Online Learning
Self-Directed Learning
Ed.D., University of Illinois at Urbana-Champaign, Education Policy, Organization and
Leadership (in progress).
M.A. 91Porn, Human Resource Development
B.A., 91Porn, Interdisciplinary Studies
Wartalski, R., & Krueger, E. (2021, February). Creating space for self-directed learning: practices fostered in a culminating human resource development experience. Poster session presented at the 35th International Self-Directed Learning Symposium, Cocoa Beach, FL (presented online – due to COVID-19 pandemic).
Wartalski, R., & Krueger, E. (2020, February). Exploring self-directed learning: Practices in one undergraduate human resource development program. Poster session presented at the 34th International Self-Directed Learning Symposium, Cocoa Beach, FL
Wartalski, R., & Krueger, E. (2019, February). HRD students’ perception and practices of self- directed learning: Preliminary findings. Poster session presented at the 33rd International Self-Directed Learning Symposium, Cocoa Beach, FL
Room LWH 3016
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Wednesday: 4:45-6:45 p.m.
Thursday: 5:15-6:45 p.m.
Ed.D., University of Illinois Chicago, Urban Education Leadership
M.A., DePaul University, Secondary Education & History
B.S., Loyola University Chicago, Social Work
Professional Endorsements
ISBE Teaching Endorsement, Administrative Principal Endorsement,
Superintendent Endorsement
National SAMS Innovation Principal Project, The Wallace Foundation, 2017-2019
Room LWH 3019
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ed.D. Northern Illinois University
M.S.Ed., Northern Illinois University
B.S., University of Wisconsin-Madison
Vivona, B., Cloninger, K., & Grief, L. (2022). A qualitative study of the value, organizational supports, and barriers to specialty nursing certification. Perioperative Care and Operating Room Management, 28.100259
Wolfgram, M., Vivona, B., & Akram, T. (2021). On the intersectional amplification of barriers to college internships: A comparative case study analysis. Harvard Educational Review, 91(4), 457-481.
Iordan, D., Roth, G., Vivona, B. (2020). Becoming a nursing program graduate: Transitions and adaptations by Eastern European immigrant students of a Midwest community college. Teaching and Learning in Nursing, 15(1), 72-76.
Miller, J., Vivona, B., & Roth, G. (2017). Work role transitions: Expert nurses to novice preceptors. European Journal of Training and Development, 41(6), 559-574.
Miller, J., Vivona, B. & Roth, G. (2016). Nursing preceptors and meaning making. The Qualitative Report, 21(11), 2014-2032.
Vivona, B.D. (2014). To laugh or not to laugh: Understandings of the appropriateness of Humour and joking in the workplace. European Journal of Humour Research, 2 (1), 1-18.
Vivona, B.D. (2014). Humor functions within crime scene investigations: Group dynamics, stress, and the negotiation of emotions. Police Quarterly, 17(2), 127-149.
Vivona, B. (2022, March). A qualitative look at the perceived value, barriers, and supports to certification. ABNS Spring Conference. Charleston, SC.
Wolfgram, M., Vang, M., Vivona, B., Arman, L., Deeb, R., Moua, P., Xiong, Y. (2021, July). Pathways learning sessions: Voices from the field. The Bill and Melinda Gates Foundation Postsecondary Learning Week (Virtual).
Vivona, B. (2021, March). A Taste of Success: Higher Education, Spring Career Jump Start. SuccessWorks at the College of Letters and Science. UW-Madison (Virtual panel)
Akram, T., Wolfgram, M., & Vivona, B. (2020, March). On the intersectional amplification of barriers to college internships participation. UW-Madison Center for Educational Research 2020 Poster Fair. Madison, WI (Conference cancelled due to COVID).
Vivona, B.D. (2020, February). Graduate research colloquium panel member. The Academy of Human Resource Development 2020 AHRD International Conference in the Americas. Atlanta, GA.
Vivona, B.D. (2018, February). Theory to Practice: Considering Humor and Adult Education. The Academy of Human Resource Development 2018 AHRD Conference in the Americas. Richmond, VA.
Research grant
2020-Source: Competency and Credentialing Institute Research Foundation Project: A Qualitative Study of the Perceived Value of Nursing Certification
2022-present: Member, Commission of Workforce and Professional Development, AAACE
2020-present: Executive committee, The W Club, University of Wisconsin Letter Winners Association
2019-2025 (Second 3-year term). Board of Directors, American Board of Nursing Specialties (ABNS)
Room LWH 3035
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Dr. Philion completed his Ph.D. in English and Education and M.A. in English Language & Literature at The University of Michigan and his B.A. in English at Fordham University.
Book Sections
Philion, T. (Section Editor) (2004). Technology Partnerships in Teacher Education. In S. D. Lenski & D. Wisemann, (Eds.). Transforming Teacher Education Through Partnerships (pp. 233-327). Lewiston, NY: Edwin Mellen Press.
Book Chapters
Philion, T., Burney, N., Carter, A., and Meadows, E. (2005). Cultivating Democratic Learning Communities: Three Portraits of Roosevelt University’s Department of Teacher Education. In P. Jenlink & K. Jenlink (Eds.), Portraits of Teacher Preparation: Learning to Teach in a Changing America (pp. 113-131). Lanham, MD: Rowman and Littlefield Education.
Philion, T. (2002). Frontiers of the Contact Zone. In J. Wolff (Ed.), Professing In The Contact Zone: Bringing Theory and Practice Together (pp. 79-101). Urbana, IL: National Council of Teachers of English.
Philion, T. (1998). The Resource and Professional Development Portfolio Projects. In L. Reid and J. Golub (Eds.), A Focus on Reflecting and Connecting (pp. 165-170). Urbana, IL: National Council of Teachers of English.
Refereed Articles
Philion, T. (2009). The Age of _______? Using Young Adult Literature to Make Sense of the Contemporary World. Young Adult Library Services: The Official Journal of the Young Adult Library Services Association, 7 (4), 46-49.
Philion, T. (2008). Fostering Global Awareness. Teacher Education and Practice, 21 (4), 240- 241.
Research Reports and Position Statements
C. Nelson, C. Main, and J. Kushto-Hoban, with Members of the Appraising Early Childhood Teacher Preparation in Illinois Work Group (2012). Breaking It Down and Building It Out: Enhancing Collective Capacity to Improve Early Childhood Teacher Preparation in Illinois. Chicago, IL: The Searle Funds at The Chicago Community Trust and The University of Illinois at Chicago.
CEE Policy Summit Social Justice Strand Participants (2009). Beliefs About Social Justice in English Education. Retrieved from .
Philion, T. (2002). Invisible Interventions: The Oppositional Practices of Urban Literacy Educators. Urbana, IL: Research Foundation of the National Council of Teachers of English.
Book Reviews
Philion, T. (2008). Review of Open Ice, by Pat Hughes. SIGNAL Journal.
Philion, T. (2007). Reviews of Out of Focus, by Margaret Buffie, and One Handed Catch, by MJ Auch. SIGNAL Journal.
Philion, T. (2006). Review of Book Club for Middle School, by Taffy E. Raphael, Marcella Kehus, and Karen Damphousse. NCTE Selects.
Tom Philion is Dean of the Goodwin College of Education at 91Porn. Prior to becoming dean in July 2022, Tom served as associate provost, dean, associate dean and chair of teacher preparation programs at Roosevelt University. Earlier in his career, he was an assistant professor of English and assistant director of the English Education Program at the University of Illinois at Chicago. Tom is a former middle school reading teacher; the author of more than 20 articles and reports on topics such as teacher research, portfolio pedagogy and collaborative learning; and is responsible for the acquisition of over $10 million in external grants and contracts over the last 10 years. Tom received his B.A. in English from Fordham University and his M.A. in English and Ph.D. in English and Education from The University of Michigan. He lives in Oak Park, Illinois.
Room LWH 4044A
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
B.A., Early Childhood Education and Bilingual education-Saint Xavier University
M.Ed, Learning Behavior Specialist 1-University of Illinois at Chicago
Ph.D., Special Education
Gonzales, W., & Moreno, G. (2022). Culturally Attuned Assessment and Identification Practices in the 21st Century. Bilingual Special Education for the 21st Century: A New Interface, 51-80.
Hughes, M. T., Magaña, S., Gonzales, W., Núñez, G., & Moreno-Angarita, M. (2022). Colombian parents of children with autism spectrum disorder: Perceptions, experiences, and expectations. Journal of International Special Needs Education, 25(1), 25-36.
Magaña, S., Tejero Hughes, M., Salkas, K., Gonzales, W., Núñez, G., Morales, M. & Moreno-Angarita, M. (2021). Implementing a parent education intervention in Colombia: Assessing parent outcomes and perceptions across delivery modes. Focus on Autism and Other Developmental Disabilities, 36(3), 165-175.
Gonzales, W., & Tejero Hughes, M. (2021). Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners. Reading Psychology, 42(4), 411-434.
Siker, J., & Gonzales, W. (2021, November). PREPARING PARAPROFESSIONALS FROM NON-DOMINANT BACKGROUNDS: AN INVESTIGATION OF EXPERIENCES IN GRADUATE SCHOOL. In TED 2021 Conference (p. 254).
Gonzales, W. (2019). English Learners Struggling with Literacy: Does A Spanish Literacy Intervention Enhance Outcomes? (Doctoral dissertation, University of Illinois at Chicago).
Gonzales, W., Núñez, G., Soria, M., & Hughes, M. T. (2018). Engaging in Literacy: Latino Families Speak Up. International Journal of Education, 10(2), 50.
Meléndez, J. W., Radinsky, J., Vossoughi, S., Marin, A. M., Bang, M., Nolan, C. M., & Hall, R. (2018). Community-based design partnerships: Examples from a new generation of CHAT/DBR. International Society of the Learning Sciences, Inc.[ISLS].
Gonzales, W., & Tejero Hughes, M. (2018). Libros en mano: Phonological awareness intervention in children’s native languages. Education Sciences, 8(4), 175.
Room LWH 4053
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D., Joint Doctoral Program in Special Education, University of California, Berkeley and San Francisco State University (2015).
M.S., Exceptional Education, University of Wisconsin-Milwaukee (2005).
B.S., Psychology and Biological Aspects of Conservation, University of Wisconsin-Madison (2000).
Courey, S., Balogh, E., Siker, J. R., & Paik, J. (2012). Academic music: Understanding basic fraction concepts through music notation. Educational Studies in Mathematics, 81, 251-278. doi: 10.1007/s10649-012-9395-9
Courey, S. J., LePage, P., Siker, J. R., Roschelle, J., & Blackorby, J. (2011). Preparing middle school mathematics teachers: Rethinking engagement and learning. The Mathematics Enthusiast.
Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with Universal Design for Learning (UDL). Teacher Education and Special Education, 36, 7-27. doi: 10.1177/0888406412446178
LePage, P., Courey, S., Blackorby, J., Siker, J., Nguyen, T. (2015). Using Dynabook to improve special education teachers’ thinking. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1).
Murata, A., Siker, J., Kang, B., Baldinger, E., Kim, H. J., Scott, M., & Lanouette, K. (2017). Math talk and student strategy trajectories: The case of two first grade classrooms. Cognition and Instruction, 35(4), 290-316. doi:10.1080/07370008.2017.1362408
Siker, J., & Gonzales, W. (2021) Preparing paraprofessionals from non-dominant backgrounds: An investigation of experiences in graduate school. Teacher Education Division Conference Proceedings.
Room LWH 4040
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Thursday: 5:00-7:00 p.m.
Google Meet:
https://meet.google.com/rob-fvvu-meh?authuser=0&hs=122
DePaul University, Curriculum and Instruction, Ph.D.
DePaul University, Elementary Education, M.A.
DePaul University, Industrial Organizational Psychology, B.A.
Wartalski, R., Powers, N., & Kritikos, E. (2021). Instructional Ideas for Junior Faculty: Cultivating Teaching Practices with Adults Learners. Athens Journal of Education.
Powers, N., & Wartalski, R. (2021). Junior faculty advising for effective student growth and academic success: A qualitative study. Teacher-Scholar: The Journal of the State Comprehensive University, 10(1), 1-28.
Powers, N. (2009), Female Students as Online Learners: A Case Study in Navigating Academic Success. Academic Exchange Quarterly Journal, ISSN 1096-1453
Room LWH 3009
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
African combat arts in the Americas
Language revitalization in the African Diaspora
Language, ontology, and cosmology in classical and traditional African thought and culture
Pan-Africanist, nationalist, and socialist movements in the African Diaspora
Educational Policy Studies, Ph.D.
University of Illinois at Urbana-Champaign
Inner City Studies, M.A.
91Porn
Sociology, B.A.
University of Illinois at Urbana-Champaign
Rashid, Kamau. “Education means revolt”: Du Bois and the radical imaginary.” Seeds of W.E.B. Du Bois: Musings, Lineal Impressions & Critical Introspections, edited by Richard Benson and Whitney Battle-Baptiste. Amherst, MA: University of Massachusetts Press (forthcoming).
Rashid, Kamau. “Abibifahodie!: Language, Consciousness, and Decolonization.” Moja: An Interdisciplinary Journal of Africana Studies (forthcoming).
Rashid, Kamau. “Dd mAat. ir mAat (Speak Maat. Do Maat): Maat as Liberatory Praxis.” Eternal Year of African People, edited by Bart McSwine and Asantewaa Oppong Wadie. Chicago, IL: Frontline Books (2020).
Rashid, Kamau. “Beyond the Fetters of Colonialism: Du Bois, Nkrumah, and a Pan-African critical theory.” Equity & Excellence in Education 52, no. 2-3 (2019): 271-282.
Rashid, Kamau. “Time to start the revolution”: Hip Hop and Social Justice Education.” Journal of Pan African Studies 9, no. 4 (2016): 341-363.
Dr. Kamau Rashid earned a BA in Sociology from the University of Illinois at Urbana-Champaign, a MA in Inner City Studies from 91Porn, and a Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign.
He served on the faculty of National Louis University from 2009-2021 and taught classes in the social foundations of education and public policy, in addition to advising doctoral students. In 2015 and 2016, he was a Fulbright Scholar at the University of Education, Winneba in Ghana.
Lastly, he is active in a number of initiatives related to food sovereignty and community/youth development.
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
School-Family-Community Partnerships
Language and Literacy Education for Diverse Students
Indiana University
Literacy, Culture, and Language Education, Ph.D.
Ohio State University
TESOL, M.A.
Tamkang University
English Literature and Language, B.A.
Room LWH 2059
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
