Julie E. Artis
is an associate professor of Sociology and serves as the Director of Course Scheduling Analytics in Enrollment Management and Marketing at DePaul University. Her sociological research focuses on the sociology of family and addresses a wide range of questions about family life and change. Her publications have examined changing cultural notions of motherhood and fatherhood in the courts, child development in cohabiting families, breastfeeding, and intimate partner violence. With an undergraduate degree in public policy and a graduate specialization in family law, her research often addresses questions that sociologists would call more “applied” – many of her papers start with questions about policy changes, and how these changes may affect family life. Dr. Artis has served in several leadership roles over the last six years, including chair of the Department of Sociology and faculty coach for the National Center for Faculty Development and Diversity. In her current leadership role, as Director of Course Scheduling Analytics in Enrollment Management & Marketing, she is combining her leadership experience with her training in statistics to develop, implement, and disseminate analytical tools to improve course scheduling and promote student success. She is increasingly interested in examining, from a sociological perspective, many of the issues confronting higher education today.
Susan A. Bandes
is a professor of law at DePaul University College of Law, where she teaches criminal law and procedure, federal jurisdiction, and courses on capital punishment, law and emotion, and law and literature. Prior to joining the DePaul faculty, she was staff counsel at the Illinois ACLU, where she litigated a broad spectrum of civil rights cases and also co-drafted and helped secure passage of the Illinois Freedom of Information Act. She began her legal career at the Illinois Office of the State Appellate Defender. She writes about legal responses to governmental abuse of power. She is also one of the founders of the field of Law and Emotion, which studies the role of emotion—and assumptions about emotion-- in the legal system. Her interdisciplinary anthology on law and emotion, The Passions of Law, was published by NYU Press in 2000. She has written more than fifty articles, which appear in the Yale, Stanford, University of Chicago and Michigan law reviews, among others. Her recent pro bono work includes serving as advisor to a study of the Cook County Criminal Courts, and serving on a bipartisan commission to reform the death penalty. She has been a visiting professor at the University of Chicago and Northwestern Law Schools, a faculty member at the University of Miami Law School, and a visiting scholar at the U.C. Berkeley Center for the Study of Law and Society and the University of New South Wales.
Julie A. Bokser
, PhD, is an associate professor in the Department of Writing, Rhetoric, and Discourse of DePaul University in Chicago. A 2015 recipient of DePaul’s Dammrich Faculty Innovation Award, she has published numerous articles in the areas of feminist rhetorical history and writing pedagogy, with publications appearing in journals and edited collections such as Rhetoric Society Quarterly, Rhetoric Review, Writing Center Journal, and Pedagogies of Public Memory. Her essay on “Sor Juana’s Rhetoric of Silence” was reprinted in Literature Criticism from 1400 to 1800. Professor Bokser’s scholarly and teaching interests include rhetoric and public writing, persuasive writing, creative nonfiction, rhetorical history, biblical rhetoric, feminist rhetoric, and the teaching of writing and English. She has consulted for the College Board, helped design DePaul’s TEACH master’s program for high school English teachers, directed Writing Centers, and since 2012 has been Director of the First- Year Writing Program at DePaul. Current projects exemplify her range: an investigation of the mentoring and managing roles of Bertha Honore Palmer, an important nineteenth-century Chicago rhetor; and a synthesis of the findings of a qualitative study of metacognition through work with Cohort VII of the Inter/National Coalition on E-Portfolio Research. She is energized by the combination of intellectual rigor and pragmatic administration made possible in her university position, and strives to be a professional who practices consensus and care.
Maria De Moya
is assistant professor at DePaul University in Chicago, Illinois. She has a PhD in Mass Communication from the University of Florida, an MA in Business and Economic Journalism from New York University, where she was a Fulbright scholar, and a BA in Mass Communication from Santo Domingo Catholic University in the Dominican Republic. Before academia, De Moya was a journalist, specializing in magazine writing and business journalism, later working for the Public Affairs Office of the US Embassy in Santo Domingo, and as the Development Outreach Communication Specialist for the United States Agency for International Development (USAID) mission to the Dominican Republic. Her current research focus is on strategic communication efforts as they relate to community, ethnicity, identity, culture and international practices. Her research has been published in The Hague Journal of Diplomacy, Public Relations Review, the International Journal of Strategic Communication, and PRism Journal. In 2015, she was a selected as an Educator Fellow by the Plank Center for Leadership and Excellence in Public Relations.
, PhD is an associate professor and director of the Master’s degree in Health Communication at DePaul University. She has held academic appointments at several universities and served as Director of Medical Education and Program Evaluation in the Department of Family Medicine at Lehigh Valley Health Network (PA) prior to joining the faculty at DePaul. Her principle areas of research and teaching are health communication and interpersonal relationships with special interests in communication at the end-of-life and at the beginning of life. She has published numerous academic articles (see, for example, Family Medicine, Journal of Medicine and the Person, Health Communication, Journal of Aging and Identity, Journal of Graduate Medical Education), book chapters (most recently, three contributed chapters about difficult communication in the health care context) and one book, Communicating at the End of Life (Lawrence Erlbaum, 2007). She has been honored with a number of awards for her teaching and research including the Janice Hocker Rushing Early Career Research Award (Southern States Communication Association) and a DePaul University Collaborative Research Fellowship with she shares with colleagues Douglas Bruce and Mona Shattell in the College of Science and Health. Several times a year, Elissa can be found teaching communication workshops or presenting to health practitioners in organizations around the city of Chicago; she has presented at Lurie Children’s Hospital, Community Health, and Rush University Medical Center. Elissa is passionate about improving the quality of communication in the health care environment and is thrilled to be able to teach, research, and help build relationships among patients, the academy, and health care professionals.
Mark L. Frigo
, PhD, CPA, CMA is professor of Accountancy and Ledger & Quill Alumni Foundation Distinguished Professor of Strategy and Leadership in the Driehaus College of Business. He is Director of The Center for Strategy, Execution, and Valuation and Strategic Risk Management Lab in the Kellstadt Graduate School of Business. Dr. Frigo is the author of seven books and over 100 articles, his work is published in leading journals including Harvard Business Review. He is a Certified Public Accountant (CPA), a Certified Management Accountant (CMA) and holds a PhD in Econometrics. Dr. Frigo is a recognized expert and thought leader in the areas of high performance company research and strategic risk management. He is co-author of the book Driven: Business Strategy, Human Actions and the Creation of Wealth (2008) and has presented his work at academic conferences, executive conferences, the United Nations in Geneva, Switzerland and professional organizations throughout Europe, Asia-Pacific and North America. His most recent work focuses on studying Creating Shared Value Initiatives, Sustainability leading practices, Integrated Reporting for corporate governance and accountability and strategy applications in Microfinance and Microentrepreneurship in developing countries. Dr. Frigo is the three-time recipient of the Economos Distinguished Teaching Award in the Kellstadt Graduate School of Business, the DePaul University Excellence in Teaching Award, the Outstanding Accounting Educator of the Year Award in the State of Illinois by the Illinois CPA Society and numerous awards by professional organizations for his executive education programs and he was profiled in Crain's Chicago Business in an article about top Business School professors.
Stan Chu Ilo
, PhD is a research fellow at the Center for World Catholicism and Intercultural Theology and assistant professor of African Christianity and the world church in the department of Catholic Studies. He is also an associate faculty member in the department of Black and Diaspora Studies at DePaul University. He teaches courses in African Christianity; Catholicism and Slavery; Catholicism and Modern European History; and the LSP Multiculturalism Seminar. Before joining DePaul he was the Director for Field Education at the Faculty of Theology, University of St Michael’s College in the University of Toronto where he received the President’s Research Grant for his work in Diversity and Equity Education among Blacks and LGBTQ students in Catholic Schools in Ontario, Canada. Dr Ilo is an expert in Africa studies with specialization in African traditional religions, African intellectual history and African Christianity. His research focuses on cross-cultural forces in Africa’s march toward modernity, and the inter- cultural currents between African religious traditions and Western Christianity. He also focuses his research and advocacy on issues of social justice, poverty eradication, equity and diversity in Catholic churches and in Catholic education, Catholic social theory, religion and social innovation, and ecclesiology. He is the founder and president of the Canadian Samaritans for Africa and an Ambassador of Peace for the Universal Federation of Peace. He is the Editor of the African Christian Studies Series, Wipf and Stock and a consultant to the theological commission of the Synod of Episcopal Conferences of Africa and Madagascar (SECAM). Besides many articles published in journals, Dr ILO is the author of The Church and Development in Africa; the co-editor of The Church as Salt and Light and his entry, “African Ecclesiology” will appear in the forthcoming Oxford Handbook of Ecclesiology. His forthcoming book is titled: The Faces of African Christian Religion and Theologies: Telling Our Own Stories.
, PhD, is an assistant professor of Public Relations and Advertising in the College of Communication, DePaul University where she teaches courses in strategy, data analytics, and international public relations at both undergraduate and graduate levels. Dr. Jain specializes in corporate communication with a specific focus on corporate social responsibility (CSR) in the global and multicultural contexts. She has a national and international record of conference papers, lectures, book chapters, and publications in premier journals and trade media. She is also a recipient of 2014 Educator Fellowship award from the Plank Center of Leadership in Public Relations and 2011 Ketchum Excellence in Public Relations Research Award from the Institute for Public Relations. Most recently, she received an internationally competitive grant from the Arthur W. Page Center of Integrity in Public Communication for her study identifying attributes of authentic CSR programs. Dr. Jain is also a senior consultant of analytics with Ketchum, a global public relations agency. She received her MA and PhD in mass communication and MA in international business from the University of Florida.
Jaclyn M. Jensen
, PhD, is an associate professor of Management in the Driehaus College of Business. Her research contributes to an emerging literature on negative employee experiences at work, with a specific focus on employee mistreatment, conflict, destructive relationships, and hostile work conditions. She is interested in understanding more about the targets and perpetrators of harassment and incivility in organizations, the effects of experiencing mistreatment on employee attitudes and productivity, and interventions that may help managers and organizations promote a more positive work environment. Her applied research often is based on surveys and observations of employees in relation to career performance, job attitudes, turnover and other workplace issues. Her work has been published in the Journal of Applied Psychology, Journal of Management, and Group & Organization Management among other journals. She serves on the editorial boards of the Journal of Business and Psychology and Journal of Organizational Behavior and has presented her findings at numerous conferences hosted by the Academy of Management, the Society for Industrial and Organizational Psychology, and other organizations. Prior to joining DePaul’s business faculty in 2012, Dr. Jensen taught management for six years at The George Washington University, where she won the School of Business Teaching Excellence Award and was nominated for the School of Business Peter Vaill Outstanding Doctoral Educator Award. She holds an MA and PhD from Michigan State University in Industrial/Organizational Psychology and earned a BS in Psychology from The Ohio State University.
, Ph.D, is an associate professor in the Department of Modern Languages at DePaul University. Her research interests include Chinese language teaching and learning, intercultural learning, sociocultural theory and ecology. Her publications have appeared in academic journals and books such as Language Learning & Technology, Chinese as a Second Language Research, and the Language Educator. She is director of the Chinese Studies Program at DePaul University. Through her teaching and events she organizes, she strives to demystify China as an exotic ancient civilization and a modern competitive society by engaging both the American public and Chinese citizens in open and thought-provoking conversations. She is particularly interested in promoting mutual understanding between China and the U.S. through meaningful and lasting educational and intercultural collaboration.
Valerie C. Johnson
received her PhD from the University of Maryland, College Park in 1995, and is associate professor and Chair of the Political Science Department at DePaul University. She is the author of Black Power in the Suburbs: The Myth or Reality of African American Suburban Political Incorporation (2002), co-editor of Power in the City (2008), and is currently working on a book entitled, At the Water’s Edge: The Unfinished Work of African American Equality. According to Professor Johnson, the book, “is written for those who have forgotten, or never known the history of people of African descent in America, and who therefore fail to connect the present status of African Americans to past and present racist policies and practices, or the cumulative socioeconomic advantages and disadvantages associated with American slavery and its accompanying evil, white supremacy.” Dr. Johnson is the former national education spokesperson for Reverend Jesse L. Jackson, Sr. and the Rainbow/PUSH Coalition, and has served as a consultant for elected officials and community organizations nationwide. She is also the chair of the State of Black Chicago Congress (SBCC), which seeks to mobilize all segments of the community of African descent in Chicago to tackle problems in a myriad of areas, including education, joblessness, and crime and violence. Her research interests include African American politics, urban politics, and education policy with a particular focus on the politics of urban education.
is an associate professor and the coordinator of music education at DePaul University. She teaches undergraduate and graduate courses, and oversees summer music education workshops for practicing teachers. Kelly-McHale’s research focuses on culturally responsive teaching in K-12 music classrooms, the role of social justice in music teacher education programs, and music composition in K-12 classrooms. She has published articles in the Journal of Research in Music Education and the Mountain Lake Reader, and has written chapters appearing in Envisioning Music Teacher Education (Rowman & Littlefield May 2015), The Oxford Handbook of Social Justice in Music Education (Oxford University Press, October 2015), Giving Voice to Democracy in Music Education: Diversity and Social Justice in the Classroom (Routledge, November 2015), and Teaching General Music (Oxford University Press Winter 2016). Kelly-McHale is an active clinician and presenter at the state, national, and international level. She currently serves as a consultant for the Chicago Symphony Orchestra Negaunee Music Institute and the Ravinia Festival’s Reach, Teach, and Play program. She is also the Illinois Music Education Association’s (ILMEA) Music Teacher Educators division president. Prior to pursuing a career in higher education, she taught elementary and middle school general music and choir for 10 years in public and parochial school settings. Kelly-McHale earned her doctorate from Northwestern University, an MA in music education from The University of St. Thomas in St. Paul, MN and a BS in music education from Duquesne University in Pittsburgh, PA. She holds a Kodaly mastery certificate and has completed levels in both the Orff and Dalcroze approaches to music education.
, PhD is a professor of bioethics and Chair of the Department of Health Sciences at DePaul University where he teaches bioethics, medical humanities, and death & dying. His research focuses on ethical issues at the end-of-life, public health ethics, and ethics education. He serves on the Ethics Committee at Northwestern Memorial Hospital, is the blog editor at bioethics.net, the online portal of the American Journal of Bioethics. Dr. Klugman has written over 230 articles on such topics as health policy, medical professionalism, medical technology, end-of-life, advance directives, clinical ethics, medical marijuana, medical humanities education, rural health, cloning, and research ethics. He is currently serving on the Illinois ethics subcommittee on crisis care planning. Dr. Klugman is the editor of Ethical Issues in Rural Health published by Johns Hopkins University Press and the forthcoming Textbook of Medical Ethics from Cengage Learning as well as producer of the award-winning film, Advance Directives and creator of TexasLivingWill on-line advance directive program. He received his PhD in Medical Humanities from the University of Texas Medical Branch, MA in Biomedical Ethics and MA in Medical Anthropology from Case Western Reserve University as well as his BA in Human Biology from Stanford University.
is an associate professor of Curriculum Studies in the College of Education at DePaul University where he teaches masters and doctoral level curriculum courses on the epistemology of assessment, the study of teachers and teaching, the history of curriculum practices, curriculum theorizing, and assessment of school curriculum. Dr. Kuzmic’s research and scholarly interests focus on: democratic education, power, and inequality; gender, teaching, and curriculum; teacher identity, development, and professionalism; and the epistemologies of qualitative research methodologies, particularly in relation to self-study research. He is currently working on a book that seeks to revisit and reexamine his self-study research projects over the past decade in terms of their methodological and epistemological implications for post-qualitative research. He has published articles in the following journals: Theory Into Practice, Theory and Practice in Social Education, Teaching and Teacher Education, and Curriculum and Teaching. He also has published chapters in a number of scholarly texts: Gender, Feminism, and Queer Theory in the Self- Study of Teacher Education Practices; Improving Teacher Education Practices Through Self-Study; and Masculinities at School. He received the Outstanding Dissertation Award from the American Educational Research Association, Division B, for his dissertation, Toward a Practice Informed Theory of Critical Pedagogy: Individualism, Community, and Democratic Schooling.
Roberta Rosenthal Kwall
, J.D., is the founder of the Center for Intellectual Property Law & Information Technology (CIPLIT®), and the founding co-director of the Center for Jewish Law & Judaic Studies. Prior to teaching at DePaul, she practiced intellectual property law at Sidley & Austin in Chicago and clerked for Judge Leonard I. Garth, U.S. Court of Appeals for the 3rd Circuit. Professor Kwall earned her JD from the University of Pennsylvania, where she served as comment editor of the law review, and her AB magna cum laude from Brown University, where she was Phi Beta Kappa. In 2015, she earned a Master’s Degree in Jewish Studies. Kwall’s scholarship displays a broad range of expertise and her articles have been published in law reviews such as Texas, Southern California and Vanderbilt. She is the co-author of leading casebooks in both intellectual property and real property, both of which are published by Foundation Press. She has written a seminal book on moral rights titled The Soul of Creativity: Forging a Moral Rights Law for the United States (Stanford University Press 2010). Her current scholarship focuses on illustrating the Jewish tradition's meaning for human existence, including the connections between Judaism and intellectual property, creativity theory, feminist theory and cultural analysis theory. In 2015, her book, The Myth of the Cultural Jew: Culture and Law in Jewish Tradition, was published by Oxford University Press. In 2006, Kwall was designated as one of the 10 Best Law Professors in Illinois by Chicago Lawyer magazine.
, PhD, is a professor in the School for New Learning (SNL), DePaul University where she mentors and teaches adult learners in individually-designed, competency-based BA and MA degree programs. She is founding director of the Master of Arts in Applied Professional Studies (MAAPS) program and coordinates the Master of Arts in Educating Adults program. Her current areas of teaching include: women’s issues and independent learning seminar at the undergraduate level; and, practitioner-based inquiry, individualized degree planning, developing professional identity, and reflective practice seminar at the graduate level. She is on the leadership team of SNL’s Center to Advance Education for Adults which brings together learning professionals from various sectors to exchange ideas and practices about adult learning. She has joined other SNL colleagues in helping universities in Ireland and Kenya adapt competency-based approaches for adult learners in their institutions. Her current consulting and scholarship focus on assessing learning, adult learning and development, brain-aware facilitation of adult learning, and competency-based learning (CBL). She recently completed eight years as core consultant with the Adult Learning Consortium, University System of Georgia, which grew from four to over 20 institutional members to collaborate on serving adult learners. Through CAEL (Council for Adult and Experiential Learning), she trains faculty as learning assessors and consults on CBL-related matters. She is co-author (w K. Taylor) of a forthcoming (2016) book, Facilitating Learning with the Adult Brain in Mind: A Conceptual and Practical Guide, Jossey-Bass/Wiley. She and Dr. Taylor are co-authors (w. M. Fiddler) of the award winning Developing Adult Learners: Strategies for Teachers and Trainers (2000), Jossey-Bass. She is co-author of Assessing Learning: Standards, Principles, and Procedures, 2nd ed (2006) (w. M. Fiddler) and is co-authoring the 3rd edition with D. Younger, due for publication in 2016.
, PhD, is an associate professor in the Department of Environmental Science and Studies (ENV) in the College of Science and Health. His current research project, “What’s In Your Soil” is broadly focused on assessing soil quality and health in several neighborhoods in the city of Chicago, with particular emphasis on measuring and mapping spatial patterns in soil nutrient and lead concentrations. Dr. Montgomery has published papers in outlets including the Soil Science Society of America Journal, Restoration Ecology, and Journal of Environmental Quality, and he has a chapter, co-authored with ENV colleague Dr. Christie Klimas, forthcoming in the book, Research in Science Education. Dr. Montgomery received both his BS and MS degrees in geology from Baylor University in Waco, TX, and his PhD in soil science from Washington State University. He came to DePaul in 1992 and served as chair of the department from 2004-2010. He has taught courses for undergraduate environmental science majors, as well as courses in the First Year Program, Liberal Studies Program, MS Science Education Program, and the MS Sustainable Management Program (Driehaus COB). He received the Excellence in Teaching Award in 2004. Dr. Montgomery currently serves as co-chair of the DePaul Sustainability Network, which is devoted to fostering sustainability principles practices in DePaul’s curriculum, operations, research and engagement. He is one of the authors of DePaul’s Institutional Sustainability Plan and currently serves as Editor-in-Chief of the journal, Environmental Practice, published by the National Association of Environmental.
Donald L. Opitz
is an associate professor in the School for New Learning, DePaul University, Chicago. He also serves as a faculty member of the LGBTQ Studies Program and an affiliated scholar of the Department of History. His research addresses broadly the history of science in culture, with a particular emphasis on the relationship between science, gender, and sexuality. He is co-editor of the anthologies For Better or For Worse? Collaborative Couples in the Sciences (Birkhauser, 2012) and Domesticity in the Making of Modern Science (Palgrave Macmillan, 2015). He is author of several articles and book chapters that explore the history of women and LGBTQ persons in science, the history of women’s collegiate education in agricultural science, and Victorian natural history. He has received research fellowships from the Dibner Program in the History of Science; the Consortium for History of Science, Technology, and Medicine; and the Humanities Center at DePaul. He also received a National Science Foundation grant to support the international conference, Gendering Science: Women and Men Producing Knowledge, held in Prague in June, 2015. He received his BS in physics and mathematics from DePaul University and his MA and PhD in history of science and technology from the University of Minnesota.
is associate professor at DePaul University’s adult program, School for New Learning. She received her doctorate from Northwestern University’s interdisciplinary program, Human Development and Social Policy. Susan has published on access to long- term care for urban elderly, exploring the effect of urban segregation, and Medicaid on the distribution of nursing homes historically. Stemming from her work with adult students promoting community health, Susan has also published about the unique needs of such students using the community based service learning methodology.
, PhD, is a professor in the Department of Psychology at DePaul University. She conducts research on mentoring relationships and positive youth development among urban, low-income adolescents of color. Her research is on the role of formal and informal mentoring relationships in youth’s educational experiences, such as how mentors help under-represented youth in their pursuit of STEM education and careers or mentoring programs focused on improving the educational attainment of African American and Latino male adolescents. Bernadette is also interested in the resilience of marginalized youth and issues related to race and ethnicity, such as racial discrimination and racial/ethnic identity. She has been recognized as a key author who has contributed significantly to the knowledge base in the youth mentoring field (Blakeslee & Keller, 2012). She authored literature reviews on the role of race, ethnicity, and culture in youth mentoring for the first and second editions of the leading scholarly handbook for youth mentoring. Her has received funding for her research from private foundations as well as the National Institute of Child Health and Human Development (NICHD). She is also a member of the Research Board for the National Mentoring Resource Center and received the 2014 Ethnic Minority Mentoring Award from the Society for Community Research and Action for her role in mentoring undergraduate and graduate students of color. She received her BA in Psychology from Fairfield University and her MA and PhD in Community Psychology from the University of Illinois at Chicago.