ALUMNI
NATIONAL LOUIS UNIVERSITY • SPRING/SUMMER 2013
table of contents First Word: Rethinking the Innovative Classroom.......... 3
message from the president
Beyond ‘CSI’......................... 4 Discovering the Power of Gesture........... 6 – 7 Meet the New Dean of CMB and CAS............ 8 – 9 Florida’s Education System Shines............ 10 – 11 ALUMNI RELATIONS www.nl.edu/alumni alumni@nl.edu • 312.261.3159
MAKING A GIFT To learn more about ways to give, visit www.nl.edu/giving
STAFF John Bergholz, Vice President of Institutional Advancement Mark Donahue, Web Communications Editor Matt Douponce, Associate Director of Corporate and Foundation Relations Karen Galea, Director of Public and Private Funding and Florida Regional Development Officer Jason Givan, Director of Advancement Operations Brian Kush, Communications Manager Danielle LaPointe, Associate Director of Advancement Services
Dear Friends, As I meet with members of our NLU community and visit our campuses, I am reminded of the transformative power of education. Ordinary people are empowered to do extraordinary things when provided with knowledge, skills and support. As you will read in this issue, innovation and advancement are no strangers to NLU faculty and alumni. The stories within describe how these individuals have embraced education to advance their fields and benefit others through dedication and passion. I am also reminded of this power each spring as we approach Commencement. Graduating students radiate with boundless energy — the excitement of finishing their long-sought goal of a degree and the celebration of beginning a new phase in their lives. Our students can confidently walk across the stage, instilled with the knowledge of a job well done and the optimism of the future. And before we know it, a new class of students will begin its journey at NLU, continuing the transformative educational legacy that began more than 125 years ago. This capacity to do extraordinary things, however, is not contained within the classroom walls. It is often carried out through the service work of NLU community members. Recently, as one example of NLU’s “Month of Service,” our faculty, staff and students banded together to have a care package drive for USO Illinois. Together we worked to collect items, package 138 boxes and ship them to Afghanistan. The packages were sent to 65 members of an Air National Guard unit from Peoria, which deployed in January. This drive was a way of supporting our troops and letting them know we are thinking of them. I would like to extend my congratulations to the Class of 2013 and thank all of our alumni for being such an important part of our National Louis University community.
Best wishes,
Mark Loper, Research and Prospect Analyst Kimberly Michaelson, Director of Alumni Relations
Nivine Megahed, Ph.D.
Kaitlin Weiss, Annual Fund Manager
2
the first word RETHINKING THE INNOVATIVE CLASSROOM By Pam Kelly ’04 curiosity, challenge assumptions, persevere and attack problems. I think back to when my preschool-age son was learning to tie his shoes. After 15 twisty attempts on his part, I impatiently grabbed the shoe and tied the double knot myself. But what if he had knotted his shoes on the 16th attempt? Perseverance is learned by giving our children the gift of time to figure things out on their own. A wonderful example of this creative process recently took place in my first-grade classroom. I provided my 6-year-olds with a mathematical equation adding 26 and 28.
Pam Kelly reacts to winning her Golden Apple award in 2012.
Innovation is defined as the development of new values through solutions that meet new requirements. We cannot be satisfied with simply improving our schools; instead, we need to rethink them. Current students in school will enter a work force where 60 percent of available jobs have not yet been created. We don’t know what the world will look like in the future, so how do we prepare children for that reality?
Not that long ago, I would have written the algorithm on the board and explained how we “carry the 1.” We would have had our answer in less than three minutes. But on this day I turned my class loose to find the answer. What I witnessed was amazing. Two students immediately went over to the Unifix cubes and started counting out two piles of blocks. Another group of students went to the SMART Board and started drawing sets of 10 plus extra ones for the numbers 26
Dan Pink’s book, “A Whole New Mind,” states “the future belongs to a very different kind of person with a very different kind of mind: creators and empathizers, pattern recognizers and meaning makers.”
“The innovative classroom must have an educator who teaches with creativity and for creativity.”
The innovative classroom must have an educator who teaches with creativity and for creativity. This involves using imaginative approaches to make learning more engaging. Many universities, including our beloved NLU, are equipping educators with skills to deliver dynamic instruction. But that cannot be the end goal. When these same educators teach for creativity, they are empowering their students to adapt to what is happening in the world and to understand it.
— Pam Kelly ’04
and 28. Yet another pair explained their thinking: “We just borrowed 4 from the 28 so we could change the 26 to 30; 30 is an easier number to work with. It was easy to add the other 24 to the 30. 30, 40, 50, 54!” Wow. I couldn’t have said it better myself.
So what does this innovative classroom look like? First, the classroom that encourages creativity must provide a safe environment where students feel free to take risks. As children progress through the grades, they are more careful with their thinking and less willing to be incorrect. The innovative classroom allows children to take chances and to not be frightened by being wrong. Children learn much from analyzing their mistakes.
Instead of presenting predetermined outcomes, the innovative teacher gives students the tools they need to figure things out…and then gets out of their way. I challenge innovative educators to turn their classrooms upside down by allowing creativity to flourish. Pam Kelly ‘04, NBCT, teaches first grade at Naper Elementary School in Naperville, IL. Ms. Kelly was a Golden Apple winner in 2012.
The safe environment that encourages creativity must also provide students with time to explore, satisfy their 3
spotlight alumni spotlight BEYOND ‘CSI’
CMB alumnus leads organization on forensic science’s cutting edge by Mark Donahue the right people or identify people who should not be allowed into the United States,” Lothridge said. “That kind of intelligence can be translated back to the border patrol. It has been a very successful project.” Since 1995, NFSTC has grown to include 40 full-time employees and is committed to staying on the cutting edge of the field. “Our job is innovation,” Lothridge said.
Forensic science has become embedded in the popular consciousness over the past decade thanks to TV shows such as “CSI” and “Bones” (and they’re certainly not the only ones). But behind the big Kevin Lothridge ‘92 move to the small screen was a revolution in forensics that began in the 1990s — a revolution one NLU alumnus has been a part of from the moment it touched off.
“When we help the professionals deliver the highest-quality forensic services afor their communities, we know everyone benefits...” — Kevin Lothridge ’92
Kevin Lothridge, a 1992 graduate of NLU with a Master of Science in Management, is CEO of the National Forensic Science Technology Center (NFSTC), a nonprofit based in Largo, FL, that helps fill gaps in forensic services for the law enforcement, crime labs and defense sectors. NFSTC was founded in 1995 by the American Society of Crime Laboratory Directors, who predicted a higher demand for forensic services in the wake of the O.J. Simpson trial and a need for industry support.
Current NFSTC projects include: • T he Field Investigation Drug Officer (FIDO) program, which puts more tools in the hands of law enforcement to do point-of-collection testing of controlled substances and streamline drug cases, recently expanded in Utah. • T he launch of an online course, “Introduction to Crime Scene Investigation,” a 16-hour self-paced program available for law enforcement or anyone wanting to learn more about proper CSI practices and techniques.
Some of the first work NFSTC did was provide quality assurance assessments to laboratories as they worked to increase their capabilities and efficiencies. NFSTC also assisted in bigger-picture projects, like working with the Canadian government to enhance their forensic services — “really going out and providing services that the labs either didn’t have the expertise for or didn’t have the time to do themselves,” Lothridge said.
In addition, NFSTC launched a for-profit partnership, the Forensic Innovation Center, in 2010. This new entity meets the longer-term forensic needs of law enforcement groups by bringing in partners to respond to contracts from all levels of government.
The need for expanded forensic science services and support accelerated after the Sept. 11 terrorist attacks, which saw the federal government ramp up homeland security. That, combined with the conflicts in Afghanistan and Iraq, created increasingly difficult challenges for forensic science — from identifying victims to monitoring immigration — and created new opportunities for NFSTC.
It’s all part of a larger mission that echoes one of NLU’s founding principles: helping communities. For Lothridge, it gives his work greater meaning. “When we help the professionals deliver the highestquality forensic services for their communities, we know everyone benefits, and that doesn’t happen in business very often today,” he said. “Everybody at NFSTC is committed to the mission of making sure that science and technology are used to make the world a better and safer place. That is what’s unique about NFSTC.”
“We’re working with the Department of Defense to put forensic technology into the hands of people in theaters of operation worldwide to make sure they identify 4
NOW’S A GREAT TIME TO PURSUE YOUR
institutional advancement
AT NATIONAL LOUIS UNIVERSITY
Greetings!
ADVANCED DEGREE
You may recall that our first edition of this revived magazine focused on the Education to Employment (E2) Initiative for Veterans. This innovative program is being funded by the Robert R. McCormick Foundation but had its roots in conversations I had with President Megahed and others as we sought to find a way to help transition this population to their next meaningful career.
Come back to NLU and rediscover your love of learning as you take the next step on your professional path. Degree options include: nM .A. programs in Psychology and Public Policy
Our “30 Over 30” edition, likewise, profiled some fascinating alumni who, after graduating from NLU, set out to change their worlds just as their NLU education had changed their lives. In this edition, you will read about other innovators and meet Christopher CassirerMalaeb, the new dean of the College of Management and Business and the College of Arts and Sciences. Like me, Chris is also a first generation college graduate who believes in the power of education. I hope you enjoy this edition of our magazine and that you also change lives for the better.
n M.A.T. program for aspiring teachers n MBA online or on campus nM .Ed. and Ed.D. degrees in several specialized areas of study n M.S. in Counseling n Ph.D. in Community Psychology n And many more! get started today
John Bergholz Vice President of Institutional Advancement john.bergholz@nl.edu
nl.edu/rediscover 855.NLU.INFO (855.658.4636)
day of service As part of National Louis University’s Month of Service in May, the NLU Department of Institutional Advancement volunteered at the Howard Area Community Center in Chicago. The center’s Director of Early Childhood is NLU alumna Stephania Koliarakis, M.A.T. ’00 (far right). The Howard Area Center assists low-income families with services ranging from early childhood care and education to adult education and employment. 5
DISCOVERING THE POWER OF GESTURE
COLLEGE OF ARTS AND SCIENCES
Faculty research shows teachers change gesture with non-native speakers by Robert Schroeder A teacher’s mission, in many ways, is to wire students’ brains as critical thinkers and lifelong learners. But what if the way the adult brain operates changes the way teachers work with second-language students? New research from National Louis University indicates the human brain Gale Stam is creating differences in the ways teachers interact with native and nonnative speakers. In districts with growing English as a Second Language (ESL) student populations, the findings could radically alter how teachers plan the delivery of content. NLU’s Gale Stam, Ph.D., professor in the College of Arts and Sciences, and Marion Tellier with the Universite de Provence’s CNRS Laboratoire Parole et Langage in Marseille, France, are in the midst of an experiment examining how French-speaking teacher candidates explain words to native and non-native French speakers. Early results confirm their hypothesis that teachers treat each language group in distinct ways.
be a way of speaking more loudly with our hands.” When using their hands with non-native speakers, the future teachers refrained from gesturing in the more traditional center space, the area roughly in front of the chest, from the neck down to the waist. Instead, they employed gestures in their periphery, the areas above the neck and below the waist. The results indicate the teacher candidates are using gestures to fill in gaps that exist in spoken language communication. In addition, teacher candidates used a gesture consisting of reaching out away from the body in the center space, but further away from the body than most traditional gestures. Stam and Tellier coined this gesture an “extended arm in front gesture,” one not previously recognized in gesture literature. Like a larger gesture, the extended arm
“The question is, do future teachers of a language have better intuition about what to do or not to do, and will this study show whether they do or do not?”
Stam and Tellier asked teacher candidates to choose a random word from a box and explain that word to groups of native and non-native speakers without using the word or any similar derivations of the word. The listeners are charged with correctly guessing the word. Analyzing video of these interactions, Stam and Tellier found the teacher candidates used larger gestures and more gestures that represented the word in question, known as iconic gestures, when explaining it to non-native speakers.
“When we speak to non-native speakers, we engage in something called ‘foreigner talk,’” said Stam. “We speak more slowly, enunciate more, use more present tense, use simpler sentences and speak more loudly, so the larger gesture may in fact 6
— Gale Stam, Ph.D., Professor, College of Arts and Sciences
in front gesture makes the gesture larger and more visible, an equivalent of shouting in gesture form. The impact on learners is not yet known; Stam says the perception of gestures changes based on the relative size of the gesture, and that change in perception could impact how learners intake spoken language. Teacher candidates may have differing comprehension of what gestures are most effective to communicate with non-native speakers and may not understand how gestures in different dimensions impact a students’ learning capacity.
Educators of future teachers cannot change the way the human brain is hard-wired, but Stam says these subconscious elements need further exploration. “We don’t know from a teaching perspective that it definitely helps someone learn the language,” Stam said. “The question is, do future teachers of a language have better intuition about what to do or not to do, and will this study show whether they do or do not?” This adaptation of language is not uncommon. In addition to foreigner talk, Stam cites a language adjustment called “mother aids” as a comparison. When interacting with small children, adults tend to speak more loudly and slower in a natural attempt to make speech understandable for youngsters. The effectiveness of foreigner talk, mother aids and teacher gestures has not been thoroughly explored in research. Stam and Tellier’s experiment will play a significant role in uncovering effective teacher traits. As their research continues, the two will be examining video of teachers before their formal education and after, searching for changes in gestures. Their results will provide some of the first guidelines on how teacher candidates should be trained in the use of gestures and their impact on learners. Stam hopes to expand her research to the U.S., examining ESL teachers interacting with native and non-native English speakers.
Year Class Reunion
ELLEN BELLUOMINI, CAS, LINDA KRYZAK, NCE, adjunct professors, and TOM BERGMANN, Vice President for Human Resources, were featured in The Chronicle of Higher Education’s March issue. “Adjunct Orientations Take Hold, With a Variety of Approaches,” explores how orientation programs for adjuncts and part-timers are becoming more common at universities. LAUREN HEIDBRINK, Ph.D., and DIANE NITITHAM-TUNNEY, Ph.D., presented on an inter-disciplinary panel at the American Ethnological Society’s Conference on the Anthropologies of Conflict in a New Millennium. Heidbrink presented a paper entitled “Collisions of Debt and Interest: Guatemalan Maya Youth Negotiations of (In) debted Migration.” Nititham-Tunney presented a paper entitled “Liminality, Migration and Immigration Policy: An Irish Case Study.” GALE STAM, Ph.D., presented a poster titled “Do L1 and L2 Thinking for Speaking Change?” at the American Association of Applied Linguistics 2013 Conference in March. The poster presented results from her longitudinal study that examines how an L2 learner’s thinking for speaking about motion changes linguistically and gesturally in both her L1 (Spanish) and L2 (English) over time.
CAS Alumni in the News On May 16th the National Louis University Alumni Association hosted the 50-Year Class Reunion at the Evanston History Center. The event featured a historical presentation from Linda Tafel, Ed.D. and speeches from several NCE alumni. If you’re interested in planning a reunion for your graduating class or cohort, contact Kimberly Michaelson at kimberly.michaelson@nl.edu. 7
CAITLIN DEJONG, Ed.S. in School Psychology ’09 and M.Ed. in Educational Psychology ’09, was recently recognized with an Early Career Spotlight through the National Association of School Psychologists.
COLLEGE OF MANAGEMENT AND BUSINESS
CHARTING A COURSE FORWARD
The new Dean of CMB and CAS sees opportunity for growth in the year ahead by Mark Donahue As one of NLU’s newest employees, Christopher Cassirer-Malaeb, Sc.D.,has hit the ground running as Dean of the College of Arts and Sciences (CAS) and College of Management and Business (CMB). He’s overseeing the next chapter for the schools after a period of reorganization, and it includes not Chris Cassirer-Malaeb only generating and redesigning academic programs but looking at ways to grow the colleges while better serving students.
challenges head on rather than waiting, like so many institutions are doing, to take the steps necessary to position the University for future success. What are the strengths of CAS and CMB? I think we have a very strong faculty community that is in many cases a mix of both folks with a long history of staying with the institution through its various changes and its evolution as well as a very strong new faculty that has recently joined. What sets CAS and CMB apart from the competition? I’ve observed and experienced in working with the faculty and the staff the strong alignment with the need and the goal of serving the adult working professional student. Our strength is really in our history of serving that population. I don’t think there’s any other institution that has as long a history as NLU of serving the adult professional student.
Cassirer-Malaeb’s background affords him a special perspective on the higher education experience — one he shares with many NLU students. He is the first in his family to attend and finish graduate school, holding a doctor of science in public health from Johns Hopkins University. CassirerMalaeb went on to spend the first part of his career The B.A. in Criminal Justice rolled out last year. Are there any new programs in traditional academia, coming up from CAS and working as professor at the CMB? University of Minnesota “I think we’re at a great then George Washington place in our evolution, We’ve been through a new University, before jumping program identification process and coming out of the into the for-profit sector at across the University, and Capella University, where changes of the last two we’re looking at a number he served in a number years the institution is really of programs for both CMB of leadership roles, from and CAS. For example, we positioned for growth...” dean of its school of human have a new Bachelor’s in services to president. — Chris Cassirer-Malaeb, Sc.D., Communication that we’re I had a chance to catch up with the Dean to talk about what’s ahead for CAS and CMB in the coming year. What drew you to the position at NLU? What drew me to NLU was really the mission of the University and the strategic direction that the institution was taking — and many colleges and universities are struggling, both financially and operationally, in this new regulatory environment, this downturn in the economy. I was attracted to the fact that leadership had taken the brave and courageous move to address some of those 8
working on developing and presenting to the community within the next year. For this year, the faculty of CMB have done a great job of redesigning our MBA program with a new and fresh focus on leadership throughout the curriculum. This new focus will help articulate a pathway to distinction for CMB by focusing on a professional area that has stronger potential employment opportunities for our graduates.
Dean of CAS and CMB
Describe the greater role of career development in what the colleges are doing. In order to best serve the adult working professional,
we have to take a holistic perspective and really understand that when a student comes to us they’re seeking more than just an academic credential. Oftentimes they have a life goal, a professional goal, and their academic goal is just a part of helping them move forward in their lives to be of service in their communities and their professional lives — or in some cases just to help move their families forward in their own life. And so we as an institution have to recognize and wrap ourselves around the students’ life goal and then help them articulate an academic roadmap, a professional roadmap and potentially a life plan to help them move forward. So integrating career development, professional development opportunities from the beginning, assessing those needs of the learner when they start with us is really critical to our differentiation and our long-term success. What’s on your wish list of things to do for the coming year? I think we’re at a great place in our evolution, and coming out of the changes of the last two years the institution is really positioned for growth and for expansion and for thinking about ways to better serve the needs of those working adult professionals with new program offerings and redesign of some of our existing programs. What have you enjoyed the most about your work here at NLU so far? I am a first-generation college student. I’m the first in my family to go to graduate school and all the way through the doctoral experience, so I understand what that takes for many of our students who come from similar backgrounds, so I’m really drawn to the mission and the goals of the institution to serve that population in particular.
Professor Emeritus FRED WIDLAK, Ph.D., participated in the ninth International Congress of MBA programs at the Krakow University of Economics in Poland. He also serves as the English language editor of the journal Psychologia Eknomiczna (Economic Psychology), which is published by the Foundation of the Krakow University of Economics for the Academic Association for Economic Psychology. CATHERINE HONIG, Ph.D., presented “Unpacking the Impact of High-Touch Online Instruction: Following the Data Trail to Improved Student Outcomes” at the Sloan-C/MERLOT sixth annual International Symposium on Emerging Technologies for Online Learning. The presentation won the conference’s Best-in-Track Award for Evidence-Based Learning.
CMB Alumni in the News KEITH PLUMMER, MBA ‘04, was hired as vice president and relationship manager for Wells Fargo in Chicago. Chris Cassirer-Malaeb (right) enjoys the NLU 20-Year Reunion with alumnus Julius Halas ‘93, ‘01. 9
NATIONAL COLLEGE OF EDUCATION
FLORIDA’S EDUCATION SYSTEM SHINES NLU Tampa faculty weigh in on how the state is evolving its approach to the classroom by Kaitlin Weiss and Mark Loper With Florida ranked first in the southern region for graduation rate and degrees awarded by the Florida College System and second in the nation for educational progress by the Harvard journal Education Next, we asked Jim Schott, Ph.D., Distinguished Professor of Practice; Stuart Carrier, Ph.D., Associate Professor of Educational Leadership; and Dan Buckman, Ed.D., Assistant Professor of Educational Leadership, to comment on the state of education in Florida and how NLU is helping it stay ahead of trends to better serve students. The three collaborated on the following responses. In your opinion, what is the current state of public education in Florida? Florida public education is in a dynamic state of profound change. Florida has instituted a new teacher evaluation system, a new school leader evaluation system, and a massive transition from the Florida Comprehensive Assessment Test (FCAT) system to end-of-course (EOC) exams from kindergarten through 12th grade. These deep systemic changes are creating many new opportunities for classroom leadership and school leadership. How do you think the political climate is affecting students and low-income students? NLU graduate students working in schools tell us that parents and students are broadly aware of the fact that the FCAT testing system will “sunset” in 2014, and there is significant interest in what’s next. End-of-course exams started with algebra, so parents and students are looking at the impact of these finals. Common Core State Standards bring in dual emphases on both college preparation and career preparation, and the Florida legislature just presented the governor with a bill to create two parallel types of high school diplomas. [Here Schott adds: When once asked by a member of the news media, “What is the single, most critical issue facing today’s schools?” I replied with one word: poverty. There is a real possibility that the heavy emphasis on grading schools and highstakes testing results in the delivery of a very narrow curriculum for students of poverty.] This has implications for helping all teachers become 10
capable of teaching reading and math skills at some minimal level. It seems that to make sure all curriculum goals are addressed, there needs to be an integration of math and reading instruction into all courses in some way, for at least those with the greatest needs. Students and parents — especially families struggling in poverty — are “When once asked by a more reliant member of the news than ever on media, “What is the supportive educators single, most critical who provide issue facing today’s stability and schools?” I replied with safe learning one word: poverty.” environments while — Jim Schott, Ph.D., Distinguished Professor prompting all of Practice students to extend their reach and believe in themselves. Florida educators are responding with voluntary, extra efforts at schools to help with nourishment, clothing, tutoring and emotional support. How are you preparing students to enact change? The NLU faculty stays current on statutory and regulatory updates in Florida, meeting twice a year with state officials and our faculty peers from other Florida universities. We participate in school district leadership councils and meet regularly with district superintendents to assure that our program is aligned with state and district changes. NLU’s Doctorate in Educational Leadership (Ed.D.) shapes opportunities for its students to do valuable practitioner research in schools and districts. Jim Schott works with PRISM and Junior Achievement, organizations that promote corporate support of science-math initiatives and development of student leaders. Dan Buckman and Stuart Carrier work with school districts that have created large-scale, multi-tier leadership development programs that cultivate new leaders in roles from assistant principal to principal mentor. Professors Buckman and Schott also serve as clinical internship supervisors for all of our Ed.D. candidates. Professor
TIM COLLINS, Ph.D., recently traveled to Washington, D.C., to represent the board of directors of TESOL International Association in a meeting titled “What ESL Teachers Need to Implement the Common Core State Standards.” The purpose of the meeting was to provide intake from the field to assist TESOL and allied organizations to supply advocacy and resources for ESL teachers to implement the Common Core State Standards in their classrooms.
NLU has invested more than two decades of institutional resources in Florida.
Buckman additionally serves in this same capacity for many of the M.Ed./Ed.S. candidates throughout the duration of their program of study. These school and district-based internships are designed to encourage our candidates to get engaged in a variety of leadership and management experiences. What innovative solutions are being proposed to help provide a better education to students in Florida? We teach our students important concepts such as diversity and inclusivity. Every school in all 67 school districts in Florida has some students of poverty. Many have special programs to deal with low-performing students that are for the most part poor and minorities. At the suggestion of a state education leader, we are working on some introductory leadership courses suitable for offering as short summer institutes. Also, we have met with leaders in districts with significant poverty rates, and we have NLU doctoral students working on research to identify the specific leadership attributes sought after in schools with high-need student populations. Final Thoughts? Florida is a state with a very diverse student population in terms of race, ethnicity, sexual orientation and various learning exceptionalities ranging from the profoundly mentally handicapped to gifted. There are conversations and doctoral studies being addressed dealing with needs in the ESOL and ESE programs and what assistance students should be getting that will keep them in school until they graduate. NLU has invested more than two decades of institutional resources in Florida and has built a vibrant, expansive professional community, dedicated to advancing the mutual interests of the University and the Florida school districts that it serves. 11
“Pedro’s Whale,” co-authored by PATRICK SCHWARZ, Ph.D., was named one of the Top Five Children’s Books on Autism, by the Special Needs Book Review. Schwarz co-wrote the book with Dr. Paula Kluth. VICKI GUNTHER, Ph.D., presented at the National Conference of the Association for Supervision and Curriculum Development (ASCD) held in Chicago. Gunther and co-authors of their book, “Strategic Communications for School Leaders (2011),” spoke about “Strengthening Communication with Your Staff to Build a Stronger Learning Community.”
NCE Alumni in the News JENNIFER FERRARI, M.Ed. in Interdisciplinary Studies ‘01, was promoted to assistant superintendent of teaching and learning for North Shore School District 112. MARY JANE EISENHAUER, Ed.D. in Instructional Leadership ‘99, was recently promoted to associate professor of early childhood education at Purdue University North Central. KATHY BROWN, M.A.T. ‘12, was re-elected to the Lake Zurich School District 95 Board of Education. BRETT BENDING, Ed.D. in Educational Leadership ‘12, was announced as the new principal of Hampshire High School.
SUPPORT AND GROW NATIONAL LOUIS UNIVERSITY’S ANNUAL FUND
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Giving helps the university support scholarships for deserving students and allows the university to support staff and faculty outside of the budget. I give to NLU because it’s the right thing to do.
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— George Hollingsworth, M.S. in Management/Devl of Human Resources and M.S. in Education in Human Resource development, ‘86
The NLU Annual Fund provides for financial aid resources, improves academic programs, upgrades technology in labs and classrooms, retains outstanding faculty members and enhances campus life. For information on how to give to NLU, please visit www.nl.edu/giving FOR QUESTIONS ABOUT THE GIVING PROCESS, PLEASE CONTACT KAITLIN WEISS AT 312.261.3913