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Voting on National Louis University Campus Up in 2018

National Louis University, along with 1,000 other institutions, participated in the National Study of Learning, Voting, and Engagement (NSLVE) through the Institute for Democracy & Higher Education. The study provides reports to participating colleges and universities, like NLU, which use them to support political learning and civic engagement, as well as to identify and address gaps in political and civic participation. National Louis University reported that student voting on campus was up in last year’s election, increasing to 47.9 percent in 2018 from a rate of 39.1 percent in 2014. The full campus report can be viewed here.

The report is part of the National Study of Learning, Voting, and Engagement, or NSLVE, conducted by the Institute for Democracy & Higher Education (IDHE) at Tufts University’s Tisch College of Civic Life. The study shows that nationwide,the voting rates at participating college campuses doubled on average compared to the previous 2014 midterm. In 2018, the Average Institutional Voting Rate (AIVR) among campuses in the study was 39.1 percent, nearly 20 percentage points higher than 2014’s average turnout rate of 19.7 percent. Turnout increases were widespread, with virtually all campuses seeing an increase over 2014.

This report is vital to NLU, indicating an increase in the dedication and engagement of the political sphere by our students. The report provides NLU administrators the data review to implement innovative ways to engage students on a deeper, larger level. National Louis University is committed to educate, promote, and support students’ engagement and commitment to vote. To learn more about this study and other NLU civic engagement within the community, visit the NLU Civic Engagement Center.

NLU Faculty In Action: Gates Foundation Data-informed Instruction Case Study Supports Underrepresented Students

Five National Louis University faculty members partnered with the Bill and Melinda Gates Foundation in a new case study that explored instructional strategic “best practices” and “strengths-based approaches” for supporting students inside and outside of the classroom using data informed learnings. Tara Bryant-Edwards, Lisa Downey, Bethany Harding, Doug McCoy, Margeaux Temeltas, and Stephanie Poczos contributed their expertise to the study.

The case study spotlights the usage of data to support teaching, including faculty content meetings that help with instructional planning to meet learning objectives, individualizing instruction, and interventions to promote success with at-risk students. The case study uses specific data such as the “early-warning sign data” to provide critical support for students to persist towards graduation. These data points promote collaboration amongst other colleagues and departments to give undergraduate students the best chance at success.

The data described in the case study support faculty intervention and allow for intentional adjustments in best practices for the classroom, while also assisting in reaching students on a holistic level. The data provide faculty members the ability to make accommodations in the classroom lectures, to utilize resources on campus in the classroom such as the writing support team and student success coaches, and to create individualized plans to help break down assignments in manageable sections.

This case study led by NLU faculty and sponsored by the Gates Foundation is another step the institution is taking to support undergraduate students, ensuring the best practices are being applied in and outside of the classroom. The methods described in the case study support the use of technology, data-driven instruction, individualized instruction, faculty collaboration, interaction with students, and active classrooms. The case study can be found here.

Jason Stegemoller, Associate Professor, Has Been Appointed as Part of the Illinois Advisory Council on Bilingual Education (IACBE)

Jason Stegemoller, Associate Professor and chair of ESL/Bilingual Education, has been appointed as part of the Illinois Advisory Council on Bilingual Education through the Illinois State Board of Education (ISBE). The purpose of the Advisory Council on Bilingual Education is to advise the State Superintendent of the ISBE on issues which relate to the educational needs of students whose first language is not English.  With NLU as a Hispanic-Serving Institution and Professor Stegemoller’s major aspect of work at NLU, teaching and serving as chair for ESL and bilingual education coursework, the advisory council position aligns well.

“I accepted this position because I am proud of the policy context for bilingual education in Illinois,” stated Professor Stegemoller. “I am excited to be part of the council that advises on policy and rules on bilingual education in a context that recognizes the assets of bilingual students. We have upwards of 400 students taking ESL and bilingual endorsement courses each term. I hope to have an impact on policies related to teaching emergent bilingual students, and preparing educators to teach them.”

The Advisory Council consists of 17 members whose experience or knowledge of the various programs of bilingual education are instrumental within the community and in institutions of higher learning. The goal of the Council is to review educational issues including certifications, finance, and special education within a bilingual setting. The group will meet 4 times a year to review, discuss, and rules pertaining to bilingual education within the state.

More information, including reports, other members, and public comment policy can be found here.

Surge Institute, Empowering Leaders of Color, Names NLU’s Perez a Fellow

Alison Regalado Perez, Associate Director of Undergraduate Enrollment and Partnerships in the Undergraduate College, has been named a 2020 Chicago Surge Fellow through the Surge Institute, whose mission is to educate, develop, and prepare leaders of color in the field of education.

The Chicago-based Surge Institute selected 25 young leaders, including Perez, for its yearlong program, which includes executive skill training, leadership development, and exposure to respected leaders and policymakers in education. Fellows will develop their own leadership and advocacy skills and will also complete individual capstone projects.

Perez joined NLU UGC Enrollment team in May 2017, and has since been working to increase enrollment by establishing strong partnerships with college access focused organizations within high school districts. According to Perez, her goal with the partnerships is to “increase awareness of NLU and of all the fantastic supports we offer to students so that they feel confident that NLU is a good fit for them.”

The Surge Institute will deepen Perez’s skills for her NLU career. Perez indicates that she is looking forward to everything she will learn at the institute. “I want to grow my professional skill set and develop my voice and executive presence so that my work can have a deeper and more meaningful impact on students,” Perez said. “I am also looking forward to gaining the resources and supports to meaningfully show up for students every day on every project and be part of a community that supports and guides me to build an education system that will change the lives of young people.”

Congratulations and good luck on this new endeavor, Alison!

Find out more about NLU’s Undergraduate College

See the complete list of 2020 Surge Fellows.

Easy Homemade Ramen at Harold Washington College

On Friday, September 27, 2019, Kendall College at National Louis University participated in a cooking demonstration at Harold Washington College. Transfer students learned how to cook a healthy—yet tasty ramen meal in less than 30 minutes! See recipe below:

YIELD: 4 SERVINGS
PREP TIME: 10 MINUTES
COOK TIME: 20 MINUTES
TOTAL TIME: 30 MINUTES

Ingredients: 

Eggs
1 tablespoon olive oil
1 cup of chopped onions
4 cloves garlic, minced
1 tablespoon freshly grated ginger
4 cups reduced sodium veggie/chicken broth
4 cups of water
Bullion cups (to taste)
4 oz. shiitake mushrooms
1 tablespoon soy sauce
1 tablespoon Mirin
Few drop of fish sauce
Handful of bonito flakes (optional)
6 packs of ramen packets discarded except 1*
Pork belly
1 carrot, grated
2 cups of scallions

Directions:

  1. Heat olive oil in a large stockpot over medium heat. Add onion, garlic and ginger, and cook, stirring frequently, until fragrant, about 1-2 minutes.
  2. Whisk in chicken broth, mushrooms, soy sauce, and 3 cups water
  3. Add fish sauce, Mirin, and bonito
  4. Bring to a boil; reduce heat and simmer until mushrooms have softened, about 10 minutes
  5. Place eggs in, bring to a boil and cook for 6 minutes. Set aside for 8-10 minutes
  6. Stir in noodles until loosened and cooked through, about 2-3 minutes, remove
  7. Poach protein in broth remove
  8. Blanch carrot in broth remove
  9. Strain broth
  10. Chop scallions
  11. Add noodles to bowl with broth, top with egg, carrots, and scallions
  12. Serve immediately

Many thanks to Chef Karl Benford for his demonstration! Please visit nl.edu/info to learn more about National Louis University.

   

A Response to Chase Mielke’s “A Letter to New Teachers”

 

by Carla L. Sparks
assistant professor of educational leadership, National Louis University

Chase Mielke nailed it in his “A Letter to New Teachers” (2019). His advice to new teachers on staving off burnout is exactly on point, based upon my own experiences as an educator over the last 40 years.

Mielke admits that conditions affect our passion for teaching, and I agree with his conclusion that while conditions affect us, they do not define us. His strategies, or five “passion stokers” (p. 2), resonate with me.

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EMOTIONAL INTELLIGENCE AT THE SECONDARY AND POST SECONDARY LEVEL

 

 

 

 

 

EMOTIONAL INTELLIGENCE AT THE SECONDARY AND POST SECONDARY LEVEL

Dr. Dominick P. Ferello
National Louis University
Dr. Jeffrey Blume

There is more to going to college than academics. An exiting student must also possess high social emotional intelligence in order to attain success in their chosen field. This article discusses the advent of social emotional intelligence and strategies that may be used by institutions of higher learning to prepare these students for the challenges ahead.

Higher Learning, Emotional Intelligence, Social Emotional Intelligence, Educational Environment, Counseling
The term Emotional Intelligence was first coined by two psychologists during the 1990s. John Meyer and Peter Salovey introduced the academic community to this concept in an article they had written for a small academic journal. Meyer and Salovey (1990) defined emotional intelligence as a keen sense of social awareness that is coupled with the ability to understand and monitor one’s own emotions as well as the emotions of others. An individual who possesses a high emotional intelligence will then use the identified and observed emotions to react appropriately to the situation at hand. When utilized consistently, emotional intelligence can support better student decision making on social and academic issues. Continue reading »

The Expanding Universe of Educational Leadership Standards Cross-walking the 2015 PSEL Standards and 2018 ISTE Standards

 

by Stuart Ives Carrier
associate professor, National Louis University

Since the dawn of the 21st century and the enactment of the No Child Left Behind Act (NCLB), [2002], education leaders at school and district levels have seen their work profoundly reframed by national policies with sharply elevated expectations, accountability, and pressures on district officers, principals, teachers and school children.

NCLB was replaced in 2015 by the Every Student Succeeds Act (ESSA), which assured sustained leadership accountability while emphasizing higher state-driven academic standards focused on the expanded scope of preparing American students for success in two tracks: college preparation and career readiness.

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The Importance and Complexity of Principal Leadership

by Marie Whelan, Ed.D.
chief HR officer, Hillsborough County Public Schools & adjunct professor, National Louis University

The role of the school principal has evolved over the past century from school manager dealing with the status quo to innovative instructional leader. The role has shifted from following up on requirements and keeping order to demonstrating collaborative instructional practices that ensure all learners demonstrate mastery of rigorous learning benchmarks. 1

Today’s new leaders are expected to be equipped with a new skill set to ensure our new generation of learners will be competitive in a global society. 2  The adjectives to describe the effective principal is an exhaustive list that leaves only the fearless to meet the challenge.

Numerous studies have been conducted and millions of dollars spent studying these new leadership expectations and how to best support these evolutionary leaders to meet the daily challenges in the role as effective school principal.

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Reflection on Changing the Landscape of Professional Learning

by Susan Moxley, Ed.D.
adjunct professor, National Louis University

The new normal for a school district is to operate and progress in a world of constant change. In fact, it is coming at leaders at a rapid pace which makes it challenging to keep up and maneuver through the change process in a proactive way. Too many times, leaders find themselves in a spiraling circle of reaction after reaction, trying to get out of the reactive mode. Wrapping your arms around the change process is challenging as best. This deals with a management process that is critical to getting the right work done.

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