Adapted Course Form

Merit Tuition Scholarship (Deadlines: April 1 for summer; July 15 for fall-spring)

Thesis/Creative Project Forms (ZHON 395)

Thesis /Senior Project Manual

SAB Profiles

Anabelle Jimenez

President

Hello, my name is Anabelle Jimenez and I am this year’s president of the University Honors Program! I graduated from Lane Tech College Prep and I’m currently a sophomore. I’m a psychology major, but I’m also interested in studying something else — the world fascinates me! I’m not super firm on my career aspirations, but I know for sure I want to go to graduate school and continue learning and being a student.

My favorite snack is anything sweet!

John Sayson

Vice President of Events

Hi! I am a junior majoring in psychology here at NEIU. I plan to eventually become a licensed clinical psychologist so I can give therapy, conduct psychological assessment, and stay involved in research and academia. I joined the UHP because it provides many benefits such as exclusive scholarships, higher quality academic and professional advising, the right to list "Honors Scholar" on your CV, and advanced registration (which I love because I never have to panic about whether the classes I need to take for my major will fill up before I can register). But beyond these practical benefits, UHP also provides access to a community where you can make friends and network with other intelligent, motivated students, making college a more worthwhile experience.

I chose NEIU because of its small size. We have incredible opportunities like the McNair Scholars Program and University Honors Program (UHP). There are more resources and opportunities at gigantic state universities, but they are ironically harder to get because there are even more students competing for them. Even something as simple as a professor's office hours are harder to access when they have multiple courses with hundreds of students. That is not the case at our small school. Here at NEIU, you are not just another number.

Favorite snack: Lay's Sour Cream & Onion Potato Chips

Fun fact: I train mixed martial arts (MMA) and Brazilian Jiu-Jitsu (BJJ) as a hobby.

Ardeshir

Vice President of Service

My name is Ardeshir, and I am the VP for Service on the Student Advisory Board in the University Honors Program. I am currently in my senior year, majoring in Biology with a minor in BioMathematics. My previous degree is a Master of Science in Aerospace Engineering from the Illinois Institute of Technology, focusing on Fluid Dynamics. My goal is to advance my education by attending medical school and earning an M.D. I chose NEIU for its affordable tuition, convenient location, and the benefits of small class sizes. Joining the University Honors Program has allowed me to connect with a community of driven students and further enhance my academic profile in preparation for medical school applications.

Favorite snack: Mango with chili and lime

Taylor Lovins

Transfer Student Representative of SAB

Greetings! My name is Taylor Lovins. I am a Navy veteran and a first-generation college student. I’m currently a sophomore majoring in Cybersecurity. I recently transferred from Old Dominion University in Norfolk, Virginia. In the future, I aspire to combat cyber threats and contribute to a safer digital environment. Whether in cyberspace or the real world, the idea of ensuring the security of my nation has always resonated with me. I chose NEIU because I heard great things about the cybersecurity program, which aligns closely with my goals. Joining the UHP was an easy decision for me because I saw it as an excellent opportunity to enhance my education and gain valuable experiences beyond the standard degree requirements.

I am eager to contribute to the University community and connect with my classmates. I hope to see you around campus!

Favorite snack: Peanut butter crackers

Rodney Katushabe

Senior Representative of SAB

Hello, my name is Rodney Katushabe, a senior majoring in accounting and also this year's senior representative of SAB. I transferred to NEIU from McHenry County College with an associate of arts degree. I chose NEIU after visiting a couple of other universities. I really liked the student professor ratio here; I wasn't going to be another student lost in the sea of students. There is also a feeling that the faculty are enthusiastically invested in student success, even beyond the classroom into the career prospects and the job market. NEIU is also affordable compared to other universities in Illinois. My education goal is to eventually earn my master's in accounting and become a CPA. I currently volunteer with a nonprofit and also work part time in an accounting firm. Being a part of the SAB is my way of giving back to such an amazing and diverse community, I am excited to be a part of this year's cohort. 

Favorite snack: Doritos

Andrea Almazan

Junior Representative of SAB 

Hello! My name is Andrea Almazan, I am this year's junior representative for the UHP Student Advisory Board and I am a Finance major. I am a first-generation Latina and I understand what it is like to navigate and acclimate to a new college world. I chose to attend NEIU for its welcoming, inclusive and diverse environment, along with affordable tuition. Another reason NEIU appealed to me is the quality education with a smaller professor-to-student ratio, where you are not just a number. I joined the University Honors Program (UHP) because it has also been an inclusive and welcoming environment from the very beginning. In high school I was a part of the International Baccalaureate (IB) program and participating in honors while in college made sense to me. I was up for a challenge seeking out academic growth.

I am excited to be a part of SAB once again and help create on and off campus events that bring the Honors and NEIU community together. One of my favorite things about our student club is the service events we create. I enjoy volunteering for the right causes that bring a sense of fulfillment. 

As your junior representative I am here to help! Please do not hesitate to reach out to me with any questions. I wish you all the best of luck with your studies. 

Favorite snack: chocolate/sweets

Fun Fact: Has participated in the SAB since her freshman year.

Is Honors extra work? 

No, Honors is different work. Honors courses allow you to go more in-depth on course subjects, and tend to be more research-focused. Students usually get to pursue topics regular classes may not allow time for. 

Do I get a scholarship?

Yes, statistically. Over 75 percent of Honors students who apply for a Merit Tuition Scholarship receive one, and it pays for up to nine hours of tuition per semester. The application deadline for fall is July 15, for spring it’s November 1, and summer is April 15.

Can I finish my degree on time if I join the Honors Program?

Yes! At your first Honors advising session we work together to make a plan based on when you want to graduate. 

Why should I do a thesis/creative project? 

Simply put, it gives you an edge on everyone else applying for that job or to that graduate program. It demonstrates to a potential employer or graduate admissions committee that you have successful experience with identifying a problem that needs to be addressed, coming up with a way to address the problem, implementing the solution, evaluating the process, and reporting on outcomes. If you have done a thesis, a graduate program is more likely to admit you since you are familiar with the process.  

Can I get money to support my thesis/creative project research?

Yes! You can get up to $200 to purchase supplies, software, etc. for your thesis/creative project.

Can I use my thesis as a capstone project for my major?

We have worked with several majors, including Psychology and Social Work, to have the Honors Thesis count for the capstone requirements in those majors. 

What distinction do I get for completing the Honors Program?

You receive the “Honors Scholar” distinction on your diploma and your transcript. This lets prospective employers and graduate admissions committees know you are “a cut above” other graduates based on the nature of the classes you took and the fact that you completed a thesis. You also get a gold tassel for your cap (other NEIU grads get blue) and a special medallion to wear at commencement—you can ALWAYS tell the Honors students from those who merely have a high GPA, because the Honors medallion and the GPA medallion clink together when you walk!

What are the University Honors Program goals?

1. Attract and retain highly motivated, intellectually inquisitive students.
2. Provide access to stimulating and challenging educational experiences and stretch highly motivated, intellectually inquisitive students.
3. Build a diverse learning community of independent thinkers, dynamically engaged in their own learning and that of their peers.
4. Encourage creativity and foster scholarship from the basics on up, by instilling standards of academic proficiency and integrity and building on techniques and skills deemed essential for academic work.
5. Build interdisciplinary bridges to foster a broad, global awareness that extends beyond the confines of department, college, and campus.

From the Coordinator

"Why take Honors? Isn’t it harder? Or more work? Will it wreck my GPA?"

These are some of the most common questions I hear from bright, motivated students. 

The truth is that the foundation of the University Honors Program (UHP) is on quality rather than quantity. In other words, the amount of work in the UHP General Education/University Core Curriculum classes is similar to that in non-Honors GenEd courses. The difference is the UHP GenEd classes are small (normally 12 or fewer Honors students), limited to , and taught by some of the finest professors at Northeastern. In these classes, Honors students get more personalized attention and have more opportunities to discuss and analyze subject matter in much . 

Joining the UHP has many benefits. Some are very practical , both while at Northeastern and after graduation, while others are personal growth and development benefits. Practical benefits include:

• Access to UHP-only 
• Priority registration to help you graduate on time
• Personalized advising
• Extended library privileges
• Dedicated Honors librarian
• Honors student lounge
• “Honors Scholar” on your transcript and diploma
• Sense of community with like-minded peers

Many students and their families have realized that it makes both academic and economic sense to participate in Honors. UHP students have an experience of attending private schools at a public school price. At Northeastern, you’ll meet and learn to work with students from all walks of life, from over the world, and perhaps even live in the Honors Living-Learning Community or serve on the Honors Student Advisory Board. The UHP is a supportive academic and social community.

Your completion of a senior project (usually a thesis) shows prospective employers and graduate admissions committees that you have tackled a complex project and seen it through to completion. This proof of your capabilities helps immensely when competing for a job or for admission to a graduate/professional program. UHP students have a strong and enviable record of being accepted into some of the most prestigious programs in the country, as well as being able to choose from multiple job offers.

Ultimately, however, the most important benefits of being in the UHP are opportunities you will be presented to , imaginatively, and personally. Students who complete the UHP tell me they discovered qualities and reserves of strength they did not know they had. UHP graduates consistently report feeling more confident in themselves and their abilities as a direct result of their UHP experience.

We work hard to provide a supportive, yet challenging, academic environment where you interact with not only our best faculty, but also peers with whom you .

! We look forward to hearing from you. 

Very best,

Jon Hageman, Ph.D., RPA

Coordinator, University Honors Program

Professor, Department of Anthropology

Access Your Excellence

As a prospective freshman with an ACT score of 25 and above, SAT score of 1200 and above, or as a current ����Թ� student or a transfer student with a cumulative grade point average of 3.5 or above, you are eligible to apply to participate in the University Honors Program (UHP). 

Join

Designed for students in all fields of study at almost every stage of degree progress, the UHP is open to eligible undergraduates who have a minimum of three remaining academic terms before graduating from ����Թ�. Join us as a freshman, a sophomore, or a junior—as a full-time or part-time student.

This flexibility makes the UHP at Northeastern uniquely accessible, making us an exceptional place for you to discover your strengths and prepare for your future.

Enjoy the Benefits

Priority registration, small classes, access to merit-based scholarships open only to UHP students, personalized academic advising, graduation with Northeastern Latin Honors, and the distinction of “Honors Scholar” on your diploma and transcript—these are just some of the benefits of the UHP. 

Excel

The UHP curriculum will help you build academic community with peers and faculty members, become a skilled researcher in your field, and devise and complete a senior project that will set you apart. Additionally, it will prepare you to achieve your professional and academic goals. 

Opportunity

Become part of an exceptionally driven and ambitious community of achievers. The UHP counted among its members Presidents of the Student Government Association, Northeastern Lincoln Laureate Scholars, McNair Scholars, MARC Scholars, Presidential Scholars, Phi Theta Kappa Scholarship recipients, NEIU commencement speakers, and multiple Study Abroad alumni and summer research interns. The majority of our current students have earned merit-based tuition scholarships from the UHP and/or their College, and many are recognized with awards from their major department.

Succeed at Northeastern and Beyond

Our students produce outstanding undergraduate research. UHP Scholars have a strong track record of presenting and winning awards at academic conferences across the country. Recent UHP graduates include the recipient of a National Science Foundation Research Scholarship, scholarship winners admitted to Ph.D. programs in Big Data Analytics, English, Epidemiology, Psychology, Social Work, and an interdisciplinary program in History and Anthropology. Our students have also started master's programs in Art Therapy, Behavioral Science, Meteorology, Public Policy, Social Work, and Urban Planning. UHP graduates are routinely accepted to their preferred medical, dental, veterinary, pharmacy, and law programs. 

Stop by our office in Room B 141 for detailed information on all aspects of the University Honors Program, or contact us at honors@neiu.edu or (773) 442-6044.

B 141
5500 North St. Louis Avenue, B141
Chicago, IL 60625
United States

Ph.D., Anthropology, Southern Illinois University, 2004

M.A., Anthropology, University of Texas at Austin, 1992

B.A., History, Trinity University, 1989

Hill, Erica, and Jon B. Hageman (editors). 2016. . University Press of Florida, Gainesville.  

Hageman, Jon B. and Erica Hill. 2016. . In The Archaeology of Ancestors: Death, Memory, and Veneration, edited by E. Hill and J.B. Hageman, pp. 1-41. University Press of Florida, Gainesville.

Hill, Erica and Jon B. Hageman. 2016. . In The Archaeology of Ancestors: Death, Memory, and Veneration, edited by E. Hill and J.B. Hageman, pp. 42-80. University Press of Florida, Gainesville.

Hageman, Jon B.  2016. . In The Archaeology of Ancestors: Death, Memory, and Veneration, edited by E. Hill and J.B. Hageman, pp. 213-248. University Press of Florida, Gainesville.

Duncan, William N. and Jon B. Hageman. 2015.  In Archaeology and Bioarchaeology of Population Movement among the Prehispanic Maya, edited by A. Cucina, pp. 133-142. Springer, New York.

Goldstein, David J. and Jon B. Hageman. 2014.  In Plants and People: Choices and Diversity Through Time, edited by Alexandre Chevalier, Elena Marinova, and Leonor Peña, pp. 444-48. EARTH Sustainable Agriculture Reference Series, Volume 1. European Science Foundation, Brussels. 

Goldstein, David J., and Jon B. Hageman. 2010.  In Food and Feasting in Mesoamerican Civilization: Interdisciplinary Approaches to the Roles of Consumables and Ritual Performance, pp. 421-440, edited by John E. Staller and Michael Carrasco. Springer, New York.  

Hageman, Jon B., and David J. Goldstein. 2009.  Journal of Archaeological Science 36:2841-2852.  

Sullivan, Lauren A., Jon B. Hageman, Brett A. Houk, Paul J. Hughbanks, and Fred Valdez, Jr. 2008. Structure Abandonment and Landscape Transformation: Examples from the Three Rivers Region. , edited by Travis Stanton and Aline Magnoni, pp. 91-112. University Press of Colorado, Boulder. 

Houk, Brett A., and Jon B. Hageman. 2007. Lost and Found: (Re)-Placing Say Ka in the La Milpa Suburban Settlement Pattern.  Mexicon 29:152-156. 

Hageman, Jon B. 2004.  Ancient Mesoamerica 15:63-74. 

William R. Fowler and Jon B. Hageman. 2004. . Ancient Mesoamerica 15:61-62. 

Hageman, Jon B., and Jon C. Lohse. 2003.  In Heterarchy, Political Economy, and the Ancient Maya, edited by V.L. Scarborough, F. Valdez, Jr., and N.P. Dunning, pp. 109-121. University of Arizona Press, Tucson.

Beach, Timothy, Sheryl Luzzader-Beach, Nicholas Dunning, Jon Hageman, and Jon Lohse. 2003.  The Geographical Review 92 (3):372-397.  

Hageman, Jon B. and David A. Bennett. 2000.  In Practical Applications of GIS for Archaeologists: A Predictive Modeling Toolkit, edited by K. Wescott and R.J. Brandon, pp. 113-127. Taylor and Francis, London. 

Room B 141
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

B 141
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D., Philosophy, Loyola University Chicago (2002)

Books

. (with Scott Aikin) 2022. Bloomsbury.

Read .

REcent Articles and essays

“” (with Scott Aikin) Social Epistemology. Forthcoming.

“” (with Scott Aikin), Res Philosophica, Vol. 101, No. 1, , pp. 163–170, 2024

“?” (with Scott Aikin), Inquiry: Critical Thinking across the Disciplines. 2023.

“” (with Scott Aikin). Argumentation. 37, 323–340, 2023.

“.” (with Scott Aikin). Argumentation 37, 295–305, 2023.

“” (with Katharina Stevens). Ethical Theory and Moral Practice. 2023. 

“.” (with Scott Aikin) Philosophy & Rhetoric. Volume 55, Number 4, 2022, pp. 360-385.

“” Southwest Journal of Philosophy. 38 (2) July 2022. 

“How to have better arguments” (with Scott Aikin). . 2022.

“.” Languages 7: 107. 2022. 

“” (with Scott Aikin). Synthese. 200. 2022.

“” (with Scott Aikin). Argumentation. 36; 249–268, 2022.

"." (with David Godden). Argumentation. 2020. 

“.” Informal Logic. 40 (1) 77-108. 2020,

Room LWH 3085
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
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. (2021), Cultural Dexterity Through Multiracial Nonfiction. Chapter in Reading and Teaching with Diverse Nonfiction Children’s Books: Representations and Possibilities. Thomas Crisp, Roberta Gardner and Suzanne Knezek (eds). NCTE Publications.

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

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

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

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

Room LWH 4019
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Ph.D. Linguistics.  University of Delaware, Newark, DE 1991
Doctoral Studies in Spanish Literature. University of Maryland, College Park, MD 1985-1986
M.A. Hispanic Literature.  University of Delaware, Newark, DE 1985
Graduate Studies. Centro de Estudios Hispánicos en Madrid, Bryn Mawr College, 1983
B.A. Spanish, Minor in English.  University of Delaware, Newark, DE 1983

Books:

Contornos del habla: fonología y fonética del español. New Haven and London: Yale University Press, (August, 2009) ©2010

!Anda! Curso Intermedio, Native Speaker Activities Ancillary. Pearson/Prentice Hall, (2009) in Heining-Boynton, Leloup, Cowell. ©2010.

Invited Articles:

“El español de Chicago”, Contratiempo [Chicago] 80 (Diciembre 2010): 9. 

Articles:

“Mother Culture Impact on Foreign Language Reading Comprehension,”    Language Across Boundaries, published in British Studies in Applied Linguistics, Cambridge, UK, 16:  (185-200), 2001, Continuum Press.

“Una aplicación de la teoría pedagógica de Paulo Freire.” Paper published in Conference Proceedings of the VII Simposio Internacional de Comunicación Social: Centro de Lingüística Aplicada, Santiago de Cuba, January 23-26, 2001.

Book Reviews:

“Heritage Language Education: A New Field Emerging,” Brinton, Donna M., Olga Kagan and Susan Bauckus, eds. 2008. New York and London: Routledge, 2008. Modern Language Journal, 94:3, 2010.

“Idioms—Description, Comprehension, Acquisition, and Pedagogy,” by Dilin Liu. New York and London: Routledge, 2007. Modern Language Journal 93: 2, 2009.

"ESOL Tests and Testing". Stephen Stoynoff and Carol A. Chapelle. Modern Language Journal, 90: 4, 2006.

“Language Assessment: Principles and Classroom Practices,” H. Douglas   Brown. Longman Press, 2004. Modern Language Journal, 90: 3, 2006.

“Discovering Grammar: An Introduction to English Sentence Structure,” by Anne Lobeck. Oxford University Press, 2000. Modern Language Journal, 86:2, 2002.

“Meaning in English: An Introduction to Language Study” by Lesley Jeffries. Modern Language Journal, 84: 3, 2000.       

Manuscripts--In Preparation:

“The native speaker and the heritage speaker: a comparison of their lexicon” manuscript in preparation.

Book Manuscript Reviewer:

Doing Foreign Language: Bringing Concordia Language Villages into Language Classrooms, by Heidi Hamilton, Cori Crane and Abigail Bartoshesky. Pearson Merrill Prentice Hall, 2005.

Building Reading Comprehension Habits in Grades 6-12. A Toolkit of Classroom Activities, by Jeff Zwiers. International Reading Association, 2004.

Developing Academic Thinking Skills in Grades 6-12. A Handbook of Multiple Intelligence Activities, by Jeff Zwiers. International Reading Association, 2004.

International

"Using regional literature to promote understanding of dialectal variation in Spanish". Paper proposal accepted for presentation at the 46th Annual Meeting of the British Association for Applied Linguistics (BAAL): The Impact of Applied Linguistics:  September 5-7, 2013, Heriot-Watt University, Edinburgh, Scotland

“How listening strategies develop through collective scaffolding in role play”. Paper presented at the 42nd Annual Meeting of the British Association for Applied Linguistics (BAAL): “Language, Learning, and Context”, Newcastle University, United Kingdom, September 3-5, 2009.

“Measuring and evaluating the lexicon of the non-native, native and heritage speaker in Spanish”. Paper presented at the 41st Annual Meeting of the British Association for Applied Linguistics (BAAL): “Taking the Measure of Applied Linguistics” Swansea University, Swansea, Wales, UK, September 11-13, 2008.

"The L2 Reading Process--An Introspective View.”  Paper presented at the 35th Annual Meeting of the British Association for Applied Linguistics (BAAL): “Applied Linguistics and Communities of Practice.” Cardiff, Wales, September 12-14, 2002.

“La gramática contextualizada por medio de la actuación.” Paper presented at the II Simposio Regional de Lectura y Vida: “La escuela y la formación de lectores y escritores,” (Asociación Internacional de Lectura--IRA). Buenos Aires, Argentina, October 11-13, 2001.

“Taking a Freirean Approach to Meet the Individual Needs of the Diversified Classroom.” Paper presented at the 34th Annual British Association for Applied Linguistics (BAAL) Conference: “Unity and Diversity in Language Use.”  The University of Reading, UK: September 6-8, 2001.

“Una aplicación de la teoría pedagógica de Paulo Freire.” Paper presented   at the VII Simposio Internacional de Comunicación Social: Centro de Lingüística Aplicada, Santiago de Cuba, January 23-26, 2001.

“La Gramática Contextualizada por la Técnica de Strategic Interaction.” Paper presented at the “X Encuentro para profesores de español: gramática y metodología en la enseñanza del español,” Universidad Autónoma de México (UNAM) Campus Estados Unidos. San Antonio, TX, Simulcast to Universidad Autónoma de México (UNAM), (Mexico City); Centro de Enseñanza para Extranjeros (CEPE), Mexico City; Escuela para Extranjeros en Canadá (ESECA) and Universidad de Quintana Roo, October 28, 2000.

“Mother Culture Impact on Foreign Language Reading Comprehension.” Paper presented at the British Association for Applied Linguistics (BAAL) 33rd Annual Meeting in Cambridge U.K. “Language across Boundaries” September 7-9, 2000.

National

“How to Select Materials for the Major Portfolio that Embrace Student Diversity.”  Paper presented with Dr. Mary Ellen McGoey to the AAHE National Conference on Higher Education: “Learning in Context: Who are our students? How do they learn?”  Chicago, IL, March 16-19, 2002.

“How to Assess Undergraduate Programs: A Model.” Paper presented with  Mary Ellen McGoey at the American Association for Higher Education (AAHE) 2001 National Conference on Higher Education, (March 24-27, 2001) “Balancing Private Gain and Public Good,” Washington D.C., March 27, 2001.

“Employing a Freirean Approach to Meet the Individual Needs of the Diversified Classroom.” Paper presented at the Annual Meeting of the Association of Teacher Educators (ATE), “Teacher Educator as Advocate,” New Orleans, LA, February 17-21, 2001.

“Design for the Foreign Language Major Portfolio: An Outcome Template.” Paper presented with Mary Ellen McGoey and Vicki Román-Lagunas at the American Association for Higher Education (AAHE) Assessment Conference 2000: “Rising Expectations for Assessment: Can We Deliver,” Charlotte, NC, June 14-18, 2000.

Regional

Invited Talk: Chicago Area Translators and Interpreters Association (CHICATA) “DIALECTOLOGY: What is it? Its significance in language prestige and cross-cultural understanding”, Open Books, Chicago, April 26, 2014.

“Assessment of Major Programs: A Design Template.”  Paper presented with Dr. Mary Ellen McGoey at the 2001 Assessment Institute in Indianapolis, IN, November 4-6, 2001.

“Designing an Assessment Template for the Undergraduate Major.” 5th Annual Assessment Conference Sponsored by the College of Business and Economics, California State University at Fullerton, Fullerton, CA: “Outcome Assessment: From Chaos to Clarity,” March 1-2, 2001.

“Strategic Interaction Workshop: Learning Languages through Scenarios.” Workshop presented at the Illinois Council on the Teaching of Foreign Languages (ICTFL) Conference: “Languages: Take Two,” Itasca, October 19-21, 2000.

“Encouraging and Assessing Reading Comprehension through Text Completion Tasks.” Paper presented at the 27th Plains International Reading Association (IRA) Regional Conference: “Literacy--Gateway to New Horizons.” St. Louis, MO, October 12-14, 2000. 

“A Framework to Facilitate Student Teachers’ Self Assessment.” Paper presented  at the 14th Annual Midwest Association of Teacher Educators (ATE) Conference: “Preparing Teachers to Create Successful School Environments,” Davenport, IA, April 8-9, 2000.

“Assessment of culture in the Communicative Foreign Language Classroom,” Paper presented at the 1999 Illinois Council on the Teaching of Foreign Languages (ICTFL) Conference: “Capitalizing on Foreign Languages”, Springfield, IL, October 22, 1999.

“Preliminary Assessment Practices for Foreign Languages--A Work in Progress.”   Paper presented at ����Թ�, Assessment Workshop, Chicago, IL, March 10, 1999.

Acting Department Chair. Department of World Languages and Cultures, ����Թ�, Chicago, IL 05/2013-12/2013.
Professor of Spanish. Department of World Languages and Cultures, ����Թ�, Chicago, IL 09/09-present.
Associate Professor of Spanish. Department of Foreign Languages and Literatures, ����Թ�, Chicago, IL 09/2003-08/2009
Assistant Professor of Spanish. Department of Foreign Languages and Literatures, ����Թ�, Chicago, IL 08/1997-08/2003

Advisor: Teaching Certification for Professionals (TCP) Advisor; Liaison to the College of Education, Undergraduate advisor

LWH 2039
5500 N. St. Louis Ave.
Department of World Languages and Cultures
Chicago, IL 60625
United States

Ph.D., University of Iowa, Music Education
M.M., University of Iowa, Music Education
B.M., University of Idaho, Music Education

His work has been published in:

The Southeastern Journal of Music Education
The Journal of Research in Music Education
MENC's publication Teaching Music
Band and Orchestra Magazine
Triad: The Ohio Music Educator's Journal
Illinois Music Educator's Journal

Dr. Cofer served as chair of the music department from 2003-2016.

C 102
5500 North St. 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)

����Թ� 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
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

M.A. and Ph.D. - Loyola University, Chicago

B.S. - Grand Valley State University

Sánchez-Johnsen, L., Dykema-Engblade, A., Rosas, C., Calderon, L.,Rademaker, A., Nava, M., & Hassan, C. (2022). Mexican and Puerto Rican Men’s Preferences Regarding a Healthy Eating, Physical Activity and Body Image Intervention, Nutrients (Special Issue: Cardiometabolic Health in Relation to Diet and Physical Activity: Experimental and Clinical Evidence), 14(21). 

Sánchez-Johnsen, L., Dykema-Engblade, A., Nava, M., Rademaker, A., & Xie, H. (2019). Body Image, Physical Activity and Cultural Variables among Latino Men. Progress in Community Health Partnerships: Research, Education, and Action.

Craven, M., Keefer, L., Rademaker, A., Dykema-Engblade, A., & Sánchez-Johnsen, L. (2018). Social Support for Exercise as a Predictor of Weight and Physical Activity Status among Puerto Rican and Mexican Men: Results from the Latino Men’s Health Initiative. American Journal of Men’s Health.

Sanchez-Johnson, L., Craven, M., Nava, M., Alonso, A. Dykema-Engblade, A., Rademaker, A., & Xie, H. (2017). Cultural Variables Underlying Obesity in Latino Men: Design, Rational, and Participant Characteristics from the Latino Men’s Health Initiative. Journal of Community Health (pg 1-13).

Tindale, R.S., Smith, C.M., Dykema-Engblade, A., Kluwe, K. (2012).  Good and bad group performance: Same process - different outcomes.  Submitted to Group Processes and Intergroup Relations (GPIR): Special Issue in Tribute to Jim Davis.

Room BBH 313 E
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

M.F.A. in Stage Design - Scenic Design, Northwestern University

B.A. in Theatre with a Studio Art minor in Oil Painting, Hope College

Sarah earned her MFA in Stage Design – Scenic Design from Northwestern University in Evanston, Ill., where she received a full-ride scholarship, and trained under award-winning scenic designers: Daniel Ostling, Todd Rosenthal and Walt Spangler.

Upcoming Work: The Cake (Nashville Repertory Theatre) in October 2022, and Once: The Musical (Writer's Theatre) in 2023

Select Credits:  Lookingglass Alice (Assistant Scenic Designer for 2022 remount production in Chicago, and the 2015 Miami and Denver Tours, Lookingglass Theatre Company); South of Settling (Steppenwolf);  In The Next Room (or The Vibrator Play) (TimeLine Theatre Company); The Miraculous Journey of Edward Tulane and James and the Giant Peach (Filament Theatre); Fulfillment Center and 3C (A Red Orchid Theatre); Unseen and A Life Extra Ordinary (The Gift Theatre).

Her design work has been recognized regionally by the American College Theatre Festival, nationally by the JFK Center for the Performing Arts, and internationally at the Prague Quadrennial exhibition held in the Czech Republic. Her photography work has been exhibited in New York City.

Room FA 232
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D., English, University of Florida

"The First of July, 1784" The Museum of Americana: A Literary Review. Special Issue: Queering Americana. Issue 28 (Fall 2022) (poem)

“Logics of Exchange and the Beginnings of US Hispanophone Literature” Nineteenth-Century American Literature in Transition Cambridge University Press, 2021.

“Interdependence and Interlingualism in Santiago Puglia’s El desengaño del hombre (1794)”&�Բ�����;Early American Literature 53:3 (October 2018) p. 745 – 772.

“On the Borders of Independence: Manuel Torres and Spanish American Independence in Filadelfia.” Latino/a Studies and Nineteenth-Century America.”  Ed. Jesse Alemán and Rodrigo Lazo. New York: NYU Press, 2016. 71-88.

“Novel Diplomacies: Henry Marie Brackenridge’s Voyage to South America (1819) and Inter-American Revolutionary Literature.” Literature in the Early American Republic 3 (April 2011) p. 145 – 171

“‘The cause of America is in great measure the cause of all mankind’: American Universalism and Exceptionalism in the Early Nation.” American Exceptionalisms, Ed. Sylvia Söderlind and Jamey Carson. Albany: SUNY Press, 2011. p. 51 – 70.

“Roundtable: Critical Keywords in Early American Studies,” Co-edited and Introduction with Duncan Faherty. Early American Literature 46:3 (Fall 2011) pp. 601-602; pp. 603-632.

����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

2010 Ph.D. Geology, University of Michigan, USA

2005 Diploma (M.S. equivalent) Geology, University of Potsdam, Germany

2002 Pre-Diploma, Geosciences, University of Potsdam, Germany

Berkelhammer, M., N., Insel, I. Stefanescu, 2021. Wetter summers mitigated temperature stress on Rocky Mountain forests during the last interglacial warm period. Geophysical Research Letters 48 (18), e2021GL093678

Insel, N., M. Berkelhammer, 2021. The influence of orbital parameters on the North American Monsoon system during the Last Interglacial Period. Journal of Quaternary Climate 36 (4), doi: 10.1002/jqs.3311

Insel, N., C.J. Poulsen, C. Sturm, T.A. Ehlers, 2013. Climate controls on Andean precipitation d18O interannual variability. Journal of Geophysical Research: Atmospheres 118 (17), 9721-9742

Insel, N., M. Grove, M. Haschke, J.B. Barnes, A.K. Schmitt, M.R. Strecker, 2012. Paleozoic to early Cenozoic cooling and exhumation of the basement underlying the eastern Puna plateau margin prior to plateau growth. Tectonics 31(6), doi:10.1029/2012TC003168

Barnes, J.B., T.A. Ehlers, N. Insel, N. McQuarrie, C.J. Poulsen, 2012. Linking orography, climate, and exhumation across the central Andes. Geology 40 (12), 1135-1138, doi: 10.1130/G33229.1

Insel, N., C.J. Poulsen, T.A. Ehlers, C. Sturm, 2012. Response of meteoric d18O to surface uplift - Implications for Cenozoic Andean Plateau growth. Earth and Planetary Science Letters 317, 262-272, doi: 10.1016/j.epsl.2011.11.039

Insel, N., C.J. Poulsen, T.A. Ehlers, 2010. Influence of the Andes Mountains on South American moisture transport, convection, and precipitation. Climate Dynamics 35 (7), 1477-1492, doi: 10.1007/s00382-009-0637-1

Insel, N., T.A. Ehlers, M. Schaller, J.B. Barnes, S. Tawackoli, C.J. Poulsen, 2010. Spatial and temporal variability in denudation across the Bolivian Andes from multiple geochronometers. Geomorphology 122 (1-2), 65-77

Poulsen, C.J., N. Insel, T.A. Ehlers, C. Sturm, R. Simon, 2010. Onset of convective rainfall during gradual late Miocene rise of the central Andes. Science 328 (5977), 490-493, doi: 10.1126/science.1185078 

����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D., Sociology, 2009, University of California, Riverside

M.A., Sociology, 2005, University of California, Riverside

B.A., Sociology, 2000, Boise State University
 

Johnson, Brooke. 2019.  "The Erotic as Resistance: Queer Resistance at a Militarized Charter School." Critical Military Studies, Special Issue on School Militarism. DOI: 10.1080/23337486.2019.1608702

Johnson, Brooke. 2018. "Educating for War: Militarization and the Manufacturing of Consent through Public Schooling," Pp. 65-86 in The Palgrave International Handbook of School Discipline: Surveillance, Punishment and Social Control, edited by J. Deakin, E. Taylor A. Kupchik. New York, NY: Palgrave Macmillan.

Johnson, Brooke. 2014. Culture and Structure at a Military Charter School: From School Ground to Battle Ground. New York: Palgrave Macmillan.

Johnson, Brooke. 2010. "A Few Good Boys: Masculinity at a Military-style Charter School." Men and Masculinities 12(5):575-596.

Aguirre, Jr., Adalberto and Brooke Johnson. 2005. "Militarizing Youth in Public Education: Observations from a Military-Style Charter School." Social Justice 32(3):148-162.

LWH 2085
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

University of Wisconsin-Madison, Ph.D. - Social Welfare, Applied Economics (Minor)

Washington University in St. Louis, J.D., M.S.W.: Law, Social Work

Cornell University, A.B.: Government, Sociology

Kim, J. (2017). Are older adults who participate in the Supplemental Nutrition Assistance Program (SNAP) healthier than eligible non-participants? Evidence from the Health and Retirement Study. Journal of Sociology & Social Welfare, 44(3). 95-117.

Kim, J. (2016). Is regional income inequality associated with the individual health of older adults? Evidence from the Health and Retirement Study. Poverty & Public Policy, 8(4), 416-429.

Kim, J., & Frank-Miller, E. (2015). Poverty, health insurance status, and health service utilization among the elderly. Journal of Poverty, 19(2), 1-21.

Kim, J. (2015). Health status, Medicare Part D enrollment, and prescription drug use among older adults. Journal of Sociology & Social Welfare, 42(1), 163-184.

Kim, J. (2015). Examining racial-ethnic and gender disparities in poverty among the elderly. In Haymes, S. N., de Haymes, M.V., & Miller, R.J. (Eds.), The Routledge Handbook of Poverty in the United States (pp. 436-443). New York, NY: Routledge.

Kim, J. (2013). SSI participation among the elderly: A hazard model approach. Journal of Poverty, 17(2), 217-233.

Kim, J. & Yu, H. Poverty, early childhood care and education arrangement, and socio-emotional development: Evidence from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. 2021 Annual Conference of the Society for Social Work and Research. Virtual Meeting.

Kim, J. & Brake, A. Incarceration and the risks of poverty in old age: Examining the significance of gender. (January 17, 2019). 2019 Annual Conference of the Society for Social Work and Research. San Francisco, CA.

Kim, J. & Brake, A. Examining the effects of incarceration and marriage on poverty in old age: Evidence from the Wisconsin Longitudinal Study. (November 17, 2018). Annual Scientific Meeting of the Gerontological Society of America. Boston, MA.

Kim, J. Examining sexual orientation disparities in health insurance coverage and health service use in a population-based sample. (November 3, 2017). 2017 Association for Public Policy and Management Fall Research Conference. Chicago, IL. 

Kim, J. Are older adults who participate in the Supplemental Nutrition Assistance Program health than eligible non-participants? Evidence from the Health and Retirement Study. (November 21, 2015). 68th Annual Scientific Meeting of the Gerontological Society of America. Orlando, FL.

Kim, J. Are older adults who receive SNAP benefits healthier than non-recipients? Evidence from the Health and Retirement Study. (November 14, 2015). 2015 Association for Public Policy and Management Fall Research Conference. Miami, FL.

I am an associate professor and policy curriculum specialist in the Social Work Department. My research generally examines poverty, inequality, and health, and the various public policies that potentially impact these social issues. Methodologically speaking, I use longitudinal methods to examine research questions typically involving the effectiveness of public policies in mitigating the disadvantages or disparities stemming from the aforementioned issues.

����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D., Cultural Anthropology, Indiana University, 2005

M.A., Cultural Anthropology, Indiana University, 1999

Luedke, Tracy. 2014. “Health, Illness, and Healing in African Society.” In Africa, 4th Edition, edited by Patrick O’Meara, John Hanson, and Maria Grosz-Ngate. Bloomington: Indiana University Press.

Luedke, Tracy. 2011. “Intimacy and Alterity: Prophetic Selves and Spirit Others in Central Mozambique.” Journal of Religion in Africa  41(2):154-179.

Luedke, Tracy. 2007. “Spirit and Matter: The Materiality of Mozambican Prophet Healing.” Journal of Southern African Studies 33(4): 715-31. Special Issue: Histories of Healing, edited by Lyn Schumaker, Diana Jeater, and Tracy Luedke.

Luedke, Tracy J. 2006. “Presidents, Bishops, and Mothers: The Construction of Authority in Mozambican Healing.” In Borders and Healers: Brokering Therapeutic Resources in Southeast Africa, edited by Tracy J. Luedke and Harry G. West. Bloomington, IN: Indiana University Press.

West, Harry G. and Tracy J. Luedke. 2006. “Healing Divides: Therapeutic Border Work in Southeast Africa.” In Borders and Healers: Brokering Therapeutic Resources in Southeast Africa, edited by Tracy J. Luedke and Harry G. West. Bloomington, IN: Indiana University Press.

Room BBH 138
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D., Sociology, University of California at Riverside, Riverside, California, 2010
M.A., Sociology, University of California at Riverside, Riverside, California, 2007
B.A., Washington University in St. Louis, St. Louis, Missouri, 2005

BOOKS

Messinger, A. M., & Guadalupe-Diaz, X. (Eds.) (2020). Transgender intimate partner violence: A comprehensive introduction. New York University Press: New York, NY. []

Messinger, A. M. (2017). LGBTQ intimate partner violence: Lessons for policy, practice, and research. University of California Press: Oakland, CA. []

BOOK CHAPTERS

Guadalupe-Diaz, X. L., & Messinger, A. M. (2020). Working toward transgender inclusion in the movement to address intimate partner violence. In A. M. Messinger & X. L. Guadalupe-Diaz (Eds.), Transgender intimate partner violence: A comprehensive introduction (pp. 362-377). New York University Press. []

Kurdyla, V., Messinger, A. M., & Guadalupe-Diaz, X. L. (2022). Health covariates of intimate partner violence in a national transgender sample. In C. L. Buist & L. Kahle (Eds.), Queering Criminology in Theory and Praxis: Re-Imaging Justice in the Criminal Legal System and Beyond, pp. 129-143. Bristol University Press. []

Messinger, A. M. (2014). Marking 35 years of same-sex intimate partner violence research: Lessons and future directions. In D. Peterson & V. R. Panfil (Eds.) The handbook of LGBT communities, crime, and justice, 65-85. Springer Science + Business Media Publishing: New York. []

Messinger, A. M. (2020). Theorizing on the roots of transgender intimate partner violence. In A. M. Messinger & X. L. Guadalupe-Diaz (Eds.), Transgender intimate partner violence: A comprehensive introduction (pp. 110-132). New York University Press. []

Messinger, A. M., & Guadalupe-Diaz, X. L. (2020). The intersection of transphobia, human rights, and transgender intimate partner violence. In A. M. Messinger & X. L. Guadalupe-Diaz (Eds.), Transgender intimate partner violence: A comprehensive introduction (pp. 3-34). New York University Press. []

Messinger, A. M., & Koon-Magnin, S. (2019). Sexual violence in LGBTQ communities. In W. O’Donohue, C. Cummings, & P. A. Schewe (Eds.) Handbook of sexual assault prevention, pp. 661-674. Springer: New York. []

Messinger, A. M., & Kurdyla, V. (Accepted). Intimate partner violence against sexual and gender minority men: Dynamics, theory, and inclusive interventions. In S. S. Chuang, A. Lysova, B. Russell, C. Huang, & B. A. Hine (Eds.) Violence Against Men and Families: Theories, Perspectives, and Application. Springer: New York.

Messinger, A. M., & Roark, J. (2019). Transgender intimate partner violence and aging. In M. Houlberg (Ed.) Transgender health and aging: Culturally competent care for transgender aging patients. Springer: New York. []

Messinger, A. M., & Roark, J. (2019). LGBTQ partner violence. In W. S. DeKeseredy, C. Rennison, & A. Hall-Sanchez (Eds.) The Routledge international handbook of violence studies, pp. 277-285. Routledge: London. []

JOURNAL ARTICLES

DeKeseredy, W. S., Nolan, J., Hall-Sanchez, A., & Messinger, A. M. (2019). Intimate Partner Violence Victimization among Heterosexual, Gay, Lesbian and Bisexual College Students: The Role of Pro-Abuse Peer Support. Journal of Aggression, Maltreatment & Trauma, 28(9), 1057-1068. []

Dyar, C., Messinger, A. M., Newcomb, M. E., Byck, G. R., Dunlap, P., & Whitton, S. W. (2021). Development and initial validation of three culturally-sensitive measures of intimate partner violence for sexual and gender minority populations. Journal of Interpersonal Violence, 36(15-16), NP8824–NP8851. []

Fry, D. A., Messinger, A. M., Rickert, V. I., O'Connor, M. K., Palmetto, N., Lessel, H., & Davidson, L. L. (2014). Adolescent relationship violence: Help-seeking and help-giving behaviors among peers. Journal of Urban Health, 91(2), 320-334. []

Kurdyla, V., Messinger, A. M., & Ramirez, M. (2021). Transgender intimate partner violence and help-seeking patterns. Journal of Interpersonal Violence, 36(19-20), NP11046–NP11069. []

Messinger, A. M. (2018). Bidirectional same-gender and sexual minority intimate partner violence. Violence and Gender, 5(4), 241-249. []

Messinger, A. M. (2011). Invisible victims: Same-sex intimate partner violence in the National Violence Against Women Survey. Journal of Interpersonal Violence, 26(11), 2228-2243. []

Messinger, A. M. (2012). Teaching content analysis through Harry Potter. Teaching Sociology, 40(4), 360-367. []

Messinger, A. M. (2015). Teaching interactionist gender theory through speed dating. Teaching Sociology, 43(2), 154-162. []

Messinger, A. M., Birmingham, R. S., DeKeseredy, W. S. (2021). Perceptions of same-gender and different-gender intimate partner cyber-monitoring. Journal of Interpersonal Violence, 36(7-8), NP4315–NP4335. []

Messinger, A. M., Davidson, L. L., & Rickert, V.I. (2011). IPV among adolescent reproductive health clinic patients: the role of relationship communication. Journal of Interpersonal Violence, 26(9), 1851-1867. []

Messinger, A. M., Dyar, C., Birmingham, R. S., Newcomb, M. E., & Whitton, S. W. (2021). Sexual and gender minority intimate partner violence and childhood violence exposure. Journal of Interpersonal Violence, 36(19-20), NP10322–NP10344. []

Messinger, A. M., Fry, D. A., Rickert, V. I., Catallozzi, M., & Davidson, L. L. (2014). Extending Johnson’s intimate partner violence typology: Lessons from an adolescent sample. Violence Against Women, 20(8), 948-971. []

Messinger, A. M., Guadalupe-Diaz, X. L., & Kurdyla, V. (2022). Transgender polyvictimization in the US Transgender Survey. Journal of Interpersonal Violence, 37(19-20), NP18810–NP18836. []

Messinger, A. M., Kurdyla, V., & Guadalupe-Diaz, X. L. (2021). Intimate partner violence help-seeking in the US Transgender Survey. Journal of Homosexuality, 1-25. []

Messinger, A. M., Nieri, T., Villar, P., & Luengo, M.A. (2012). Acculturation stress and bullying among immigrant youths in Spain. Journal of School Violence, 9(4), 306-322. []

Messinger, A. M., Rickert, V. I., Fry, D., Lessel, H., & Davidson, L.L. (2012). Revisiting the role of communication in adolescent intimate partner violence. Journal of Interpersonal Violence, 9(4), 306-322. []

Messinger, A. M., Sessarego, S. N., Edwards, K. M., & Banyard, V. L. (2021). Bidirectional IPV among adolescent sexual minorities. Journal of Interpersonal Violence, 36(11-12), NP5643–NP5662. []

Risser, H. J., Messinger, A. M., Fry, D. A., Davidson, L. L., & Schewe, P.A. (2013). Do maternal and paternal mental illness and substance abuse predict treatment outcomes for children exposed to violence? Child Care in Practice, 19(3), 221-236. []

Schewe, P. A., Risser, H. J., & Messinger, A.M. (2013). Safe from the start: Evaluating interventions for children exposed to violence. Journal of Child and Adolescent Trauma, 22(1), 67-86. []

Whitton, S. W., Newcomb, M. E., Messinger, A. M., Byck, G., & Mustanski, B. (2016). A longitudinal study of IPV victimization among sexual minority youth. Journal of Interpersonal Violence, 0886260516646093. []

Zabelski, S., Cascalheira, C., Shaw, T. J., Heilmen, E., Messinger, A. M., Edwards, K., Scheer, J. (In Press). Community-Based Participatory Research with Sexual and Gender Minority Trauma Survivors: Challenges, Solutions, and Recommendations for Future Research. Journal of Interpersonal Violence.

OTHER PUBLICATIONS

Messinger, A. M. (2017). The isolation of transgender, undocumented victims of domestic violence. The Huffington Post. []

with me.

Room LWH 4064
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

B.A. Philosophy, Union College (Schenectady, New York)

Ph.D. Philosophy, University of Illinois at Chicago

"Battlestar Galactica and Philosophy" (Open Court Press)

"Radiohead and Philosophy" (Open Court Press)

Room LWH 3084
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

University of Michigan| PhD-Chemistry

Sorenson, BA; Westcott, DJ; Sakols AC; Thomas, JS; Anderson, P; Stojkovic EA; Tsonchev, S; Nicholson, KT, “Domain Structure of a Unique Bacterial Red Light Photoreceptor as Revealed by Atomic Force Microscopy”, MRS Proceedings, Vol. 1652, 2014, DOI: 10.1557/opl.2014.259.

Marie E. Kroeger, Blaire A. Sorenson, J. Santoro Thomas, Emina A. Stojkovic, Stefan Tsonchev, and Kenneth T. Nicholson, “Atomic Force Microscopy of Red-Light Photoreceptors Using Peak-Force Quantitative Nanomechanical Property Mapping,” J. Vis. Exp., in press.

Ken Nicholson is the corresponding author and was invited to submit this publication by the editor at the Materials Research Society Fall National Meeting.

F. G. Tobias, A. Gawedzka, M. S. Goldmeier, A. C. Sakols, E. A. Stojkovic, S. Tsonchev, and K.T. Nicholson, “Scanning Probe Microscopy of Bacterial Red-Light Photoreceptors”, Online Proceedings of the Materials Research Society, 2012, Vol. 1465, DOI: 10.1557/opl.2012.1006.

White, M. L., Reggie, S., Naguib, N., Nicholson, K., Gilliland, J., Walters, A., “The Preparation of World-Class Single Crystal Silicon Carbide Wafers Using High Rate Chemical Mechanical Planarization Slurries”, Materials Research Science Forum Vols., 2009, 600-603, 839-842.

Nicholson, K. T., Minton, T. K., Sibener, S. J., “Spatially Anisotropic Etching of Graphite by Hyperthermal Atomic Oxygen ” J. Phys. Chem. B., 2005, 109, 8476. ()

Recent Presentations:

Ken Nicholson, “Domain Structure of a Unique Red-Light Photoreceptor as Revealed by Atomic Force Microscopy” NEIU Faculty Research and Creative Activities Symposium (November 2013)

Ken Nicholson, “Domain Structure of a Unique Red-Light Photoreceptor as Revealed by Atomic Force Microscopy” Materials Research Society Fall National Meeting (Boston, MA, December 2013)

Ken Nicholson, “Domain Structure of a Unique Red-Light Photoreceptor as Revealed by Atomic Force Microscopy” NEIU Faculty Research and Creative Activities Symposium (November 2013)

“Blaire A. Sorenson, Daniel J. Westcott, Sarah A. Vorpahl, Alexandra C. Sakols, Emina A. Stojkovic, Stefan Tsonchev, and Ken T. Nicholson, “Structural Conformations of a Red-Light Photoreceptor Using Atomic Force Microscopy”, NEIU  3nd Annual Faculty Research & Creative Activities Symposium, November 2012

Ken Nicholson, “Domain Structure of a Unique Red-Light Photoreceptor as Revealed by Atomic Force Microscopy” Materials Research Society Fall National Meeting (Boston, MA, December 2013)

"Scanning Probe Microscopy of Bacterial Red-Light Photoreceptors" presented by K.T. Nicholson at the Materials Research Society Spring Meeting, 2012, San Francisco, CA.

"Structural Conformations of a Red-Light Photoreceptor Using Scanning Probe Microscopy", presented by K. T. Nicholson at the NEIU Faculty Research and Creative Activities Symposium, 2012, Chicago, IL.

BBH 218G
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. in Art History, The University of Texas at Austin, Austin, TX

Master of Arts in Art History, Virginia Commonwealth University, Richmond, VA

Bachelor of Arts in Art, Lynchburg College, Lynchburg, VA

“Pots, Petroglyphs, and Pathways: The Mythical Killer Whale in Nasca Art.” In Perspectives on Place, edited by Elizabeth McGoey and Jeanne Marie Teutonico. Chicago: The Art Institute of Chicago.

“The Seated Figure Iconographic Complex: The Definition Of A Descriptive Type In The Rock Art Of The Rio Grande De Nasca Drainage (Department Of Ica, Peru),” Rock Art Research, vol. 32, no. 2, pp. 207-218.

"More Than Meets the Eye: A Study of Two Nasca Symbols," Andean Past, vol. 9, pp. 229-247.

“Reconstructing Ritual: Some Thoughts on the Location of Petroglyph Groups in the Nasca Valley, Peru,” in Space and Spatial Analysis in Archaeology, ed. by Elizabeth Robertson, Jeffery Seibert, Deepika Fernandez, and Marc Zender. Calgary and Albuquerque: University of Calgary Press and University of New Mexico Press, pp. 217-226.

Room FA 206A
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. Comparative Literature, University of California, Los Angeles
B.A. Comparative Literature, University of California, Berkeley

Book Article. “Warrior Ideal or Sinful Beast? Ambiguous Sovereignty in Culhwch ac Olwen.” In The Language of Gender, Power, and Agency in Celtic Studies. Amber Handy and Brian Ó Conchubhair, editors. Arlen House Press 2013. Examines the sovereign power of God and Arthur  in an early Welsh Arthurian tale.

Book Article. “Hybridity Reconsidered: Rewriting the Literary Welshman in Peredur vab Efrawc.” In Other Nations: The Hybridization of Medieval Insular Mythology and Identity. Wendy Marie Hoofnagle and Wolfram R. Keller, editors. Winter, Heidelberg, 2011. Examines a Welsh version of the Perceval tale in the context of distinct insular identities.

Book. Kingship, Conquest, and Patria: Literary and Cultural Identities in Medieval French and Welsh Arthurian Romance. Routledge Press, 2005. A study of vernacular literature, medieval colonialisms, and state formation focusing on the romances of Chrétien de Troyes and three thirteenth-century Welsh tales.

Book Article. “Transcultural Change: Romance to Rhamant.” In Medieval Celtic Literature and Society. Helen Fulton, editor. Four Courts Press, Dublin 2005. Assessment of the genres of romance/rhamant from a postcolonial perspective.

Room LWH 2006
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Ph.D., Southern Illinois University, Carbondale

• Coker, Kesha, Deepa Pillai, and Siva K Balasubramanian (2010), “Delay-Discounting Rewards from Consumer Sales Promotions” Journal of Product & Brand Management, 19(7), 487-495.

•&�Բ�����;Unni, Ramaprasad, Douglas Tseng, and Deepa Pillai (2010), "Context specificity in use of price information sources," Journal of Consumer Marketing, 27 (3), 243-250.

•&�Բ�����;Pillai, Deepa, Siva K. Balasubramanian, and Shabnam H.A. Zanjani (2014), “The Effect of Individual Level Variables on the Effectiveness of Brand Placements,” Innovative Marketing, 10(4).

•&�Բ�����;Balasubramanian, Siva K., Hemant Patwardhan, Deepa Pillai, and Kesha K. Coker (2014), "Modeling Attitude Constructs in Movie Product Placements," Journal of Product & Brand Management, 23 (7), 516-31.

•&�Բ�����;Sabour, Nadia I., Deepa Pillai, Giacomo Gistri, and Siva K. Balasubramanian (2015), "Attitudes and related perceptions about product placement: a comparison of Finland, Italy and the United States," International Journal of Advertising, 1-26.

•&�Բ�����;Zanjani, Shabnam, Kwong Chan and Deepa Pillai  (2016), “Internationalization factors and years of firms export performance: Does it matter when a born global was born?” Journal of International Marketing and Exporting 20(1).

•&�Բ�����;Balasubramanian, Siva  K., Deepa Pillai, Hemant Patwardhan and Tianyu Zhao, “Product Placement.” In Oxford Bibliographies in Communication. Ed. Patricia Moy. New York: Oxford University Press, forthcoming.

Deepa Pillai has a Ph.D. in Marketing from Southern Illinois University, Carbondale. She has a bachelor's degree in Engineering and an MBA in Marketing, and worked for several years in the advertising industry in India. Dr. Pillai is the recipient of a university level doctoral fellowship, a doctoral dissertation research award, and the Sekaran award for the outstanding female doctoral student in the School of Business at SIUC. She was a doctoral fellow at the SMA 2008, INFORMS 2009, and AMA 2010 doctoral consortia. 

Dr. Pillai's research interests include marketing communication (specifically, brand/product placement) and pricing (specifically, price discounting). Her research has been presented at the AMA, SMA, INFORMS Marketing Science, MMA, and AMS conferences. Her published research appears in the Journal of Consumer Marketing and the Journal of Product and Brand Management.

CBM 108
5500 N. St. Louis Ave.
Chicago, IL 60625
United States

Ph.D. in Neuroscience from Northwestern University

B.S. in Biology from Elmhurst College

Undergraduate students are underlined

Schirmer AE, Kumar V, Schook A, Song EJ, Marshall MS and Takahashi JS (2023). Cry1 expression during postnatal development is critical for the establishment of normal circadian period. Front. Neurosci. 17:1166137. doi: 10.3389/fnins.2023.1166137

Epiney, D., Salameh, C., Cassidy, D., Zhou, L., Kruithof, J., Milutinović, R., Andreani, T., Schirmer, A.E., and Bolterstein, E. (2021). Characterization of Stress Responses in a Drosophila Model of Werner Syndrome. Biomolecules, 11(12), 1868.

Schirmer, A. E., Gallemore, C., Liu, T., Magle, S., DiNello, E., Ahmed, H., & Gilday, T. (2019). Mapping behaviorally relevant light pollution levels to improve urban habitat planning. Scientific reports, 9(1), 1-13.

Smarr, B. L. and Schirmer, A. E. (2018). 3.4 million real-world learning management system logins reveal the majority of students experience social jet lag correlated with decreased performance. Scientific Reports 8, 4793.

Schirmer, A. E., Prete, F. R., Mantes, E. S., Urdiales, A. F., Bogue, W. (2014) Circadian Rhythms Affect the Electroretinogram, Compound Eye Color, Striking Behavior, and Locomotion of the Praying Mantis, Hierodula patellifera (Serville).  The Journal of Experimental Biology 217: 3853-3861.

Room BBH 352E
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. (physics), , 1995
M.S. (physics),  , (India), 1987
B.Sc. (physics), , University of Delhi (India) 1985

1. Assessing Computational Thinking across a Pre-service STEM Curriculum, R. F. Adler, J. Hibdon, H. Kim, S. Mayle, B. Pines, and S. Srinivas, Education and Information Technologies, 28, 8051 (2023)
2. A Multidisciplinary Approach to Incorporating Computational Thinking in STEM Courses for Preservice Teachers, J. Slate, R. Adler, J. Hibdon, S. Mayle, H. Kim, and S. Srinivas, Book Chapter, Integrating Digital Technology in Education, Ed. R. M. Reardon and J. Leonard, Information Age Publishing (Charlotte, NC, 2019)
3. Retention and Student Success in STEM through a Mentoring Scholarship Program at an Urban HSI, S. Srinivas, P. H. Acioli, K Voglesonger, N. Nicholson, J. Hibdon, N. Wrinkle, and D. Rutschman, Proceedings of the Eighth Annual Mentoring Institute Conference, editor N. Dominguez, pg. 1154-1157 (University of New Mexico, 2015).
4. Silver and Gold mediated nucleobase bonding, P. H. Acioli and S. Srinivas, Journal of Molecular Modeling 20, 2391 (2014).
5. Experiential Learning of Classical Mechanics Through Molecular Dynamics,  P. H. Acioli and S. Srinivas, Proceedings of the World Conference on Physics Education, Istanbul, Turkey, editor M. Taşar, p 385-396 (Pegem Akademi, 2013).

• Acting Associate Provost, ����Թ� 2023-present
• Associate Dean, College of Arts and Sciences, ����Թ� (2022-2023)
• Acting Associate Dean, College of Arts and Sciences, ����Թ� (2017-2022)
• Associate Dean, College of Graduate Studies, ����Թ� (2017)
• Director, Student Center for Science Engagement, ����Թ� (2012-2014)
• Professor of Physics, Department of Physics, ����Թ� (2014-present)
• Associate Professor of Physics, Department of Physics, ����Թ� (2008-2014)
• Assistant Professor of Physics, Department of Physics, ����Թ� (2005-2008)

Room C 120, Academic Affairs
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

St. Olaf College, Chemistry, B.A. magna cum laude, 1996-2000

Honors Thesis: “Monitoring phospholipase A2 (PLA2) activity by reversed-phase, high-pressure liquid chromatography (RP-HPLC).”

The University of Chicago, Biochemistry and Molecular Biology, Ph.D. 2000-2005

Ph.D. Dissertation: “Characterization of the coliphage N4-encoded N-acetylmuramidase, a member of a new family of peptidoglycan-hydrolyzing enzymes.”

2013    Fixen, K.R., A.W. Baker^, E. A. Stojković, J. T. Beatty and C.S. Hardwood. Chromophore-independent modulation of photosynthesis by bacteriophytochromes in response to low light. Proc Natl Acad Sci USA 111 (2): E237-44.

2013    Neider, J., E. A. Stojković, K. Moffat, K. Forest, T. Lamparter, R. Bittl and J.T.M. Kennis. (2013) Pigment-Protein Interactions in Phytochromes Probed by Fluorescence Line Narrowing Spectroscopy. J Phys Chem B 117(48):14940-50

2012    F. G. Tobias^, A. Gawedzka^, M. S. Goldmeier^, A. C. Sakols^, E. A. Stojković, S. Tsonchev, and K.T. Nicholson, “Scanning Probe Microscopy of Bacterial Red-Light Photoreceptors”, MRS Proceedings, 1465, mrss12-1465-ss07-12.

2011  Woitowich, N.C., S. E. Kovaleva^, W. Ozarowski and E. A. Stojković. Preliminary X-ray crystallographic and structural analyses of a bacteriophytochrome from Stigmatella aurantiaca. FASEB J. 25:928.15

2011    Toh, K.C., E. A. Stojković, I. H. van Stokkum, K. Moffat and J.T.M. Kennis. Fluorescence quantum yield and photochemistry of bacteriophytochrome constructs. Phys Chem Chem Phys 13 (25): 11985-97.

2011    Toh, K.C., E. A. Stojković, A. Rupenyan, I.H.M. van Stokkum, M. Salumbides, M. Groot, K. Moffat and J. T.M. Kennis. Primary reactions of bacteriophytochrome observed with ultrafast mid-infrared spectroscopy. J Phys Chem A 115 (16): 3778-86.

2010    Toh, K.C., E. A. Stojković, I.H.M. van Stokkum, K. Moffat and J. T.M. Kennis. Proton transfer and hydrogen bond interactions determine fluorescence quantum yield and photochemical efficiency of bacteriophytochrome. Proc Natl Acad  Sci USA 107 (20): 9170-9175.

BBH 352H
����Թ�
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

D.M., Northwestern University, Guitar Performance
Diplomi di Merito, Accademia Musicale Chigiana (Siena, Italy), Guitar Performance
M.M., Northwestern University, Guitar Performance
B.M.,  Northwestern University, Guitar Performance, Composition

Mertz's Opern-Revue; Mertz's trio for violin/flute, viola and guitar, Divertissement, Op. 32 (DGA Editions); an anthology of operatic concert works entitled Selected Operatic Fantasies of Mertz (Mel Bay); as well as new editions of Mertz's selected works published by Chanterelle Verlag, Heidelberg.

Brian Torosian, an active soloist and chamber musician on guitar, lute, and mandolin, has performed in concerts throughout North America. In addition to the standard six-string guitar, he plays baroque guitar, Terz guitar, and 10-string guitar replicas, the latter two made for him by R. E. Bruné after 19th-century Viennese instruments. Concert performances include appearances with Chicago Symphony Orchestra, Grant Park Symphony Orchestra, Chicago Opera Theater, His Majesties Clerkes, and Classical Symphony Orchestra.

Dr. Torosian completed his doctoral studies at Northwestern University with Anne Waller, and also studied with Oscar Ghiglia at the Accademia Musicale Chigiana in Siena, Italy where he received Diplomas of Merit, and an honorary scholarship. He has taken numerous master classes with Eliot Fisk, Paul O'dette, Pepe Romero, Manuel Barrueco, Robert Guthrie, Sérgio and Odair Assad, David Starobin, Mark Maxwell, Nigel North, Eduardo Fernandez, and David Russell as well as early music and continuo studies with Mary Springfels and David Schrader. Brian is the current president of the Chicago Classical Guitar Society.

Long an exponent of the music of nineteenth-century virtuoso guitarist and composer J. K. Mertz, Torosian's doctoral dissertation, Mertz in America, chronicles the music of Mertz in the United States in the early twentieth century. Brian's published editions include Mertz's Opern-Revue, Mertz's trio for violin/flute, viola, and guitar, Divertissement, Op. 32 (DGA Editions); an anthology of operatic concert works entitled Selected Operatic Fantasies of Mertz (Mel Bay); as well as new editions of Mertz's selected works published by Chanterelle Verlag, Heidelberg. His recordings include a track on the harp guitar compilation Christmas Present and a collection of Mertz’s guitar and piano duos, which features premiere recordings of newly-discovered concert works. Brian is also an accomplished electric guitarist, with over 100 compositions in contemporary popular styles.

Northeastern music majors specializing in guitar performance often elect to supplement their classical studies with lessons on jazz guitar, early music performance practice, mandolin, or lute. These students can receive permission to access to the university's guitars, mandolin, and renaissance lute.

Fine Arts, 130
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. Arizona State University

B.S. State University of New York at Stony Brook

Room BBH 225E
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

B 141
5500 North St. Louis Avenue
Chicago, IL 60625
United States

The University Honors Program (UHP) has a number of resources available only to UHP students in good academic standing in the program. To stay in good academic standing in the UHP, to maintain eligibility for UHP scholarships and resources, and to be eligible to complete the UHP, all students must maintain a cumulative ����Թ� grade point average (GPA) of 3.5 and a GPA of 3.0 in UHP courses. To be considered for any of these scholarships, you must be admitted to Northeastern and to the UHP.

UHP Merit Tuition Scholarships

The Merit Tuition Scholarship (MTS) is the UHP’s primary scholarship. An MTS award recognizes the outstanding promise of our incoming freshmen, and the demonstrated academic excellence of our continuing UHP students and new transfer students. Many UHP students also earn scholarship awards from their prospective college, such as the , the College of Business and Technology, and the Goodwin College of Education.

Scholarships are awarded to cover from 3 to 24 credit hours for the academic year at the in-state tuition rate. UHP students in good academic standing in the program and progressing in UHP coursework are eligible to apply for a UHP Merit Tuition Scholarship. Any award made may be forfeited if either of these conditions is not met.

The deadline for annual applications is July 15. Students who join the UHP after July 15 are eligible to apply for the spring MTS competition by Nov. 1, and all UHP students in good standing can apply for the summer MTS by April 1.

Scholarship Application

UHP Bernard Brommel Scholarships

These annual awards are open only to UHP Scholars in good academic standing in the program.

UHP Brommel-Elliot Scholarship: This annual scholarship is awarded to an Honors Scholar in recognition of outstanding potential to succeed in graduate-level studies. Deadline: March 15.

UHP Brommel-Mangeniello Scholarship: Twice annual scholarship awarded to an Honors Scholar enrolled in ZHON-395, this scholarship is awarded in recognition of outstanding potential to succeed in graduate-level studies. Deadlines: Oct. 15 and Feb. 15.

UHP Brommel-Brady-Portokalis Scholarship: Annual scholarship awarded to an Honors Scholar admitted to a graduate program in recognition of outstanding academic achievement, commitment to service and/or leadership in the UHP, and attendance or participation at academic conferences. Deadline: May 15.

Presidential Scholarship

Prospective freshmen with a high-school degree (or equivalent), a minimum ACT composite score of 27, and a minimum grade point average of 3.35 on a 4.0 scale are eligible to apply for ����Թ�’s most prestigious and comprehensive academic scholarship. The Presidential Scholarship covers in-state tuition, fees, and provides a book allowance for four years. Presidential Scholars earn automatic admission into the University Honors Program.

Presidential Scholarship Brochure and Application

Apply Today!

Eligibility Criteria: Entering Freshmen

"High Pass" on application essay and at least one of the following:

• ranked in top 10% of graduating high school class
• minimum standardized test score (SAT of 1200 or ACT of 25)
• portfolio, if appropriate, of significant works demonstrating excellence in creative activities

Students who have earned a GED are strongly encouraged to apply.

Exceptional cases will be considered; contact the UHP office at honors@neiu.edu.

Eligibility Criteria: Current ����Թ� Students and Transfer Students

"High Pass" on the application essay. Minimum cumulative GPA of 3.5 (on a 4.0 scale) in NEIU courses numbered 100 and above or in transferable courses, and at least three semesters remaining at NEIU. Full- and part-time students are encouraged to apply. Transfer students: If you completed an honors program at a two-year institution, please let us know at honors@neiu.edu prior to applying.

Up to six credits earned in a similar honors program may be considered for transfer into the NEIU Honors Program. The UHP Curriculum and Standards board evaluates transfer credit for honors courses.

How to Apply for UHP Admission

Complete the application form and the appropriate entrance essay (for either a prospective freshman, current NEIU student, or new-to-NEIU transfer student). Entrance essays are assessed on the basis of argument (two points possible), critical thinking (two points possible), organization (one point possible), and the conventions of writing in English (one point possible). A "High Pass" constitutes 4.5 points or more out of a possible six points.

Submit your completed application via email at honors@neiu.edu, mail it to the address below, or in person in Room B 141. The UHP accepts applications at any time, but we must receive your application at least one month prior to the start date for a given term.  Normally, you will be notified of the status of your application within two weeks of submission. Applicants who would like to be considered for the Merit Tuition Scholarship must submit their UHP application and scholarship application at least two weeks prior to the scholarship deadline.

University Honors Program
5500 North St. Louis Avenue
Chicago, IL 60625-4625

Apply

Admission

Successful applicants are admitted to the general education Honors Student Program or the 300-level Honors Scholar Program, depending on your class standing at the time you apply. If you are admitted to the general education Student Program, you will automatically enter the 300-level Honors Scholar Program upon completion of the Honors Student Program and declaration of an academic major.

Maintaining Good Academic Standing in the UHP

To stay in good academic standing in the UHP, maintain eligibility for UHP scholarships and resources, and be eligible to complete the UHP, students must maintain a cumulative NEIU grade point average (GPA) of 3.5 and a GPA of 3.0 in UHP courses. Only courses passed with grades of "A" or "B" will fulfill UHP requirements. No UHP course may be taken more than twice.

Students who do not maintain these minimum requirements will create an academic success plan with the UHP Coordinator and will be placed on academic notice for up to 2 consecutive terms. The academic success plan will help the student raise their GPA while allowing the student to make progress toward completion of UHP requirements. Students on academic notice will meet with the UHP Coordinator each semester to review progress. Students who do not reach or demonstrate satisfactory progress toward the minimum GPA will have their case reviewed for an additional academic success plan or dismissal from the UHP. While on academic notice, students may continue to enroll in UHP courses but are not eligible for UHP scholarships and cannot complete the Honors Program.

The University Honors Program (UHP) is composed of two independent programs, each consisting of five courses (15 credit hours).

The Honors Student General Education Program for Freshmen and Sophomores

Freshmen and sophomores admitted to the UHP complete five of their regular general education requirements by taking Honors courses in the fine arts, humanities, and behavioral, social and natural sciences. Course scheduling is designed for you to complete the Honors Student program in four consecutive semesters. As an Honors student, you will take four required Area Courses (one in each general education area) and one general education Honors elective. Through these courses you will gain perspective on the array of studies available at Northeastern and learn to see the interconnections between academic disciplines. Successful completion of the Honors Student program earns you the designation “Honors Student” on your transcript.

• (3 cr.) Honors Introduction to the Performing and Fine Arts, offered fall semester
• (3 cr.) Honors Introduction to the Humanities, offered spring semester
• (3 cr.) Honors Introduction to the Social Sciences, offered fall semester
• (3 cr.) Honors Introduction to the Natural Sciences, offered spring semester
• One Z-Honors Elective (3 cr.) in General Education. Choose one elective from courses such as Honors Ethics, Honors Economics, Honors Anthropology, and Honors U.S. History. 

–�ē�ē�ē�ē�ē�ē�ē�ē�ē�ē�ē

Total: 15 credits

The Honors Scholar 300-level Program for Juniors and Seniors

The 300-level Honors Scholar program for juniors and seniors is designed to provide you with the opportunity to create your own honors curriculum and to build connections and skills above and beyond what you would otherwise gain during your undergraduate experience. Juniors and seniors complete requirements for their major or minor by adapting up to three 300-level courses of their choice for UHP credit. As an Honors Scholar, you tailor the curriculum to your own academic major and interests while building valuable connections with peers and faculty members and developing your research skills. Study abroad, international field experience, Honors electives, or graduate-level electives in your field can also partially fulfill 300-level UHP coursework.

The self-directed research emphasis of the Scholar Program culminates with your completion of a two-semester Capstone Project. In your senior year, you will take our Honors Seminar in Research and Creative Processes (ZHON-360) and an independent study in which you complete your project with the support of a faculty mentor of your choosing (ZHON-395: Honors Thesis/Creative Project). Students gain professional and academic confidence, preparedness and competitiveness in this process.

Successful completion of the Scholar Program earns you the designation “Honors Scholar” on your transcript and diploma, graduation from NEIU with Latin honors (cum laude, magna cum laude or summa cum laude), and a UHP Senior Project that is catalogued in the

• Three courses at the 300-level (usually in your major or minor) that you adapt for Honors credit (also known as Adapted Courses). One of these courses may include ZHON-375 (3 cr.) Honors Colloquium: World Perspectives. 
• (3 cr.) Honors Seminar in Research and Creative Processes, offered fall and spring
• ZHON-395 (3 cr.) Honors Thesis/Creative Project, offered every semester

–�ē�ē�ē�ē�ē�ē�ē�ē�ē�ē�ē

Total: 15 credits

“The NEIU Honors Program has given me the chance to concentrate on and excel in courses of my choosing, as well as the chance to participate in collaborative research. Participating in the program has honed my research and writing skills, challenged me as both a student and a community member, and provided me with the tools and skills necessary to continue on to graduate school.” 

-Ethan Morgan, B.S. Biology and the UHP, accepted into doctoral program in Epidemiology at the University of Chicago

Adapted Courses

As an Honors Scholar, you will select up to three 300-level courses from your major or minor curricula to adapt for UHP credit. Adapted courses will appear on your NEIU transcript with a "Z-prefix" course number and “Hnrs” in the course title, identifying them as Honors courses for your Honors Scholar curriculum. Your UHP curriculum overlaps substantially with your degree requirements, providing you with multiple opportunities to:

• sharpen research skills in your field,
• build professional relationships with faculty,
• pursue your interests in greater depth,
• explore potential thesis/senior project topics,
• and create your own UHP curriculum.

The UHP encourages innovation and creativity—adapted courses allow you to tailor your Honors experience to your research interests. Adapted courses also facilitate collaboration with your faculty members to devise projects that will open up new roads to discovery that you might not otherwise access. We particularly encourage UHP students to use their adapted courses to help identify potential senior project topics and advisors.

Every adapted course contract must include three main elements:

• a research component in which you pursue a relevant area of interest and practice discipline-specific research processes;
• one-on-one collaboration with the professor of the course to devise and carry out the research-based course contract; and
• a way to share your project with the rest of the class.

During the semester prior to taking the Adapted Course, meet with the professor to discuss the possibility of adapting the course for UHP credit and discuss possible options for the three elements listed above. Complete the UHP Adapted Course Request form with the faculty member the semester before the course begins and submit it for review to the UHP.

UHP Senior Project: ZHON-360 and ZHON-395

All UHP Scholars design and complete a UHP Senior Project, a research-based thesis or creative work (depending on your major) that represents outstanding undergraduate achievement and the culmination of the 300-level Honors Scholar curriculum. Once accepted and approved, all UHP Senior Projects are catalogued in the Ronald Williams Library.

The process of designing and completing an extended project will distinguish you and set you apart as you apply to graduate programs or compete in the professional job market. UHP alumni routinely credit this aspect of the program with providing the tools they needed to be successful beyond ����Թ�.

The UHP Senior Project consists of a minimum of two semesters.

In the first semester of your final year, you will enroll in ZHON-360 (or approved equivalent course), where you will design and complete a project proposal that includes an abstract, a literature review, and an initial write-up of your proposed inquiry/project. As part of this class, you will seek out a faculty member (most often, but not exclusively, in your major) whose expertise overlaps with that of your own research interest and is willing to serve as your thesis advisor (and mentor you) through the completion of your project. You will also identify a Second Reader for your thesis, usually another faculty member (either at NEIU or elsewhere) whose expertise is relevant to your research topic and is willing to provide feedback on the second draft of your thesis.

In the second semester of your final year, you will enroll in ZHON-395: Honors Thesis/Creative Project. This takes a minimum of one semester to complete but can take longer. To be eligible to enroll in ZHON-395: Honors Thesis/Creative Project, you must successfully complete ZHON-360 (or approved equivalent course) with an approved project proposal and the support of a faculty thesis advisor. You will receive a grade of "Incomplete" until the project is completed, and you will have one more semester to finish your work. Completed projects are stored in the .

For additional information and guidelines on ZHON-360 and ZHON-395, pick up a copy of the UHP Senior Project Manual and other related documents from the UHP Office, Room B 144.