College of Education Faculty Block
Sociolinguistics
World Englishes
Second Language Acquisition
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.
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).
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.
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.
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.
Case control studies and creating neuropsychological profiles through assessment
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
Southern Illinois University, Carbondale, Ill.
Rehabilitation Counseling, M.S.
University of Wisconsin-Stevens Point, Stevens Point, Wis.
Physical Education, B.S.
Recreation minor
Northeastern Illinois University, Chicago, IL
School Counseling, M.A.
University of Pennsylvania, Philadelphia, PA
Psychology, B.A.
Northeastern Illinois University, Chicago, Ill.
Counseling-Community Counseling, M.A.
Concordia University Chicago, River Forest, Ill.
Psychology & Communications Theatre, B.A.
University of Illinois at Chicago, Chicago, IL
Art Therapy, M.A.,
Northern Arizona University, Flagstaff, AZ
Theatre, B.A.
National Lewis University
Educational Leadership, M.A.
Loyola University
School Counseling, M.A.
St. Xavier University
Education, M.A.
Northeastern Illinois University
Psychology and Spanish, B.A.
Wednesday: 1-5 p.m. or by appointment
Argosy University, Chicago, Illinois
Doctorate Degree in Counseling Psychology
Roosevelt University, Chicago, Illinois
Master’s Degree in Human Services and Counseling
Daugavpils University, Daugavpils, Latvia
Bachelor’s Degree in Psychology (Major)
Bachelor’s Degree in Language and Literature (Second Major)
University of North Carolina at Charlotte
Counselor Education and Supervision, Ph.D.
Hampton University
School Counseling, M.A.
Hampton University
Psychology, B.A.
Wednesdays: 4-6 p.m.
Thursdays: 1-4 p.m.
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
Dawley-Carr, J. R. & Blum, D. (2017). If Betsy DeVos Met Ena Elsa Velázquez. Cuba Counterpoints. Retrieved from: https://cubacounterpoints.com/archives/5269
Blum, D. & Dawley-Carr, J. R. (2016). Teachers Wanted. Cuba Counterpoints. Retrieved from: http://cubacounterpoints.com/archives/4328
Blum, D., Smith, R. & Dawley-Carr, J. R. (2016). Being a “good Cuban”: Socialist citizenship education in a globalized context. In Choo, S., Vinz, R., Sawch, D., & Villanueva, A. (Eds.), Educating for 21st Century Global Capacities: International Perspectives and Capacities (pp. 281-296). New York City: Springer.
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
Foothill College, AS in Physical Education/Human Performance
Washington State University, BS in Kinesiology
University of Massachusetts Amherst, Master of Public Health
PE 1136
5500 North St. Louis Avenue
Chicago, IL 60625
United States
University of Wisconsin La Crosse; Master of Science, Recreation Management
University of Wisconsin La Crosse; Bachelor of Science, Sports Management
5500 North St. Louis Avenue
Chicago, IL 60625
United States
National University of Health Sciences; Doctor of Chiropractic
Northern Illinois University; Bachelor of Arts
PE 1144
5500 N. St. Louis Ave
Chicago, IL 60625
United States
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
LWH 2052
5500 North St. Louis Avenue
Chicago, IL 60625
United States
The Ohio State University, 2016
Teaching and Learning: Early/Middle Childhood Education, Ph.D.
-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
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.
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.
State of Illinois, Professional Educator License, 6-12 Mathematics
LWH 3010
5500 st. Louis
chicago, IL 60625
United States
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.
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
Bloom, Z. D., & Lambie, G. W. (Accepted, 11-17-17). The adolescent measure of empathy and sympathy in a sample of emerging adults. Measurement and Evaluation in Counseling and Development.
Bloom, Z. D., & Dillman Taylor, D. (Accepted 10-16-17). The Online Dating Intensity Scale: Exploratory factor analysis in a sample of emerging adults. Measurement and Evaluation in Counseling and Development.
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.
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.
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. (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.
LWH 4047
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Tuesdays: 3-7 p.m.
Wednesdays: 3-7 p.m.
MPH: University of Michigan. Health Behavior and Health Education.
BA: University of Michigan Residential College. Social Sciences
PE 1144
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ed.D. Curriculum and Instruction
M.S. Recreation, Concentration in Therapeutic Recreation
B.S. Physical Education
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, MN.
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, IL.
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, IL.
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, IL.
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, IL.
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, IL. (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, NV.
Hand, K.E. (2011, February). Does Your Brain Care What Your Body is Doing? T.E.A.M. Conference, Northeastern Illinois University, Chicago, IL.
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, IN.
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, IL.
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
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.Ed. Ohio University. Higher Education
B.S. Indiana University. Sports Management
PE 1121
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.S.: Chicago State University. Physical Education
B.S: Grambling State University. Therapeutic Recreation
PE 1139
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.S.: Public Health
B.S.: Business Administration
PE 1144
5500 North St. Louis Avenue
Chicago, IL 60625
United States
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
M.S.Ed. Physical Education - Sports Psychology
B.Sc. Psychology
PE 1144
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.A. in Latin American Literatures and Cultures, Northeastern Illinois University, 2015
Ph.D., Centro de Estudios Avanzados de Puerto Rico y el Caribe, (Center for Advanced Studies of Puerto Rico and the Caribbean), Old San Juan, Puerto Rico, 2017.
Lech Walesa Hall 2035
5500 N Saint Louis Avenue
Chicago, IL 60625
United States
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.
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
Ph.D. Southern Illinois University, Carbondale, 2013. Dissertaion: 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.
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.
Hostetter, K., Ball, J., Clark, R., & Deluna, J. (2015, June). Healthcare Issues & Conditions Relavtive 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, CO.
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, OR.
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, WA.
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, WA.
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, FL.
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, CO.
2013-2015 Assistant Professor of Health Promotion. Colorado State University-Pueblo.
Physical Education Building PE 1136
5500 North St. Louis Avenue
Chicago, IL 60625
United States
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
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.
PE 1132
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Postdoctoral Research Fellowship, Collge of Physicians and Surgeons, Columbia University
Ph.D.: North Dakota State University, College of Education and Human Development (HIV Prevention)
JCL: Catholic University of American, School of Canon Law (Workers' Right to a Just Wage)
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
Udoh, I.A. (2013). A Qualitative Review of Militancy, Amnesty, and Peace Building in Nigeria's Niger Delta. PEACE RESEARCH: The Canadian Journal of Peace and Conflict Studies, 45(1), 63-93.
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., & 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). 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.
"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.
Visiting Assistant Professor, School for New Learning, DePaul University, 2011-2015
Affiliated Faculty, Health Communication M.A. Program, DePaul University, 2014-
PE 1142
5500 North St.Louis Avenue
Chicago, IL 60625
United States
University of Chicago
CCICS Room 417
700 East Oakwood Blvd.
Chicago, IL 60653
United States
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
MPH, University of Illinois at Chicago
DrPH, Univeristy of Illinois at Chicago
Bilingual English-Spanish fluency in reading, writing, and speaking
PE 1144
5500 North St. Louis Avenue
Chicago, IL 60625
United States
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.
The Perceived Presence and Importance of the Herzberg Motivator-Hygiene Factors Among Chicago School Principals. (2001)
President and Director: WTM Consult: Educational Consultants
PE 1144
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.S. in Education Media Design and Technology | Full Sail University, 2011
Certificate of Completion for Online Instructor Preparation Course | Northeastern Illinois University, 2010
M.A. in Communication, Media and Theatre | Northeastern Illinois University, 2006
M.A. in Inner City Studies Education | Northeastern Illinois University, 2000
B.A. in Inner City Studies Education | Northeastern Illinois University, 1998
Balla, M., Levi, J. B., Carruthers, L. I., Cash, R., Davis, B. K., Jones, Y., Rashid, K., and Womack, B., Eds. (2007). The Kemetic Voice: Listen to Liberty. The Journal of the Kemetic Institute of Chicago. Vol.1. No. 1., Winter/Spring 2014. The Kemetic Institute: Chicago, IL. Member of the editorial and publishing staff.
Contributing writer to News & Notes, the newsletter of the College of Education at Northeastern Illinois University from 2009 to present.
Harris, L. C., Balla, M., Levi, J. B., Carruthers, L. I., Carruthers, J. H., Cash, R., Jones, Y., Thompson, B., and Womack, B., Eds. (2007). The Best of the Kemetic Voice, Vol. 1. The Kemetic Institute: Chicago, IL. Member of the editorial and publishing staff.
700 East Oakwood Boulevard
Chicago, IL 60653
United States
Western Michigan University
Educational Leadership, Ed.D.
University of Tennessee at Martin
Curriculum & Instruction, M.S.
Pedagogical University of Venezuela
Education, B.A.
LWH 3093
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Loyola University
Educational Leadership and Policy Studies, Ph.D.
Montclair State University
Urban Education, M.A.
Skidmore College
History, B.A.
Bellanca, J.A. & Stirling T. (2011). Classrooms Without Borders: Using Internet Projects to Teach Communication and Collaboration. New York, NY: Teachers College Press.
Nauman, A.D., Stirling, T., & Borthwick, A. (2011). What Makes Writing Good? An Essential Question for Teachers. Reading Teacher, 64(5), 318-328.
Stirling, T. (2009) Innovations in the Freshman Year Experience: Enrichment or Survival? International Journal of Innovation in Higher Education, 22, 61-65.
LWH 4007
5500 N. St. Louis Avenue
Chicago, IL 60625
United States
University of Illinois, Chicago
Curriculum Design, Instruction, Evaluation, Ph.D.
Loyola University
School Administration/Curriculum and Instruction, M.Ed.
Drake University
Elementary Education, B.S.
Bultinck, H.J., & Bush, L.H. (under contract). The Respected School Leader. New York, NY: Routledge Taylor & Francis Group.
Bultinck, H.J., & Bush, L.H. (2009). 99 Ways to Lead and Succeed: Stories and Strategies for School Leaders. Larchmont, NY: Eye One Education.
LWH 4033
5500 N. St. Louis Avenue
Chicago, IL 60625
United States
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.
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.
LWH 4016
5500 N. St. Louis Avenue
Chicago, IL 60625
United States
Northwestern University
Administration & Policy Studies, Ph.D.
National Louis University
Administration, M.S.
Northern Illinois University
Elementary Education, B.S.
Bultinck, H.J., & Bush, L.H. (under contract). The Respected School Leader. New York, NY: Routledge Taylor & Francis Group.
Bultinck, H.J. (2013, January/February). Good-bye, Type 75; Hello endorsements. The Illinois School Board Journal, 81, PP 24-27.
Bultinck, H.J., & Bush, L.H. (2009). 99 Ways to Lead and Succeed: Stories and Strategies for School Leaders. Larchmont, NY: Eye One Education.
LWH 4039
5500 N. St. Louis Avenue
Chicago, IL 60625
United States
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.
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 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.
LWH 4054
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
Mondays: Noon-3 p.m.
Wednesdays: By appointment
Thursdays: Noon-4 p.m.
Fridays:By appointment
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
The Ohio State University
Philosophy, Rehabilitation Services Emphasis, Ph.D.
Bowling Green State University
Rehabilitation Counseling, MRC
Bowling Green State University
Psychology, B.A.
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.
"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.
LWH 4110
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
Monday: 11 a.m.-4 p.m.
Wednesday: Noon-2 p.m.
Ph.D., Educational Psychology
University of Missouri at Columbus
M.A., Clinical Psychology
Specialization: Marriage, Family, Child, and Adolescent Counseling
John F. Kennedy University
B.A., Psychology
San Francisco State University
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.
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.
LWH 4004
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
Indiana University
Counselor Education, Ph.D.
Iowa State University
Counseling Psychology, M.A.
National Taiwan Normal University
Education, B.A.
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.
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.
LWH 4042
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
Tuesdays: 5:30-7 p.m.
Fridays: 3-4 p.m.
Wayne State University, Detroit, Mich.
Counselor Education and Supervision, Ph.D.
Wayne State University, Detroit, Mich.
Counseling and Rehabilitation Counseling, M.A.
University of Michigan, Ann Arbor, Mich.
Psychology and Sociology, B.A.
Darnell, F.J., Johansen, A., Tavakoli, S., Brugnone, N. (2016). Adoption and Identity Experiences among Adult Transnational Adoptees: A Qualitative Study. Adoption Quarterly. DOI: 10.1080/10926755.2016.1217574
Johansen, A. Tavakoli, S., Bjelland, I. E, Lumely, M. (2015). Constructivist SimultaneousTreatment of Borderline Personality Disorder, Trauma, and Addiction Comorbidity: A Qualitative Case Study. Qualitative Health Research. doi: 10.1177/1049732315618659
Tavakoli, S., Chen, M., Zook, N., Bethea, S. (2015). Attachment, Combat Exposure, and Posttraumatic Cognitions as Predictors of PTSD and PTG in Veterans. Journal of Military and Government Counseling, 3 (2), 113 - 130.
Tavakoli, S., Zook, N., Hull, G. (2015). Multicultural Considerations for Counseling Military Personnel and Veterans with Co-occurring PTSD and SUD. Kentucky Counseling Association Journal, 1(1), 19 -33.
Hijazi, A.M., Tavakoli, S., Slavin-Spenny, O.M., & Lumley, M.A. (2011). Targeting interventions: Moderators of the effects of assertiveness training and expressive writing on the adjustment of international university students. International Journal for the Advancement of Counselling, 33, 101-112.
Tavakoli, S., Lumley, M., Hijazi, A., Slavin, O. & Parris, G. (2009) Effects of assertiveness training and expressive writing on acculturative stress in international students: A randomized trial. Journal of Counseling Psychology, 56, 590-596.
Coven, A., Araujo, J., Van Hall, K., Tavakoli-Moayed, S., Collins, A., Enwiya, J., Boyes, K.(2007). Teaching a doctoral course in consultation: A parallel process. Dimensions of Counseling, 34(1).
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
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. (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, 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, PA
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., (March, 2014). “Attachment and relational trauma: Neurobiological and social-cognitive considerations”. Illinois Counseling Association-Southern Conference, Collinsville, IL
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
LWH 4074
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
Northern Illinois University, Ed.D.
LWH 4018
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D., Educational Psychology
University of Illinois at Chicago
M.A., Guidance and Counseling
Northeastern Illinois University
M.M., Music
American Conservatory of Music
B.M., Music
University of Alabama
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
5550 North St. Louis Avenue
Chicago, IL 60625-4699
United States
Master of Education in Curriculum and Instruction, Loyola University
Bachelor of Arts in Biology, College of St. Francis, Joliet, IL
LWH 4010
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
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.
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.
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
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
Master of Arts, History, 1975 Northeastern Illinois University
Bachelor of Arts, Secondary Education History, 1972 Northeastern Illinois University
Northeastern Illinois University, EICS
5500 N. Saint Louis Avenue
Chicago, IL 60625
United States
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
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.
http://letters2president.org/
Date Accessed: 6/30/2016 12:11:33 PM
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.
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
- 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
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)
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
Ph.D candidate
LWH 4010
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
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
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
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
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.
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
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
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.
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
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
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
B.S. University of Oklahoma, 1972
M.A. Northeastern Illinois University 1975
60+ hours of Graduate Studies, National College of Education 1976 - 1983
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
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
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.
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.
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
5500 North St. Louis Avenue
Chicago, IL 60625
United States
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
Kritikos, E.P., LeDosquet, P.L., & Melton, M. (2011). Foundations of assessment in early childhood special education. Pearson: Upper Saddle, NJ.
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
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
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.
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 over ten years.
LWH 4020-E
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
2009
Ph.D.Science Education
Indiana University, Bloomington
M.Ed.
2002 Science Education
University of Missouri, Columbia
B.S.
1998 Physics
Ankara University, Turkey
Oliveira, A., Akerson, V., Colak, H., Pongsanon, K., & Genel, A. (2012) The 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.
Dr. Colak is a native of Turkey where he received a B.S. in physics and gained experience as an elementary school teacher in grades 3-8. In 2002, Colak earned an M.Ed. in science education from the University of Missouri-Columbia, and in 2008 he earned a Ph.D. in science education from Indiana University Bloomington. At Northeastern, he will be teaching both elementary and secondary science education courses at the undergraduate and graduate levels. His philosophy of education is based on his belief that students learn science by investigation and by constructing their own knowledge base in conjunction with their daily life experiences. He hopes that he can instill in his students a strong feeling for teaching and learning about science, and that he can help them understand the nature of science so they can embed those concepts in their science teaching. In addition to his teaching, Dr. Colak plans to pursue research in which he will investigate both students’ and teachers’ nature of science views and personal epistemologies.
Recent Presentations:
Colak, H.& Carstensen, A. (2014). Working towards a better qualitative measure of nature of science conceptions. The proposal was accepted to the American Educational Research Association (AERA) Annual National Conference in April 2014 in Philadelphia, PA.
Colak, H. & Carstensen, A. (2014). Examining a new teacher preparation program's effect on preservice teachers' views of nature of science. The proposal was accepted to the National Association for Research in Science Teaching (NARST) International Conference in April 2014 in Pittsburgh, PA.
Carstensen, A. & Colak, H. (2014) . A nature of science instrument: looking at ways to illicit and capture interrelated NOS aspects. The proposal was accepted to the National Association for Research in Science Teaching (NARST) Annual National Conference in April 2014 in Pittsburgh, PA.
Colak, H. & Carstensen, A. (April, 2013). The impact on integrated science and math instruction on preservice elementary teachers' nature of science views. The paper was presented at the National Association for Research in Science Teaching (NARST) Annual International Conference in Rio Grande / Puerto Rico.
Dolan, P., Colak, H., Williams, T. W., Anderson K. &, Mangelsdorf M. J. (2012). Integrating inquiry-based math and science for preservice middle school teachers. The workshop was presented to the National Science Teachers Association (NSTA) National Conference, Indianapolis, IN.
Grants:
In 2014, awarded $5000 faculty research stipend from the Provost’s office to conduct a research study entitled The College Students’ Nature of Science Views Along With Their Self-Efficacies, Motivational Orientations to teach Science, and Personal Epistemologies.
In 2012, awarded $5000 from the Provost to buy vernier calculators and probes to conduct a study about incorporating technology and math in teaching science and exploring the candiates’ development of nature of science understanding.
In 2010, awarded $3000 from the Dean of School of Education to conduct a study entitled “How does the math competency of pre-service elementary and middle school teachers affect their NOS views.” Northeastern Illinois University.
LWH 3002
5500 N. St. Louis Ave.
Chicago, IL 60625
United States
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
Dr. Brelias is an educator with teaching experience in mathematics pedagogy, mathematics, and computer programming in high school, college and corporate settings. Her research examines the use of socially relevant mathematics applications in secondary mathematics classrooms.
EICS
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
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
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
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.
AWARDS: Johanne Henrich Pestalozzi Award:
Outstanding Instruction
CCICS
700 East Oakwood Boulevard
Chicago, IL 60653
United States
Ed.D. Curriculum and Instruction, 2003
The University of South Dakota
Dissertation: Uses of Music in the High School English/Language Arts Class in South Dakota: Teacher
Perceptions and Practices
M.A., English, 1990
University of Nebraska-Lincoln
Thesis: The Last Days of Justice Thierry
Secondary Certification, Graduate Single-Subject Teaching Program, 1984
University of California-Santa Barbara
K-12 English
B.A., English, 1983
University of California-Santa Barbara
University of Nebraska-Lincoln, 1978-80
Undergraduate studies
Books:
Duggan, T. J. (2013). Advanced Placement Classroom: Lord of the Flies. Waco, TX: Prufrock Press.
Duggan, T. J. (2012). Advanced Placement Classroom: Julius Caesar. Waco, TX: Prufrock Press.
Duggan, T. J. (2008). Advanced Placement Classroom: Hamlet. Waco, TX: Prufrock Press.
Articles:
Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015, in press). Embracing the controversy: edTPA, corporate Influence, and the cooptation of teacher education. Teacher College Record.
Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015, March 30). Who’s preparing our candidates? edTPA, localized knowledge, and the outsourcing of teacher evaluation. Teacher College Record. http://www.tcrecord.org/Content.asp?ContentId=17914
Duggan, T. J. (2014). Obscurity. Music CD. Tim Duggan Music. A collection of original folk music.
Duggan, T. J. (2009). Conferences 101: Take a classic and make it current. Illinois English Bulletin 96(2), 11-27.
Duggan, T. J. (2008). Advanced Placement Classroom: Hamlet. Waco, TX: Prufrock Press.
Duggan, T. J. (2008). Ethics and teaching English language arts: An exploration. English Journal 97(6), 18-19.
Duggan, T. J. (2007). Ways of knowing: Exploring artistic representations of concepts. Gifted Child Today 30(4), 56-63.
Duggan, T. J. (2006). Deepening the experience: Adding individual and group projects to gifted summer camp.Curriculum Division Newsletter, National Association for Gifted Children.
Knipper, K. J. & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher 59(5), 462-470.
Duggan, T. J. (2005). Curriculum, testing, and standards. Educated Answers. South Dakota Public Broadcasting website, http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3457 Released April 5, 2005.
Duggan, T. J. (2005). Handling gifted students. Educated Answers. South Dakota Public Broadcasting website http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3048 Released January 4, 2005.
Schweinle, A., Pietrzak, D., & Duggan, T.J. (2004). TV’s impact on children. Educated Answers. South Dakota Public Broadcasting website, http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=2404 Released September 9, 2004.
Duggan, T. J. (2003). Drama workshop in the English classroom: Studying Shakespeare through the eyes of actors and directors. Shakespeare 10(3), 10-12.
Duggan, T. J. & Mangiameli, M. (1999). Shakespeare Unbound: The Study Guide. Nebraska Shakespeare Festival. Musical Recordings.
Duggan, T. J. (2008). Language Arts 201. Self-published. Compact Disc.
Duggan, T. J., Doyle, K., and Liebers, S. (2005). Watching Time Walk. Toadsong Music. Compact Disc.
Duggan, T. J. (2003). Language Arts 101. Self-published. Compact Disc.
Duggan, T. J. & Doyle, K. (1996). Natural Progression. Toadsong Music. Compact Disc.
Duggan, T. J. & Doyle, K. (1994). Something Out There. Toadsong Music. Compact Disc.
Other Publications Feature articles for The Lincoln Star, 1990-93
Numerous articles as staff writer and copy editor, 1988-89 Inside Lincoln Business (magazine)
Poetry published in Laurus, University of Nebraska-Lincoln, 1988, Mindprint Review, 1985.
“The Heart Has Reasons” (short story), McGill Observer, 1983 Manuscript Reviews
Duplass, J. A. 2006. Middle and high school teaching: Methods, standards, and best practices. Boston, Houghton Mifflin.
Ornstein, A. C., Behar-Horenstein, L. S., & Pajak, E. F. (2007). Contemporary issues in curriculum (4th ed.).
Boston, Allyn & Bacon.
Music:
Obscurity. Tim Duggan Music, 2014
A collection of original folk music.
Language Arts 201. Tim Duggan Music, 2008
A collection of songs and sonnets from Shakespeare and other famous poets.
Title: Duggan, T. J. (2005). Handling gifted students. Educated Answers. South Dakota Public Broadcasting website http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3048
Released January 4, 2005.
URL: http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3048
Title: Schweinle, A., Pietrzak, D., & Duggan, T.J. (2004). TV’s impact on children. Educated Answers. South Dakota Public Broadcasting website, http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=2404
Released September 9, 2004.
URL: http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=2404
Amundsen Partnership:
As Faculty-in-Residence, I coordinated NEIU-Amundsen High School partnership. In this capacity I served on school’s Instructional Leadership Team and Literacy Team, conducted two professional development sessions for all-school faculty, provided individual mentorship of teachers, including guest teaching, team-teaching, and observing teachers. I also created and hosted monthly student open-mic performances. Over the past two years of this partnership, Amundsen has been moved off CPS probation and ACT scores have jumped nearly 2 points.
PASAS Grant Consulting (through NEIU Center for College Access and Success):
Conducted workshops and ongoing individual mentoring for teachers in the Morton School District focusing on literacy practices at Morton East High School, Morton West High School, and Morton Freshman Center.
Union Participation:
UPI Negotiating Team Member. Successfully negotiated UPI/NEIU Collective Bargaining Agreement for 2014-2019
Recent Awards:
Faculty Excellence Award for Research and Creative Activity, 2012-2013. Northeastern Illinois University
Faculty Excellence Award for Research and Creative Activity, 2011-2012. Northeastern Illinois University
Faculty Excellence Award for Service, 2010-2011. Northeastern Illinois University
Little Red Schoolhouse Award, 2007, School Administrators of South Dakota Recognition for outstanding school innovation through partnership with Beresford, SD School District “Operation Coyote”
College Teaching Experience
Associate Professor of Secondary English Education, 2013-present
Northeastern Illinois University
Clinical Supervisor and Coordinator for Partnership with Amundsen High School
Teaching graduate and undergraduate courses in English education, supervising clinical students and student teachers, working regularly with Amundsen High School (Chicago Public Schools) students, faculty, and administration to improve school performance, developing arts culture through hosting open mic performances, and creating opportunities for collaboration between NEIU faculty and students and Amundsen faculty and students.
Assistant Professor of Secondary English Education, 2009-2013
Northeastern Illinois University
Courses Taught: Teaching Writing in the Junior and Senior High School, Methods of Teaching English in the Secondary School, New Directions in Teaching English in the Junior and Senior High School, Young Adult Novel, Secondary Clinical Field Experience in English Methods of Teaching at the Secondary Level, Research Methods for Secondary Language Arts
Adjunct Instructor, 2009
Northwestern University
Course Taught: Engineering Design and Communication II
Adjunct Assistant Professor, 2008-2009
Northeastern Illinois University
Courses Taught: Methods of Teaching at the Secondary Level, New Directions in English Language
Arts Teaching, Secondary Internship
Assistant Professor of Curriculum and Instruction, 2003-2008
The University of South Dakota
Courses Taught: Methods and Media for Middle/Secondary School Teaching, Reading Development in
Content Areas, Secondary School Curriculum, 7-12 Language Arts Methods, Nature and Needs of
Gifted Children, Curriculum Development and Teaching Strategies for the Gifted, Nature and Nurture of
Creativity, Improvement of Instruction, Philosophies of Education
Additional Responsibilities: Served as director of gifted programs, supervised student teachers, placed
interns, served on committees, coordinated secondary education
College Teaching Experience (continued)
Instructor, 2002-2003 The University of South Dakota
Courses Taught: Methods and Media for Middle/Secondary School Teaching, Reading Development in
Content Areas, Secondary School Curriculum, 7-12 Language Arts Methods
Additional Responsibilities: Supervised student teachers, placed interns, served on committees
Adjunct Assistant Professor, 2001-2002
Morningside College, Sioux City, IA
Courses Taught: Argumentation and Critical Thinking, College Writing, Interpreting Literature
Graduate Teaching Assistant, 1999-2002
The University of South Dakota
Responsibilities: Supervised and evaluated student teachers
Adjunct Instructor, 1995-2001
Metropolitan Community College, Omaha, NE
Courses Taught: Composition I, Composition II, Technical Writing, Humanities
Instructor, 1989-1995
Southeast Community College, Beatrice NE
Courses Taught: Composition I, Composition II, Technical Writing, Introduction to Literature, American
Literature, Modern Fiction, Creative Writing
Additional Responsibilities: Articulated transfer agreements with statewide four-year institutions,
introduced critical thinking component into Composition II curriculum, served as Faculty Association
President and State Coordinator for Community College Humanities Association, advised students,
served on numerous committees
Graduate Teaching Assistant, 1988-89
University of Nebraska-Lincoln
Course Taught: Composition I
Secondary School Teaching Experience
Instructor
Gifted Learning Links Program, Center for Talent Development, 2008-2010
Northwestern University
Course Taught: Honors Literary Analysis 6-12
Substitute Teacher, 1995-2001 Omaha Public Schools (NE)
Vermillion Public Schools (SD)
Elk Point-Jefferson Public Schools (SD)
Responsibilities: Taught classes in all secondary areas, including special education
English Teacher, Summers, 1989, 1990, 1997
Boys Town High School, Boys Town, NE
Courses Taught: Adventures in Literature I and II, Reading
Gifted Program Mentor, 1988, 1989
Lincoln Public Schools, Lincoln, NE
Responsibilities: Mentored a twice-exceptional student
English Teacher, 1984-87 and Summer, 1988
Sonora Union High School, Sonora, CA
Courses Taught: English 10, English 10 Honors, English Literature, Creative Writing
Other Responsibilities: Served as Gifted and Talented Education Coordinator, Assistant Track and Field
Coach
School-based Workshop Experience
Founder and Director, 2003-2008
Institute for Teachers of Gifted Youth, The University of South Dakota, Vermillion, SD
Responsibilities: Designed and coordinated a week-long institute with one-day, two-day, and five-day
options for training and professional development in needs of gifted children, curriculum for gifted
children, and the nature of creativity (25-50 participants each year)
Independent Workshop Director, 1999-2007
Responsibilities: Created and directed workshops teaching performance-based Shakespeare studies,
songwriting, and creative writing in schools in Nebraska, Iowa and South Dakota (Approximately 15
schools served)
Director of Outreach and Education Programs, 1997-99
Nebraska Shakespeare Festival, Department of Fine Arts, Creighton University and University of Nebraska-
Omaha
Responsibilities: Designed, developed, and coordinated Shakespeare Unbound artist residencies in
schools across Nebraska and in Western Iowa, taught Shakespeare through performance, offered
public forums and teacher in-services, coordinated student sonnet-writing contests, directed Camp
Shakespeare (approximately 22 schools served)
Camps and Summer Programs
Camp Director, 2001, 2002, 2004-2008
South Dakota Governor’s Camp, The University of South Dakota
Ambassadors of Excellence Camp, The University of South Dakota
One-week and Two-week residential camps for gifted youth
Camp Director, 2002, 2003
Siouxland Shakespeare Camp, Morningside College, Sioux City, IA
Drama Instructor and Team Leader, 2000
South Dakota Governor’s Camp, The University of South Dakota
Camp Director and Instructor, 1998-2000
Camp Shakespeare, Nebraska Shakespeare Festival, University of Nebraska-Omaha
Creator/Director and Instructor, 1999, 2000, 2002
Shakespeare in the Summer, Omaha, NE
Program for Gifted Students of the Omaha Public Schools
Crew Leader, 1982
National Forest Service Youth Conservation Corps, Los Padres National Forest, Santa Barbara, CA
Counselor, 1979, 1980
Camp Thunderbird for Boys, Bemidji, MN
Conference/Workshop Presentations
“Bard Core Curriculum! Reading into Shakespeare.” Workshop for CPS faculty participants in the Chicago Shakespeare Theater’s Bard Core professional development program. Chicago, IL, August 5, 2015.
“M.A.S.T.E.R.ing the Art of Music Integration.” Two-day workshop for ARTeacher grant participants, University of Arkansas, Fayetteville, Arkansas, February 25-26, 2015
“Bringing Performance Techniques into the English Classroom.” Bard Core Professional Development Workshop. Chicago Shakespeare Theater, December 5, 2014.
“M.A.S.T.E.R.ing the Art of Music Integration.” Featured workshop, YAL Conference, St. Charles, IL. October 24, 2014
“Lear and his Fool: Bridging Critical Interpretation with Classroom Performance.” Teacher workshop. Chicago Shakespeare Theater, September 13, 2014.
“M.A.S.T.E.R.ing the Art of Music Integration.” Featured workshop, National Writing Project Urban Sites Conference, Chicago, IL, April 26, 2014.
“M.A.S.T.E.R.ing the Art of Music Integration.” Featured workshop at ARTful Teaching Conference, Withrop Rockefeller Institute, Arkansas, March 31-April 1, 2014
“M.A.S.T.E.R.ing the Art of Music Integration.” Workshop presented as part of the “From A to Jay-Z: Using Music to Teach English” Workshop. National Council of Teachers of English Annual Convention. Boston, MA, November 25, 2013.
“(Re)Inventing Shakespeare through Performance-Based Reading and Writing.” National Council of Teachers of English Annual Convention. Boston, MA, November 23, 2013. With Marilyn Halperin, Molly Topper, and Jason Harrington.
“Shakespeare as a Tool of the Public School Bureaucracy.” Paper presented in the “Wrong Shakespeare” Seminar at the Shakespeare Association of America Annual Meeting. Toronto, Ontario, March 28, 2013.
“Finding the Match: Igniting Change as a First-year Teacher in an Urban Setting.” National Council of Teachers of English Annual Convention. Las Vegas, NV, November 18, 2012. With Alison Morales, Sergio Santillan, and Ryan Dooley.
"Bard Core Professional Development: Reaching At-Risk Students through Shakespeare and Teachers."Conference on English Leadership. Chicago, IL, November 21, 2011. With Marilyn Halperin, Karen Boran, and Sandra Shimon.
"Bard Core in Practice: Bringing Difficult Text to Life with Struggling Readers and Writers in Urban Schools." National Council of Teachers of English Annual Convention. Chicago, IL, November 19, 2011. With Marilyn Halperin, Karen Boran, and Sandra Shimon.
"We’re All in this Together: Establishing An Adolescent Literacy Program that Builds Community and Student Achievement." National Council of Teachers of English Annual Convention. Orlando, FL, November 20, 2010. With Deborah Will.
"Entering Difficult Texts: How Not to Get Stuck before Starting the Journey." Poster Session. National Council of Teachers of English Annual Convention. Orlando, FL, November 20, 2010.
“Bard Core: Bringing Performance into Classroom Study of Shakespeare.” Chicago Shakespeare Theater, Chicago, IL, August 16-17, 2010.
“Life is Revision or How I Learned to Quit Worrying and Just Get On With it.” Illinois Association of Teachers of English Spring Regional Workshop, Shaumburg, IL, April 16, 2010.
“Ideas for Introducing Students to Shakespeare’s The Comedy of Errors.” Chicago Shakespeare Theatre, Chicago IL, January 9, 2010.
“Making Research Real: A Teacher-Student Partnership for Local Action” (with Liz Kirby). Illinois Association of Teachers of English Fall Conference, Rockford, IL, October 16, 2009.
“Richard III: A Guide to Classroom Orientation Activities.” Chicago Shakespeare Theatre, Chicago IL, October 3, 2009
“Bard Core: Entering into the Script of Richard III” Chicago Shakespeare Theatre, Chicago IL, August 5, 2009.
Keynote Address: “101 Conferences: Take a Classic and Make It Current.” Illinois Association of Teachers of English Fall Conference, Oak Brook, IL, October 17, 2008.
“35 Things You Can Do With Hamlet.” Illinois Association of Teachers of English Fall Conference, Oak Brook, IL, October 17, 2008.
“35 Things You Can Do With Hamlet.” Iowa Council of Teachers of English Fall Conference, Johnston, IA, October 3, 2008.
“Sure-fire Shakespeare.” Nebraska Association for the Gifted Conference, Omaha, NE, February 28, 2008.
Keynote Address: “The Connection between Music and Literature: A Performance.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, February 22, 2008.
“How Time Flies: Creating Moments in the Study of Literature, Writing, and Film.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, February 22, 2008.
“Professional Development: Sharing with Others.” Roundtable discussion. National Council of Teachers of English Annual Convention, New York, New York, November 16, 2007.
“I Would Never Do This at Home: The Role of Performing Arts in Gifted Children’s Leadership Development.” Poster session, National Association for Gifted Children Annual Convention, Minneapolis, MN, November 9, 2007 (with Heath Weber).
“Shakespeare’s Music.” Shakespeare Garden Twentieth Anniversary Celebration, The University of South Dakota, Vermillion, SD, October 18, 2007.
“Life is Revision OR How I Learned to See My Writing.” Dakota Writing Project September Showcase, Vermillion, SD (with broadcast over South Dakota DDN network), September 19, 2007.
“Sheridan Blau’s Literature Workshop.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, March 24, 2007.
“Teaching Shakespeare through Performance.” National Council of Teachers of English Annual Convention, Nashville, TN, November 17, 2006.
“Ways of Knowing and Artistic Representation of Concepts.” Poster session, National Association for Gifted Children Annual Convention, Charlotte, NC, Nov. 3, 2006.
“Songwriting: An Introduction.” The Sorcerer’s Apprentice, workshop sponsored by the Dakota Writing Project and the Vermillion Literary Project, The University of South Dakota, Vermillion, SD, October 14, 2006.
“Using Sheridan Blau’s Literature Workshop to Improve Reading and Writing.” Dakota Writing Project, The University of South Dakota, June 10, 2006.
Keynote Address: “Using Music in the Classroom: Adding Our Voices.” South Dakota Council of Teachers of English Spring Conference, March 24, 2006.
“Shakespeare and the Curriculum of Identity.” National Association for Gifted Children Annual Convention, Louisville, KY, November 11, 2005.
“Gifted Students and Reading: Filling Empty Spaces in Classroom Time.” National Council of Teachers of English Annual Convention, Pittsburgh, PA, November 19, 2005.
Keynote Address: “Professional Development in a Flexible Framework: Adjunct Teaching in the Community College.” Faculty Development Workshop. Northwest Iowa Community College, Sheldon, IA, September 10, 2005.
“THE Meaning vs. MY Meaning: Developing Individual and Shared Interpretations of Literature.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, April 1, 2005.
“Shakespeare and the Curriculum of Identity.” Nebraska Association for the Gifted Annual Convention. Omaha, NE, February 24, 2005.
“Writing Songs.” Dakota Writing Project, The University of South Dakota, Vermillion, SD, June 10, 2004.
“Teaching Reading through Performance.” Oglala Lakota College Teacher Inservice, Rapid City, SD, May 3, 2004.
“Improving Reading through Dramatic and Musical Performance.” Northeast Educational Cooperative Teacher Inservice, Watertown, SD, Feb. 13, 2004.
“Uses of Music in High-School English/Language Arts Classes in South Dakota: Teacher Perceptions and Practices.” National Council of Teachers of English Annual Convention, San Francisco, CA, Nov. 22, 2003.
“Improving Reading through Dramatic and Musical Performance.” Ninth Annual Reading Recovery Regional Conference, Sioux Falls, SD, October 24, 2003.
Keynote Address: “Shakespeare Set to Music.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, March 28, 2003.
“Breathing New Life into Old Texts: Teaching Shakespeare through Performance.” South Dakota Council of Teachers of English Spring Conference, Chamberlain, SD, March 28, 2003.
“Breathing New Life into Old Texts: Teaching Shakespeare through Performance.” South Dakota Reading Conference, Chamberlain, SD, November 13, 2002.
“Breathing New Life into Old Texts: Teaching Shakespeare through Performance.” Y2K Regional NCTE/NWP Conference on Literacy Education, Fargo, ND, August 3-6, 2000.
“Breathing New Life into Old Texts: Teaching Shakespeare through Performance.” Nebraska Speech Communication and Theatre Association Conference, Kearney, NE, October 2, 1998 and October 1, 1999.
“Bridges to College English.” Nebraska Tech-Prep Association Conference, Kearney, NE, June 13, 1995.
“Multicultural Perspectives: A Look at the Uruguayan Education System.” Community College Humanities Association Regional Conference, Chicago, IL, October 30, 1992.
Supervision
42 student teachers
9 graduate interns
15 Clinical students
1 Dissertation committee chair
9 Doctoral committees
22 Master’s committees
6 Out-of-department Master’s committees
Committees and Service
Northeastern Illinois University:
Writing Intensive Faculty Advisory Committee (co-chair), 2009-present
School of Education Reorganization Implementation Committee, 2009-present
Secondary Education Portfolio Committee, 2009-present
University of South Dakota Committees:
University Writing Assessment Committee, 2007
Student Affairs Committee (chair), 2005-2007
President’s Task Force on Writing, 2003-2004
University Scholarship Committee, 2005
Electronic Portfolio Committee
Graduate Admissions Committee
Sunshine Committee
Field Experience Committee
Assessment Committee
Other
Coordinator, “Operation Coyote.” Field experience for secondary education students. 2005-2007. Beresford
Middle/High School, Beresford, SD and The University of South Dakota.
Coordinator, Omaha Public Schools Visit. Field experience for secondary education students, The University of
South Dakota, 2004-2007
Faculty Association Executive Committee, Southeast Community College (Nebraska), 1992-1994
Additional
Student Involvement
Advisor: USD Juggling Club, USD Secondary Education Club, 2005-2007
Music Performance
Over 500 musical performances, solo and with Kevin Doyle (Duggan and Doyle)
University of South Dakota Theatre Production Roles
“Duncan, the King,” Macbeth, Knutson Theatre, The University of South Dakota, October, 2006
“Robert,” Proof, Arena Theatre, The University of South Dakota, March 2005
Other Theatre Roles
Various Characters from Shakespeare, Shakespeare Unbound, Nebraska Shakespeare Festival educational
touring performance, 1997-1999
“Border Guard” and “Kit Kat Patron,” Cabaret, Beatrice (NE) Community Players, 1994.
“Captain Keller,” The Miracle Worker, Beatrice (NE) Community Players, 1993.
References available upon request
LWH 2057
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
Loyola University Chicago School of Social Work, PhD (2013)
University of Chicago's School of Social Service Administration, MA (2004)
African American Young Adult Racial Identity: the Implications of Community Based Violence; Black Women's Health Conference at Tulane University (June 2014)
NEIU Carruthers Center for Inner City Studies
700 East Oakwood
Chicago, IL 60653
United States
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
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Loyola University Instructional Leadership (Curriculum & Instruction/Supervisor), M.Ed.
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
Ed.D, Instructional Design & Technology; Northern Illinois University, 2007
M.S. Ed., Curriculum & Instruction; Northern Illinois University, 2001
M.P.H., health Education & Promotion; University of Illinois - Chicago, 1996
B.S., Health Care Planning & Administration; University of Illinois - Champaign, 1994
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. Advance online publication. doi: 10.1007/s10900-016-0312-5.
Santos Green, L., Banas, J.R., & Perkins, R. (2017). The flipped college classroom: Conceptualized and re-conceptualized. Switzerland: Springer International Publishing.
Banas, J., Victorson, D., Gutierrez S., Cordero, E., Guitelman, J. & Haas, N. (2017). Developing a peer-to-peer mhealth application to connect Hispanic cancer patients. Journal of Cancer Education, 32, 158-165. doi: 10.1007s13187-016-1066-6.
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. doi: 10-1111/josh.12456.
Ball, J.W., Banas, J., & Bice, M.T. (2016). Understanding health care brokering among young and middle-aged adults. American Journal of Health Studies, 31(4) 190-198.
Banas, J.R. & York, C.S. (2014). The influence of preservice teachers’ TPACK and authentic learning exercises on intentions to integrate technology. Australasian Journal of Educational Technology, 30(6), 728-746.
Banas, J.R. (2014, December 11). Preservice teachers’ attitudes and beliefs towards different types of bullying and the likelihood they will intervene. Northwest Journal of Teacher Education. Retrieved from http://nwate.com/category/northwest-journal-of-teacher-education-online/
Victorson, D., Banas, J., Smith, J., Languido, L., Shen, E., Gutierrez, S., Cordero, E., & Flores, L. (2014, December). eSalud_Culturally Tailored Design and Implementation Considerations for eHealth Interventions with Latino Populations. American Journal of Public Health, 104(12), 2259-2265.
Banas, J.R. & York, C.S. (2014). The impact of authentic learning exercises on preservice teachers’ motivational beliefs towards technology integration. International Journal of Information and Communication Technology Education, 10(3), 60-76.
Banas, J. R. (2014). The influence of collaborative, authentic learning exercises on preservice teachers’ self-efficacy and intentions to intervene into and prevent bullying in their future schools.American Journal of Health Education, 45(4), 239-248.
Banas, J. R. & Velez-Solic, A. M. (2012). Designing effective and efficient online instructor training and professional development. In L. Kyei-Blankson and S. Keengwe (Eds.) Learning by doing: Professional development in online learning environments. Hershey, PA: IGI Global.
Banas, J. R. & Brown, C. A. (2012). Web 2.0 visualization tools to stimulate generative learning. In D. Polly, K. Persichitte, & C. Mims (Eds.), Technology in teacher education. Hershey, PA: IGI Global.
Banas, J. R. (2011). Standardized, flexible design of electronic learning environments to enhance learning efficiency and effectiveness. In A. Kitchenham (Ed.) Blended and mobile learning across disciplines: models for implementation (pp. 66-86). Hershey, PA: IGI Global.
PE 1125
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D., New York University, Ed.M. Harvard University, M.S.W., University of California, Berkeley, B.S., Loyola University Chicago
Gaytán, F.X. (2013). Social capital and the academic and ethnic resources of Mexican youth in New York City. In A. Sawyer & B. Jensen (Eds.), Regarding Educación: Mexican-American Schooling the 21st Century. New York: Teachers College Press.
Moreno, G. & Gaytán, F.X. (2013). 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 Behavioural Assessment as a pre-referral practice in student support teams. Emotional and Behavioural Difficulties, iFirst, 1-14
Gaytán, F.X. & Suárez-Orozco, C. (2011). Social-emotional challenges for newcomer Latino youth in educational settings. In N.J. Cabrera, F.A. Villaruel, & H.E. Fitzgerald (Eds.), Latina and Latino Children's Mental Health, Volume 1: Development and Context. Santa Barbara, CA: Praeger.
Suárez-Orozco, C., Gaytán, F.X., & Kim, H.Y. (2010). Facing the Challenges of Educating Latino Immigrant Origin Students. In Growing up Hispanic: Health and Development of Children of Immigrants. Nancy Landale, Susan McHale, & Alan Booth (Eds.), Washington, D.C.: The Urban Institute.
Suárez-Orozco, C., Gaytán, F. X. Bang, H, J. Pakes, O’Connor, E., & Rhodes, J. (2010). Academic trajectories of newcomer immigrant youth. Developmental Psychology, 46, 602-618.
5500 N. St. Louis Ave.
Chicago, IL 60625
United States
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
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 (www.wisetraining.weebly.com), 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 www.EAdultEducation.org, 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 over 15 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 of the American Society for Training and Development (CCASTD) and Northeastern's HRD Student Association (https://www.facebook.com/groups/113122995372320/). 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" (http://wisetraining.weebly.com/uploads/1/1/8/5/11852861/integrating.pdf) 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
Main Campus LWH 2061
Grayslake, IL 60030-2614
United States
Ph.D., University of Illinois (Urbana)
Dr. Williams’ written work has been published in both research journals and management magazines, including: the Journal of Organizational Excellence, the International Journal of Evidence Based Coaching and Mentoring, Business Horizons Journal, Human Resource Development International, the RMA Journal, Corporate Responsibility Officer, Association Forum, and Human Resource Management Perspectives.
Williams, S. L. (under review). Logan Park Neighborhood Assistance - A Case of Analysis and Assessment. New Horizons in Adult Education and Human Resource Development, Wiley/Blackwell Publishers.
Williams, S. L., Cornell-Powers, C., & Kim, J. (2013). Teaching HRD with 3-E’s. In D. Chapman (Ed.) Academy of Human Resource Development 2013 Research Conference in the American Proceedings. Academy of Human Resource Development, St. Paul, MN.
Williams, S. L., Sunderman, J. A., and Kim, J.H. (2012). E-mentoring in Online Course Projects: Benefits and Challenges to E-mentors. International Journal of Evidence Based Coaching and Mentoring, 10 (1), 109-123.
Williams, S. L. and Kim, J. H. (2011). E-mentoring in Online Course Projects: Description of an E-mentoring Scheme. International Journal of Evidence Based Coaching and Mentoring, 9 (2), 80-95.
LWH 3017
5500 N. St. Louis Ave.
Chicago, IL 60625-4699
United States
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.
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
Ed.D., Curriculum and Instruction
M.A., English
B. A., English
LWH 4010
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
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
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
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
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.
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.
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
Ph.D., 2006
Educational Technology, Department of Curriculum and Instruction
College of Education, Purdue University
Bai, H. (2013). Using digital mapping tool in ill-structured problem solving. InternationalJournal for the Scholarship of Teaching and Learning, 7(2). Available online at http://w3.georgiasouthern.edu/ijsotl/v7n2/articles/PDFs/Acc%20Art_HuaBai.pdf.
Wong-Lo, M. & Bai, H. (2013). Recommended practices: Cultivating a culturally responsive learning environment for Chinese immigrants and Chinese American students. Preventing School Failure: Alternative Education for Children and Youth,57(1), 17-21.
Bai, H. (2012). Students' use of self-regulatory tool and critical inquiry in online discussions. Journal of Interactive Learning Research, 23(3), 209-225.
Bai, H. (2009). Assigning students in cooperative and individual learning environments according to cognitive styles: Achievement and perceptions in computer technology learning. i-manager’s Journal on School Educational Technology, 5(1), 7-16.
Bai, H.(2009). Facilitating students’ critical thinking in online discussion: An instructor’s experience. Journal of Interactive Online Learning, 8(2). Available online at http://www.ncolr.org/jiol/issues/PDF/8.2.4.pdf.
Bai, H.(2008). Facilitating the development of student teachers’ beliefs about technology through electronic modeling, reflection and technology experience. International Journal of Instructional Technology and Distance Learning, 5(1), 35-43.
Bai, H.,Ertmer, P. A. (2008). Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes. Journal of Technology and Teacher Education, 16(1), 93-112.
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.
Selected Presentations
Bai, H. (2013, October). Game-based learning: Elementary education students’ attitudes and efficacy. Paper presented at Association for Educational Communications & Technology International Conference, Anaheim, CA.
Bai, H. (2012, March). Using online mapping tool in problem solving activity. Paper presented at the Society for Information Technology & Teacher Education International Conference, Austin, TX.
Bai, H. (2011, March). Facilitating students’ critical thinking in online discussion: Requiring students to self-code. Paper presented at the Society for Information Technology & Teacher Education International Conference, Nashville, TN.
Bai, H. (2009, June). Students’ cognitive thinking in online discussion. Paper presented at ED-MEDIA2009 annual conference: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Honolulu, HI.
Bai, H. (2008, March). Strategies for facilitating the development of student teachers’ beliefs about technology. Paper presented at annual meeting of the American Educational Research Association, New York, NY.
LWH 3007
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
M.A., Northwestern University
B.A., Northwestern University
Northeastern Illinois University, LWH 3033
5500 N. Saint Louis Avenue
Chicago, IL 60625
United States
1998
Ph.D. Faculty of Education, Simon Fraser University, Canada
1992
B.A. Philosophy, University of British Columbia, Canada
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.
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
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
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
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
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)
Possesses Illinois Type 75, Illinois Type 9, and Illinois LBS1 certifications
CCICS Room 413
700 E. Oakwood Boulevard
Chicago, IL 60653
United States
- 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)
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
Kondellas, B. (In progress). The Journey in the Establishment of the Kindergarten for the Blind: Michael Anagnostopoulos’ Contribution to the History of Progressive Education
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.
Kappa Delta Pi International Honor Society in Education, Counselor
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.
LWH 3033
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
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
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.
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.
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
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
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
University of Pittsburgh, Arts Education, Ed.D.
University of Pittsburgh, Arts Education, M.A.
Geneva College, English, Drama & Speech. Elementary Education, B.A.
Goddard College. Study Abroad Program.
Indiana Univeristy of PA, Education Courses
University of Southern Colorado. Theatre, Speech & Diction
Book
(2004) Dr. Lorie A. Annarella. Portraits of Industry. University Press, Maryland. Juried
Articles
(2011) Dr. Lorie A. Annarella. Learning to Read a Painting---The Artist as Ethnographer.
Global Encounters Pedagogical Paradigms and Educational Practices. Cambridge Scholars Press. London. Juried
(2012) Dr. Lorie A. Annarella. Drama in the Multicultural Classroom. Global Encounters Pedagogical Paradigms and Educational Practices. Cambridge Scholars Press. London. Juried
(2008) Dr. Lorie A. Annarella. The Culture of Work through the Artist's Eyes. American Steel Booklet. Milwaukee School of Engineering. Grohmann Museum, Milwaukee, Wisconsin. Invited
(2001) Dr. Lorie A. Annarella. The Artist as Ethnographer. ERIC. Juried
(2001) Dr. Lorie A. Annarella. Goal Setting an Important Part of Teaching. Educational Horizons Magazin., Juried
(2000) Dr. Lorie A. Annarella. Theatre in the Classroom – A Creative Way to Teach and Learn. Creative Drama Magazine. Juried
(1999) Dr. Lorie A. Annarella. Goal Setting an Important Part of Teaching. ERIC. Juried
(1999) Dr. Lorie A. Annarella. Using Creative Drama in the Multicultural Classroom. ERIC. Juried
(1999) Dr. Lorie A. Annarella. Creative Drama and the Writing Process. ERIC. Juried
(1999) Dr. Lorie A. Annarella. Using Creative Drama in the Multicultural Classroom. IFTE Web Site,UK. Juried
(1999) Dr. Lorie A. Annarella. Creative Drama and the Writing Process. IFTE Web Site, UK. Juried
(1999) Dr. Lorie A. Annarella. Creating Sock Puppets. Creative Drama Magazine. Juried
(1999) Dr. Lorie A. Annarella. Simon and the Woo (Children’s Play). Creative Drama Magazine. Juried
(1998) Dr. Lorie A. Annarella. Using Reader’s Theatre in the Classroom. Illinois Reading Council Journal. Juried
(1998) Dr. Lorie A. Annarella. The Starlight Princess (Children’s Play). Illinois Reading Council Journal. Juried
(1997) Dr. Lorie A. Annarella. The Joy of Learning through Drama. Illinois Reading Council Journal. Juried
(1996) Dr. Lorie A. Annarella. Creative Drama in the Classroom. ERIC. Juried
(1995) Dr. Lorie A. Annarella. Creative Drama in the Classroom. Alliance of California University & Western Pennsylvania English Teacher’s Journal.
International
9th Annual Worldwide Forum on Education and Culture, Learning to Read a Painting—The Artist as Ethnographer, Rome, Italy, 3 Dec.-5 Dec., 2009. Juried
10th Annual Worldwide Forum on Education and Culture, The Effects of Global Learning: Teaching the World about the World. Drama in the Multicultural Classroom, Rome, Italy,30 Nov.-2 Dec., 2011. Juried
Fourth Annual Worldwide Forum on Education and Culture, Teaching Culture through Puppetry and Technology, Rome, Italy, Fall 2005. Juried
14th European Conference on Reading Literacy Without Boundaries, Reading and Writing with Puppets, Zagreb, Croatia, Summer 2005. Juried
SITE Society for Information Technology & Teacher Education, Conflict Resolution Using Drama and Technology Atlanta, Georgia, Spring 2004. Juried
SITE Society for Information Technology & Teacher Education, Using Drama with Multicultural Story and Technology Albuquerque, New Mexico, Spring 2003. Juried
WACRA Conference, University for Public Administration, Teaching Creative Writing with Drama and Puppetry Mannheim, Germany, Summer 2002. Juried
AACE Society for Information Technology and Teacher Education. Using Drama with Multicultural Story and Technology. Albuquerque, NM, March 2003. Juried
WACRA International Conference. Teaching Creative Writing and Drama and Puppetry. Mannheim, Germany, July 2002. Juried
WACRA International Conference. The Artist as Ethnographer, University of Lund, Lund, Sweden, June 2001. Juried
International Reading Conference. Using Multicultural Drama in theClassroom, Dublin, Ireland, July 2001. Juried
IFTE International Conference – The Power of Language. Creative Drama and the Writing Process. University of Warwick, Coventry England UK, July 1999. Juried
NCTE Third International Conference for Global Conversations on Language and Literacy, Using Creative Drama in the Multicultural Classroom, Bordeaux, France, August 1998. Juried
National
ASCD Conflict Resolution Using Drama and Technology, Association for Supervision and Curriculum Development 58th Annual Conference, San Francisco, California,Spring 2003. Juried
ASCD Embracing Drama through Multicultural Story and Technology Association for Supervision and Curriculum Development 57th Annual Conference, San Antonio, Texas, Spring 2002. Juried
ASCD Annual Conference. Drama Can be Integrated into The Classroom. New Orleans, LA, March 2000. Juried
NCTE National Conference “Re-imaging the Possibilities”. Multicultural Story Theatre in the Classroom. Denver, CO, November 1999. Juried
National Conference Forecasts and Trends in Education. Techniques for Integrating Reader’s Theatre and Storytelling into the Classroom Curriculum, Children’s Theatre & Creative Drama, National Louis University, Evanston, IL, February 1998. Juried
National Conference Illinois Children’s Theatre/Creative Drama. The Use of Story in the Classroom, Bloomington IL, Spring 1998. Juried
State
Storytelling IEA Conference, Northeastern Illinois University, February 1999. Invited
Using Reader’s Theatre and Story Theatre in the Classroom, Illinois Reading Council State Conference Spring, 1997. Juried
Creative Drama in the Classroom, Illinois Reading Council StateConference, Spring, 1996. Juried
Using Creative Drama in the Writing Process, Alliance of California University and Western Pennsylvania English Teachers, Fall,1997. Juried
Local
Puppetry Workshop for Student Illinois Education Association. Spring 2014. Invited.
Puppetry Workshop for Future Teachers Organization, Fall 2004. Invited
Kappa Delta Pi, International Honor Society Education, Speaker for Initiation of New Members Meeting, Fall 2002. Invited
Leaders as Performers, Interactive Teaching and Learning Community Project, Making connections---Improving Performance, Building Leadership Team Training Retreat for Teachers, Keynote Speaker, Oakbrook IL, Fall 2002. Juried
Teaching Creative Writing with Drama and Puppetry, 1st Annual College of Education Research Symposium, Spring 2002. Invited
Using Puppetry and Drama in the Classroom. Faculty Research Symposium,NEIU. Chicago, IL, March 2002. Invited
Communicating with Puppets. Bring Your Daughters to Work Day, NEIU, Chicago, IL, 2001/2/3. Invited
Portrait of Emily Dickinson. Bring Your Daughters to Work Day, NEIU,Chicago, IL, 2000. Invited
Women From The Past - an Enactment of Emily Dickinson. Women’s StudyProgram, NEIU. Chicago, IL, March 2000. Invited
Your Body Speaks to You. Student Teaching Seminar, NEIU. Chicago, IL,Spring, 2000. Invited
Body Language: It’s Influence in Student Teaching. Student Teaching Seminar, NEIU. Chicago, IL, Fall 1998 & 1999. Invited
Drama in the Multicultural Environment. Illinois Education Association, College of DuPage, Wheaton, IL, 1998. Invited
Movement in the Classroom. Illinois Education Association Conference, Guiding Lights for the 21st Century. NEIU, Chicago, IL, Spring 1998. Invited
Using Guided Imagery in the Writing Process. Alliance of California University And Western Pennsylvania English Teachers, Fall 1996. Juried
Reading in the Content Area. Presented to the Secondary Education HistoryStudent Teachers, NEIU, Chicago, IL, Fall 1996. Invited
The Artist as Ethnographer. Butler Institute of Fine Arts, Youngstown, OH, Invited, Fall 1995. Invited
The Teacher as Performer. Duquesne University, Pittsburgh, PA, Fall 1995. Invited
Other
2008 Keynote speaker for Industrial Art Exhibit. Chesterton, IN.
2008 Keynote speaker for American Steel Exhibit. Grohmann Museum of Art. Milwaukee,Wisconsin.
2007 "Using Creative Drama in the Classroom" asking to use my article in a graduate thesis, e-mail communication
2006 "Using Creative Drama in the Writing and Reading Process" asking to use my article in a graduate student project, e-mail communication
2002 "Making Creativity and Imagination Part of the Curriculum", 1-12, permission to use article to copy for a class at Michigan State University
2002 "Guided Imagery for the Writing Process", Center for Teaching and Learning, Best Practices in NEIU Teaching, Contributed, Invitational-Local
Spring 2007 McNichols Studio Vocal Musical Recital-invitational
Fall 2005 McNichols Studio Vocal Musical Recital-invitational
Spring 2004 Community theatre actor in Wheaton Community Theatre production of, To Kill a Mockingbird
Summer 2000 Summer Theatre NEIU actor in Arsenic and Old Lace
Summer 1999 Summer Theatre NEIU actor in The Bat
Creative drama mentor for Northeastern Illinois University Partnership with Wells Freshman Academy English Program
Puppetry and Writing project performed and debriefed at Chicago Public Schools
Creative drama mentor for Northeastern Illinois University Partnership with Wells Freshman Academy English Program.
Puppetry and writing project performed and debriefed at Chicago Public Schools.
Designed and developed: EDU 443P: Creating and Using Puppetry in the Classroom and ELED 417: Multicultural Literature and Drama in the Elementary Classroom - Learning through the Arts.
Lech Walesa Hall (LWH) 3009
5500 North St. Louis Avenue
Chicago, IL 60625
United States
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.
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"
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."
Lech Walesa Hall (LWH) 3023
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Universidad Catolica de Chile, B.A.
Miami University of Ohio Secondary English, M.Ed.
Miami University of Ohio Educational Administration, Ph.D.
Most recent publication:
Skinner, E., Garreton, MT., and Schultz, B., (Eds.)Grow your own Teachers: Grassroots Change for Teacher Education. TCP 2011
Garreton, Maria Teresa., Overcoming Institutional Barriers to Develop a Successful Community-Based Teacher Preparation Program in Skinner, E., Garreton, MT., and Schultz, B., (Eds.)Grow your own Teachers: Grassroots Change for Teacher Education. TCP 2011
Lech Walesa Hall (LWH) 3040
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
Loyola University, Chicago Curriculum and Instruction, Ed.D.
Loyola University, Chicago Diagnosis and Remediation of Reading Difficulties, M.Ed.
B.A. English Education. University of Illinois, Chicago.
Chakonas, E.P. (Winter 2007) “Literacy Methods Preparation of Pre-Service Teachers: Illinois Reading Council’s (IRC) Student Members’ Perspectives”. Eastern Education Journal.
Arnoff, K., Ed. (2007) So To Teach: Inspiring Stories that Touch the Heart. Kappa Delta Pi Publications. “Teacher, My Name is Evangelia”, pp. 81-84.
Chakonas, E.P. (Spring 2007) “Are You Raising Good Greek Sons?”. Mia Magazine.
Chakonas, E.P. (Winter 2006) “Electra, Plato, Stacy and Christina: Meet the Characters in Books Featuring Greek Children”. Mia Magazine.
Chakonas, E.P. (Fall 2006). “The Greek Orthodox Churches of the Chicago Archdiocese”. Mia Woman Magazine, , pp. 31-32.
Chakonas, E.P. (Summer 2006). “Words of Wisdom”. Mia Woman Magazine , pp. 100-101.
Chakonas, E.P. (Spring 2006. vol. 13). “Principles of Effective Teaching”. New Teacher Advocate,, pp. 8-9.
Chakonas, E.P. (Winter 2006). “You Know Who You Are: A Greek Girl Finds Herself Renamed”. Mia Woman Magazine.
Chakonas, E.P. (Winter 2006). “Teacher, My Name is Evangelia”. Kappa Delta Pi Record, p. 96.
Perino, F., Chakonas, E.P. (Summer 2006, vol. XIII) “A Qualitative Analysis of Pre- Service Teachers’ Responses to Program Effectiveness”. Critical Issues in Teacher Education, the journal of the Illinois Association of Teacher Educators.
Chakonas, E.P. (2005). “Growing Up Greek in Chicago: A First Grader’s Perspective”. Greektown Chicago: Its History-Its Recipes, by Alexa Ganakos, p. 32.
Passman, R., McKnight, K.S., & Chakonas, E.P. (Summer 2005). Nouns do Noun-y Things: A preliminary model for introducing a discourse of grammar(s) of English in middle school language arts classrooms. Illinois English Bulletin.
Chakonas, E.P. (Fall 2004). “Mentoring Pre-Service Teachers: The Role of the Professional Organization”. Illinois ASCD Newsletter.
October 1982 Curriculum Review Review of Developmental Learning Materials Reading to Learn: Focus on Being a Consumer
August/September 1982 Curriculum Review Review of Pitman Learning SporTellers
February 1982 Curriculum Review Review of How To Increase Reading Ability
November 1981 Curriculum Review Review of Holt Reading Skills for the Content Areas
June 1981 Curriculum Review Review of Holt, Rinehart and Winston Discovering Language with Children
November 1980 Curriculum Review Review of SRA Reading for Understanding Kit
November 1980 Curriculum Review Review of Series R: Macmillan Reading Program
February 1980 Curriculum Review Review of Modern Curriculum Press Phonics is Fun Program
December 1979 Curriculum Review Review of Harcourt, Brace and Jovanovich Bookmark Reading Program
May 1979 Curriculum Review Review of Learnco’s Reading and Classifying Words
December 1978 Curriculum Review Review of Rand McNally’s Young America Basic Reading Series
August 1996 Chicago Public Schools Cable TV show on Channel 23 featured the Chicago Public Schools Prep Program, “Life in the Middle Ages” throughout the month of August.
May 19-20, 1998 Interview with Linda MacLennan on WBBM. Channel 2 News “Homework: How Much Is Too Much?”
Lech Walesa Hall (LWH) 3012
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
University of Texas at Austin Science Education, Ph.D.
Ewha Womans University. South Korea Science Education, B.A.
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/
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.
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
University of Wisconsin-Madison. Ph.D., M.S., B.S.
Adler, M., Rougle, E., Kaiser, E. & Caughlan, S. (2004). Closing the gap between concept and practice: Toward more dialogic discussion in the language arts classroom. Journal of Adolescent & Adult Literacy, 47, No. 4, 312-322.
Crafton, L. & Kaiser, E. (2011). The language of collaboration: Dialogue and identity in teacher professional development. Improving Schools. V4, (2), 104-116.
Kaiser, E. (2013). Contextualized support for urban teachers implementing Writer's Workshop. Critical Issues in Education. (V4, (3), 213-224.
Lech Walesa Hall (LWH) 3089
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
University of Illinois at Chicago
Curriculum Studies, Ph.D.
Michigan State University
Curriculum and Instruction, M.A.
Oberlin College
English, B.A.
Chaudhri, A., and Teale, W.H. (2013). Stories of multiracial experiences in literature for children, ages 9-14. Children's Literature in Education. 44(4), 359-376.
Chaudhri, A. (2013). Transplanted: Stories of refugee experiences. Book Links. September.
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.
Chaudhri, A. (2013). Growing mixed/up: Multiracial identity in children's and young adult literature. In J. Naidoo & S. Park Dahlen (Eds.). Diversity in youth literature: Opening doors through reading. ALA Editions.
Chaudhri, A. (2013). Multiracial characters. Book Links. January.
Chaudhri, A. (2011, Summer). Straighten up and fly right: Heteromasculinity in the Watsons go to Birmingham-1963. Children's Literature Association Quarterly. Vol. 36, No. 2.
LWH 4019
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
University of Toronto, Education. Ph.D.
University of Dar es Salaam, M.A. Education; B.Educ.
Teaching Certificate (Grade A), Marangu Teachers' College.
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
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.
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
Doctorate in Curriculum and Instruction.
Master in Applied Linguistics.
Bachelor in Education with a major in Spanish.
Yturriago, J.K., & Gil Gacia, A. (2011). Preparing teacher candidates: A linguistic conundrum in a changing political landscape. International Journal of Humanities and Social Science (IJHSS), Vol. 2, No.1.
Yturriago, J. (2010). Transformiong Early Childhood Programs for Young English Language Learners: A Creative Vision for Change. IAMME Bulletin, Vol XXXIV, No. 1.
Yturriago, J.K. (2006). How do you use evidence on program effctiveness to inform policy? In E. Hamayan & R. Freeman (eds.). English language learners at school: a guide for administrators (pp. 27-28). Philadelphia: Carlson Publishing.
Yturriago, J.K. (2006). What do parents of English language learners contribute to your school? In E. Hamayan & R. Freeman (eds.). English language learners at school: a guide for administrators (pp. 50-51). Philadelphia: Carlson Publishing.
Yturriago, J.K. (2006). What can you tell parents of English language learners about language use at home? In E. Hamayan & R. Freeman (eds.). English language learners at school: A guide for administrators (pp. 51-53). Philadelphia: Carlson Publishing.
Kwiat, J. (1996). Variation in expectations among teachers for Hispanic students. UMI Dissertation Services. Ann Arbor, MI (Doctoral Dissertation).
Lech Walesa Hall (LWH) 3091
5500 N. St. Louis Avenue
Chicago, IL 60625
United States
