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All posts by Nagieh Omer

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.