Bob Broad, ENG, presented the workshops “Discovering Our Values through Dynamic Criteria Mapping” with the faculty of Prairie State College in Chicago Heights.
Megan Donnelly, Dan Lannin, Jeremy Kanter, and Steven Landau, PSY, presented “Right-wing authoritarianism, moral disengagement, and victimization: The demeaning socio-cognitive attitudes of bullies” as a poster for the annual National Association of School Psychologists Convention in Baltimore, Maryland.
Danielle Lillge, ENG, presented “Carving out space for honest inquiry into our readerly identities as teachers who support students as readers” and co-presented “Working together: How a focus on language supports socially just professional conversations,” a panel presentation for the National Council of Teachers of English in Baltimore, Maryland.
T.Y. Wang, POL, presented at a panel titled “The Impact of Taiwan’s Recent Elections,” which was sponsored by the Walker Institute, the University of South Carolina.
Emily Jones, KNR, published “Beyond Bricks and Mortar: A Qualitative Examination of Factors Influencing Diffusion of an Innovative PETE Graduate Program” in the Curriculum Studies in Health and Physical Education.
Nancy Lind and Erik Rankin, POL, edited Governing Illinois: Your Connection to State and Local Government, a publication for the Center for State Policy and Leadership at the University of Illinois at Springfield.
Abdelmounaam Rezgui, IT, published “LoEM: Improving Load Balancing for MapReduce-based Entity Matching” in the International Journal of Artificial Intelligence. Dr. Rezgui also published “CIDF: A Clustering-Based Interaction-Driven Friending Algorithm for the Next-Generation Social Networks” on IEEE Access, and “What is a remote sensing change detection technique? Towards a conceptual framework” in the International Journal of Remote Sensing.
Chad Woolard and Steve Hunt, COM, published “Incorporating Political Engagement in General Education: An Examination of the Effects of Participation in a Political Research Action Project on Students’ Perceived Relevance, Efficacy, Political Understanding, and Political Engagement Skills.” The Journal of General Education 68(1), 54-74. https://www.muse.jhu.edu/article/747545.