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. Lessons Learned: Critical Conversations in Hip-Hop and Social Justice. African American Images, IL.
Ali, Sunni. "Redefining Exceptionalism: The Importance of Removing Super Hero Language from Education.” Vol. 4, No. 3. Available at:
Ali, Sunni. American Association of Colleges for Teacher Education. (October 2019). “The Black and Hispanic/Latino Male Teacher Networked Improved Community: Promising Practices to Recruit and Retain Male Teachers of Color: Phase 1: Exploring New Pathways to Recruit and Retain.” Available at:
Ali, Sunni. "A Second-Class Workforce: How Neoliberal Policies and Reforms Undermined the Education Profession," Vol. 8, No. 3. Available at:
Ali, Sunni. (June 6, 2018). “A Qualitative Study: How 91Porn’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:
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:
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:
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:
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:
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
Loyola University Chicago School of Social Work, Ph.D. (2013)
University of Chicago's School of Social Service Administration, M.A. (2004)
African American Young Adult Racial Identity: the Implications of Community Based Violence; Black Women's Health Conference at Tulane University (June 2014)
Carruthers Center for Inner City Studies
91Porn
700 East Oakwood Boulevard
Chicago, IL 60653
United States
Educators' Professional Preparation, Practice and Development
School Reform
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.
Room LWH 3008
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Tuesday: 5:45-6:45 p.m.
Wednesday: 3:30-5:30 p.m.
Thursday: 3:00-4:00 p.m.
Additional office hours by appointment .
Ph.D. Purdue University
Bai, H. (2022). Students’ use of learning management system in hybrid learning: Mobile or not. International Journal on E-learning, 22(1), 5-23.
Bai, H. (2019). Student perceptions of learning digital literacy online in a leadership program. In E. Alqurashi (Ed.), Handbook of research on fostering student engagement with instructional technology in higher education (pp. 346-366). Hershey, PA: IGI Global.
Bai, H. (2019). Preparing teacher education students to integrate mobile learning into elementary education. TechTrends, 63, 723-733.
Bai, H. (2019). Pedagogical practices of mobile learning in K-12 and higher education settings. TechTrends, 63, 611-620.
Bai, H. (2018). Preparing teacher education students to use instructional technology in an asynchronous blended course. In D. Polly, M. Putman, T. M., Petty & A. J. Good (Eds.), Innovative practices in teacher preparation and graduate-level teacher education programs (pp. 603-619). Hershey, PA: IGI Global.
Dr. Bai has taught undergraduate and graduate courses in instructional technology, ranging from applying technology to teaching and learning in K-12 education contexts to advanced instructional design. Her recent research focuses on strategies that are employed to facilitate teacher education students’ learning about technology integration.
Room LWH 3007
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Tuesday: 12-1 p.m.
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
Nature of Science
Professional Development
Self Efficacy of Preservice Teachers and College Students
Ph.D.
2009 Science Education
Indiana University, Bloomington
M.Ed.
2002 Science Education
University of Missouri, Columbia
B.S.
1998 Physics
Ankara University, Turkey
Oliveira, A., Akerson, V., Colak, H., Pongsanon, K., & Genel, A. (2012) The implicit communication of nature of science and epistemology during inquiry discussion.Science Education,1-32.
Akerson, V. L., White, O., Colak, H., & Pongsanon, K. (2011, April). Relationships between elementary teachers’ conceptions of scientific modeling and the nature of science. In M. S. Khine and I. M. Saleh (Eds) Models and modeling: Cognitive tool for scientific inquiry. Netherlands: Springer.
Colak, H. (2009).Exploring the development of nature of science views and personal epistemologies of upper elementary and middle school students. Germany: Lap Lambert Academic Publishing.
Kazempour, M., Amirshokoohi, A., & Colak, H. (2009). Turkish preservice and in-service teachers’ beliefs about inquiry. The International Journal of Learning, 16, 7, 435-444.
Dr. Colak is a native of Turkey where he received a B.S. in physics and gained experience as an elementary school teacher in grades 3-8. In 2002, Colak earned an M.Ed. in science education from the University of Missouri-Columbia, and in 2008 he earned a Ph.D. in science education from Indiana University Bloomington. At Northeastern, he will be teaching both elementary and secondary science education courses at the undergraduate and graduate levels.
His philosophy of education is based on his belief that students learn science by investigation and by constructing their own knowledge base in conjunction with their daily life experiences. He hopes that he can instill in his students a strong feeling for teaching and learning about science, and that he can help them understand the nature of science so they can embed those concepts in their science teaching.
In addition to his teaching, Dr. Colak plans to pursue research in which he will investigate both students’ and teachers’ nature of science views and personal epistemologies.
Recent Presentations:
Colak, H.& Carstensen, A. (2014). Working towards a better qualitative measure of nature of science conceptions. The proposal was accepted to the American Educational Research Association (AERA) Annual National Conference in April 2014 in Philadelphia, PA.
Colak, H. & Carstensen, A. (2014). Examining a new teacher preparation program's effect on preservice teachers' views of nature of science. The proposal was accepted to the National Association for Research in Science Teaching (NARST) International Conference in April 2014 in Pittsburgh, PA.
Carstensen, A. & Colak, H. (2014). A nature of science instrument: looking at ways to illicit and capture interrelated NOS aspects. The proposal was accepted to the National Association for Research in Science Teaching (NARST) Annual National Conference in April 2014 in Pittsburgh, PA.
Colak, H. & Carstensen, A. (April, 2013). The impact on integrated science and math instruction on preservice elementary teachers' nature of science views. The paper was presented at the National Association for Research in Science Teaching (NARST) Annual International Conference in Rio Grande / Puerto Rico.
Dolan, P., Colak, H., Williams, T. W., Anderson K. &, Mangelsdorf M. J. (2012). Integrating inquiry-based math and science for preservice middle school teachers. The workshop was presented to the National Science Teachers Association (NSTA) National Conference, Indianapolis, IN.
Grants
In 2014, awarded $5,000 faculty research stipend from the Provost’s office to conduct a research study entitled The College Students’ Nature of Science Views Along With Their Self-Efficacies, Motivational Orientations to teach Science, and Personal Epistemologies.
In 2012, awarded $5,000 from the Provost to buy vernier calculators and probes to conduct a study about incorporating technology and math in teaching science and exploring the candidates’ development of nature of science understanding.
In 2010, awarded $3,000 from the Dean of School of Education to conduct a study entitled “How does the math competency of pre-service elementary and middle school teachers affect their NOS views.” 91Porn.
Room LWH 3002
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
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. 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. (2021). Cuba’s citizenship education model and its current challenges. Peabody Journal of Education, 96(3), 307-318. DOI: 10.1080/0161956X.2021.1942709
Blum, D., Dawley-Carr, J. R., & Bridges, J. (2019). Cuba. Teen lives around the world: A global encyclopedia, 1, 101-116. Santa Barbara, CA: ABC-CLIO.
Blum, D., & Dawley-Carr, J.R. (2018). If Cuban and US education leaders debated: Sacando la cuenta (Taking an inventory) on the teaching profession. Educational Studies, 54(5), 522-535. DOI: 10.1080/00131946.2018.1467321
Dawley-Carr, J. R. & Blum, D. (2017). If Betsy DeVos Met Ena Elsa Velázquez. Cuba Counterpoints.
Blum, D. & Dawley-Carr, J. R. (2016). Teachers Wanted. Cuba Counterpoints.
Blum, D., Smith, R. & Dawley-Carr, J. R. (2016). Being a “good Cuban”: Socialist citizenship education in a globalized context. In Choo, S., Vinz, R., Sawch, D., & Villanueva, A. (Eds.), Educating for 21st Century Global Capacities: International Perspectives and Capacities (pp. 281-296). New York City: Springer.
Grants
National Science Foundation Noyce Track 3 Grant, 2023-2028 ($1, 047, 523.00)
National Science Foundation Noyce Capacity Building Grant, 2021-2023 ($121,211)
Chicago Service Learning and Civic Education Consortium Fellowship, 2018-2019 ($1,500)
91Porn Summer Research Stipend, 2018 ($5,000)
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)
Selected Presentations and Workshops
Dawley-Carr, J. R., Harrell, K., & Lam, S. (2023, May). Teaching about Elections. Paper to presented at the Annual Conference of the Athens Institute for Education and Research, Athens, Greece.
Dawley-Carr, J. R. (2021, April). Civics education in a divided nation. Interactive talk given at the Fourth Annual Civics Summit sponsored by the Service Learning and Civic Education Consortium, Loyola University, Chicago, IL.
Dawley-Carr & Chaudhri. (2019, April). Discussion and facilitation with pre-service teachers. Service Learning and Civic Education Consortium’s Civics Summit. Loyola University, Chicago, IL.
Chaudhri, A. & Dawley-Carr, J.R. (2019, June). Controversial discussion in the classroom. Workshop sponsored by Service Learning and Civic Education Consortium for pre-service teachers at Loyola University, Chicago, IL.
Room LWH 4005
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
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
Undergraduate Studies
University of Nebraska-Lincoln 1978-1980
Books:
Duggan, T. J. (2013). Advanced Placement classroom: Lord of the Flies. Waco, TX: Prufrock Press.
Duggan, T. J. (2012). Advanced Placement classroom: Julius Caesar. Waco, TX: Prufrock Press.
Duggan, T. J. (2008). Advanced Placement classroom: Hamlet. Waco, TX: Prufrock Press.
Book Chapters:
Duggan, T. J. & Smith, J. (under review). Finding a light in the Night: An opportunity for the arts to illuminate the way. In Pamela Hartman and Jeff Spanke (eds.). Cultivating democratic literacy through the arts: Guiding preservice teachers towards innovative learning spaces in ELA classrooms.
Duggan, T. J. & Valentín-Espiet, N. (2022). “These are the forgeries of jealousy”: Nature out of balance. In Rebecca Young (ed.). Literature for change: How educators can prepare the next generation for a climate-challenged world. Lanham, MD: Lexington Books (Rowman and Littlefield).
Duggan, T. J. (2019). Musical adaptations and explorations in the English classroom. In Katherine J. Macro & Michelle Zoss (eds.). A symphony of possibilities: A handbook for arts integration in secondary English language arts. Urbana, IL: NCTE.
Duggan, T. J. (2017). Welcome to Illyria, all. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 101-104.
Duggan, T. J. (2017). Achieving greatness. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 150-154.
Duggan, T. J. (2017). Battle of The Bard: Teenagers, Shakespeare, community, and the power of narrative. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 280-284.
Duggan, T. J. (2017). Cabaret, consciousness, and the pursuit of excellence. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 303-306.
Duggan, T. J. (2016). M.A.S.T.E.Ring the art of music integration. In L. L. Johnson & C. Z. Goering (eds.). Recontextualized: Teaching English with music. Rotterdam, Netherlands: Sense Publishers, 51-64.
Peer Reviewed Journal Articles:
Duggan, T. J. & Goering, C. Z. (Mar. 2021). Song: What about the kids? English Journal 110(4), 77-78.
Duggan, T. J. (Nov. 2018). Making school work that students value. English Journal 108(2), 31-38.
Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Embracing the controversy: edTPA, corporate Influence, and the cooptation of teacher education. Teacher’s College Record.
Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Who’s preparing our candidates? edTPA, localized knowledge, and the outsourcing of teacher evaluation. Teacher’s College Record.
Fayer, L., Zalud, G., Baron, M., Anderson, C. M. & Duggan, T. J. (2011). Student perceptions of the use of inquiry practices in a biology survey laboratory course. Journal of College Science Teaching 41(2), 20-26.
Duggan, T. J. (2009). Conferences 101: Take a classic and make it current. Illinois English Bulletin 96(2), 11-27.
Duggan, T. J. (2008). Ethics and teaching English language arts: An exploration. English Journal 97(6), 18-19.
Duggan, T. J. (2007). Ways of knowing: Exploring artistic representations of concepts. Gifted Child Today 30(4), 56-63.
Knipper, K. J., & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher 59, 462-470.
Duggan, T. J. (2006). Deepening the experience: Adding individual and group projects to gifted summer camp. Curriculum Division Newsletter, National Association for Gifted Children.
Duggan, T. J. (2005). Curriculum, testing, and standards. Educated Answers. South Dakota Public Broadcasting website, April 5, 2005.
Duggan, T. J. (2005). Handling gifted students. Educated Answers. South Dakota Public Broadcasting website, January 4, 2005.
Schweinle, A., Pietrzak, D., & Duggan, T.J. (2004). TV’s impact on children. Educated Answers. South Dakota Public Broadcasting website, September 9, 2004.
Duggan, T. J. (2003). Drama workshop in the English classroom: Studying Shakespeare through the eyes of actors and directors. Shakespeare 10(3), 10-12.
Book Reviews:
Duggan, T. J. & Schultz, B. S. (2018). Turning minefields into fields of opportunity: A review of Can I teach that? Negotiating taboo language and controversial topics in the English language arts classroom. Midwest Educational Research. AERA.
Music:
Obscurity. Tim Duggan Music, 2014
A collection of original folk music.
Language Arts 201. Tim Duggan Music, 2008
A collection of songs and sonnets from Shakespeare and other famous poets.
Watching Time Walk. Toadsong Music, 2005. With Kevin Doyle and Scott Liebers.
Full-length CD recording of original music.
Language Arts 101. Tim Duggan Music, 2003.
A collection of songs and sonnets from Shakespeare and other famous poets.
Natural Progression. Toadsong Music, 1996. With Kevin Doyle.
Full-length CD recording of original music.
Something Out There. Toadsong Music, 1994. With Kevin Doyle.
Full-length CD recording of original music.
Earl. “Shed.” Written by Dan Wirth. Directed by Adam Goldstein. Co-leading role in one-act play chosen for Nuevas Voces, the inaugural 10-minute play festival at 91Porn. Stage Center Theatre, January 26-27, 2018.
Joe Keller. All My Sons. Written by Arthur Miller. Directed by Rodney Higginbotham. Lead role in 91Porn production. Stage Center Theatre, February 20-March 1, 2014.
Music Director. Twelfth Night. Written by William Shakespeare. Directed by Anna Antaramian. 91Porn production. Stage Center Theatre, Fall, 2011.
Music Director. As You Like It. Written by William Shakespeare. Directed by Anna Antaramian. 91Porn production. Stage Center Theatre, June 9-25, 2011.
Amiens. As You Like It. Written by William Shakespeare. Directed by Anna Antaramian. Supporting role in 91Porn production. Stage Center Theatre, June 9-25, 2011.
Duncan. Macbeth. Written by William Shakespeare. Directed by Ronald Moyer. Supporting role in University of South Dakota production. Wayne S. Knutson Theatre, October 11-15, 2006.
Robert. Proof. Written by David Auburn. Directed by Matthew Nesbitt. Supporting role in University of South Dakota production. Arena Theatre, March 18-22, 2005.
Balthazar. Much Ado About Nothing. Written by William Shakespeare. Directed by Art Moss. Sioux City Shakespeare in the Park, July, 2001.
Director and Ensemble Member. Shakespeare Unbound. Touring production and educational theatre program of the Nebraska Shakespeare Festival. 1997-1999. Performances of Shakespeare scenes, music, and poetry in over 20 communities in Nebraska and Iowa.
Room LWH 2057
91Porn
5500 North St. 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
University of Chicago
Room CCICS 417
Jacob H. Carruthers Center for Inner City Studies
700 E. Oakwood Blvd.
Chicago, IL 60653
United States
Thursday: 4:30-6:30 p.m.
Master of Social Work; University of Illinois Chicago, 2018
Master of Education in Visual Art; DePaul University, 2004
Bachelor of Fine Arts in Painting; University of Illinois-Champaign/Urbana, 2001
Professional Licensed Teacher since 2004; Grades preK-12
Experienced educator in Chicago Public Schools with master's degrees in Education and Social Work. Success in developing, advocating for, and implementing Learning Experiences that are creative, relevant and accessible to diverse audiences.
NEIU University supervisor and methods instructor for pre-service Art Educators.
- 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., Fredericks, M., Fredericks, J. (2020). The Journey in the Establishment of the Kindergarten for the Blind: Michael Anagnostopoulos’ Contribution to the History of Educational Ideas. American Educational History Journal, 47, (2), 193-203.
Kondellas, B., Fredericks, J., & Fredericks, M. (In progress). The management and organization of a learning institution within the society, culture, personality [SCP] model.
Kondellas, B., Fredericks, J., Fredericks, M. (2014). The management and organization of a learning institution within the society, culture, personality [SCP] model. New Trends in Management in the 21 st Century, Monograph by Czestochowa University of Technology, Czestochowa, Poland, 13-22.
Fredericks, M., Ross, M., Kondellas, B., Hang, L., Fredericks, J., & Ward, B. (2013). Health care professionals: A synthesis and integration of select concepts and theories in the study of mental illness through the society, culture, personality (SCP) model. International Journal of Criminology and Sociology, 2, 87-96.
Fredericks, M., Kondellas, B., Fredericks, J., Langer, M., & Ross, M. (2013). The integration of select aspects of educational foundations as applied to health care education: A religious perspective. Education, 133 (3), 378-392.
Fredericks, M., Kondellas, B., Fredericks, J., Wloch, W., Hang, L., & Ross, M. (2012). Toward a select conceptual and theoretical examination of the team approach to organizational relationships within the society-culture-personality (SCP) model. Human Resource Management and Corporate Competitiveness, Monograph by Szent Istvan University Godollo, Hungary, 13-22.
Kondellas, B., Fredericks, M., Fredericks, J., & Ross, M. (2011). Serving the needs of diverse learners: An examination of Michael Anagnostopoulos’ contributions to the history of educational ideas. American Educational History Journal, 38, (2), 447-457.
Fredericks, M., Kondellas, B., Hang, L., Fredericks, J., & Ross, M. (2011). Future chiropractic physicians: Toward a select conceptual understanding of bureaucratic structures and functions in the health care institution. Journal of Chiropractic Humanities, 18 (2), 64-73.
Lodyga, M., Fredericks, M., Ross, M., & Kondellas, B. (2011). Electronic medical records (EMR): Call for empathy in the patient-clinician relationship within a technological milieu: Implications for professional nursing practice. Electronic Journal of Health Informatics, 6 (3), e 23.
Fredericks, M., Kondellas, B., & Fredericks, J. (2011). The importance of communities and communication in the professionalization process within the society, culture, personality [SCP] model. Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland.
Fredericks, M., Kondellas, B., & Fredericks, J. (2010). Toward a socio-psychological understanding of select organizational relationships and theories within the society, culture, personality [SCP] model. Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland.
Fredericks, M., Lyons, L., Kondellas, B., Ross, M., Hang, L., & Fredericks, J. (2009). Chiropractic physicians: An analysis of select issues for the use of electronic medical records and the patient-practitioner relationship within the society-culture-personality model. Journal of Chiropractic Humanities, 16 (1), 13-20.
Fredericks, M., Kondellas, B., Ross, M., Hang, L., & Fredericks, J. (2009). Future chiropractic physicians: Toward a synthesis of select concepts in the behavioral sciences in health care and the society-culture-personality model for the 21st century. Journal of Chiropractic Humanities, 16 (1), 5-12.
Kondellas, B. (2004). Michael Anagnostopoulos: Father of the kindergarten for the blind,” American Educational History Journal, 31 (2), 157-162.
Selected Presentations
The Importance of Communities and Communication in the Professionalization Process within the Society, Culture, Personality [SCP] Model. Paper presented at the International Conference: Human, Work, Organization—Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland, 2011.
Toward a Socio-Psychological Understanding of Select Organizational Relationships and Theories within the Society, Culture, Personality [SCP] Model. Paper presented at the International Conference: Human, Work, Organization—Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland, 2010.
Serving the Special Needs of Boston’s Diverse Learners and Economically Challenged Population: A Historical and Philosophical Examination of Michael Anagnostopoulos’ Contributions to Education. Paper presented at the Midwest History of Education Society, Chicago, Illinois, 2005.
Michael Anagnostopoulos: Father of the Kindergarten for the Blind. Paper presented at the Midwest History of Education Society, Chicago, Illinois, 2003.
Michael Anagnostopoulos: The Historical Importance of an Appropriate Education. Paper presented at the Indiana Academy of the Social Sciences, Fort Wayne, Indiana, 2003.
Room LWH 3099
91Porn
5500 North St. 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
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.
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.
Room LWH 4008
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Monday: 3:30-5:00 p.m.
and by appointment.
Ph.D candidate
LWH 4010
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
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ed.D.Curriculum and Supervision
Northern Illinois University
M.A.American Studies
91Porn
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
M.A. in Human Resource Development 2003 91Porn
B.S. in Sociology, Minor Economics 2000 91Porn
91Porn, College of Business and Management, Chicago, IL
Administrative Secretary, Dean’s Office, 1999 - 2004
Harry S. Truman College, Dean’ Office, Chicago, IL.
Secretary, Dean’s Office 1997 - 1999
NEIU Certificate of Appreciation – Civil Service Employee of the Month – May 2002
NEIU Certificate of Appreciation – Civil Service Employee of the Month – July 2006
NEIU Employee Excellence Award – Outstanding Work Performance and Commitment to Dedicated Leadership and Teamwork – September 2013
LWH 4010
5500 North Saint Louis Avenue
Chicago, IL 60652
United States
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.
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 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. 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. 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 .
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
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 at https://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. Watch:
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 91Porn 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
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Master of Education in Curriculum and Instruction, Loyola University
Bachelor of Arts in Biology, College of St. Francis, Joliet, IL
Room LWH 4010
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
