Tag: research

Working the Intersections: Symposium brings practitioners in LGBTQ research to campus

working-the-intersectionsScholars who assembled at Michigan State University for the first National Symposium on LGBTQ Research in Higher Education focused on methodology and practice.

Among them that day in 2014 was Z Nicolazzo, a soon-to-be NIU College of Education professor who studies trans* collegians with a particular emphasis on trans* student resilience and kinship-building.

Nicolazzo’s memories from that event include hearing the loud-and-clear invitation for another institution to host the next gathering. Three years later, ze and Department of Counseling, Adult and Higher Education colleagues Katy Jaekel and Carrie Kortegast are the first to answer that call – and with a different and expanded premise in mind.

Called “Working the Intersections,” the second national symposium will take place Saturday, Oct. 14, at NIU. Researchers, faculty, staff and students from across the United States and Canada are expected to attend.

“Our theme is really thinking about how gender and sexuality show up alongside a lot of other identities and experiences,” Nicolazzo says. “We were really intentional when we called for papers.”

“When we talk about things like gender and sexuality, oftentimes particular identities are left out,” adds Jaekel, whose research agenda includes the classroom experiences of LGBTQ students. “We want to be more inclusive, and we hopefully want to generate some new knowledge.”

D-L Stewart

D-L Stewart

Keynote speaker Dafina-Lazarus (D-L) Stewart, professor of higher education and student affairs at Colorado State University, will speak at 8:30 a.m. Kristen Renn, a professor of higher, adult and lifelong education at Michigan State University, gives the closing address at 4:30 p.m.

In between are several paper-and-panel sessions, roundtable sessions and a PechaKucha plenary session, all geared to illuminate emerging knowledge, trends and conversations of LGBTQ research.

Under the “Intersections” theme, participants will discuss the experiences of LGBTQ people of color – “it’s vastly under-researched in our field,” Nicolazzo says – as well as how LGBTQ identities coexist with disability, spirituality, religion and more.

Exploring these topics is critically important, both say, especially for those in higher education.

Many faculty members and Student Affairs professionals don’t put LGBTQ issues up for discussion, Jaekel says, because such topics are often considered “value-neutral.” Others believe they don’t know enough, she adds, or are afraid to misspeak.

“While many people think that because things like gay marriage have occurred, and there’s been an increase in civil rights, that these issues have been solved and everything is better,” Jaekel says. “The truth is there continues to be a group of students who have particular needs.”

Z Nicolazzo

Z Nicolazzo

And, Nicolazzo says, that population is on the rise.

“All indications are that there are three- to six-times more people identifying as transgender below the age of 18 than over 18 – that’s our college-going demographic. We have more LGBTQ students in higher ed, and we need to meet the diversity of our students, faculty and staff in college environments,” ze says.

“We also have a growing awareness that there are LGBTQ faculty and staff at institutions of higher education,” ze adds, “so I think it’s important to not only highlight the research of those folks who are LGBTQ but to also highlight the work about LGBTQ people.”

Both are excited that a large number of students have registered to attend the symposium.

“It’s really important for students, and particularly LGBTQ students, to see what Laverne Cox calls ‘Possibility Models’ – models of who they can become in the future,” Nicolazzo says. “A lot of folks who are interested in doing research, or are interested in teaching, but identify as queer and trans* might not think they can do it because they don’t see a lot of faculty who are queer and trans*.”

“Different privileges are afforded to some and less to others, so we really wanted to highlight that,” Jaekel adds. “A lot of times, we look only to experts for knowledge and truth about gender and sexuality. Students have much to offer us, and highlighting different voices and different positions, we can learn from one another. Everyone can be deemed the expert of their own experience.”

Katy Jaekel

Katy Jaekel

The College of Education colleagues hope their participants share wisdom, gain insights, create knowledge and leave energized.

“Because I know we have so many students coming as participants, one of my main goals is for them to develop some good mentoring relationships and networks that might last beyond the conference,” Nicolazzo says.

Hir personal goals likely apply to all of the scholars coming Oct. 14.

“I’m really hoping that we can continue to practice how we share our information in ways that are understandable for the broader public,” ze says. “I’ve become really good at talking to other gender scholars about why my work matters. What I really want to become better at is making my working understandable to people who don’t do this kind of work at all.”

For more information, email LGBTQsymposium@gmail.com.



People with visual impairments might score romance on Tinder, SEED researchers discover

jvib-coverMen with visual disabilities are more likely to find dates on Tinder than are women with visual disabilities, according to a study by professors and their graduate research assistants in the NIU Department of Special and Early Education.

Published in the July-August issue of the Journal of Visual Impairments and Blindness, NIU’s research explores questions of whether sighted individuals are opposed to dating persons who are blind, and whether Tinder is a good vehicle to facilitate such interactions.

Researchers at NIU created eight individual Tinder profiles featuring four NIU College of Education graduate students – two men and two women, all in their early- to mid-20s – and then posted two photos of each during four separate test periods.

Half of the photos depict the students as they appear normally. In the others pictures, however, they are wearing sunglasses and holding white canes. Their clothing is the same in both photos.

Only one photo of each student was posted at any one time; “blind” and “sighted” photos were not posted simultaneously.

No written descriptions that would include personal interests, favorite things or other information were provided. Because Tinder allows users to choose a distance within which they are willing to travel for dates, NIU researchers established a radius of 50 miles from DeKalb.

When the first group of profiles were “live” on the popular dating app in the spring of 2015, the profile of the man with visual disabilities received five more “likes” than did the same man without sunglasses or cane. However, the sighted woman in that same round of testing received 14 more “likes” when she wasn’t pictured with sunglasses and cane.

Stacy Kelly

Stacy Kelly

During the second round, in the fall of 2015, those numbers respectively rose to nine and 58.

The percentage of “likes” for the male profiles are quite low – from 2 to 4 percent of the total 700 swipes – while the same percentages for the women range from 39 to 68 percent. Researchers attribute this to “cultural norms which dictate that men are to approach women.”

Stacy Kelly, as associate professor in the Vision Program of the NIU Department of Special and Early Education, says the study shows how sighted people view people with visual impairments as potential romantic partners.

The research also demonstrates the power of the Internet to connect people and to open personal and professional doors, she says.

“It makes you a whole person. It makes your life full,” Kelly says. “We want people who are blind to have a level playing field with their counterparts who are sighted. So much of social networking is visual in nature.”

And despite Tinder’s emphasis on photos, she says, people with visual impairments do use the app to seek romantic partners.

“They’re human,” she says, “and we know that they can be socially isolated. We know that they can struggle later in life financially, or become unemployed. And Tinder is free to use.”

Gaylen Kapperman

Gaylen Kapperman

Co-authors on the study are Gaylen Kapperman, professor emeritus in the NIU Vision Program; Tom Smith, an associate professor in the NIU Department of Educational Technology, Research and Assessment; and Kylie Kilmer, a graduate student in the Vision Program.

Kapperman, who is visually impaired, knows from a lifetime of conversations with others with visual impairments that they find the dating scene difficult – something that hasn’t changed following the advent of social media.

“Girls who are blind, when they have tried to initiate some kind of relationship with guys, and when they are honest in their profiles, get no takers,” Kapperman says.

One woman with visual impairments told Kapperman that she hid her blindness from a potential suitor, who discovered the truth when he came to her front door to pick her up for a date. He did not take the surprise well, the professor says, and left alone.

“I always advise people to be upfront about it,” Kapperman says.

The research project reinforces NIU’s standing as a global leader in promoting and leveraging assistive technology for people with visual impairments, she adds.

A five-year, $1.25 million U.S. Department of Education grant awarded last year to NIU will fund the preparation of students to receive the Certified Assistive Technology Instructional Specialist designation – the new national standard – from the Academy for Certification of Vision Rehabilitation and Education Professionals.

Stacy Kelly and studentsNIU is the first university to offer a course of study toward the CATIS designation, something that leads to greater empowerment of people with visual disabilities as they are taught how to use the latest innovations.

“For people who have access to assistive technology, their whole, entire world opens up,” Kelly says. “Assistive technology gets them through the workday. It gets them through the weekend. People really can be limited if they can’t connect to the technology.”

Kelly and her cohorts plan to repeat their research to create a larger sample from which to draw data. “We see this study and the findings as just the beginning,” she says. “We are now developing a line of research that no one else has considered.”



ETRA professor receives Publons Top Reviewer Award

Todd Reeves

Todd Reeves

Todd Reeves, an assistant professor in the NIU Department of Educational Technology, Research and Assessment, won a Top Reviewer Award for the Social Sciences from Publons for peer-reviewing 16 journal articles in the last year.

The Top Reviewer Award for the Social Sciences is awarded to the top 1 percent in a field for the number of pre-publication reviews completed.

In 2016, Reeves also won a Sentinels of Science Award for Social Sciences from Publons.



Funding available for research, innovative ideas, partnerships

grants-2Grants to help advance College of Education research, instructional innovation and partnerships are available again this year.

Financial support in research and innovation enables faculty and staff to prepare and improve submissions for external research funding or to design programs that enhance the college’s curriculum and instruction.

Money for partnerships, meanwhile, is offered to build or strengthen collaborations with P-12 schools that augment experiences for College of Education students.

Proposal submissions, including itemized budgets, are taken online.

All grant recipients are required to submit three-page reports that document their study findings; some or all might be asked to present their work to the COE Research Committee or at a Partnership Brown Bag during the 2018-19 school year.

Dean’s Research Grants

  • Four grants of up to $2,500 each are available to help faculty and staff complete pilot projects or small-scale studies in preparation of applications for external funding.
  • The deadline for online applications is 4:30 p.m. Friday, Oct. 20.
  • Recipients will be contacted by Dec. 1 with further instructions.
  • Grant funds must be spent by June 30, 2018.
  • Apply online!

lightbulbDean’s Instructional Innovation Grants

  • Two grants of up to $2,500 each are available to help faculty and staff improve teaching, curriculum and student academic success.
  • Dollars can assist in the design of innovative teaching strategies, including technology integration, curriculum development and/or other activities or programs that enhance those goals.
  • The deadline for online applications is 4:30 p.m. Friday, Oct. 20.
  • Recipients will be contacted by Dec. 1 with further instructions.
  • Grant funds must be spent by June 30, 2018.
  • Apply online!

Dean’s Grants for Partnership

  • Multiple grants of varying levels of financial support are available throughout the year.
  • Grants will not exceed $2,500.
  • The dollars should help faculty and staff connect and work with partnership districts and schools through professional development, research or value-added enrichment experiences for College of Education students.
  • Apply online!

For more information on the research and innovation grants, contact Bill Pitney, associate dean of Research, Resources and Innovation, at wpitney@niu.edu. For more information on the partnership grants, contact Portia Downey, coordinator of professional development, at pdowney@niu.edu.



And the hits keep on coming …

Eui-Kyung Shin and Thomas Smith

Eui-Kyung Shin and Thomas Smith

The spring awards season goes on for the NIU College of Education.

Eui-Kyung Shin, professor in the Department of Curriculum and Instruction, and Tom Smith, Presidential Teaching Professor in the Department of Educational Technology, Research and Assessment, join former colleague Andrew Milson of the University of Texas at Arlington, in an award from the National Council for Geographic Education.

For more than 100 years, the NCGE has worked to enhance the status and quality of geography teaching and learning at all levels of instruction. Through its awards program, NCGE recognizes excellence in geography teaching, mentoring, research, instructional design and service.

ncge“Each year, we are impressed by the level of innovation, quality and creativity of all our award nominees,” said Zachary R. Dulli, chief executive officer. “Understanding our world is critical to a high-quality education, and these award winners represent the best of the best in providing that to our students.”

Shin, Smith and Milson were honored “Future Teachers’ Spatial Thinking Skills and Attitudes,” which earned top honors as Best College/University Article in the Journal of Geography Awards category. Milson taught in the NIU College of Education from 1999 to 2001.

Recipients of NCGE recognition will receive their awards at a special ceremony held during the 2017 National Conference on Geography Education, scheduled from July 27 to July 30 in Albuquerque, N.M.



Laura Ruth Johnson to study civic engagement, advocacy of young parents in Humboldt Park

Laura Ruth Johnson

Laura Ruth Johnson

Laura Ruth Johnson has spent two decades observing the lives, struggles and triumphs of young parents in Chicago.

Throughout those years, the associate professor in the Department of Educational Technology, Research and Assessment has seen many young parents thrive in spite of a lack of programs that could help them.

“Some of them are missing school to work, but not because they don’t value education,” Johnson says. “It’s because they’re extremely responsible. Some are working an extra job to provide for their children or help their parents pay the rent.”

Johnson will turn her attention this summer to how young parents in Humboldt Park engage with their community – and if that civic engagement can inform and enhance their advocacy skills, for themselves and their children, as well as for other young parents.

Findings from a Youth Participatory Action Research study, funded by a summer Research and Artistry grant, hope to “inform services, programs and policy aimed at young parents, and challenge pejorative stereotypes of young parents as having ‘ruined’ their lives with little hope of academic or professional success because of their ‘bad’ choices.”

Instead, Johnson strives to show that young parents can be deeply involved in their communities and academically successful, if provided with the appropriate supports and resources.

Humboldt Park

Humboldt Park

Data will come from interviews, focus groups, observations and written assignments completed by young parents. Over the summer, a small group of young parents will work with Johnson to collect and analyze data, in the process gaining valuable research skills.

Research will take place at Dr. Pedro Albizu Campos High School, an alternative high school that currently serves about 190 students pushed out of the public school system, through its embedded program the Lolita Lebron Family Learning Center, which serves the needs of young parents attending Albizu Campos, which make up about 20 percent of the student body.

Many students there are familiar with Johnson’s topic: Parents attend a class, co-taught by Johnson, called “Social History of Parenting,” which helps them develop advocacy skills and involves them in creating campaigns that confront pejorative stereotypes about young parents.

But the need lies beyond Albizu Campos High School and the Family Learning Center.

“Having young parents involved in community and civic engagement is important, but their voices are largely absent,” she says. “So much policy is made for them, but they’re not included as a part of the conversation – and they need to be. They’re the ones these programs are aimed at.”

Quality mentorship offers a start, says Johnson, who has implemented such programs in Chicago for the last four years.

campos-2One goal of her upcoming project is to gather solid data on the impact of efforts like hers.

Whereas much of the civic engagement literature has focused on more traditional sorts of activities, such as voting, this study aspires to document how students’ involvement in community-based projects and grassroots activism that address issues that are meaningful to them can help them to develop leadership skills.

Among her questions: How do young parents view their communities? What issues are important to them? In what ways are local projects involving and engaging young parents? What skills do they gain from participating? How does their involvement shape their identities as active citizens? What role will it play in their postsecondary pursuits?

“Very few programs are aimed at young parents,” Johnson says, “and it’s harder for them to become involved. Most work. They have to take care of their own expenses. They have a child. And, as a result, they’re rendered invisible.”

Compounding the problem, she says, is that many programs focused on young parents are designed merely to prevent teens from becoming parents in the first place. Only a few mentor teens who already are young parents, she says.

Unfortunately, she adds, not many high schools offer child care.

Nonetheless, young parents can and do defy the odds. Four recent valedictorians at Campos High School have been teen parents, she says.

Laura Ruth Johnson

Laura Ruth Johnson

“Young parents right now see education as more important than ever,” Johnson says, “but for teen parents, it’s a challenge. They have to take care of a child and go to school. It’s a challenge of having support, of having child care or of having transportation. I know some young parents who walk, with their children, to school in the cold because they have no money for the bus.”

In the Puerto Rican community where Johnson conducts her advocacy and research, she witnesses some attitudes of fatalism among youth.

What difference can we possibly make outside of our neighborhood? How can these projects really change the way things are? Why don’t politicians actually care about us? They say what they think we want to hear, but they don’t know what we go through or actually listen when we tell them.

Even external forces are contributing, she says, pointing to a recent teen pregnancy advertisement that featured pop singer Carly Rae Jepsen and the message, “You’re supposed to be changing the world … not changing diapers.”

“As if mothers can’t be activists and be involved!” Johnson says. “We’re really trying to change that narrative and paradigm.”

She finds signs of optimism in Humboldt Park, where teen parents are thinking about greater social issues and historical events in relationships to their neighborhood – where they can act locally.

veggies-2Others are connecting the dots, she says.

“They’re invested even more when they have a child because they want to have a better future for their child, and they see that they can link all of the issues,” Johnson says. “Now they have a child to think of. Having safe parks. Having access to fresh fruits and vegetables.”

Healthy food, for example, offers lessons of urban agriculture, such as community gardens and greenhouses. It reinforces the importance of healthy food for growing children. Politically, it illustrates the social problem of “food deserts” or the public health crisis of diabetes.

Projects that Johnson has worked on with students include public service announcements filmed and posted on YouTube, social media postings and participation in hashtag campaigns such as #noteenshame and #teenparentpride.

Other young parents are podcasting.

“They’re interviewing one another and creating podcasts on their lives, collecting and editing their own stories,” she says. “I see that as a method of civic engagement because it’s having them participate in larger conversations, something that will help other young parents find resources that are of assistance to them.”

Johnson (right) with young parents, mentors and teachers in San Antonio.

Johnson (right) took young parents, mentors and teachers to the annual meeting
of the American Educational Research Association in San Antonio, Texas

She also hopes to host community events where she – and the teens – present their findings.

A few of those involved in an intergenerational mentorship project for current and former young mothers recently took a national stage, presenting their work and research at the annual meeting of the American Educational Research Association in San Antonio, Texas. Johnson received funds from the NIU College of Education and the Youth Connection Charter School to bring young parents, mentors and teachers to the event.

“I know some who really found that through their participation in a project, it expanded their view of their ability to make a change in the world, and they’ve taken that to their families,” she says. “Most of the students are really excited to become involved, and they have a lot of great ideas.”



April 21, 25 offer two great ways to back College of Ed students

Two upcoming events will provide great opportunities for NIU College of Education faculty and staff to show their support of students.

CoE Student Research Symposium

researchStudents, faculty and staff are encouraged to attend the second annual CoE Student Research Symposium, scheduled from 12:30 to 4:30 p.m. Friday, April 21, in the Learning Center of Gabel Hall.

As students learn about the process of research and academic inquiry, they can share outcomes of their research, creative works, scholarly activity and research ideas. They also can display their work during the poster session, explore research methods related to their own interests and learn how to become involved with faculty research.

Participants can present ideas at a Table Talk Session and obtain valuable advice on how to accomplish their research goals.

For more information, email Pat Weilert at pweilert@niu.edu or Bill Pitney at wpitney@niu.edu.

Student Appreciation Day

Student Appreciation Day 2016

Student Appreciation Day 2016

To celebrate CoE students, College of Education Student Services will once again host Student Appreciation Day from 11:30 a.m. to 1 p.m. Tuesday, April 25, at the main entrance of Gabel Hall and the second-floor south lobby of Anderson Hall.

Students will feast on free hot dogs, chips and beverages. They also can sign up for the annual raffle with prizes donated by local businesses.

Help is needed to make this a truly special day. Student Services invites faculty and staff to support this effort by handing out food and beverages and mingling with students.

To volunteer, email Brittany Hall at bhall12@niu.edu to provide your availability, contact information and preferred location.

Name:
Department:
Phone:
Preferred location: Gabel Hall or Anderson Hall
Times you are available (please select one or more):

  • 11:30 a.m. to noon
  • Noon to 12:30 p.m.
  • 12:30 to 1 p.m.

For more information, contact Hall at (815) 753-8352 or bhall12@niu.edu.



Woof! ETRA prof Tom Smith barks up the global media tree

Tom Smith and Rex

Tom Smith and Rex

For Tom Smith, the days before the winter break proved crazy-busy hectic.

And it had nothing to do with the holidays.

It was head-spinning, to tell you the truth,” says Smith, a co-author on a study that scored international headlines for its information on whether stress can make dogs go gray.

“I actually had a news alert set up on Google, and it kept popping up on there – CBS News, Huffington Post, Yahoo!, Scientific American, People magazine, Wired.com, CNN, hundreds of news outlets in the U.S., U.K, Europe, Asia, Africa, the Middle East,” he adds. “The news anchors even talked about it on ‘Good Morning America,’ and BBC-TV contacted us.”

The professor in the Department of Educational Technology, Research and Assessment, who gave numerous interviews with reporters in December, became involved in the project thanks to College of Education alumna Camille King (Ed.D. in adult education, 2011). She’s a nurse and animal behaviorist.

“Camille was a student of mine, and I was on her dissertation committee, too. She did her dissertation research on therapy dogs under Gene Roth’s guidance,” Smith says. “Camille had moved to Colorado, and then she contacted me to ask if I would help her on research she was planning to do on pressure wraps – also known as Thundershirts® – and how they affect anxiety and heart rates in dogs. Temple Grandin was involved, too. I said, yeah, I’d be interested.”

King, Smith and Grandin eventually published that study in a top veterinary journal, Smith says. That validation prompted his former student to begin the latest project on whether anxiety and impulsiveness in dogs is related to graying of their muzzles, and to again seek her professor’s help with the methodological, statistical and data analysis components.

puppiesNow, as much of the world knows, the answer is yes: Young dogs that are anxious or given to impulsivity tend to develop gray muzzles.

Smith admits he was surprised by the finding, quickly adding that King was not.

“I was a little skeptical that stress would be related to the gray muzzle in dogs, and young dogs especially,” he says. “I didn’t express that to Camille at the time, but that’s sort of how I felt. However, when we analyzed the data, the results actually were striking. Both anxiety and impulsivity were clearly and markedly related to gray muzzles.”

Global interest in that revelation, however, came as no shock.

“People love dogs,” he says, “and we’re hoping that the study draws some attention to dog welfare. Dog anxiety can be a real issue. It can cause health problems and shorter life spans, and it can affect quality of life. We’re hoping people will learn to recognize it and say, ‘Maybe my dog is anxious. Maybe I should talk to a vet about this.’ ”

Rex – one of Smith’s two dogs – fits the description. He’s a young Pomeranian/Chihuahua mix sporting a premature gray muzzle, likely due, at least in part, to the stress of being chased around and bitten on the leg by Smith’s other dog.

mission“Before I knew about this, I would have said that I didn’t think Rex is stressed, but that I also didn’t know why he developed a gray muzzle. I thought my dogs were just playing, but when I described their behavior, Camille told me that my other dog is bullying him,” Smith says. “Rex was under quite a bit of stress!”

With the media spotlight faded, Smith is now able to call the experience with King, Grandin and animal behaviorist Peter Borchelt a “fun” one.

“My background is not at all in dog research. I don’t have a biology background. That being said, I did learn a lot about dogs and animal behavior,” Smith says. “I was also really fortunate to get to work with people like this. They’re really creative thinkers as well as excellent, first-rate researchers. We’ve already planned several additional dog-related research projects, so we’ll be busy!”



Funding available for research, innovation, partnerships

Grants to help advance College of Education research, instructional innovation and partnerships are available again this year.

Financial support in research and innovation enables faculty and staff to prepare and improve submissions for external research funding or to design programs that enhance the college’s curriculum and instruction.

Money for partnerships, meanwhile, is offered to build or strengthen collaborations with P-12 schools that augment experiences for College of Education students.

Proposal submissions, including itemized budgets, are taken online.

All grant recipients are required to submit three-page reports that document their study findings; some or all might be asked to present their work to the COE Research Committee or at a Partnership Brown Bag during the 2017-18 school year.

Dean’s Research Grants

  • Four grants of up to $2,500 each are available to help faculty and staff complete pilot projects or small-scale studies in preparation of applications for external funding.
  • The deadline for online applications is 4:30 p.m. Tuesday, Nov. 1.
  • Recipients will be contacted by Dec. 1 with further instructions.
  • Grant funds must be spent by June 30, 2017.
  • Apply online!

Dean’s Instructional Innovation Grants

  • Two grants of up to $2,500 each are available to help faculty and staff improve teaching, curriculum and student academic success.
  • Dollars can assist in the design of innovative teaching strategies, including technology integration, curriculum development and/or other activities or programs that enhance those goals.
  • The deadline for online applications is 4:30 p.m. Tuesday, Nov. 1.
  • Recipients will be contacted by Dec. 1 with further instructions.
  • Grant funds must be spent by June 30, 2017.
  • Apply online!

Dean’s Grants for Partnership

  • Multiple grants of varying levels of financial support are available throughout the year.
  • Grants will not exceed $2,500.
  • The dollars should help faculty and staff connect and work with partnership districts and schools through professional development, research or value-added enrichment experiences for College of Education students.
  • Apply online!

For more information on the research and innovation grants, contact Bill Pitney, associate dean of Research, Resources and Innovation, at wpitney@niu.edu. For more information on the partnership grants, contact Portia Downey, coordinator of professional development, at pdowney@niu.edu.



URAD and CES registration is now open

Student research poster copyNIU’s Office of Student Engagement and Experiential Learning will host the seventh annual Undergraduate Research and Artistry Day (URAD) and the third annual Community Engagement Showcase from 9 a.m. to 3:30 p.m. on Tuesday, April 19, 2016, in the Duke Ellington Ballroom of the Holmes Student Center.

Any undergraduate student who has participated in a faculty-mentored research or artistry project is eligible to showcase his/her work at this year’s Undergraduate Research and Artistry Day.  This includes independent study, capstone projects, SEFEURAUSOARSROPResearch Rookies or any other related research/artistry projects. Students have the option to present their work in a poster, exhibit, and digital media display, or 15-minute oral presentation session.  Space is limited so interested students should apply early.  For more information about URAD and how to register, please visit the URAD website.

Undergraduate students currently enrolled at NIU who have participated in community-based project, including work completed during a service-learning course, internship, or with student organizations, are encouraged to showcase their work at the Community Engagement Showcase. Last year, students from various organizations, including Huskie Alternative Breaks, Huskie Service Scholars, NIU Service Leaders, Sophomores in Service, Lambda Sigma, and CAUSE, showcased their work at the CES. For more information about CES and how to register, please visit the CES website.

Summer Research Opportunities Program Application Open Now

The application for this year’s Summer Research Opportunities Program is available now online. The Summer Research Opportunities Program (SROP) gives NIU undergraduates the opportunity to conduct paid, faculty-mentored research during the summer months.  Students of diverse backgrounds, including underrepresented minority students, students from economically disadvantaged or underserved backgrounds and students with disabilities, are encouraged to apply.  The deadline to apply is Feb. 26, 2016.