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2019 NLU Doctoral Symposium

4:30-5:00 pm Poster Session and Reception
NLU Chicago 2nd floor Atrium
5:00-5:15 pm Welcome Remarks 
NLU Chicago 2nd floor Atrium
  • Robert Muller, Dean, National College of Education
  • Judah Viola, Dean, College of Professional Studies and Advancement
Zoom Registration: (Welcome Remarks and Keynote Panel)
5:15-6:05 pm Keynote Panel
Moderated by Robert Muller
  • Merryl Brownlow
  • Tina Curry
  • TBD
6:15–7:15 pm    Breakout Session One
1-A    Classroom 4025  |  Zoom Registration:
1-B    Classroom 4020  |  Zoom Registration:
1-C    Innovation Lab 3112/14  |  Zoom Registration:
7:20–8:20 pm      Breakout Session Two
2-A Classroom 4025  |  Zoom Registration:
2-B Classroom 4020  |  Zoom Registration:
2-C Innovation Lab 3112/14  |  Zoom Registration:

Using Design-Based Research to Evaluate Restorative Justice as a means to Countermand the School to Prison Pipeline
Darren Aitchison, Disability and Equity in Education

A Latina's Scientist's Path to Academic and Professional Attainments 
Toni Carmichael, Curriculum, Advocacy & Policy

The Perceptions of African-American Male Educators Toward Positive Relationships in School Settings 
Akiva Carson, Disability and Equity in Education

Refugee Solidarity: Factors that Mobilize Activism
Joanna Christopoulos, Community Psychology

Teacher's Cultural Competence and Teaching Styles/Urban Elementary Teachers
Peggy Hicks, Community Psychology

Sources of Missed Understanding Construct: A Formative Assessment for Reading Comprehension
Sonya Parker, Disability and Equity in Education


1-A Classroom 4025

Zoom Registration:
Session Moderator: Shani Beth-Halachmy

6:15 pm
An Evaluation of a Magnet Program that Utilizes Project-Based Learning to Improve Student Achievement (Zoom)
LeShea Serrano, Educational Leadership

6:30 pm
How Does Mentoring Programs Designed to Support Teacher Development Inform the Work of School Leadrers and Teachers in Varied Schooling Contexts?
Raveyn Glave Murray, Educational Leadership

6:45 pm
Examining Protective Factors that Promote the Resilience in Adolescents of Incarcerated Parents
Celeste Jackson, Community Psychology

7:00 pm
Sources of Missed Uderstanding Construct: A Formative Assessment for Reading Comprehension
Jennifer Tarr, Reading and Language

1-B Classroom 4020

Zoom Registration:
Session Moderator: David Feingold

6:15 pm
Integrating New Literacies, the Internet, and Other Information Communication Technologies into Literacy Instruction (Zoom)
Kathleen Fleming, Reading and Language

6:35 pm
Presentation Title TBD
Laurie Collier, Community Psychology

6:55 pm
A Suburban Case of Community Mobilization for Music Education: Lessons for Arts Education in the Cash-Strapped World
Karen Sarasin, Curriculum, Advocacy and Policy

1-C Innovation Lab 3112/3114

Zoom Registration:
Session Moderator: Todd Price

6:15 pm
An Evaluation of a Sixth Grade Intensive Mathematics Program and the Impact on Student Achievement in Middle School Mathematics (Zoom)
Tammy Dery, Educational Leadership

6:35 pm
Heidegger, Complex Systems, and Linguistic Ecology in Today's Classroom
Niles Engermann, Curriculum, Advocacy and Policy

6:55 pm
Embodying Decoloniality Indigenizing Psychological Practice and Pedagogy
Hana Masud, Community Psychology

2-A Classroom 4025

Zoom Registration:
Session Moderator: Sara Efrat Efron

7:20 pm
Successful Factors for Latinex Success in High School
Erin Kelly, Educational Leadership

7:40 pm
The Experiences, Perspectives, and Perceptions of Special, General Education Teachers, and Administration on Inclusion, Collaboration and Co-Teaching
Lisa Penny, Disability and Equity in Education

8:00 pm
Diverse Learners Situated in Post-Secondary Education
Brandy Gale, Curriculum, Advocacy and Policy

2-B Classroom 4020

Zoom Registration:
Session Moderator: Antonina Lukenchuk

7:20 pm
Personality Matters: School Choice Decisions Based on the Ethnographic Accounts of an African-American Mother
Stacy Thomas, Curriculum, Advocacy and Policy

7:40 pm
Making a Way Out of No Way: A Phenomenological Study of Black Maternal Activism in Chicago
Deirdra Somerville, Community Psychology

8:00 pm
The Lived Experience of Parenting a Child with Food Allergies
Anne Zavell, Disability and Equity in Education

2-C Innovation Lab 3112/3114

Zoom Registration:
Session Moderator: Denise Jones

7:20 pm
Initial Implementation of the Restorative Justice Program (Zoom)
Edward Thompson, Educational Leadership

7:40 pm
A Disregarded Emancipation: Exploring the Reality of Expungement and Reentry Programs
Karon Motley, Community Psychology

8:00 pm
Educators' Perceptions of Restorative Justice, Care, Inclusion, and Disability: A Phen[women]ological Study
Jennifer Hull, Disability and Equity in Education

Merryl Bronlow, Educational Leadership, 2018
Dr. Merryl Brownlow is a 26-year veteran educator. Her career in public education include roles as a classroom teacher, assistant principal, principal, special education administrator and assistant superintendent of curriculum and instruction. On July 1, 2019, Dr. Brownlow will transition to the role of superintendent of schools. She also currently serves as a professional development provider for the Illinois Association of School Administrators and as adjunct faculty for National Louis University. She is a two-time National Board Certified Teacher and a former regional presenter for Northwest Evaluation Association (NWEA).

Tina Curry, Reading and Language, 2015
Dr. Tina Curry, a 2015 National Society of Leadership Success Inductee Sigma Alpha Phi Chapter National Louis University currently serves as adjunct faculty in the National College of Education and a High School Literacy Coach for Chicago Public Schools, Sarah E. Goode STEM Academy.  Dr. Curry earned an Ed.D in Reading and Language from National Louis University in 2015, a MS. Ed in the teaching of reading in 2004 and a BA in Speech in 1995, both from Chicago State University.  She is a member of the International Literacy Association, the Chicago Area Reading Association, the Illinois Reading Council and the Illinois Language and Literacy Council.  She was a 2005 Disney Teachers Award Nominee, and was honored in Who’s Who Among America’s Teachers in 2004 and 2005. She is the author of The Tale of Two Literacy Coaches:  Implications for Building Coaching Capacity. Her research interests include, culturally responsive teaching, equity in education, literacy coaching and professional development for teachers.

Christina Smith, Community Psychology, 2018

Laurie Collier  |  Community Psychology
The Public's Perception of Public School Funding Within the Inner-City
Background Fifty-Two schools closed on Chicago’s Southside in 2016. Community members impacted by the closings had no idea why. Residents in Chicago’s most deprived communities were bearing the brunt of city funding shortages, alongside neglected community infrastructure, and other areas of lack. The task of finding a school for their children, at an often-extreme distance, created uncertainty, steeped in fear, resulting from rampant violence, unanswered by the city. Chicago funds have been called into questions for many years. Potentially misappropriated resources lie at the center of decision making and policy which guide the distribution of capital across the city. The Chicago Public School Union continues to stand on the front line and combat the disparities and deficit of public school funding, while government officials continue to conduct business as usual, at the cost of inner city education. The purpose of the study is to analyze the perceptions of public education funding, and the views on how funding of public school education influences perceived the quality of education, the role sociological factors play in public education, and the possible moderating effect of personal views, political values, and affiliations. A survey will be conducted and will be shared on the implications on the knowledge level on public school funding within the inner-city.

Tammy Dery  |  Educational Leadership
An Evaluation of a Sixth Grade Intensive Mathematics Program and the Impacts on Student Achievement in Middle School Mathematics      
The purpose of this evaluation is to analyze an Intensive Math program’s quality and design, as well as, address the impact of the program to determine whether the intensive mathematics class and the use of computer-based support impacts student achievement. The program design incorporates a two-prong model of teacher directed and computer-based intervention. The relationship of the intensive mathematics curriculum implemented with struggling learners and closing the mathematics achievement gap are evaluated through the analysis of student data, the quality of implementation and program usability and teacher and teacher leader perspectives. The findings indicate that small groups and individualized attention for students is vital to student success and the misalignment of content with the core mathematics course should be addressed.

Niles Engerman  |  Curriculum, Advocacy, and Policy       
Heidegger, Complex Systems, and Linguistic Ecology in Today's Classroom             
Breeze and Laborda (2016) report that a culturally sustaining pedagogy (CSP) addresses the integration of students into a new culture. Akkari and Loomis (1998) purports that bilingual education is socially and historically situated, while van Lier (2004) posits that diverse linguistic groups will have an ominous future if the educational system ignores their linguistic needs. The design of CSP demands a paradigmatic shift to meet the needs of culturally and linguistically diverse students (CLDs). Culturally sustaining pedagogy cultivates and sustains linguistic, literate, and cultural pluralism as part of schooling for positive social transformation (Paris & Alim, 2017). Ignoring curriculum reformation through the lens of CSP will ultimately cannibalize the education systems as well as the majority of its students of color. The question remains through what lens can educators deeply commit to implementing CSP, and how can schools sustain it? Culturally sustaining pedagogy exists wherever education buoys the lifeways of communities that have been and continue to be maligned and erased through schooling (Paris & Alim, 2017). A paradigmatic shift is necessary in order to remediate the educational system that is essentially cannibalizing itself through effacing its posterity through pedagogy that ignores its constituents. Advocating in favor of CSP, this defense will examine the historical elements of bilingual education in the United States, linguistic ecology, the salient components of complex systems theory and Martin Heidegger’s notions of Dasein. Threading the frameworks through the lens of identity-building, this defense culminates with suggestions on how to narrow the opportunity gap, bridging theory into practice.

Kathleen Fleming  |  Reading and Language        
Integrating New Literacies, the Internet, and Other Information Communication Technologies into Literacy Instruction               
In this session, how teachers integrate the Internet, other information communication technologies (ICTs), and the new literacies of online research and comprehension into literacy instruction will be explored. One part of this exploration will include teachers' perceptions about the role, benefits, and obstacles of technology integration, and the other part will include teachers' planning, preparation, and delivery of literacy instruction that integrates technology.

Brandy Gale  |  Curriculum, Advocacy, and Policy              
Diverse Learners Situated in Post-Secondary Education  
The significance of this study lies in the power of the narrative of diverse learners situated in post-secondary education. The intent of this work is to empower those DL/LD (diverse learners/ learning disabled) students, exploring student advocacy, post-secondary programs that guide students to graduation, and legislative policies that intersect DL/LD post-secondary students’ experiences. This study aims to contribute to the field of education by empowering DL/LD students by using the narrative of my daughters. A qualitative research design was used to gain the power of the narrative. I interviewed my two daughters, who are diverse learners situated in post-secondary education. The intended audience for this study are all those interested in the success of DL/LD students who are part of the post-secondary learning environment. It aims to inspire a movement that will engage students and institutions in dialogue around what works and what needs improvement and develop a strategic plan of action that can be implemented to ensure that students acquire their undergraduate degrees.

Raveyn Glave Murray  |  Educational Leadership              
How does mentoring programs designed to support teacher development inform the work of school leaders and teachers in varied schooling contexts?   
Teacher turnover rate is indeed on the rise. I am solidly convinced that if one receives assistance during their first years teaching, it can make the transition from theory to practice that much smoother. Just as students are not educated by one teacher alone during their education career, neither are new teachers. There’s an old proverb, “It takes a village to raise a family,” that can be applied to aiding new teachers who need all the support they can get. Most success attributed to teachers does not belong to the teacher alone as collaboration and teamwork play an integral part in the success of learning institutions. Some districts, such as the one I am employed in do not have structured mentoring programs. In other districts, new teachers are often paired with mentors who have accepted the task of helping them adjust to their first years teaching. In some cases, they may prove to be beneficial, but in others, they can be detrimental. Just what happens when the mentor elects not to work with the mentee? What if the mentor is not fulfilling the needs of the mentee? Who should the mentee turn to for help? As a new teacher, I encountered these problems. During my tenure in the education field, I have seen many new teachers suffer the same fate. District assigned mentors are usually compensated for the time they spend with new teachers. Therefore, if a new teacher and his/her mentor is not working together, the district assigned mentor will still be compensated. A big difference in the Golden Apple program is that the mentors who work with the scholars are master teachers who have been awarded the prestigious Golden Apple Award and/or former Golden Apple Scholars. Because the goals and beliefs of the mentors and mentees align with the mission of the Golden Apple program, the mentor/mentee relationship should be mutually beneficial and have a direct impact on teacher attrition and student success.

Jennifer Hull  |  Disability and Equity in Education             
Educators' Perceptions of Restorative Justice, Care, Inclusion, and Disability: A Phen[women]ological Study            
There are changes in classroom culture and educational policy from “safe schools/zero tolerance” (e.g., Public Act 96-0952) policies to restorative justice practices (e.g., Illinois Senate Bill 100, Illinois Senate Bill 2793, and House Bill 2663) that are taking effect in Illinois. Through a feminist disability studies lens, this presentation will discuss a recent phen[women]ological research study that investigated the lived experiences of six educators from two different schools in Illinois to gain a greater understanding of educators’ perceptions of restorative justice and disability by asking: 1) How are educators making sense of restorative justice practices? 2) What are the implications for students with disabilities? Five topics of significance that surfaced include: 1) caring 2) restorative justice & inclusion, 3) impact of technology, 4) safety and guns, and 5) healing, empathy, & forgiveness. Education in the United States has had a sordid past riddled with examples of exclusion (e.g., segregation, Native American boarding schools, institutionalization, self-contained special education classrooms). One of the major insights gleaned through this research is the potential of restorative practices to provide a means for educational systems, administrators, educators, and students to further the deeply democratic goals of inclusion by helping schools to become authentically healing learning environments, where human rights cultures can be cultivated under the tenets that everyone in school will being given an opportunity to speak, be heard, and contribute to the cultivation of a caring community.

Celeste Jackson  |  Community Psychology          
Examining Protective Factors that Promote Resilience in Adolescents of Incarcerated Parents       
Children of incarcerated parents (CIP) represent one of the most at-risk and vulnerable populations in the United States (Jonhston, 1995). Best estimates place children of incarcerated parents at 2.7 million, and African American children are disproportionally represented at a figure of 1 in 9 of all children. Much of the research attempting to understand this population and guide intervention efforts has employed a deficit-based approach, highlighting the plethora of adverse risk factors and negative outcomes associated with being the child of an incarcerated parent, and failing to acknowledge the presence of resiliency inherent in youth development. This exploratory study investigates protective factors that may promote resiliency in CIP. Situated in a strengths-based approach, this study utilizes a multi-measure survey to examine the relationship between subjective psychological well-being (which represents resilience), academic achievement, and parent-child contact of children of incarcerated parents. Findings from this study suggest that parent child contact during incarceration may not be a significant protective factor to promote the resiliency of adolescents with incarcerated parents, while academic achievement shows promise. Implications from findings are explored and discussed.

Erin Kelly  |  Educational Leadership       
Success Factors for Latinx Success in High School
Research conducted in the form of a narrative study using the voice of Latinx students and their families reveal the stories of high school students in an urban setting. It is through their personal stories which include elements of success, adversity, and struggle that educators gain the greatest access to those factors that determine success. A documentary was filmed in 2011 by Erin Kelly and this study explores the follow up.

Hana Masud  |  Community Psychology
Embodying Decoloniality Indigenizing Psychological Practice and Pedagogy
This research is intended to begin a dialogue with psychologists about the dynamics that define the working of mental health in war zones, and decolonial informed processes seeking to address trauma policies aimed at redressing racial inequity from a social justice and activism lens within our own cultural contexts. This study seeks to map out practices (example: using protest songs) for possible direction for decolonial interventions. It seems important to examine in what it means to liberating the sub-oppressors (mental health workers) within the system to trigger change as a counter hegemonic response to the ongoing settler Israeli colonialism. As an urgent task for the recovery of historical meaning to create practices in which they carry our ethics, and values that shapes our resistance and spiritual life, and inform resilience and solidarity processes.

Karon Motley Croswell  |  Community Psychology           
A Disregarded Emancipation: Exploring the Reality of Expungement and Reentry Programs            
Since the early 1950s expungement and Sealing of records was adopted by forty-five states and British Columbia. The intent was to represent a debt paid and a clean slate for individuals under 26 years old. Changes to expungement policy in the early1960s made it a barrier to reentry that were upheld and exists today. High recidivism and social-economic disparities with no end date, reflect the reentry population. The investigation of best practices for reentry programs, and the disparities currently experienced by reentry citizens, akin to the labeling theory, must all become effective tools imperative to reduce recidivism and empower communities the reentry citizens return to. This is a qualitative design using characters that represent cornerstones to reentry taken from secondary data of expungement candidates. The intent of this work is to examine what expungement has evolved to and return the value to utilize the purpose it was meant to uphold and align it with best practices to be determined, to resolve high recidivism as such to sustain socioeconomic empowerment to communities.

Lisa Penny  |  Disability and Equity in Education 
The Experiences, Perspectives, and Perceptions of Special, General Education Teachers, and Administrators on Inclusion, Collaboration and Co-teaching              
This phenomenological study investigates the experiences and perceptions of special education teachers, general education teachers and administrators on inclusion, collaboration and co- teaching in supporting the academic and behavioral growth of all students. The following themes were identified: (a) individual definition of collaboration, (b) school leader training, (c) support and feedback from administration, (d) teachers’ and principals’ perceptions, (e) student achievement, and (f) participants’ knowledge base of co-teaching models. The findings indicate that although co-teaching and inclusion has become common practice and educators generally believe in its virtues, there are some persistent difficulties based on limiting beliefs about students with disabilities, teacher roles and knowledge base, administrative support and understanding, and issues of respect and parity. Recommendations for systemic change are included.

Karen Sarasin  |  Curriculum, Advocacy, and Policy           
A Suburban Case of Community Mobilization for Music Education: Lessons for Arts Education in a Cash-Strapped World               
The purpose of this research was to examine the organization and management of a community-driven string music program under the direction of a parent-run board. This descriptive, single-case study focused on an elementary public school district kindergarten through eighth grade, located in a middle-to-upper-class suburb in a metropolitan area in the Midwest. The research question focused on how the collaborative efforts of the adult contributors (school district administrators, parent-run board members, music teachers, and parents) influenced the organization and management of a string music program in a public school, under the direction of a parent-run board. The literature most relevant to this study included the components of social functions of the arts, arts advocacy, and parent and community involvement. Data included interviews, direct observations, documents, archival records, physical artifacts, and student questionnaires. When analyzing the data, the following categories of organizational structure, teamwork, and benefits were identified. The findings from this study may help educational stakeholders to develop a deeper understanding of ways to build and maintain arts and music education programs in schools as part of a well-rounded education.

LeShea Serrano   |  Educational Leadership          
An Evaluation of a Magnet Program that Utilizes Project-Based Learning to Improve Student Achievement             
This program evaluation analyzes three areas of a secondary level STEM Magnet program that implements Project Based Learning (PBL) of Engineering, Biomedical Science, and Game Design and the relationship to student achievement. My program analysis examines multiple stakeholders’ perceptions on the efficacy of STEM-PBL curricula implemented with a cross-curricular framework integrating multiple content standards to solve real-world issues. In this curricula, students develop the 21st-century skillset of communication, collaboration, critical thinking, and problem-solving. The findings indicate STEM teachers maximize curriculum with relevant hands-on activities enhancing student collaboration and industry certifications. Additional findings indicated a lack of planning time for cross-curricular collaboration between content areas, appropriate state and national prioritization of Science STEM-PBL lessons, and a lack of district funding.

Deidra Somerville  |  Community Psychology     
Making A Way Out of No Way: A Phenomenological Study of Black Maternal Activism in Chicago
To date, the lived experiences of Black maternal activists in North Lawndale have not been documented, even with the critical role many played while organizing with Dr. Martin Luther King as part of the Chicago Freedom Movement. With no studies of the lived experiences of Black maternal activists in North Lawndale, the theories of bridge leadership, tempered radicalism and their application to those lived experiences is not known. By examining the relationships and organizations influencing black maternal activism, we will better understand the context that informs the potential growth, constraints and challenges faced by black maternal activists in North Lawndale and the structures that they develop in response to structural oppression. Various settings where black mothers organize present different challenges - to their leadership, their contributions, their motherhood, and their goals as activists. This study will examine these various settings to examine several factors that are seen in literature as being present in these settings: gender dynamics, leadership styles, organizational strategies, beliefs and values of institutions and of black maternal activists themselves. Studies have established that intergenerational messaging has played a key role in how Black maternal activists passed information on in order to maintain community traditions, but little is known regarding whether and how this transference of knowledge is passed on with regard to Black maternal activism (Martin & Martin, 1985). This study will address this gap in knowledge by examining whether direct messaging through proverbs and sayings by community elders, parents, grandparents, and other mothers from Mississippi and North Lawndale inform activist practices, strategies, and value systems for Black maternal activists currently. The purpose of this study is twofold: first, to understand the lived experiences of Black maternal activists in Chicago’s North Lawndale community area. More specifically, this study will examine how the community setting has shaped their strategies and relationships as activists, with emphasis on examining the current influences of the Black Church. And finally, this study will produce a co-constructed model of Black maternal activism. This study will address the following research questions: What are the experiences of Black maternal activists in settings within the Black church and outside of it? What are the values, strategies and viewpoints that shape Black maternal activism in North Lawndale? How are Black maternal activists using the knowledge and insights of their ancestors to pass on Black maternal activist traditions in North Lawndale? What is social capital within Black maternal activist spaces? The theory being used in this study will be explored to see if the model matches the experiences of Black maternal activist participants. Therefore, there are 2 propositions that will be explored: Propositions: Activism described by participants will fit the description of tempered radicalism. Participants will describe enacting the concept of bridge leadership.

Jennifer Tarr  |  Reading and Language  
Sources of Missed Understanding Construct: A Formative Assessment for Reading Comprehension
This research sought to understand how a formative assessment tool created by the researcher, called the Sources of Missed Understanding construct, would be used by teachers to diagnose student comprehension challenges during the course of authentic reading. A design experiment methodology was chosen to study how the tool was used and the support teachers would need to use the tool effectively. The setting was the Summer Reading Program practicum, a five week session where reading specialist candidates worked one on one with students. Five tutor/tutee pairs participated in the research, resulting in five case studies mapping the individual diagnostic processes of tutors using the Sources of Missed Understanding framework, and the instructional choices each tutor made informed by their diagnosis. Cross case analysis outlined the context and support required for teachers to be able to use the formative assessment tool.

Stacy Thomas  |  Curriculum, Advocacy, and Policy           
Positionality Matters: School Choice Decisions Based on the Ethnographic Accounts of an African-American Mother               
School choice is a household term used often. Moreover, it is used in our educational professional settings. Yet, even we professionals often struggle with the interpretation of school choice. As a parent and educator, I had to find a common ground between the pros and cons of this developed phenomenon. This study reflects research on issues regarding parental reasoning and selected criteria for choosing the right school for our children. There is a particular insight of perspective and logical thought process among parents of African-American children. Parental school choice decisions ascertained from interviews with African American parents were based on many factors including their positionality toward school status, cultural acceptance, rate of academic success, diversity, and/or high visibility of athletics for scholarship opportunities. A more intimate way to address these issues was to include and reflect on my personal experiences and my interpretation of parental school choice assertions.

Edward Thompson  |  Educational Leadership    
Initial Implementation of the Restorative Justice Program             
This project evaluated the initial implementation of the restorative justice program and practices at a middle school. As data-gathering instruments, I surveyed teachers and administrators, interviewed my area superintendent, senior administrator for instruction and two resource teachers who train individuals districtwide on the restorative justice program and practices. The results indicated a lack of training for many staff members and a need for more training for those previously trained. Improving the training protocol process of the teachers and administrators was a dominant need that I identified based on my Change Leadership Plan. Consequently, this included a policy amendment regarding mandatory restorative justice programs and practices in the secondary school to assist students in exercising self-regulating and self-advocacy skills.

Anne Zavell  |  Disability and Equity in Education              
The Lived Experience of Parenting a Child with Food Allergies       
This phenomenological study focuses on five mothers’ experiences of the phenomenon of living with a diagnosed food allergy in the family. Attention is given to the contexts or situations that have typically influenced or affected their experiences, including the impact of the diagnoses, travel and restaurants, friendships, sibling relationships, and anxiety. There is a major emphasis on these mothers’ experiences advocating for the needs of their children in schools, including their strategies, concerns and frustrations. Policies related to food allergies are reviewed from contemporary and historical perspectives, with recommendations for policy change. The lived experiences of food allergy mothers surfaced in this research provides insights into the ways in which a diagnosis of a food allergy can be both a life altering and life threatening situation. Examples of proactive strategies to keep one’s child safe, while educating others, are presented from the perspectives of mothers who are experienced advocates for their children.



    NLU’s Chicago campus on South Michigan Avenue occupies five floors of the historic Peoples Gas Building. This landmark building, across the street from the Art Institute of Chicago and Grant Park, is easily accessible by train, bus and car and is surrounded by restaurants, parking lots/garages and shops.

    122 S. Michigan Avenue
    Chicago, IL 60603
    (888) 658.8632
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    Conveniently located in a fast-growing business district off I-90 and Route 31, NLU Elgin features 10 classrooms with high-tech media equipment; a computer lab with high-speed Internet access; two conference rooms; and comfortable student lounges. Parking is free at this recently remodeled and upgraded teaching site, which now includes wireless Internet access.

    620 Tollgate Road
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    Opened in the summer of 2006, NLU North Shore at Skokie is a state-of-the-art modern campus located just off the Edens Expressway near the Old Orchard Shopping Center. The campus includes 44 wireless classrooms equipped with high-tech media equipment; four computer labs with high-speed Internet access, including a walk-in lab in the library; six conference rooms; a public café for beverages and snacks; a student welcome center; a library for research and study; and multiple, comfortable student lounge areas.

    5202 Old Orchard Road
    Skokie, IL 60077
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    Located just minutes from the East-West Tollway (I-88), NLU Lisle features 42 wireless classrooms equipped with high-tech media equipment; four computer labs with high-speed Internet access, including a separate walk-in lab in the library; a café for beverages and snacks; a student welcome center; a library for research and study; conference rooms; and six comfortable student lounge areas with wireless access.

    850 Warrenville Road
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    Located in one of Chicago's major northwest suburbs, the newly renovated NLU Wheeling includes 20 classrooms with high-tech media equipment, four conference rooms, four computer labs with high-speed Internet access, large student lounge areas with wireless capabilities and interactive video capabilities, and an extensive research library. The site also houses the university library research collection.

    1000 Capitol Drive
    Wheeling, IL 60090
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    Established in 1988 and located in one of Tampa's major business districts, NLU's Florida Regional Center serves students in 13 counties in central Florida. In addition to its classrooms, the National Louis University Tampa Regional Center features a computer lab, student lounges, and conference room.

    5110 Sunforest Drive, Suite 102
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