Northeastern Illinois University Research Articles

Writing-skill Development of Graduate Students Through a Google Jamboard Platform: A Study of Graduate Students from a Public University in Bangkok

Background and Aim: The purposes of this research were to develop writing skills through a Google Jamboard platform and determine Jamboard acceptance in graduate students from a public university in Bangkok. This quasi-experimental research made use of a pretest and a posttest. Material and Methods: The sample was 50 graduate students at the Faculty of Graduate Studies. The research instruments used in data collection were a writing rubric from Northeastern Illinois University (adapted from Univ. of Washington, Barbara Walvoord, Winthrop Univ., Virginia Community College System) and a seven-point Likert scale questionnaire. The data were analyzed using the descriptive statistics of arithmetic mean and standard deviation, and a paired-sample t-test. Research hypotheses were tested using a pair-sample t-test. Results: The results of the hypotheses testing showed that the students obtained better scores on writing. The result was statistically significant at 0.05. Conclusion: The students performed better in writing, and this difference is significant at the 0.05 level of significance. This implies that there is strong evidence to support the idea that there is a genuine improvement in the writing skills of the students under investigation.

THE FOUR C’S OF TEACHING OLDER LEARNERS: IMPLICATIONS FOR THE WORKPLACE AND CAREER WORK–LIFE EXTENSION EFFORTS

Abstract From Spring 2017 through Spring 2022, a sample of older (age 40 and above) undergraduate and graduate students who were also first-time online students (n = 86) from a very diverse student population at Northeastern Illinois University were analyzed on various motivational and performance indices regarding fully online course performance (e.g., student expectations, receptivity to on-line modules, time management skills). A comparative analysis of the two student samples yielded some interesting “universal” course design issues across education levels, as well as by cultural background and gender differences. Specific fully online design issues to be discussed as are how to create the clearest “face-to-face” representation of the classroom experience via a course learning management system. Effective design issues will be discussed in creating a supportive, fully online course environment for older online course students. General design issues to be discussed are how to create a well-structured “face-to-face” representation of the classroom experience for a diverse older student population with equally diverse learning needs/issues, a supportive fully online learning environment for “first-time” online course students, and tailored, adaptive learning environment to meet the dynamic needs of students (undergraduate, graduate) over the progress of an e-course. The presentation will present and discuss the four C’s in promoting a positive and enriched learning environment for diverse “non-traditional” adult learners faced with online learning in different contexts with implications for learning in the workplace for adaptive career work-life extension.

The Paradox of Power: Statebuilding in America, 1754–1920 by Ballard C. Campbell (review)

Reviewed by: The Paradox of Power: Statebuilding in America, 1754–1920 by Ballard C. Campbell William D. Adler (bio) Keywords State-building, Early national state, Role of Government The Paradox of Power: Statebuilding in America, 1754–1920. By Ballard C. Campbell. (Lawrence: University Press of Kansas, 2021. Pp. 392. Paper, $34.95.) Scholars of the early U.S. have long been interested in how state-building occurred, but a massive revival of attention to the subject in the past twenty years has produced a wave of important research. The Paradox of Power enters this conversation with an impressive contribution to our understanding of the early national state through a synthetic analysis of how [End Page 340] government grew, not only nationally but at the local and state levels as well. Ballard Campbell argues in this book that American state-building has been characterized by a paradox between theory and action: a strong commitment to anti-statist values on the one hand, with a practical necessity for enhanced state action on the other. Those immediate needs, such as physical infrastructure, security, education, and others, led over time to increased state capacity as an administrative apparatus was built to handle these various functions, he argues. The anti-statist values continued apace in our culture but ultimately could not arrest the growth of government. Campbell traces these shifts from the colonial period all the way through the early twentieth century, covering well-trodden soil on how government expanded at the local, state, and national levels. The book contains a wealth of information on what government did and how it did it, including an original collection of state-level actions (contained in the Appendix) that will be of much use to scholars. The greatest contribution of this work will be for those looking for a general treatment of the subject material, as it covers a wide range of time and a similarly wide range of governmental activities. Students in advanced undergraduate courses or graduate students who need an overview of state-building throughout early American history will benefit from reading this work. As for its contributions to the scholarly literature, since it is a work of synthesis, scholars will most benefit from the above mentioned dataset on state actions as well as wrestling with its argument about the "paradox" of American state-building, although even this is familiar to students of these questions. For example, in his work Liberty and Coercion: The Paradox of American Government from the Founding to the Present (Princeton, NJ, 2015), Gary Gerstle makes a similar contention about the tension in the Constitution between personal liberties and limited government on the one hand, versus the notion of "the public good" that was more prevalent at the state level. In the field of American political development, political scientists have long debated these questions as well; most recently, in Stephen Skrowronek's Phantoms of a Beleaguered Republic: The Deep State and the Unitary Executive (Oxford, UK, 2021), the authors home in on the noteworthy friction between the "unity" in executive strength within the constitutional framework as compared to the large administrative apparatus that undermines that theoretical unity. No doubt, Campbell's thesis must be situated alongside these others and is one scholars must contend with. [End Page 341] Campbell has produced an important work that should be read by scholars of the early republic who are interested in continuing to explore these fundamental debates. In particular, Chapters 3–6 will be worthwhile for readers of this journal as Campbell moves from the founding of the republic through to the cusp of the Civil War. We will likely continue debating the nature of state-building in early America for many years to come. William D. Adler William D. Adler is associate professor of political science at Northeastern Illinois University. He is the author of Engineering Expansion: The U.S. Army and Economic Development, 1787–1860 (Philadelphia, 2021) as well as articles on the early United States, the American presidency, and American political development. Copyright © 2023 Society for Historians of the Early American Republic

The Chispa Carrier For Rosemary Radford Ruether

Renny Golden, professor emerita from Northeastern Illinois University and Pilgrim Place resident, was a teaching colleague of Rosemary’s for many years while they were in Chicago. She offers a beautiful poem about her close friend that captures the essence of Rosemary’s enduring spirit which we carry

Documenting Classification Systems: A Case Study and Considerations

There is little literature on documenting the correct application of classification systems. This paper seeks to remedy this gap by describing how Northeastern Illinois University created documentation for their implementation of system that describes Illinois State publications. We recommend creating documentation that is flexible, accessible, and user-oriented. Flexible documentation not only facilitates changes to the documentation, it also allows librarians to take advantage of other uses of this documentation. In our case, the process of documentation produced a near complete listing of Illinois publications and provided the basis for a structural history of Illinois government. Documentation of classification systems not only improves library work, but also assists in preserving artifacts of library history.

Beyond the Manuscript: Community-Driven Conversations: Partnership Building through CHEC-Ins

Beyond the Manuscript: Community-Driven Conversations: Partnership Building through CHEC-Ins Emma Tumilty, Joanne Glenn, Henrietta Barcelo, and Janine Ntihirageza Welcome to Progress in Community Health Partnerships'latest episode of our Beyond the Manuscript podcast. In each volume of the Journal, the editors select one article for our Beyond the Manuscript post-study interview with the authors. Beyond the Manuscript provides authors the opportunity to tell listeners what they would want to know about the project beyond what went into the final manuscript. In this episode of Beyond the Manuscript, Associate Editor, Emma Tumilty, interviews Joanne Glenn, Henrietta Barcelo, and Janine Ntihirageza, authors of "Community Driven Conversations: Partnership Building through CHEC-Ins." The transcript has been edited for clarity and accuracy. Your browser does not support the audio tag. Beyond the Manuscript. Click to hear audio Emma Tumilty: Welcome, everyone, to this episode of Beyond the Manuscriptpodcast for the journal Progress in Community Health Partnerships. Today, we're really excited to have some of the authors of a manuscript called "Community Driven Conversations: Partnership Building through CHEC-Ins." Today, with me, I have Janine Ntihirageza, Henrietta Barcelo, and Joanne Glenn, who I will let introduce themselves hopefully shortly. My name's Doctor Emma Tumilty. I'm an assistant professor in the Department of Bioethics and Health Humanities at the University of Texas medical branch, and an associate editor for the Journal of Progress in Community Health Partnerships. Maybe if we start off with introductions, can we maybe go to Miss Joanne Glenn first? Joanne Glenn: Well, good morning. It's so fabulous to be on this call today. I'm Joanne Glenn. I am an RN MBA, and those initials—ABD—All But Dissertation—of 47 years. Founder of the W.O.T. Foundation—Women on Top of their game—that guide breast cancer survivors through celebration of life. Emma Tumilty: Fantastic. Thank you. And Janine Ntihirageza. Janine Ntihirageza: Thank you so much, Emma. It is an honor for me to be invited to this conversation about CHECIns—one of the pillars of the Chicago CHEC, which is the Cancer Health Equity Collaborative, an organization that has become incredibly impactful here in Chicago. My name is Janine Ntihirageza. I'm a professor at Northeastern Illinois University here in Chicago, and I joined the collaborative about five years ago as a member of the outreach core, and since then, it's been wonderful to work with everybody—especially my colleagues here from the community—our community steering committee. So, I look forward to the conversation. Emma Tumilty: Thank you. And last, but certainly not least, Henrietta Barcelo, could you also introduce yourself? Henrietta Barcelo: Thank you very much. I'm Henrietta Barcelo. I'm an educator. I started my career as a health educator and I have over 25—or actually, now, 30 years of experience. I started off in health care, and rose [End Page 109]into health care marketing, and then, when back into post-secondary education as well, and then, finally, into high-school education for Health Sciences Career Academy at Institute for the Instituto del Progreso Latino in Chicago. I felt that the impact for community was very important. I needed to start at the grassroots level. So, I haven't yet gotten into the elementary school level, but I'm aiming to. Emma Tumilty: You're getting there. Henrietta Barcelo: Thank you. Emma Tumilty: Wonderful. So, I wonder if, for our listeners, you could start off telling us a little bit about that community steering committee and how it brought about the CHEC-Ins? Janine Ntihirageza: Okay. Maybe we could say something about Chicago CHEC so that we're really linking to the community work that we're trying to do. So, it is a National Cancer Institute partnership, led by Northwestern University, the University of Illinois at Chicago, and in Northeastern Illinois University, also in Chicago. So, in short, it's Chicago CHEC. And Chicago CHEC's mission is to advance cancer health equity through meaningful scientific discovery, education, training, and...

Lower variability in female students than male students at multiple timescales supports the use of sex as a biological variable in human studies

BackgroundMen have been, and still are, included in more studies than women, in large part because of the lingering belief that ovulatory cycles result in women showing too much variability to be economically viable subjects. This belief has scientific and social consequences, and yet, it remains largely untested. Recent work in rodents has shown either that there is no appreciable difference in overall variability across a wealth of traits, or that in fact males may show more variability than females.MethodsWe analyzed learning management system logins associated to gender records spanning 2 years from 13,777 students at Northeastern Illinois University. These data were used to assess variability in daily rhythms in a heterogeneous human population.ResultsAt the population level, men are more likely than women to show extreme chronotypes (very early or very late phases of activity). Men were also found to be more variable than women across and within individuals. Variance correlated negatively with academic performance, which also showed a gender difference. Whereas a complaint against using female subjects is that their variance is the driver of statistical sex differences, only 6% of the gender performance difference is potentially accounted for by variance, suggesting that variability is not the driver of sex differences here.ConclusionsOur findings do not support the idea that women are more behaviorally variable than men and may support the opposite. Our findings support including sex as a biological variable and do not support variance-based arguments for the exclusion of women as research subjects.

The linguistic landscape of an Urban Hispanic-Serving Institution in the United States

ABSTRACT This paper critically analyzes the linguistic landscape (LL) of the three campuses of Northeastern Illinois University (NEIU), a federally-designated Hispanic-Serving Institution (HSI) located in Chicago, to examine the role that languages other than English (LOTE), Spanish specifically, play in signage on the campuses vis-à-vis English. This paper argues that despite NEIU’s HSI status, Spanish plays no dominant role in public signage on the three campuses, even on the campus called “El Centro.”

January 2021 Placement Ads

January 2021 Placement Ads

The Guthrie Boulder: A Forgotten Monument to Anesthesia in Chicago.

The Guthrie Boulder: A Forgotten Monument to Anesthesia in Chicago.

Rubric-based debriefing to enhance nursing students’ critical thinking via simulation

IntroductionDebriefing plays a vital role in effective simulation-based learning by providing feedback to students to foster their development of critical thinking in the learning.ObjectivesWe evaluated the effects of rubric-based debriefing...

Author Biographies

Author Biographies

When Chicago Went to the Dogs: Al Capone and Greyhound Racing in the Windy City, 1927–1933

Research Article| October 01 2019 When Chicago Went to the Dogs: Al Capone and Greyhound Racing in the Windy City, 1927–1933 Steven A. Riess Steven A. Riess Steven A. Riess is the Bernard Brommel Research Professor, Emeritus, at Northeastern Illinois University, Chicago, where he taught for thirty-five years. He is the author of several books, including Sports in Industrial America, 1850–1920, rev. 2nd ed. (2013), The Sport of Kings and the Kings of Crime: Horse Racing, Politics, and Crime in New York, 1865–1913 (2011), Touching Base: Professional Baseball and American Culture in the Progressive Era, rev. ed. (1999), and City Games: The Evolution of American Society and the Rise of Sports (1989). The former editor of the Journal of Sport History, his books have won four Choice Awards, and his research has been supported by the National Endowment for the Humanities. Search for other works by this author on: This Site Google Journal of the Illinois State Historical Society (1998-) (2019) 112 (3): 265–292. https://doi.org/10.5406/jillistathistsoc.112.3.0265 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Steven A. Riess; When Chicago Went to the Dogs: Al Capone and Greyhound Racing in the Windy City, 1927–1933. Journal of the Illinois State Historical Society (1998-) 1 January 2019; 112 (3): 265–292. doi: https://doi.org/10.5406/jillistathistsoc.112.3.0265 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressJournal of the Illinois State Historical Society (1998-) Search Advanced Search The text of this article is only available as a PDF. Copyright 2019 by the Board of Trustees of the University of Illinois2019 Article PDF first page preview Close Modal You do not currently have access to this content.

An example of computer modeling to teach energy conservation concepts

Energy is a concept widely used in all areas of science but its meaning is not completely understood. It is a subtle concept and a straightforward definition is not available. There have been many studies on its meaning and on the different metaphors used to describe it. The present work uses a pragmatic approach to mechanical energy and its conservation by using computer simulations inspired on the work of Chabay and Sherwood. We report the results of modifying the calculus based University Physics sequence at Northeastern Illinois University. The modifications include a revision of the laboratory activities adding computer based activities to the more traditional hands on measurements. A more substantial change was the inclusion of mini-research projects that were part of the National Science Foundation—Improving Undergraduate STEM Education (NSF-IUSE) funded project Peer Enhanced Experiential Research in STEM (PEERS). In this manuscript, we discuss a student project that helps us understand energy, energy exchanges, and energy conservation. We discuss how the chosen student project helps in the understanding on how conserving potentials can lead to apparent non-energy conservation.

Improving Health Care Career Pipeline Programs for Underrepresented Students: Program Design that Makes a Difference.

Health care career pipeline training programs are one solution to increasing the number of minority and underrepresented health care providers. The Chicago Cancer Health Equity Collaborative (ChicagoCHEC) Research Fellows Program, a tri-institutional effort between the University of Illinois at Chicago (UIC), Northeastern Illinois University (NEIU), and Northwestern University (NU), provides a holistic, 8-week summer research fellowship that facilitates self-reflection, professional development, and exposes and guides the novice undergraduate and postbaccalaureate student toward a health care career inclusive of research and scientific discovery. The number of underrepresented students achieving health care careers is minimal. We outline curriculum development, innovation, lessons learned, and selected outcomes from the first three cohorts of the ChicagoCHEC Research Fellows program. A tri-institutional, collaborative curricular team was formed consisting of research faculty and staff at NEIU, UIC and NU. Once accepted, fellows experience a cohort model curriculum with particular emphasis to mindful inclusion of nontraditional students. The ChicagoCHEC Research Fellows Program uses evidence-based mentorship models, group reflection, and extensive program evaluation to continuously improve its program model. The 48 fellow alumni from the first 3 years reported high satisfaction with the program and will continued to be tracked for academic success. The ChicagoCHEC Research Fellows program will continue to provide academic and professional tools, sponsorship, and mentorship opportunities to underrepresented students as they progress toward health care careers. A program such as the ChicagoCHEC Fellows Program can serve as a useful model for increasing the number of minority researchers in health care careers.

Abstract C25: Bridging the gap through a targeted research fellowship: Introduction and recruitment of under-represented minority students to the cancer research physician scientist pipeline

Abstract Introduction: The Chicago Cancer Health Equity Collaborative (ChicagoCHEC) is a National Cancer Institute comprehensive cancer partnership led by the Robert H. Lurie Comprehensive Cancer Center of Northwestern University, Northeastern Illinois University, and the University of Illinois at Chicago. The mission of ChicagoCHEC is to advance cancer health equity through meaningful scientific discovery, education, training, and community engagement. The current number of individuals in research and cancer health equity-related careers does not mirror the nation's demographics. While there are several gains in health status among racial and ethnic minority groups, disparities in health status have widened for certain indicators. At the culmination of the eight weeks, Research Fellows learned fundamental research practices and methodologies, pertinent research content topics (e.g., cancer inequity and recruitment of underserved minorities in clinical trials), social contexts for health inequity across the cancer continuum, and critical professional development practices and networks. Methods: Eligible participants were all undergraduate and post-baccalaureate students without graduate education from Northwestern University, Northeastern Illinois University, the University of Illinois at Chicago, and City Colleges of Chicago. Quantitative and qualitative data were collected and entered into RedCap via responses to module evaluations and a baseline survey with questions on self-efficacy in cancer disparity research. We applied modules around overarching core competencies envisioned by the ChicagoCHEC Research Education Core: (1) research practices, (2) research content, (3) social context/ interaction and personal development, and (4) professionalization. We recruited an intentional selected sample of underrepresented minorities to achieve representation across various definitions of “underrepresented” not limited to race/ethnicity, citizenship status, gender identification, sexual orientation, first-generation college student, and more. To achieve a high number of competitive candidates, the Research Education Core, one of four cores of the overarching U54 ChicagoCHEC, utilized existing cross-institutional inventories of student programs and groups, and corresponding recruitment strategies. This included Research Education Core staff collaborative presentations at career fairs, with student organizations, and in classes. The program leveraged the expertise of leading scholars and cancer researchers, health professionals, institutional leadership, and community leaders across Chicago taking part as guest lecturers, project mentors, and site visit hosts. The program served as an opportunity to move the needle on health by expanding opportunities to the next generation in a way that also changes the architecture of collaboration, community engagement, and the culture of research education to address health inequities. Core components of the intervention include individual and personal reflection, group exercises, didactic lecture, and classroom-based, and immersion and hands on experiences. These learning vehicles aimed to advance core values and competencies. Core values include teamwork, mentorship, critical thinking, value alignment, professionalism, intellectual curiosity, social justice, and reflective dialogue. Citation Format: Shaneah Taylor, Melinda Monge. Bridging the gap through a targeted research fellowship: Introduction and recruitment of under-represented minority students to the cancer research physician scientist pipeline [abstract]. In: Proceedings of the Tenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2017 Sep 25-28; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2018;27(7 Suppl):Abstract nr C25.

Sports Betting and Bookmaking: An America History

Book Review| April 01 2018 Sports Betting and Bookmaking: An America History Lang, Arne. Sports Betting and Bookmaking: An America History. Lanham MD: Rowman & Littlefield, 2016. Pp. xi+293. Index, endnotes, bibliography, and glossary. $38.00, hb. Steven A. Riess Steven A. Riess Northeastern Illinois University (Emeritus) Search for other works by this author on: This Site Google Journal of Sport History (2018) 45 (1): 116–117. https://doi.org/10.5406/jsporthistory.45.1.0116 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Steven A. Riess; Sports Betting and Bookmaking: An America History. Journal of Sport History 1 January 2018; 45 (1): 116–117. doi: https://doi.org/10.5406/jsporthistory.45.1.0116 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressJournal of Sport History Search Advanced Search The text of this article is only available as a PDF. Copyright 2018 by the Board of Trustees of the University of Illinois2018 Article PDF first page preview Close Modal You do not currently have access to this content.

3.4\u2009million real-world learning management system logins reveal the majority of students experience social jet\xa0lag correlated with decreased performance

Misalignments between endogenous circadian rhythms and the built environment (i.e., social jet lag, SJL) result in learning and attention deficits. Currently, there is no way to assess the impact of SJL on learning outcomes of large populations as a response to schedule choices, let alone to assess which individuals are most negatively impacted by these choices. We analyzed two years of learning management system login events for 14,894 Northeastern Illinois University (NEIU) students to investigate the capacity of such systems as tools for mapping the impact of SJL over large populations while maintaining the ability to generate insights about individuals. Personal daily activity profiles were validated against known biological timing effects, and revealed a majority of students experience more than 30 minutes of SJL on average, with greater amplitude correlating strongly with a significant decrease in academic performance, especially in people with later apparent chronotypes. Our findings demonstrate that online records can be used to map individual- and population-level SJL, allow deep mining for patterns across demographics, and could guide schedule choices in an effort to minimize SJL’s negative impact on learning outcomes.

Former employee's suit stalls; judge rules for university

Case name: Bolanos v. Northeastern Illinois University, et al., No. 14 CV 7533 (N.D. Ill. 01/04/17).

Fired for threatening behavior, employee claims discrimination

Case name: Bolanos v. Northeastern Illinois University, et al., No. 14 CV 7533 (N.D. Ill. 01/04/17).