-Madison

Selected Publications

Vivona, B., Cloninger, K., & Grief, L. (2022). A qualitative study of the value, organizational supports, and barriers to specialty nursing certification. Perioperative Care and Operating Room Management, 28.100259

Wolfgram, M., Vivona, B., & Akram, T. (2021). On the intersectional amplification of barriers to college internships: A comparative case study analysis. Harvard Educational Review, 91(4), 457-481.

Iordan, D., Roth, G., Vivona, B. (2020). Becoming a nursing program graduate: Transitions and adaptations by Eastern European immigrant students of a Midwest community college. Teaching and Learning in Nursing, 15(1), 72-76.

Miller, J., Vivona, B., & Roth, G. (2017). Work role transitions: Expert nurses to novice preceptors. European Journal of Training and Development, 41(6), 559-574.

Miller, J., Vivona, B. & Roth, G. (2016). Nursing preceptors and meaning making. The Qualitative Report, 21(11), 2014-2032.

Vivona, B.D. (2014). To laugh or not to laugh: Understandings of the appropriateness of Humour and joking in the workplace. European Journal of Humour Research, 2 (1), 1-18.

Vivona, B.D. (2014). Humor functions within crime scene investigations: Group dynamics, stress, and the negotiation of emotions. Police Quarterly, 17(2), 127-149.

Selected Exhibitions

Vivona, B. (2022, March). A qualitative look at the perceived value, barriers, and supports to certification. ABNS Spring Conference. Charleston, SC.

Wolfgram, M., Vang, M., Vivona, B., Arman, L., Deeb, R., Moua, P., Xiong, Y. (2021, July). Pathways learning sessions: Voices from the field. The Bill and Melinda Gates Foundation Postsecondary Learning Week (Virtual).

Vivona, B. (2021, March). A Taste of Success: Higher Education, Spring Career Jump Start. SuccessWorks at the College of Letters and Science. UW-Madison (Virtual panel)

Akram, T., Wolfgram, M., & Vivona, B. (2020, March). On the intersectional amplification of barriers to college internships participation. UW-Madison Center for Educational Research 2020 Poster Fair. Madison, WI (Conference cancelled due to COVID).

Vivona, B.D. (2020, February). Graduate research colloquium panel member. The Academy of Human Resource Development 2020 AHRD International Conference in the Americas. Atlanta, GA.

Vivona, B.D. (2018, February). Theory to Practice: Considering Humor and Adult Education. The Academy of Human Resource Development 2018 AHRD Conference in the Americas. Richmond, VA.

Additional Information

Research grant

2020-Source: Competency and Credentialing Institute Research Foundation Project: A Qualitative Study of the Perceived Value of Nursing Certification

2022-present: Member, Commission of Workforce and Professional Development, AAACE

2020-present: Executive committee, The W Club, University of Wisconsin Letter Winners Association

2019-2025 (Second 3-year term). Board of Directors, American Board of Nursing Specialties (ABNS)

Room LWH 3035
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5595
Office Hours
By appointment
Main Campus
Russell Wartalski
Russell
Wartalski
Associate Professor and Department Chair
Literacy, Leadership, and Development
College of Education
(773) 442-5504
Expertise
Adult learning theory, adult learners in formal and informal contexts, group dynamics, organizational communication, organization development, and career development.
Courses Taught
HRD 413: Independent Study
HRD 403: Leadership & Political Savvy in the Workplace
HRD 401: The Adult Learner I
HRD 329: Internship & Seminar in Human Resource Development
HRD 325: WIP - Communication in Human Resource Development
HRD 320: Dynamics of Working with Groups and Individuals
HRD 313: Political Savvy in the Workplace
HRD 310: Instructional Techniques and Technology
HRD 301: Adult Teaching/Learning Process
HRD 300: Principles and Practices of Human Resource Development
HRD 202: Career and Life Planning I
UWW 303: Independent Study - Various Topics
ZHON 395: Honors Thesis/Creative Project
Research Interests
Adult learners in formal and informal learning contexts, training and development, organization development, curriculum development, leadership development, first-generation learners, and leadership in post-secondary contexts.
Education

Ed.D., Northern Illinois University 

Room LWH 4018
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5504
Office Hours
By appointment.
Main Campus
University Center Lake County
NEIU logo
Elizabeth
M.
Watson
Instructor
Counselor Education
College of Education
(773) 442-5550
Expertise
Certified Brain Injury Specialist (CBIS); Certified Case Manager (CCM); Certified Rehabilitation Counselor (CRC); Licensed Clinical Professional Counselor (LCPC)
Courses Taught
COUN 446 Practicum: Rehabilitation Counseling
COUN 463 Internship I: Rehabilitation Counseling
COUN 473 Internship II: Rehabilitation Counseling
Research Interests
to be added
Education

Southern Illinois University
Rehabilitation Counseling, M.S.

University of Wisconsin-Stevens Point
Physical Education, B.S.
Recreation minor

(773) 442-5550
Office Hours
Fall 2022
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
Truvae White, MPH
Truvae
White-Coleman
MPH, D.C.
Instructor
Health Sciences and Physical Education
College of Education
(773) 442-5560
Courses Taught
HSCI 340: Health Behavior Theory & Practice
PEMT 302: Kinesiology
PEMT 305: Functional And Structural Human Anatomy
PEMT 306: Exercise Physiology
HLED 303: Sex Education
HLED 309: Nutrition And Health
Research Interests
Public Health & Health and Wellness
Education

MPH w/concentration in Program Planning, Northeastern Illinois University

D.C., National University of Health Sciences. 

B.A.- Economics, Northeastern Illinois University 

Physical Education Building
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5560
Office Hours
Vary by semester
Main Campus
Lance Williams
Lance
Williams
Educational Inquiry and Curriculum Studies
College of Education
(773) 268-7500
Courses Taught
ICSE 201: History and Culture of Ethnic Groups
ICSE 322: Independent Study
ICSE 329E: Oral Tradition
ICSE 329F: Youth Organizing Activism
ICSE 329H: Inner City Development
ICSE 329V: Elite Theory and American Democracy
Research Interests
Interventions Aimed At Reducing High-Risk Health Behaviors in Inner City Communities; Qualitative Research Design and Methodology RESEARCH EXPERIENCE Principal Investigator (03/2006-Present) NEIU Grow Your Own Teachers Program The Grow Our Own Teacher Program (GYO) establishes an initiative to encourage and support paraprofessionals, parents, and other active community members in becoming certified as teachers. GYO seeks to stimulate the development of consortia made up of an institution that prepare teachers (NEIU), a targeted school district (CPS), and a community organization (ACORN Association of Community Organizations for Reform Now). Working together, these entities are to identify paraeducators and parents who have been leaders in schools with hard-to-staff positions and provide these individuals with the financial and other support they will need to complete teacher preparation programs. The new teachers are then to be placed in positions in the targeted schools. Principal Investigator (01/2007-08/2008) CeaseFire Evaluation Evaluated the effectiveness of the Chicago Project for Violence Prevention CeaseFire program, a State of Illinois funded violence reduction initiative. The purpose of the study was to find out what main "stakeholders" of this violence reduction program like individuals who reside in CeaseFire’s service areas, faith leaders, victims of violence, elected officials and the police had to say about the program. The evaluation used qualitative techniques, in particular, an ethnographic/focused interview process. Principal Investigator (04/2004) for a study with Whitney Young High School Social Work Department, Chicago, Illinois. I am conducting a focus group study that is examining adolescent males’ perceptions of manhood. The purpose of the study is to collect data that will be used to develop a rite of passage program for at-risk male students at Whitney Young. The study involved 8 focus groups that included over 50 freshmen through senior male students. I am currently analyzing the data. Research Associate (2000-present) Institute for Research on Race and Public Policy Research. University of Illinois-Chicago. I conducted my dissertation research, an ethnographic/focused interview study of a cultural intervention designed to reduce risky behaviors among inner-city African American youth at the Institute for Research on Race and Public Policy Research. Having completed the study, my goal now is to further the study by placing the findings in the context of education policy and health disparities among African American youth. Research Assistant (1996-1997) on the Aban Aya Youth Project at the University Illinois-Chicago, Prevention Research Center. Research Project: to develop and then evaluate a school-based program designed to promote abstinence from sex, teach students how to avoid drugs and alcohol, and to teach them how to resolve conflicts non-violently.
Education

Ph.D. Public Health Sciences University of Illinois-Chicago, Chicago, IL. 2004
Dissertation Research: Cultural intervention and perceptions of violence-related behaviors: A Role Strain and Adaptation Study of Adolescents

M.A. Inner City Studies EducationNortheastern Illinois University, Chicago, IL. 1995.

B.A. Applied Behavioral ScienceNational-Louis University, Chicago, IL. 1994.

Selected Publications

Williams, L. (2009). Culture & Perceptions of Violence-related Behaviors Among Adolescents: A Role Strain and Adaptation Model. Koln, Germany. Lambert Publishing.

Williams, L. & Moore, N. (In Publication). A Nation of Stones: Street Gangs, Black Power and Urban Terrorism. Chicago, Illinois. Lawrence Hills Books.

Williams, L. (In Print). Cultural interventions for reducing violence among young, African American males. In W. Johnson (Ed). Social Work with African-American Males. New York, New York: Oxford University Press.

Williams, L. (2009). Hip-hop as a site of public pedagogy. In B. Schultz, J. Sandlin and J. Burdick (Eds). In Handbook of Public Pedagogy: Education and Learning beyond Schooling. Routledge.

Williams, L. & Alexis-Bivens, S. (2008). The Father’s Toolkit: A Curriculum Guide for Reconnecting Incarcerated and Formerly Incarcerated Fathers With Their Children. Springfield, Illinois. Illinois Department of Human Services.

Williams, L. (under review). Evaluation of Chicago Violence Prevention Project CeaseFire.

Williams, Lance. (under review). Reducing Violence and Anti-Social Behavior of Young, Inner-City African American Males: A Rites of Passage Paradigm. International Journal of Africana Studies.

Williams, Lance. (under review). A Life-span perspective of antisocial behavior among young African American Males.

Background

TEACHING EXPERIENCE

Northeastern Illinois University 1999-Present

Sociology Courses: Sociology of Health and Illness, Sociology of Violence, Sociology of the Black Family, and Introduction to Sociology

Inner City Studies Education Courses: History of Culture and Ethnic Groups, The Inner City Community and Inner City Organization and Institution Building

Additional Information

CURRENT POSITION

2004-present: Assistant Director, Northeastern Illinois University’s Jacob H. Carruthers Center for Inner City Studies, Chicago, IL.

2006-present: Assistant Professor, Inner City Studies. Northeastern Illinois University, Chicago, IL.

SCHOOL-BASED INTERVENTIONS AND PROGRAMS

Walter Q. Gresham Elementary School (Chicago Public School). 1991-2001. Developed and coordinated an all males program for identified “at-risk” boys in grades 5 through 8. Conducted in biweekly sessions designed to carry out conflict resolution, anger management, individual counseling and mentoring, social and cultural enrichment, decision-making skills, social competence, resistance skills and normative beliefs. The goal of this program is to reduce insubordination, fighting, gang participation, drug use and other anti-social behaviors among participants.

Asa Phillip Randolph Magnet School (Chicago Public School). 1991-1998. As described above. Target Population-grades 1 through 8.

Hirsch Metropolitan High School (Chicago Public School). 1996-1998. As a member of the Hirsch Metropolitan High School Probation Team, I conducted a program for the most “at-risk” boys identified by the school Principal, Counselors and school Disciplinarian. These young men were identified to participate in this mentorship program due to problems with truancy, poor grades, gang-related activity and anti-social behavior. I started with a group of (15) boys in September 1996. By the time the school year ended, the group had mushroomed to (40) forty boys. By 1998, the group consisted of over 100 boys.

Tanner Elementary School (Chicago Public School). April 20th. Planned, implemented and conducted a rites of passage program for over (100) one hundred 4th, 5th, and 6th grade boys. The goal of the rites of passage was to introduce the participants to traditional African value systems and character development.

Jensen/Miller Scholastic Academy (Chicago Public School) 1991 through 1993. Developed and coordinate an all males program for identified “at-risk” boys in grades 3 through 8. Conducted in biweekly sessions designed to carry out conflict resolution, anger management, individual counseling and mentoring, social and cultural enrichment, decision-making skills, social competence, resistance skills and normative beliefs. The goal of this program is to reduce insubordination, fighting, gang participation, drug use and other anti-social behaviors among participants.

Frazier Elementary School (Chicago Public Schools) 1991 through 1992. As described above.

West Pullman School (Chicago Public Schools) Jan. 6th through Feb. 28th, 1992. Planned, implemented and coordinated the Culture Alive Program. This program consisted of over 25 visual and performing artists, a host of cultural vendors and educators who converged on the school during this period to bring each child and classroom from kindergarten to 8th grade the rich and diverse cultures of Africa. The program culminated with a school wide taste of Africa and two assemblies.

GRANTS

Principal Writer (January 2007) Black United Fund of Illinois’ (BUFI) Safety Net Works Grant.

Safety Net Works is an initiative comprised of State of Illinois agencies and community-based organizations formed to help alleviate violence and killing in communities in Illinois. BUFI is headquartered in the South Shore community of Chicago, one of the 17 Safety Net Work target communities. As the Principal Writer of the grant I developed the Coalition of Organizational, Neighborhood and Network Empowerment through Culture, Talent and Spirituality (CONNECTS @ South Shore), a youth violence prevention initiative designed to reduce violence among youth ages 12 to 24 in South Shore. The purpose of CONNECTS is to foster community partnerships through strong relations among the youths, families, schools, faith-based organizations, businesses, parks, elected officials and community-based institutions and the Chicago Police Department in South Shore. BUFI was awarded $320,000 grant to implement CONNECTS @ South Shore.

Principal Writer and Program Evaluator (March 2006) The Literacy, Employment and Self-Sufficiency Project (LES) LES seeks to provide literacy, employment and self-sufficiency programs to one hundred (100) “hard to reach” Chicago public housing residents who are significantly in need of workplace literacy and self awareness development. Funding- 150,000.

Co-Writer (March 2006) Grow Your Own Teachers Program. The Grow Our Own Teacher  program (GYO) establishes an initiative to encourage and support paraprofessionals, parents, and other active community members in becoming certified as teachers. GYO seeks to stimulate the development of consortia made up of an institution that prepare teachers (NEIU), a targeted school district (CPS), and a community organization (ACORN Association  of Community Organizations for Reform Now). Working together, these entities are to identify paraeducators and parents who have been leaders in schools with hard-to-staff positions and provide these individuals with the financial and other support they will need to complete teacher preparation programs. The new teachers are then to be placed in positions in the targeted schools. Funding-$40,000 Planning Grant.

TEACHING EXPERIENCE CONTINUED

University of Illinois-Chicago 2004-2006
Community Health Sciences Division Course- Behavioral Sciences in Public Health (Graduate Program)

National-Louis University 1999-2004
Applied Behavioral Sciences Division Course- Methods of Inquiry in the Behavioral Sciences

CONSULTANT / ADVISORY

Board Member, The Diversifying Higher Education Faculty in Illinois Program (DFI). DFI was established by the Illinois General Assembly and signed as Public Act 093-0862 on August 4, 2004. The purpose of DFI is to increase the number of underrepresented faculty and staff in Illinois institutions of higher education and higher education governing boards. 2004-Present

Executive Committee Member, Governor’s Statewide Community Safety & Reentry Working Group. The primary purpose of the committee is to provide recommendations for review by January 2006 for the design of a new statewide reentry system. 2004-present

Founder/Board Chair, The Know Thyself Program INC. Chicago, IL. The Know Thyself program, a not-for-profit community-based organization, does school-based cultural and social enrichment for inner-city youth who live in Chicago’s marginalized communities. 1989-present

Member of the Hirsch Metropolitan High School, Vernon Johns Community Academy and Fulton Elementary School Probation Management Team. In affiliation with the I Had A  Dream, Inc. and National School Services, I monitored school community safety and make recommendations for improvement to the Probation Manager. 1997 to 2000.

Chief Consultant to Chicago Public Schools-School Community Safety & Security Program at Carter Elementary School. Implemented the Kijiji Kwa Amani (village of Peace) Program designed to foster a safe environment for Carter School students. The program included the establishment and training of the Kijiji Kwa Amani Parent Patrol and conflict resolution training for a student leadership group. March 17th 16th, 1995.

Consultant services to Chicago Public Schools Academic and Vocational Education Department. Worked as an advisor to Nansen School on effective Parenting in violent and drug plagued environments. Chicago, IL. April 12th

Consultant services to Hirsch Metropolitan High School Local School Council. Worked as an advisor to the Hirsch School Local School Council on effective approaches to dealing with Violence and Drug Prevention Strategies. May 19th 1994.

Chief Consultant and advisor to Carter School/CANAL Project Curriculum Development Committee on the Infusion of African Centered Topics Into The Chicago Public Schools system wide Objectives and Standards At The Intermediate Level (4-5). This committee produced five lessons in each intermediate subject area (Language Arts, Mathematics, Science and Social Studies). Carter School. Chicago, IL. May 11th through July 15th, 1993.

PRESENTATIONS

Invited University Lectures

“Continuing the Journey: High School and Beyond.” Presentation for the African American Male Resource Center. Chicago State University. Chicago, Illinois. April 24 2009.

“The Corporate Take Over of Hip Hop.” Delta College. University Center, MI. February 2009.

“The Rap Music Industry: Sex, Lies and Videotape.” St. Xavier University. Chicago Illinois. February 2009.

“Hip Hop Generation, Culture, and Leadership.” College of Lake County. Waukegan Illinois. June 2008.

“The Corporate Take Over of Hip Hop.” St. Louis Community College. St. Louis, Missouri. February 2008.

“The Rap Music Industry as Cultural Weaponry for White Supremacy.” Lecture for the Department of Pan-African Studies, the Institute of African American Affairs and the Center of Pan-African Culture. Kent State University. Kent, Ohio. November 3, 2005

“On Lock Down: Disproportionality among African American boys in special education programs and criminal justice systems.” Presentation Social Work and Social Welfare Responses to African American Males: A Research, Public Policy and Intervention Practice Symposium. University of Chicago School of Social Service Administration. Chicago, IL. April 22, 2005

“The Rap Music Industry as Cultural Weaponry for White Supremacy.” Presentation. Northeastern Illinois University. Chicago, IL. February 15, 2005

“The Mass Media: Keepin’ It Unreal.” Presenter for the Olive-Harvey Middle College and The Triumphant Charter School. Olive-Harvey College. Chicago, IL. November 14, 2003.

“The Mass Media: Keepin’ It Unreal.” Presenter for the Feminine Dynamics Rites of Passage Conference. DePaul University. Chicago, Il. October 4, 2003.

“Corporatization of Hip Hop: Voices and Images of the Marginalized.” Guest Lecturer for a course on the mass media and popular culture. Kennedy-King College. Chicago, IL. April 29th, 2003.

“Corporatization of Hip Hop: Voices and Images of the Marginalized.” Presenter/Panelist at the Black Law Students Association Black History Month panel discussion. Northwestern University Law School. Chicago, Il. February 13, 2003.

“The All Mighty Black P Stone Nation: Black Power, Politics and Gang Bangin.” Guest Lecturer for course on Gangs and the Media. University of Illinois-Chicago. Chicago, IL. October 17, 2001.

“Multiculturalism Vs. Ethnocentrism.” Guest Lecturer for course on Instructional Strategies for Diverse Populations. Loyola University. Chicago, IL. April 23, 1998.

“African Origins of Civilization.” Guest Presenter for the African American Students Association. Northwestern University. Evanston, IL. March 15th, 1992.

Invited Papers

“Reducing Violence and Anti-Social Behavior of Young, Inner-City African American Males:A Rites of Passage Paradigm.” At the 24th Annual International Conference of the National Council for Black Studies. Atlanta, GA., March 17th, 2000.

Conferences

"The Corporatization of Hip Hop: Implications for Identity, Attitudes, and Behavior Among Youth in the African Diaspora”. 32nd Annual Third World Conference. Chicago, Illinois. March 16, 2006

“Hip Hop and the role of the faith community.” The Christian Methodist Episcopal One Church One School National Conference. Oak Lawn, Illinois. October 17, 2003

“America’s consumerist culture and the development of African American Youth: Assessment and Implications.” The 23rd Annual Black Studies Conference. Chicago, IL. April 14th, 2000.

“Violent Death With in the Family.” A National Series of Conferences on Black-On-Black Crime: Prevention and Cures Year 2000. The Institute for Social Justice. Chicago, IL. April 17th, 2000.

“The Role of the Media, the Internet/Computers and Scams and Youth Violence.” A National Series of Conferences on Black-On-Black Crime: Prevention and Cures Year 2000. The Institute for Social Justice. Chicago, IL. April 18th, 2000.

Agencies

“Sociology of Poverty.” Action for Children Agency. In-serviced 100 Action for Children Agency staff on the Sociology of Poverty. Chicago, IL. June 21-23, 2005.

“Gangsta Rap and Images of Blacks in the Media.” Staff and Clients. Bobby Wright Mental Health Center. Chicago, IL. Oct 29th, 1998.

“Images of African American Males in the Media.” Staff and Clients. Community Supportive Living Systems, Inc. Chicago, IL. Feb 24th, 1996.

“Fostering African American Males.” Statewide Foster Parent Conference. State of Illinois Department of Children and Family Services. Chicago, IL. June 6th, 1992.

School Workshops/In-services and Training

“Lessons Learned from Hip Hop.” 7th Community School Intra-City Student Council. Gary, Indiana. February 2009.

“Coalition Building for Youth Violence Prevention.” Safety Net Works Training-Illinois Department of Human Services. Chicago Illinois. March 2008.

“The Hip Hop Generation Workshop (Teacher Training).” Chicago Public Schools-Richards Career Academy. Chicago Illinois. March 2008.

“The Hip Hop Generation Workshop (Student Workshop).” Chicago Public Schools-Richards Career Academy. Chicago Illinois. April 2008.

“What Teachers Need to Know About Classroom Management for Hard-To-Reach Youth.” Chicago Public Schools Chicago New Teacher Center. Chicago, Illinois. April 2008.

“The Hip Hop Generation Workshop (Teacher Training).” Chicago Public Schools-Corliss Career Academy. Chicago Illinois. March 2008.

“The National Stop the Violence Campaign (Panelist).” Chicago Public Schools. Chicago, Illinois. April 2008.

“The Rap Music Industry and The Battle for the Minds, Bodies, and Spirits of Black Youth.” Carter Temple. Tyler, Texas. April 2008.

Center and Periphery: Hip Hop As An Expression of American Social Organization. Associated Colleges of the Midwest-Urban Studies Program. Chicago, Illinois. May 2008.

“The Hip Hop Generation Workshop (Student Workshop).” Chicago Public Schools-Hirsch Metropolitan Career Academy. Chicago Illinois. May 12 through 15 2008.

Annual Youth Leadership Conference. Gary Indiana

“The Hip Hop Generation Workshop (Student Workshop).” Chicago Public Schools-Corliss Career Academy. Chicago Illinois. May 16 2008.

“The Hip Hop Generation Workshop (Student Workshop).” Chicago Public Schools-Moses-Vines High School. Chicago Illinois. May 27 2008.

“The Hip Hop Generation Workshop (Student Workshop).” Chicago Public Schools-Wells High School. Chicago Illinois. May 29 2008.

“The Hip Hop Generation Workshop (Student Workshop).” Chicago Public Schools-Clemente High School. Chicago Illinois. May 30 2008.

“The Rap Music Industry and The Battle for the Minds, Bodies, and Spirits of Black Youth.” Christian Methodist Church. Tulsa, Oklahoma. June 2008.

“The Corporatization of Hip Hop and Its Impact on School Communities.” University of St. Thomas Summer Wellness Institute-A Framework for Providing A Safe and Healthy Learning Environment. Racine, Wisconsin. June 17 2008.

“Using Hip Hop to Improve the Behavior of Hard to Reach Youth.” University of St. Thomas Summer Wellness Institute-A Framework for Providing A Safe and Healthy Learning Environment. Racine, Wisconsin. June 17 2008.

“The Corporatization of Hip Hop and Its Impact on School Communities.” University of St. Thomas Summer Wellness Institute-A Framework for Providing A Safe and Healthy Learning Environment. Madison, Wisconsin. June 24 2008.

“Using Hip Hop to Improve the Behavior of Hard to Reach Youth.” University of St. Thomas Summer Wellness Institute-A Framework for Providing A Safe and Healthy Learning Environment. Madison, Wisconsin. June 24 2008.

“Lessons Learned from Hip-Hop: Using the Voice of Youth as a Transformative Tool to Create Positive, Pro-Social Behavior.” Milwaukee Public Schools. Milwaukee, Wisconsin. November 2008.

“The Hip Hop Generation Workshop.” Conducted workshop with 500 males between the ages of 12 to 18 on the impact of the rap music industry on the images, attitudes and beliefs of young, urban males. The Chicago Council on Urban Affairs-Roosevelt University. Chicago, IL. May 18th, 2006

“Hip Hop as a tool for increasing literacy among inner-city youth.” Workshop training for students. Chicago Vocational High School. Chicago, IL. February 16, 2006

“Hip Hop and the faith community.” Conducted workshops on the role that the faith community can play in influencing positive images and voices in the rap music industry. The One Church One School National Conference. Chicago, IL. October 21, 2005

“Hip Hop as a tool for increasing literacy among inner-city youth.” Parent workshop training for parents at South Shore High School. South Shore High School. Chicago, IL. October 7, 2005

“Implications of Rap Music on the Behavior of Adolescents.” No Child Left Behind Committee. Kenwood High School. Chicago, IL. February 8, 2005

“Survey of Health Disparities in Chicago’s Communities of Color: Implications for Black Social Workers.” Training for the National Association of Black Social Workers. Chicago Chapter. Chicago, IL. February 7, 2005

“Corporatization of Hip Hop: Voices and Images of the Marginalized.” In-serviced 400 Chicago Public School Social Workers on the influences of rap music on the behavior of inner-city youth and implications for the social worker. Chicago Public Schools Social Work Department Chicago, Il. June 23, 2003.

“Conflict Resolution.” Parent Workshop Series. Beethoven School. Chicago, IL. July 5th, 6th, 9th, 16th, 23rd, 1998.

“School Rules, Home Rules and Gang Rules.” Parent Workshop Series. Fulton School. Chicago, IL. July 14th & 24th, 1998.

“Rites of Passage: Positive Adolescent Choices Training.” Student Workshop Series. Ryder School. Chicago, IL. March 12th through April 30th, 1997.

“Teaching Inner City Youth.” Teacher In-service series. St. Sabina School. Chicago, IL. March 13th, April 24th, 1996.

“Inner-City Youth Culture.” Student and Parent Workshop. Spaulding High School. Chicago, IL. April 25th, 1996.

“Societal Violence and its Effect on Inner City Youth.” Englewood High School. Chicago, IL. May 7th, 1996.

“Safe and Drug Free Schools.” Student (5) Series Workshop. Vernon Johns Community Academy. Chicago, IL. March through May 1996.

“Conflict Management Training.” Student Workshop Series. Vernon Johns Community Academy. Chicago, IL. March 13th, 20th, & 27th, 1996.

“Training Students to be Conflict Managers.” Student Workshop Series. Vernon Johns Community Academy. Chicago, IL. Feb. 26th, 27th, 28th, & 29th, 1996.

“Training Students and Staff to be Conflict Managers.” Student and Staff Workshop Series. Vernon Johns Community Academy. Chicago, IL. Feb. 20th, 21rst, 22nd, 23rd, 26th, 28th, & 29th, 1996.

“Teaching Your Child to Handle Conflict.” Parent Workshop. Vernon Johns Community Academy. Chicago, IL. June 21st, 1995.

“Infusing Conflict Resolution Into School Curriculum.” Teacher In-service. Vernon Johns Community Academy. Chicago, IL. May 15th, 1995.

“Conflict Resolution Training.” Student Workshop. Vernon Johns Community Academy. Chicago, IL. May 13th, 1995.

“Behavior Modification of Black Boys.” Teacher In-service. Gompers Elementary School. Chicago, IL. July 7th, 1995.

“African Origins of Civilization.” Teacher In-Service. Harlan Academy. Chicago, IL. Feb. 24th, 1994.

“Drug Free Schools.” Student Workshop. Lindbloom Technical High School. Chicago, IL. May 26th, 1994.

“Self Esteem, Cultural Awareness, and Self Discipline.” Student Workshop Retreat. Terrell School. Chicago, IL. Summer 1993.

“A Comprehensive Approach to School Based Violence and Drug Prevention Programs.” A (7) series workshop for school administrators. Chicago Public Schools Region Six. Chicago, IL. June 6th through July 2nd, 1992.

“Assisting pupils with home work and study skills.” Parent Workshop. Bonn Temps School. Chicago IL. June 10th, 1992.

“Home and School Discipline in Partnership.” Parent Workshop. Chicago Public Schools Drug Prevention Program. Chicago, IL. June 6th, 1992.

“Rites of Passage: A Model for Socialization.” Teacher, Parent and Student Workshop. James Weldon Johnson Elementary School. Chicago, IL. Jan. 23rd, 1992.

“Afrocentric Curriculum.” Teacher In-service. West Pullman Elementary School. Chicago, IL. Feb. 4th, 1992.

“Teaching the Black Male Student.” Teacher In-service. Simon Guggenheim Elementary School. Chicago, IL. Feb. 5th, 1992.

“An Afrocentric Approach to Raising Black Boys.” Parent Workshop. Beethoven School. Chicago IL. Feb. 5th, 1992.

“Raising The Inner-City Child.” Parent Workshop. Englewood High School. Chicago, IL. Feb. 8th, 1992.

“The African Centered Curriculum.” Parent Workshop. Anthony Overton Elementary School. Chicago, IL. Apr. 9th, 1992.

“African Contributions to Civilization: Curriculum Infusion.” A Multimedia Presentation for Teachers. Carver Area High School. Chicago, IL. May, 12th, 1992.

“Improving Your Child’s Self-Image.” Parent Workshop. Robert Fulton School. Chicago, IL. May 13th, 1992.

“Youth Gang Awareness.” System-wide teacher in-service. Chicago Public Schools Department of Drug Education. Ramada Inn. Chicago, IL. May 16th, 1992.

“Is Your Child Gang Banging?” Parent Workshop. Robert Fulton School. Chicago, IL. May 29th, 1992.

“Gangs, Violence, and Drugs in Chicago Public Schools.” School Community Retreat at the Hickory Hill Center. Tilden High School. Lisle, IL. May 30th, 1992.

 

Jacob H. Carruthers Center for Inner City Studies
700 East Oakwood Boulevard
Chicago, IL 60653
United States

(773) 268-7500
Office Hours
By Appointment
Carruthers Center for Inner City Studies
Dr. Steven Wolk, Teacher Education Department
Steven
Wolk
Ed.D.
MSTI Program Coordinator
Teacher Education
College of Education
(773) 442-5397
Expertise
Teaching language arts (reading and writing). Children's and young adult literature. Writing workshop. Curriculum design and theory. Project-based teaching. Inquiry-based teaching. 21st century literacies. Critical literacy. Democratic and multicultural education.
Courses Taught
ELED 301: Curriculum of the Elementary School
ELED 304: Methods of Teaching Social Studies
ELED 329: Student Teaching
ELED 416: Social Studies as Inquiry
ELED 418: Theoretical Implications of Instruction
ELED 428: Clinical Teaching
ELED 429: Student Teaching
ELED 520: Curriculum and Inquiry
ELED 525: New Literacies for the 21st Century
ENG 390: Young adult fiction
LTCY 504: Literature for Reading Instruction in a diverse society
LTCY 506: Reading and Writing Relationships in Secondary Grades
Research Interests
Teaching language arts. Children's and young adult literature. Teaching social studies. Curriculum design and theory. Project-based teaching. Inquiry-based teaching. 21st century literacies (critical and creative thinking). Critical literacy. Democratic and multicultural education. School and curriculum reform.
Education

National-Louis University Instructional Leadership / Curriculum & Instruction, Ed.D.

National-Louis University Elementary Education, M.A.T.

University of Illinois at Chicago Communication Design,  B.A.

University of Illinois at Chicago Photography/Film, B.A.

Selected Publications

Wolk, S. (2013). Caring hearts & critical minds: Literature, inquiry, and social responsibility. Portland, ME: Stenhouse.

Wolk, S. (2002). Being good: Rethinking classroom management and student discipline.  Portsmouth, NH: Heinemann.

Wolk, S. (1998). A democratic classroom. Portsmouth, NH: Heinemann.

Wolk, S. (2013). Reading democracy: Exploring ideas that matter with middle grade and youngadult literature. English Journal 103 (2), 45-51.

Wolk, S. (2011).  Reading for a better world: Teaching for social responsibility with young adult literature. Journal of Adoloescent and Adult Literacy 52(8), 664-673.

Wolk, S. (2010). What should students read? Phi Delta Kappan: 12 must-reads from Kappan 2009-2010: 53-61. 

Wolk, S. (2010). What should students read? Phi Delta Kappan 91(7), 8-16.

Wolk, S. (2010). Reading social responsibility. Educational Leadership.

Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult literature. Journal for Adolescent and Adult Literacy.

Wolk, S. (2008). School as inquiry. Phi Delta Kappan 90, 115-122.

Wolk, S. (2008). Joy in school. Educational Leadership 66, 8-14.

Wolk, S. (2007). Why go to school? Phi Delta Kappan 88, 648-658.

Wolk, S. (2004). Using picture books to teach for democracy. Language Arts, 82, 26-35.

Wolk, S. (2003, Fall).  Teaching for goodness.  Rethinking Schools

Wolk, S. (2003). Teaching for critical literacy in social studies. Social Studies 94(3): 101-105.

Wolk, S. (2003). Hearts and minds.  Educational Leadership, 61(1), 14-18.

 

Lech Walesa Hall (LWH) 3092
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5397
Office Hours
Varies by semester.
Main Campus
Celine Woznica
Celine
V.
Woznica
M.P.H., DrPH
Instructor
Health Sciences and Physical Education
College of Education
(773) 442-5560
Expertise
Popular health education; community health worker formation; child participation in health.
Courses Taught
HSCI 370: Field Experience: Community Health
HSCI 375: Health Education: Clinical Experience
Research Interests
Community Health; Immigrant and refuge health; global health; children as health promoters
Education

MPH, University of Illinois at Chicago

DrPH, University of Illinois at Chicago

Additional Information

Bilingual English-Spanish fluency in reading, writing, and speaking.

PE 1144
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5560
Office Hours
By appointment
Main Campus
Dr. Jia Wu
Jia Rung
Wu
Ph.D.
Assistant Professor; faculty advisor for Rehabilitation Counseling (M-Z)
Counselor Education
College of Education
(773) 442-5551
Expertise
Dr. Wu is a certified rehabilitation counselor, a licensed professional counselor, and a licensed occupational therapist (in Taiwan). She has years of clinical experience working as an occupational therapist and a psychiatric rehabilitation counselor.
Courses Taught
COUN 403 Theories of Counseling
COUN 404 Assessment and Evaluation in Counseling
COUN 408 Research Seminar
COUN 409 Career Development
COUN 427 Diagnostic Systems for Counseling
COUN 434 Medical and Psychosocial Aspects of Counseling
Research Interests
Health disparities and disability, positive psychology, motivation theories, transition, and demand-side employment
Education

University of Wisconsin-Madison
Rehabilitation Counselor Education, Ph.D.

University of Wisconsin-Madison
Rehabilitation Counseling, M.A.

National Changhua University of Education
Rehabilitation Counseling, M.S.

Fu Jen Catholic University
School of Medicine
Occupational Therapy, B.S.

Selected Publications

Brooks, J. M., Wu, J. R., Umucu, E., Storm, M., Chiu, C.-Y., Walker, R., & Fortuna, K. L. (2021). Key components of recovery predict occupational performance and health in peer support specialists. Psychiatric Rehabilitation Journal. Advance online publication. https://doi.org/10.1037/prj0000479

Iwanaga, K., Wu, J. R., Armstrong, A., Kaya, C., Dutta, A., Kundu, M., & Chan, F. (2021). Assessing perceived social support among African American college students with disabilities: A confirmatory factor analysis. Journal of Postsecondary Education and Disability, 34(2), 127-140.

Iwanaga, K., Wu, J. R, Chan, F., Rumrill, P., Wehman, P., Brooke, V., Avellone, L., & Taylor, J. (2021). A systematic review of systematic reviews of secondary health conditions, health promotion, and employment of people with intellectual disabilities. Australian Journal of Rehabilitation Counseling. Advance online publication. https://www.doi.org/10.1017/jrc.2021.2

Koch, L., Rumrill, P., Wu, J. R., Rumrill, S., Iwanaga, K., & Chan, F. (2021). Effective vocational rehabilitation services for improving the postsecondary educational and employment outcomes of young adults with traumatic brain injuries. Brain Injury Professional Magazine, 17(3), 15-20. 

Pfaller, J., Chan, F., Iwanaga, K., Wu, J. R., Rumrill, S., Chen, X., Lee, D & Berven, N. (2021). The international classification of functioning, disability, and health (ICF) as a participation model for people with multiple sclerosis: A hierarchical regression analysis. Australian Journal of Rehabilitation Counseling, 26(2),1-18. https://doi.org/10.1017/jrc.2020.15

Phillips, B. N., Iwanaga, K., Rumrill, S., Reyes, A., Wu, J. R., Fleming, A. R. and Chan, F. "Development and validation of the social motivation scale in people with disabilities." Rehabilitation Psychology (2021). https://doi.org/10.1037/rep0000343

Rumrill, P., Sánchez, J., Wu, J. R., Stuart, S., Iwanaga, K., Li, J., & Chan, F. (2021). Differences in employment concerns between Hispanic and Caucasian persons with multiple sclerosis: A propensity score matching analysis. Journal of Vocational Rehabilitation, 54, 33-42. https://doi.org/10.3233/JVR-201115

Rumrill, S., Wu, J. R., Iwanaga, K., Lee, B., Chan, F., & Pfaller, J. (2021). Psychometric validation of a simplified version of the Multiple Sclerosis Self-Management Scale. Rehabilitation Research, Policy and Education, 35(3), 158-167. http://dx.doi.org/10.1891/RE-21-07

Umucu, E., Iwanaga, K., Alrabiah, A., Chan, F., Johnson, E., Wu, J. R., Strauser, D., Estala- Gutierrez, V., & Washington K. (2021). Examining factors affecting high diabetes rates in the United States: A brief report​. Submitted to Rehabilitation Research, Policy, and Education​, 35(1), 64-68. http://dx.doi.org/10.1891/RE-19-16

Wang M. H., Brooks J. M., Iwanaga K, Wu, J. R., Chen, X., Lee, B., Rumrill S., & Chan., F. (2021) Reducing the Effect of Functional Disability on Life Satisfaction of Persons with Polio in Taiwan: A Tri-Mediation Model. Rehabilitation Counseling Bulletin. https://doi.org/10.1177/0034355220980826

Wu, J. R., Brooks, J., Chan, F., Iwanaga, K., Ditchman, N., Chen, X., & Lee, B. (2021). Evaluating a self-determination theory model of physical activity and exercise in musculoskeletal pain: A structural equation modeling approach. Rehabilitation Research, Policy, and Education. 35, 248-262. http:// dx.doi.org/ 10.1891/RE-21-05

Wu, J. R., Kesselmayer, R. F., Smedema, S., Chen, X., Lee, B., Rumrill, S., Pfaller, J., & Chan, F. (2020). Psychometric properties of the World Health Organization Disability Assessment Schedule in people with multiple sclerosis. Journal of Vocational Rehabilitation. DOI:10.3233/JVR-191071

Lee, B., Pfaller, J., Iwanaga, K., Chen, X., Wu, J. R., & Chan, F. (2020). Core self-evaluations as a mediator of the relationship between stress and quality of life in women with multiple sclerosis. Journal of Vocational Rehabilitation. DOI:10.3233/JVR-191066

Umucu, E., Wu, J. R., Sanchez, J., Brooks, J. M., Chiu, C. Y., Tu, W. M., & Chan, F. (2019) Psychometric validation of the PERMA-profiler as a well-being measure for student veterans, Journal of American College Health. Advance online publication. DOI: 10.1080/07448481.2018.1546182

Wu, J. R., Iwanaga, K., Chen, X, Lee, B., Umucu, E., Tao, J., Grenawalt, T.A., Pfaller, J., Chan, F. (2019). Psychometric validation of the Brief Multiple Sclerosis Community Participation Scale. Journal of Vocational Rehabilitation, 51(1), 33-39. DOI:10.3233/JVR-191023

Bezyak, J. L., Umucu, E., Wu, J. R., Lee, B., Chen, X., Iwanaga, K., ... & Chan, F. (2018). Strategies for recruiting, engaging and retaining members in a community of practice for disability employment: A qualitative content analysis. Journal of Rehabilitation, 84(2), 40-47.

Brooks, J., Costigan, K., Wu, J. R., Chen, X., Bengtson, K., Chan, F., Iwanaga, K., & Chiu, C. Y. (2018). Motivation and readiness for physical activity and exercise behavior among people with chronic musculoskeletal pain: A brief report. Australian Journal of Rehabilitation Counseling, 24 (1), 27-34. 

Brooks, J., Hucks, G., Iwanaga, K., Chan, F., Wu, J. R., Finnicum, C. A., Brinck, E., & Estala-Gutierrez, V. (2018). Towards an integration of the health promotion models of self-determination theory and theory of planned behavior among people with chronic pain. Rehabilitation Psychology, 63 (4), 553–562. http://dx.doi.org/10.1037/rep0000245

Iwanaga, K., Chen, X., Wu, J. R., Lee, B., Grenawalt, T.A., Chan, F., Bezyak, J. & Tansey, T. N. (2018). Assessing disability inclusion climate in the workplace: A brief report. Journal of Vocational Rehabilitation, 49(2), 265-271.

Iwanaga, K., Wu, J. R., Chen, X., Lee, B., Reyes, A., Phillips, B., Pfaller, J., & Chan F. (2018). Person-environment contextual factors as mediators for the relationship between symptom cluster and employment outcome in multiple sclerosis. Journal of Vocational Rehabilitation, 48, 197-206.

Tansey, T. N., Smedema, S., Umucu, E., Iwanaga, K., Wu, J. R., Cardoso, E., & Strauser, D. (2018). Assessing college life adjustment of students with disabilities: Application of the PERMA framework. Rehabilitation Counseling Bulletin, 61(3), 131-142. DOI: 10.1177/0034355217702136. 

Umucu, E., Brooks, J., Lee, B., Iwanaga, K., Wu, J. R., Chen, A., & Chan, F. (2018) Measuring dispositional optimism in student veterans: An item response theory analysis. Military Psychology. Advance online publication. doi:10.1080/08995605.2018.1522161.

Umucu, E., Iwanaga, K., Wu, J. R., Brooks, J., Ditchman, N., Flowers-Benton, S. & Chan, F. (2018). Preliminary validation of a short-form of the Perceived Stress Questionnaire for use in clinical rehabilitation counseling research and practice. Rehabilitation Research, Policy and Education, 32(4), 232-243.

Chan, F., Tansey, T. N., Chronister, J., McMahon, T. B., Iwanaga, K., Wu, J. R., Chen, X., Lee, B., Bengtson, K., Umucu, E., Flowers, S, & Moser, E. (2017). Rehabilitation counseling practice in state vocational rehabilitation and the effect of the Workforce Innovation and Opportunity Act (WIOA). Journal of Applied Rehabilitation Counseling, 48(3), 20-28.

Selected Exhibitions

Dutta, A., Kundu, M., Wu, J. R., Iwanaga, K., Chan, F., Boen, R., Ruiz, D., Merckerson, C (2020, April). Evaluating career self-efficacy of African Americans college students with disabilities. Poster presentation at the 20th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), San Diego, Calif.

Lee, B., Pfaller, J., Iwanaga, K., Chen, X., Wu, J. R., & Chan, F. (2020, April). Core self-evaluation as mediator between stress and quality of life in multiple sclerosis. Poster presentation at the 20th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), San Diego, Calif.

Kundu, K., Cardoso, E., & Wu, J. R. (2019, July). Transition engagement of African American youth with disabilities: A serial mediation model. Concurrent session at the 26th annual training conference of National Association of Multicultural Rehabilitation Concerns (NAMRC), Atlanta, Ga. 

Wu, J. R., Brooks, J., Iwanaga, K., Chen, X., Lee, B. Tao, J., & Chan, F. (2019, April). A self-determination theory for physical activity engagement among people with chronic musculoskeletal pain. Poster presentation at the 19th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), San Diego, Calif.

Wu, J. R., Iwanaga, K., Grenawalt, T., Mpofu, N., Chen, X., & Lee, B. (2019, April). Employer practices for integrating people with disabilities. Poster presentation at the 19th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), San Diego, Calif.

Lee, B., Kaya, C., Chen, X., Wu, J. R., Iwanaga, K., & Chan, F. (2019, April). The buffering effect of character strengths on depression in Turkish college students. Poster presentation at the 19th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), San Diego, Calif.

Chen, X., Lee, B., Wu, J. R., Iwanaga, K., Tansey, T., & Chan, F. (2019, April). Employer practices for customized training efforts for people with disabilities: A scoping review. Poster presentation at the 19th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), San Diego, Calif.

Chen, X., Lee, B., Wu, J. R., Iwanaga, K., Muller, V., & Chan, F. (2019, April). Participation as mediator for the relationship between disability and life satisfaction in fibromyalgia. Poster presentation at the 19th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), San Diego, Calif.

Chen, X., Wu, J. R., Tao, J., Tansey, T., Wang, M. H., & Lin, C. P. (2019, April). Motivational interviewing for rehabilitation professionals in China. Poster presentation at the 19th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), San Diego, Calif.

Wu, J. R., Iwanaga, K., Chen, X., Lee, B., Tansey, T. & Chan, F (2018, November). Psychometric validation of the Brief Multiple Sclerosis Community Participation Scale. Concurrent session at the fifth ICF International Conference, Taipei, Taiwan, R.O.C. 

Wu, J. R., Iwanaga, K., Chen, X., Lee, B., Umucu, E., Pfaller, J., Tao, J., & Chan, F. (2018, March). Psychometric validation of a brief participation scale for people with multiple sclerosis. Poster presentation at the 18th annual meeting of the National Rehabilitation Educators Conference, National Council on Rehabilitation Education (NCRE), Anaheim, Calif.

Additional Information

National Institute on Disability, Independent Living and Rehabilitation Research (NIDILRR) Mary Switzer Merit Research Fellow. (Grant #90SFGE0035-01-00)

(773) 442-5551
Office Hours
Fall 2022
5-7 p.m. Monday and Wednesday
3-4 p.m. Thursday
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
NEIU logo
Linda
Zemtseff
M.Ed.
Teacher Education
College of Education
(773) 442-5392
Expertise
Math Education
Courses Taught
ELED 310: Methods of Teaching Mathematics-Elementary School
ELED 328: Clinical Experience in Elementary Education
ELED 329: Student Teaching in Elementary Education
Research Interests
Math Instruction-Elementary & Middle School. Teacher Education. Curriculum Development. Staff Development. Supervision.
Education

Loyola University Instructional Leadership (Curriculum & Instruction/Supervisor), M.Ed.

Background

Ms. Zemtseff has served as an Elementary and Middle School Teacher for nine years.

In addition she has held positions as:  Instructor at Mallincrodt College; Instructor and Supervisor at both Loyola University and Illinois State University;  currently, is an Instructor and Supervisor in the Elementary Education Program at Northeastern Illinois University.

 

Lech Walesa Hall (LWH) 3034
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5392
Office Hours
Varies by semester:
Main Campus