NLU Scholarship & Thought Leadership Annual Report 2026

Fifth Annual Report on Scholarship and Thought Leadership at National Louis University

5 TH ANNUAL UPDATE ON SCHOLARSHIP & THOUGHT LEADERSHIP AT NATIONAL LOUIS UNIVERSITY

2026

MESSAGE FROM PRESIDENT EDDIE PHILLIPS

As National Louis University celebrates its 140th anniversary, we have a special opportunity to reflect on where we have been, where we are today, and where we are headed. Since our founding, NLU has been distinguished by a willingness to ask important questions, challenge established approaches, and put new knowledge into practice to improve education and strengthen communities. That spirit of inquiry and innovation has carried us across generations—and it remains very much alive today. This annual report tells that story. Our history is marked by people who saw possibilities others had not yet imagined. Elizabeth Harrison transformed how educators thought about young children and the preparation of their teachers. The generations that followed expanded that spirit of inquiry—advancing professional education, bringing research into classrooms, shaping influential approaches to literacy, pioneering work in community psychology, and developing new models for making higher education more accessible. Again and again, NLU scholars have connected inquiry with practice and used what they learned to respond to the needs of their time. We can see that same tradition taking new forms today. Our faculty are helping shape the rapidly evolving conversation about artificial intelligence in education, asking not simply how new technologies can be used, but how they can strengthen pedagogy, educator judgment, equity, and student learning. The new McCormick Institute for Early Childhood builds on more than a century of NLU leadership through applied research, workforce innovation, and engagement with practitioners and policymakers. Across the University, faculty are publishing, presenting, securing funding, and translating their expertise into knowledge that reaches audiences locally, nationally, and internationally. The next chapter is also taking shape. Undergraduate students are under- taking ambitious research. Doctoral scholars are investigating questions deeply connected to the communities and professions they serve. New faculty are establishing research agendas that will influence NLU scholarship for years to come. And through Collab Lab, Research Week, internal fellowships, professional development, and faculty-led collaboration, we are creating more opportunities for ideas to cross disciplines, for scholars to learn from one another, and for new work to emerge. The questions we ask and the tools we use have changed dramatically since 1886. Our purpose has not. As our Statement of Scholarship reminds us, research and expert practice are at the core of everything we do. We pursue collaborative inquiry, generate usable knowledge, and embrace knowledge creation as a public good. For 140 years, NLU scholars have helped move ideas from inquiry to insight, and from insight to impact. That legacy now belongs to all of us—and so does the opportunity to carry it forward. I hope the work represented in these pages inspires us to ask the next important question, pursue the next promising idea, and imagine what our scholarship can make possible for the people and communities we serve. Our next chapter is ours to write.

For 140 years, NLU scholars have helped move ideas from inquiry to insight, and from insight to impact. That legacy now belongs to all of us—and so does the opportunity to carry it forward.

Dr. Eddie Phillips, Ed.D., President of NLU

TABLE OF CONTENTS

Message from the President

Scholarship and Thought Leadership at NLU: Introduction

2025-2026: By the Numbers

Distinctions

Celebrating 140 Years Leading Today 15 Highlights of 2025-2026 19 Building the Foundation 12 Emerging Voices 24

Supporting Scholarship at NLU

Student Research at NLU

Calls to Action in Your Scholarship & Thought Leadership

SCHOLARSHIP & THOUGHT LEADERSHIP AT NLU: INTRODUCTION

Who we are: NLU’s Statement of Scholarship

Welcome to NLU’s 2026 annual report on scholarship and thought leadership, highlighting impacts and achievements in our ongoing collaborative efforts in engaged scholarship. To kick off, we revisit our foundational scholarship statement and key strength areas within our scholarly and practical pursuits.

Our scholarship flows from our mission of strengthening education and supporting communities and from the lived experiences of our students, faculty, and partners. Research and expert practice are at the core of everything we do. We foster collaborative inquiry. We generate usable knowledge. We inform and learn from change. Together with our students and partners — as public scholars and thought leaders — we commit to knowledge creation as a public good. This is scholarship at NLU.

Our areas of expertise and rich ongoing work are:

Ensuring Successful Practice in K-12 Classrooms and Schools How can we prepare educators to succeed in the environments in which they work?

Realizing the Potential of Early Childhood Education How can we develop innovations that drive early childhood program quality?

Preparing Caring Professionals for Success How can professionals use evidence-based practices in the fields in which our students work?

Empowering Through Literacy and Language. How can literacy and language help achieve equity by giving voice to all?

Supporting Community Resilience and Capacity. How do communities gain resilience and capacity?

Ensuring Higher Education Success. How can we ensure that all students succeed in higher education?

2025-2026 BY THE NUMBERS

FACULTY AND STAFF ACADEMIC PRODUCTIVITY 2025-26 99 Faculty and Staff produced:

87 230

Academic Publications

External Presentations

Invited Addresses

PUBLICATIONS AND PRESENTATIONS BY STRENGTH AREAS Note: Some publications and presentations are on more than one area

Ensuring Successful Practice in K-12 Classrooms and Schools

Empowering Through Literacy and Language Preparing Caring Professionals for Success

126

Ensuring Higher Education Success

Realizing the Potential of Early Childhood Education Supporting Community Resilience and Capacity

74 74

Emergent Area: Exploring AI

2025-2026 BY THE NUMBERS

FACULTY GRANT AWARDS: Four Grants Across 2 Strength Areas

Ensuring Success in Higher Education Funder: Albertine Foundation Project Lead: Colleen Hamilton, National College of Education Purpose: To increase the number of and preparation support for teachers of French Grant Award: $15,000; 2 years

Ensuring Successful Practice in K-12 Schools Funder: Chicago Public Schools Project Leads: Vishodana Thamatharan, National College of Education; Keisha Rembert, Undergraduate College; Kavita Venkatesh, National College of Education Purpose: To provide a Summer Immersion program for Teach Chicago Tomorrow Scholars to deepen their understanding of the assets of Chicago communities Grant Award: $17,000; 2 months Funder: Illinois Principals Association Project Leads: Tim Dohrer, National College of Education; Edgar Hakl, Office of Student Finance Purpose: To identify, prepare and sustain diverse cohorts of aspiring school leaders Grant Award: $37,000; 9 months Funder: Caplan Foundation Project Leads: Xiuwen Wu, National College of Education; Linxi Lu, University of Chicago Purpose: To research the effectiveness of the Gemstone Number System (GNS), an innovative, play-based approach designed to help children develop key understandings of math concepts. Grant Award: $47,516 ; One Year

DISTINCTIONS

DISTINCTIONS: Celebrating Faculty Awards and Invited Addresses in 2025–2026

Awards and Honors Dr. Lauren Anderson , Undergraduate College, was awarded a Fulbright Specialist Project Grant to support the start of a Language Learning Center at the University of Mitrovica in Kosovo. As another honor, she was also chosen by the U.S. State Department for their English Language Specialist Program in Cambodia. Dr. Leah Horvath , College of Psychology and Behavioral Sciences, was acknowledged by the Executive Board of the Illinois Psychological Association for her leadership and advocacy in the profession through her contributions to the MA Model Licensing Act Task Force and her drafting of the association’s formal position statement. Dr. Seema Imam , National College of Education, was honored with the Lifetime Educator Service Award by the Islamic Schools League of America , recognizing nearly 20 years of service. Dr. Michael Krause , Kendall College, was honored by the Illinois Hotel and Lodging Association as Allied Employee Partner of the Year for his dedication to hospitality education. Dr. Lee Tate , National College of Education, won the Top Panel Award, which highlights exceptional interdisciplinary scholarship, for his paper Translating Black Leadership and Identity on the Silver Screen: Cultural Meaning in Lean on Me , presented at the Central States Communication Association (CSCA) Annual conference. Dr. Sadia Warsi , National College of Education, was awarded a Society of Professors of Education Outstanding Book Honorable Mention on April 11, 2026 for Beyond Labels: Understanding Refugee Students with Disabilities in Educational Contexts published September 2025.

Dr. Anderson on her Fulbright Specialist Grant in Kosovo, speaking to a class at University of Mitrovica.

Dr. Michael Krause was honored as the Allied Employee of the Year.

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Keynote and Invited Addresses This year, NLU faculty gave 23 invited addresses, including:

Distinctions

Dr. Dahlia Castillo, Founding Program Director of Occupational Therapy, presented an invited address, Developing DEI: Texas Occupational Therapy Association—Our Development Process to Create a Formal DEI Committee , to the Association of State Association Presidents of the American Occupational Therapy Association. Dr. Tracee Farmer , National College of Education, gave an invited address, Morphology, Vocabulary Development, and the Sciences of Reading at the Maine Partnerships in Comprehensive Literacy Conference. Dr. Gary Howell , College of Psychology and Behavioral Sciences, delivered the invited address “Collaborating for Change: Building a Supportive Network for LGBTQ+ Youth and Families” at Equality Florida’s 3rd Allies in Health: Advancing LGBTQ+ Wellness Summit. Dr. Nicholas Kryczka, National College of Education, delivered the invited presentation Black Politics and Education Crises at the Turn of the 1980s as part of the Black Metropolis Research Consortium Fellows Fall Speaker Series. Dr. Elizabeth Minor, National College of Education, delivered the keynote address, Opportunities for Learning: Where Have We Been and Where Should We Go? , at the Midwest Sociology of Education Conference hosted by the University of Notre Dame. Drs. Claudia Pitts, Suzette Fromm Reed, Judy Kent, & Wytress Richardson, College of Psychology and Behavioral Sciences, gave the keynote address Training the Next Generation: Ecological & Trauma-Informed Approaches to Clinician Development in the Social Digital Age at the Illinois Mental Health Counselors Association. Dr. Robert Sanoshy , Undergraduate College delivered keynote addresses on kinship leadership and caregiving at two Michigan Department of Health and Human Services conferences in Lansing and Bellaire, Michigan. Dr. Ebony Wilkins, Undergraduate College, served as an invited featured author at the Obama Presidential Center Library Branch Opening Ceremony.

Dr. Elizabeth Minor delivering keynote address at the University of Notre Dame.

Dr. Tracee Farmer gave the address at the Maine Partnerships conference.

Dr. Ebony Wilkins reading her book at the Obama Presidential Library Opening.

CELEBRATING 140 YEARS OF THOUGHT LEADERSHIP AT NLU

As National Louis University celebrates its 140th anniversary, this report highlights the enduring role of thought leadership in advancing the university’s mission. The sections that follow tell this story through three complementary lenses. • Building the Foundation: We begin by looking back, tracing 140 years of NLU’s growth and contributions. • Leading Today: We then turn to the present, highlighting the breadth and impact of this year’s thought leadership. • Shaping Tomorrow: Finally, we look ahead to the future through the work of some of our newest faculty, whose research agendas and emerging areas of expertise will help define the next generation of thought leadership at National Louis University.

Building the Foundation: 140 Years 140 Years of Fun Facts: Innovation, Education and NLU Thought Leadership**

Decade

Inventions and Social Change Higher Education Growth and Change NLU Thought Leadership Highlights

Building Research Capacity • Elizabeth Harrison lays the foundation for innovative teacher education and what would become NLU. • Harrison brings evening training to teachers and morning learning to mothers—redefining access for Women. • The college’s groundbreaking work in early childhood reaches a global audience at the 1893 World’s Fair. Influential practices and works • A Study of Child Nature by Harrison focuses on observation of children’s needs for educational practice. Influential practices and works • Elizabeth Harrison’s pamphlet on the Montessori Method is published by the U.S. Bureau of Education, pioneering modern early childhood education.

1880s - 1890s

• First College Board exams standardize admissions.

• First automobile: Karl Benz invents the ‘horseless carriage.’ • Motion pictures invented. • Progressive Era in government emphasizes education and public health.

• Land-grant universities expand. • Blackboard & chalk revolutionize classrooms.

1900s-1910s

• Research universities form and set academic standards. • Teacher education becomes increasingly professionalized. • Educational psychology emerges as a scientific discipline. • College enrollment doubles. • Women enroll in larger numbers. • Teacher training grows despite the Depression. • Expansion of opportunities in Black colleges and women’s colleges.

• Wright brothers’ first flight launches age of aviation. • Automobiles begin to reshape transportation. • Assembly-line manufacturing transforms industry and the workforce. • Women’s Suffrage through the 19th Amendment. • Radios become common in homes. • Telephone service spreads nationwide.

Influential practices and works • Edna Dean Baker works with White House on educational conferences.

1920s- 1930s

• First four-year teacher training cohort graduates with Bachelor of Education degrees, setting a new standard in professional preparation. • First European trip for students, alumni, and faculty, pioneering global experiential learning.

** This figure is based on a retrospective look at NLU innovation done by Susanna Chan of LITS.

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CELEBRATING 140 YEARS

Building the Foundation: 140 Years - continued 140 Years of Fun Facts: Innovation, Education and NLU Thought Leadership**

Decade

Inventions and Social Change Higher Education Growth and Change NLU Thought Leadership Highlights

Increasing Research Capacity • NCE Launches first graduate programs, advancing the university towards becoming a center for advanced professional education and research. Influential practices and works • First aviation education class for elementary teachers in the nation, pioneering hands-on STEM learning. Increasing Research Capacity • Transition from single-purpose elementary education focus to comprehensive institution, with graduate education expanding greatly into programs including curriculum, reading and administration. Influential practices and works • NCE provides teacher training for Peace Corps Launch. • NCE becomes an early regional leader in training teachers in responding to learning differences; forms Child Development Partnerships with school districts to develop and test early intervention strategies. • Faculty integrate active educational research into teacher training through on-campus Lab School. • NCE publishes Young People’s Science Encyclopedia, a 20-volume reference set. Increasing Research Capacity • NLU becomes doctoral-granting institution with first doctoral program launched in 1982. • Center for Early Childhood Leadership launches and transforms leadership development through a research-based approach. • The Reading Leadership Institute (RLI) launches to showcase speakers on policy and research. Influential practices and works • Faculty member Donna Ogle publishes K-W-L: A Teaching Model That Develops Active Reading of Expository Text , a classic in literacy education that appears in countless teacher education textbooks and citations. • NCE’s Interdisciplinary Studies in Education program thrives by placing inquiry as the core of educator development with teachers as researchers in their own classrooms. • Teacher candidates train with St. Francis Hospital technologists to analyze computer-based treatment plans, showcasing early medical tech innovation.

1940s - 1950s

• GI Bill doubles college enrollment and reshapes campuses. • Federal investment in scientific research expands dramatically, strengthening universities as research centers.

• Transistor is invented, revolutionizing electronics. • Jet aircraft revolutionizes aviation during and after World War II. • US emerges from war as a leading global power. • First moon landing • Civil Rights challenges discrimination and leads to landmark legislation. • Peace Corps launches. • Women’s Movement transforms women’s opportunities. • Gay Liberation Movement starts the fight for LGBTQ rights. • Microprocessors and personal computers emerge.

1960s - 1970s

• Community colleges expand access to higher education. • Campuses become centers of civic political activity and protest. • Title IX opens doors for women in sports and education. • The Education for All Handicapped Children Act establishes the right to a public education for students with disabilities.

1980s - 1990s

• Personal computers boom in homes and offices. • World Wide Web transforms access to information and communication.

• Computers begin appearing widely in classrooms. • Online learning emerges.

** This figure is based on a retrospective look at NLU innovation done by Susanna Chan of LITS.

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CELEBRATING 140 YEARS

Building the Foundation: 140 Years - continued 140 Years of Fun Facts: Innovation, Education and NLU Thought Leadership**

Decade

Inventions and Social Change Higher Education Growth and Change NLU Thought Leadership Highlights

Increasing Research Capacity • NLU launches its first Ph.D. with the Community Psychology doctoral program. • NCE establishes innovative Faculty Research Residencies through a federal grant. • Internal seed grant program launches and leads to two National Science (NSF) grants in first year. • NLU launches research journal I nquiry in Education (i.e.) Influential practices and works • Literacy faculty members Camille Blachowicz, Peter Fisher and Donna Ogle publish influential articles that distill literacy research into answers to questions teachers ask • Pathways Program launches, an innovative redesign of undergraduate education for affordability, supports and expanded access Increasing Research Capacity • University wins major Federal grant to support reaching R2 status • Scholarship of Teaching and Learning (SoTL) fellowships launch • Outstanding Dissertation Awards launch • Community Psychology Ph.D. program becomes largest and most diverse in the world • McCormick Institute for Early Childhood launches with strong applied research agenda on the development and professionalization of the early childhood work force Influential practices and works • Community psychology faculty team develop Trauma Informed institution framework which becomes widely used by schools, universities and agencies • Accelerate U launches, an innovative pathway combining credentialling for work with building towards a college degree.

2000s 2010s

• Online and hybrid learning becomes mainstream, supported by learning analytics and personalized instruction. • New platforms increase access

• Cloud computing and smartphones transform communication and collaboration • Youtube Launches • Advances in big data and mobile technology transform research.

for working adults and nontraditional learners.

2020s

• Generative AI expands creative and work tools • Remote & hybrid everything reshapes work, learning, and social life.

• Hybrid learning grows • AI begins to transform higher education

** This figure is based on a retrospective look at NLU innovation done by Susanna Chan of LITS.

LEADING TODAY: Our Current Impact

Publishing Distinction Over the past academic year, Dr. Sadia Warsi , National College of Education, achieved the distinction of publishing three scholarly books . Her works examine the intersection of disability, culture, and lived experience, offering educators practical, research-informed guidance for supporting refugee students with disabilities, children experiencing homelessness, and autistic children within Muslim families. Publishing three books in a single year represents an extraordinary scholarly achievement, and reflects Dr. Warsi’s sustained commitment to ensuring that every child is understood through the lens of possibility rather than limitation . Advancing AI in Education: Research, Practice, and Teacher Preparation During 2025–26, NLU faculty advanced AI scholarship across research, teaching, and professional practice—demonstrating a distinctive approach that places pedagogy, educator judgment, and equity at the center of innovation rather than treating AI as an end in itself. Two milestones of the year were a special issue of i.e.: inquiry in education devoted to artificial intelligence and a related mini-conference, AI in Education: Research, Practice, and Perspectives . The i.e. issue featured scholarship examining AI in practice and theory. Edited by Dr. Antonina Lukenchuk , the issue featured scholarship examining AI through multiple lenses. Articles by NLU faculty included: Dr. Terry Jo Smith applied an autoethnographic approach to exploring how AI is reshaping teachers’ and students’ inner lives, relational practices, and institutional ecologies. Dr. Angela Elkordy and co-authors explored how higher education faculty are navigating AI content, literacy, and practices in real courses, while Drs. Lauren Anderson and Eric VanDemark described a series of AI-powered activities developed and refined in writing labs. Dr . Eun Kyung Ko and co-authors investigated how structured engagement with generative AI can support teacher candidates in developing culturally responsive instructional plans while strengthening their critical judgment and pedagogical agency. Together, the articles in this special issue position NLU among a growing community of institutions contributing original scholarship on the future of AI in education.

Dr. Sadia Warsi published 3 books:

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LEADING TODAY

The virtual conference brought together the i.e. special issue contributors, teacher educators, instructional designers, and practitioners from across the country to share emerging evidence, practical strategies, and critical perspectives on AI in education. Featured practitioner sessions included Swati Tanwar (Lake Forest Academy) on rethinking assessment in the age of AI, Adam Darlage (Oakton College) on educational acceleration and its costs, Mike Lubelfeld (North Shore School District 112) on moving from urgency to agency, and Paulette Grissett (Rich Township High School) on using AI to elevate rigor. Rather than focusing solely on technology, the conference highlighted responsible AI implementation, culturally responsive teaching, critical AI literacy, and educator preparation— reinforcing NLU’s commitment to preparing educators who can thoughtfully evaluate and apply AI to improve learning. To extend the conference’s impact beyond the event itself, NLU created a publicly accessible collection of presentation recordings, materials, and practical resources, providing educators with an ongoing repository for learning and implementation. The conference was conceptualized by Dr. Eun Kyung Ko and developed by a collaborative NLU planning team that included Vishodana Thamotharan, Shaunti Knauth, Antonina Lukenchuk, Neal Green, Jon Oelke, and Sara-Anne Lanman .

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LEADING TODAY

NLU also continued to invest internally in AI research through its Scholarship of Teaching and Learning (SoTL) Fellowships , which support faculty in systematically studying innovations in their own classrooms. AI-focused fellowship teams investigated how generative AI can strengthen culturally responsive teacher preparation, support doctoral students in instructional and research design, and enhance student learning while maintaining rigorous academic expectations. Faculty scholarship throughout the year reflected both the breadth and depth of NLU’s engagement with AI, with over 50 publications and presentations. Dr. Angela Elkordy, National College of Education, presented nationally and internationally on AI-powered pedagogy, practical classroom applications of generative AI, and innovative approaches to teacher preparation, while Dr. Stephen Curda, National College of Education, examined faculty-driven AI integration in higher education. Dr. David San Filippo, Graduate School of Business and Leadership, presented on AI in higher education, extending NLU’s thought leadership to adult education audiences. Amy Hall and Sarah Leeman , University Library, published on leveraging librarian expertise to support faculty development in using AI and presented extensively on AI literacy and preparedness. Dr. Theodore Barnes, Undergraduate College, presented on ethics and agency in AI use. Dr. Neal Green, Undergraduate College, produced practice guides and professional development for early childhood leaders on responsible AI implementation, and Dr. Roy Kaelin, Undergraduate College, presented on bot use in college-level science teaching. Dr. Xue Han , College of Education, presented on using lesson planning to develop AI literacy in pre- service teachers. Dr. David Ross, Graduate School of Business and Leadership, presented results from an SoTL project on using generative AI tools to increase student academic writing outcomes. These examples represent only a portion of NLU’s current thought leadership on AI. Collectively, the publications and presentations on AI this year alone demonstrated that NLU faculty are building an interdisciplinary body of evidence that addresses an essential question: How can artificial intelligence be designed and used to strengthen teaching, learning, and educational equity?

Dr. Angela Elkordy presenting at ICPEL Conference.

Dr. Roy Kaelin speaking on AI use.

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LEADING TODAY

McCormick Institute for Early Childhood: Scholarship, Practice, and Impact

McCormick Institute for Early Childhood (MIEC) at National Louis University is a nationally recognized center of expertise and impact in early childhood education and care (ECEC). As the only administrator of Quality Classroom Assessments for the ExceleRate Illinois Quality Recognition and Improvement System (QRIS), MIEC is contracted to conduct approximately 2,000 class-room assessments annually. Contracts with the Illinois Department of Early Childhood (IDEC) Chicago Public Schools demonstrate the substantial investment public partners are making in the Institute’s expertise and capacity. MIEC is also extending that expertise through scholarship, professional learning, and national leadership. Staff from across the Institute presented at over 30 conferences on issues ranging from workforce recruitment and retention to family engagement and advancing leadership across the ECEC profession. Dr. Lisa Downey, Executive Director, continued to represent MIEC on the national Commission for Professional Excellence in Early Childhood, helping advance work toward a more unified, cohesive, and equitable early childhood education profession. The Institute is also translating knowledge directly into practice through Leadership Academies, professional learning, leadership coaching, and technical expertise to state and system leaders across the country and beyond. During the 2025-2026 academic year, over 4000 ECEC leaders engaged in professional learning with MIEC. The Institute is advancing it’s mission to elevate the early childhood profession through innovative and responsive programming informed by practice, applied research, and community and policy engagement internationally, as well. In April of 2026, Dr. Xiaoli Wen and Leslie Layman represented MIEC and NLU at the World Forum on Early Care and Education in Kuala Lumpur, Malaysia, connecting with over 10,000 professionals from 151 countries.

Jessica Landola, Marissa Javier, and Elizabeth Martel at INAEYC.

Dr. Xiaoli Wen and Leslie Layman at World Forum for Early Care and Education, Kuala Lumpur, Malaysia.

HIGHLIGHTS OF 2025-2026: Dissemination in NLU Strength Areas

Building the Research Base

Ensuring Successful Practice in K-12 Classrooms and Schools Dr. Molly Buren, National College of Education, published the book chapter “Faith, Inclusion, and Advocacy: Latine Families’ Experiences Navigating Disability Services and School Partnerships in Catholic School Communities” in International Review of Research in Developmental Disabilities (IRRDD): Advancing Equity and Empowerment , a well-regarded scholarly series. Dr. Buren’s chapter brings together three literatures that are not often integrated–research on disability services, Latine family engagement, and Catholic education–addressing a gap in the literature on inclusive education. Drs. Xiuwen Wu , National College of Education, and Shaunti Knauth , Provost Office, published “Applying a practice of data framework: An explorative study of coteachers’ use of student data” in the American Journal of Education (AJE), extending the research base on educational data use by applying and refining a leading theoretical framework to illuminate how special and regular education teachers collaborate on instructional decision-making. Dr. Wu also made national and international presentations on how traditional games can be used for engaging math instruction. Dr. Todd Price of the National College of Education continued his longstanding scholarship on the work of John Dewey through his American Educational Research Association (AERA) presentation, “John Dewey from Industrialization to the Viral Era,” examining the enduring relevance of Dewey’s ideas in contemporary society. Supporting Communities Dr. Judah Viola , College of Psychology and Behavioral Sciences, co-edited Case Studies in Community Psychology Practice: A Global Lens , an open-access volume featuring new international case studies that bridge theory and practice while advancing community- engaged approaches to social justice, public health, and community development.

Dr. Xiuwen Wu at the European Go Conference.

Dr. Judah Viola

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HIGHLIGHTS OF 2025-2026

Preparing Caring Professionals Dr. Breon Rose, College of Psychology and Behavioral Sciences co-authored “An Interpretive Phenomenological Analysis of Black Affectional Minority Men Gamers,” published in the Journal of Creativity in Mental Health . The study extends the research base on mental health, and digital communities by illuminating how video gaming can foster resilience, authentic connection, and well-being among Black affectional minority men, an understudied population in counseling research. Drs. Tara Bryant-Edwards, Crystal ‘Doc’ Murdock, and Breon Rose , College of Psychology and Behavioral Sciences, presented “Using program evaluation to gain insight into the needs of minoritized students and faculty” at the Association for Counselor Education and Supervision 2025 Conference, offering a clear framework for identifying and addressing equity needs in counseling departments. Drs. Emese Vitalis, Christina Biedermann, Leah Horvath, Misty Mann, and Anissa Rivers, College of Psychology and Behavioral Sciences, presented “Let’s talk about menopause: from symptoms and stigma to empowerment” at the Illinois Psychological Association (IPA) Annual Convention, contributing to professional dialogue on women’s health, mental health, and clinical practice.

Dr. Christina Biedermann at the IPA Annual convention.

Drs. Breon Rose, Crystal ‘Doc’ Murdock and Tara Bryant-Edwards at Association for Counselor Education and Supervision Conference.

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HIGHLIGHTS OF 2025-2026

Equity in Higher Education Dr. Lauren Anderson and Eric VanDemark of the Undergraduate College presented “Empowering students through guided self- placement” at the National Organization for Student Success (NOSS) Conference, highlighting an innovative approach that centers student voice and agency in academic placement decisions. Angelica Esquivel of the Undergraduate College presented “Zines and Democracy” at the Teaching Diverse Histories Summit in Detroit. Dr. Mary Quest of the National College of Education co-authored the article “Engaging Adult Learners: Centering Equity from Research to Practice,” published in the Journal of Early Childhood Teacher Education , translating research on equitable teaching into practical strategies for engaging adult learners in educator preparation. Dr. Renee Gugel, National College of Education presented “Epistemology of teaching and learning: journey with my doctoral students” at the World Conference on Qualitative Research, reaching an international audience in Krakov, Poland.

Dr. Lauren Anderson and Eric VanDemark at the Student Success NOSS Conference.

Supporting Practitioners

Equity in Higher Education Frances Brady, University Library, published Research in Color: A Creative Roadmap to Literature Reviews in the Social Sciences , a workbook to support graduate students through the literature review process for a research course, dissertation, thesis, or publication. Natasha Kohl, Undergraduate College, co-presented “ Leaping together: Strategies for building resilience in honors leadership, faculty, and staff” at the National Collegiate Honors Council (NCHC) Virtual Institute. Preparing Caring Professionals Dr. Autym Henderson , Graduate School of Business and Leadership, spoke to current issues in higher education with the presentation “Navigating global disruption” at the International Education Summit. Dr. Christopher J. Ward , College of Psychology and Behavioral Sciences, presented “Supervising Counselors-in-Training: Uncovering Unseen Obstacles” at the International Interdisciplinary Conference on Clinical Supervision, advancing dialogue on addressing barriers that can shape counselor development.

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HIGHLIGHTS OF 2025-2026

Ensuring Successful Practice in K-12 Classrooms and Schools Dr. Ben Lathrop, National College of Education, took on an immediate and pressing issue in teacher preparation with the presentation ”In the middle of an ICE storm: Media, immigration enforcement and teacher candidates’ instructional decisions” at the Indiana Council of Teachers of English Spring Conference. Drs. Kavita Venkatesh, Douglas Van Dyke, Julie Sidarous and Nicole Trackman, National College of Education, drew on data collected through their federal grant for teacher preparation to present “Pathways to the profession: stories of school staff becoming teachers” at the Illinois Association of Teacher Educators conference. Language and Literacy Dr. Joao Gobel, Undergraduate College, “Portraits of Power: Reclaiming Language Identity in a Teacher Preparation Program” at the 18th Annual International AHSIE Best Practices Conference in Boston, highlighting approaches that affirm linguistic identity and elevate multilingualism as an asset in teacher preparation. Drs. Sophie Degener and Hannah Graham, National College of Education, presented “Recycled wisdom, renewed urgency: tracing the evolution of literacy discourse through 15 Years of Reading Leadership Institute Presentations” at the Illinois Reading Council Conference, illuminating how enduring ideas and evolving priorities continue to shape literacy education today.

Supporting Communities

Dr. Jacqueline Samuel, Graduate School of Business and Leadership, prepared a practice guide on participatory grantmaking for violence interruption for the Siragusa Family Foundation.

Emergent Strength: Sustainability Chef Heidi Hedeker, Kendall College, presented on two topics at the Slow Grains conference: Alternative Grain Economies and A Case Reinventing Red Wheat Turkey Flour.

Chef Heidi Hedeker presenting at the Slow Grains conference.

Thought leadership grows stronger when it is shared. Throughout the year, NLU created opportunities for faculty and staff across colleges, disciplines, and career stages to connect around the work of research, scholarship, writing, and knowledge dissemination. Together, these initiatives are working to build a university-wide community of practice—one in which colleagues learn from one another, share strategies and experiences, find potential collaborators, and make the often-invisible processes behind scholarly work more visible and accessible. HIGHLIGHTS OF 2025-26: Building a Community of Practice in Thought Leadership

Collab Lab brought more than 40 faculty together to share research interests, explore areas of common inquiry, and make connections across disciplines. A standing showcase of current thought leadership projects was created for the event. The informal “How I Got Published” series invited faculty authors to talk candidly with colleagues about the pathways behind their publications—how projects developed, how they navigated the publication process, and what they learned along the way. A panel of recent sabbatical awardees similarly created an opportunity for colleagues to hear directly from faculty about how they used dedicated time to advance significant scholarly projects and what others might learn from their experiences. Research Week provided a broader university showcase for research and scholarship, creating opportunities to share work, exchange ideas, and celebrate inquiry across NLU. Faculty also gained access to expertise beyond the university through Hanover Research professional development sessions on grant seeking and scholarly writing , strengthening practical skills for developing and disseminating their work. And through The OpEd Project’s Write to Change the World workshop , faculty explored another dimension of thought leadership: translating expertise for public audiences and contributing research-informed perspectives to conversations beyond the academy. Across these activities, the goal extends beyond any single workshop, presentation, or event. By creating regular spaces for colleagues to connect, learn, share work in progress, and learn from one another’s experience , NLU is building the relationships and shared capacity that allow a culture of thought leadership to flourish—and laying the groundwork for new collaborations, new scholarship, and new voices in the years ahead.

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As we celebrate NLU’s 140-year legacy, we’re also celebrating the scholars who will shape our next 140 years. This year, we shine a spotlight on several faculty who joined the university during the 2022–2024 academic years. Faculty arrive at NLU with diverse experiences and at different stages of their scholarly journeys. Some are launching new programs of research, while others bring well-established expertise that continues to grow in new directions. In future annual reports, we will continue to spotlight newer faculty as they grow their scholarly careers at NLU, showcasing the growing depth of scholarship across NLU while celebrating the future of thought leadership at our university. EMERGING VOICES: Looking Forward: Emerging Voices in Thought Leadership

Dr. Abdullah Alshboul, Undergraduate College Advancing AI-driven cybersecurity and intelligent computing

Dr. Alshboul’s research applies artificial intelligence and machine learning to address emerging cybersecurity challenges. He has served as an active facilitator for NLU’s implementation of the NASA Transform to Open Science (TOPS) Workshops, advancing the core principles of Open Science. His recent publications explore innovative approaches to detecting vulnerabilities in blockchain smart contracts and improving cybersecurity threat recognition through advanced deep learning models. Through his work, Dr. Alshboul is contributing to the development of more secure, intelligent, and resilient digital systems and the development of science literacy.

Dr. Blanca Gamez-Djokic, National College of Education. Advancing community-centered research-practice partnerships

Dr. Gamez-Djokic’s scholarship supports the enactment of research-practice partnerships as collaborative, relationship-centered endeavors that elevate the voices and lived experiences of communities. Her recent work includes a publication in Qualitative Inquiry introducing new ways of understanding the emotional and cultural dimensions of research-practice partnerships. Reflecting her collaborative approach, she quickly became an active member of NLU’s research community, joining an interdisciplinary seed grant team within her first year and co-authoring major grant proposals to advance inclusive, community-engaged research.

Dr. Magda Giurcanu, Undergraduate College Strengthening civic engagement and democratic participation

Dr. Giurcanu’s scholarship bridges political science and community engagement, advancing research that helps strengthen democratic participation both locally and internationally. She has presented her work on civic engagement, European politics, and public policy nationally and internationally. She has enacted her commitment to increasing civic engagement through an NLU Seed Grant designed to build young people’s civic knowledge and commitment to addressing social issues. She has also expanded opportunities for civic dialogue by organizing NLU’s “ Growing Democracy” conference and podcast series, and contributes to the university’s research culture as an active member of the Research Support Group.

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EMERGING VOICES

Dr. Emily Brown Hoffman, National College of Education Advancing equitable early childhood literacy and teacher preparation

Dr. Hoffman has a significant body of scholarship that integrates early childhood literacy, educator preparation, and equitable instructional practices. Her recent peer-reviewed articles examine bias in commercial literacy curricula and the effects of assessment and accountability in early childhood education, while a book chapter co-authored with fellow NLU faculty and national conference presentations help translate this research into effective teaching practices for educators. Her textbook, Emergent Literacy in Early Childhood , covers the developmental stages of literacy to prepare educators to teach children aged birth through five.

Dr. Crystal ‘Doc’ Murdock, College of Psychology and Behavioral Sciences Advancing equity in counselor education and mental health

Dr. Murdock’s scholarship explores the experiences, identity development, and educational success of Black women while advancing more equitable approaches to counselor education and mental health practice. Through national conference presentations, professional publications, and hir leadership within the Illinois Mental Health Counselors Association, Dr. Murdock has contributed to conversations on decolonizing counselor education, the impact of microaggressions, and the intersection of identity, culture, and well-being. Hir work bridges research, professional practice, and leadership to promote more inclusive and culturally responsive educational and counseling environments.

Dr. David Ross, Graduate School of Business and Leadership Advancing student success through innovation in teaching and learning

Dr. Ross’s scholarship explores how emerging technologies can improve student success and promote equity in higher education. He has a research agenda examining the use of generative AI to support college students’ academic writing, leading a team of NLU Scholarship of Teaching and Learning (SoTL) Fellows whose work he presented at the 2025 American Psychological Association Annual Convention. Beyond his own research, Dr. Ross is an active contributor to NLU’s research community through his service on the Research Support Group and his leadership in designing the university’s inaugural Collab Lab, fostering interdisciplinary collaboration among faculty.

Dr. Laura Schmuldt, College of Psychology and Behavioral Sciences Advancing ethical and culturally responsive counseling practice

Dr. Schmuldt’s scholarship strengthens the counseling profession by advancing ethical practice, culturally responsive care, and evidence-based approaches to counselor preparation. Her recent book chapters address ethical decision-making in professional counseling and the use of Eye Movement Desensitization and Reprocessing (EMDR) with children and adolescents, while her national presentations have explored ethical gatekeeping in counselor education and strategies for reducing barriers to care for underserved populations. Through this work, Dr. Schmuldt is helping prepare counselors to provide ethical, inclusive, and effective services in an increasingly diverse society. Dr. Julie Sidarous, National College of Education Strengthening teacher preparation through collaborative, culturally responsive research Dr. Sidarous’s scholarship advances teacher preparation by exploring how collaborative learning, belonging, cultural responsiveness, and emerging technologies shape the development of effective educators. Her recent publications and national presentations examine topics ranging from communities of practice and paraprofessional-to-teacher pathways to AI integration in teacher education, while also launching new collaborative research on how immigration enforcement policies affect educators and schools. Through this growing body of work, Dr. Sidarous is helping prepare teachers to thrive in diverse, rapidly changing educational environments.

The faculty featured here represent the many ways thought leadership takes shape at National Louis University—from advancing research and informing professional practice to strengthening communities and preparing the next generation of educators, counselors, and leaders. As these scholars continue to build on their work at NLU, they are helping define the future of thought leadership at our university. 25

SUPPORTING SCHOLARSHIP AT NLU

SUPPORTING SCHOLARSHIP AT NLU Internal Grant Programs NLU has two internal grant programs to support research: the Seed Grant Program and Scholarship of Teaching and Learning (SoTL) Fellowships .

Seed Grants The seed grant program provides small grants to support faculty and staff in launching research agendas that hold the promise of external funding and are linked to NLU’s strategic priorities. The 2025-26 Grantees were:

leaf Balancing bilingualism in global classrooms: Building an international comparative bi/multilingual education research agenda Outcome: Building the foundation for an international comparative research agenda on multilingual education by bridging the historically siloed fields of bilingual, world language, and second language education. Project Lead: Colleen Hamilton, National College of Education

leaf Strengthening the Workforce: Evaluating a Competency-Based Approach to Address Infant and Toddler Teacher Shortages

Outcome: Researching the implementation of a competency-based education (CBE) model in preparing early childhood educators and offering policy implications for state and national expansion of the CBE program in the early childhood education field. Project Leads: Alicia Meno, Undergraduate College; Xiaoli Wen, McCormick Institute for Early Childhood Education.

Scholarship of Teaching and Learning (SoTL) Fellowships Scholarship of Teaching and Learning (SoTL) fellowships are designed to activate and support the examination and study of NLU faculty teaching and learning practices intended to advance equity for NLU students. In the 2025-26 academic year, eight fellowships were awarded across two teams of scholars focused on studying the use of AI in NLU classrooms.

Book-Reader AI and Culturally Responsive Teaching Outcome: Enact and study how customized feedback GPTs impact student learning, self-reflection, and critical thinking in graduate and undergraduate teacher preparation courses. Fellows: Eun Kyung Ko and Vishodana Thamotharan, National College of Education; Neal Green, Online Learning Book-Reader Custom GPT in Maternal Health and Human Lactation Programs Outcome: Enact and study the implementation of a custom GPT (Generative Pre-trained Transformer) allowing for simulated practice in the B.S. Maternal Child Health and M.A. Human Lactation Studies programs at NLU. Fellows: David San Filippo and Mary Miller, Graduate School of Business and Leadership; Ram Vokkarane, Learning Experience Design

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Supporting Scholarship at NLU

Research Committees The Research Support Group (RSG) is a cross-college working group of faculty and staff focused on supporting and growing scholarship at NLU. The RSG provides oversight of the seed grant program, reviews and comments on research-related institutional policy, and carries out initiatives to support and raise the profile of NLU thought leadership. 2025-26 Members: Dr. Shaunti Knauth, RSG Chair, Provost’s Office; Dr. Carla Sparks, NCE; Dr. Angela Elkordy, NCE; Dr. Harrington Gibson, NCE; Dr. David Ross, GSBL; Chef Heidi Hedeker, Kendall College; Dr. Bradley Olson, CPBS; Dr. Magda Giurcanu, UGC; Frances Brady, Library; Arlene Strong, Office of Advancement, NLU; G. Maxx Shawlee, RSG Coordinator, Provost’s Office. In AY25-26, the RSG designed and hosted Collab Lab, a faculty-centered research networking event that created a standing showcase of current thought leadership projects and fostered interdisciplinary collaboration; published a Spring Quarterly announcement of conference submission opportunities, and hosted a peer professional development series ‘How I Got Published’. The NCE Scholarship and Development Committee supports scholarship in the college by mentoring, connecting faculty to research activities across the university, planning research presentations for college meetings, and overseeing the faculty research residency program. 2025-26 Members: Dr. Angela Elkordy and Dr. Antonina Lukenchuk, Chairs; Dr. Emily Hoffman, Dr. Xiaoning Chen, Dr. Sadia Warsi, Dr. Bilge Cerezci. In AY25-26, the S&D Committee hosted mentoring and informational sessions for NCE faculty, and worked with college leadership to structure and re-launch Faculty Research Residencies for the upcoming academic year. Institutional Review Board (IRB) The IRB provides reviews and oversight for research conducted by NLU faculty, students and staff, and helps develop NLU thinking on the protection of human subjects. 2025-26 Members: Dr. Shaunti Knauth, IRB Chair, Provost’s Office; Dr. Carla Sparks, IRB co-Chair, NCE; Dr. Blanca Gamez- Djokic, NCE; Dr. Valerie Buckley, NCE; Dr. Jason Stegemoller, NCE; Dr. Linsey Sabielny, CPBS; Dr. Molly Buren, UGC; Dr. Mary Miller, GSBL; Dr. Diane Dean, GSBL; Frances Brady, Non-scientist, University Library; G. Maxx Shawlee, IRB Coordinator, Provost’s Office. Centers for Thought Leadership at NLU i.e.: inquiry in education i.e.: inquiry in education, with Dr. Antonina Lukenchuk of the National College of Education as Editor-in-Chief, is a peer-reviewed journal established and administered by NCE faculty members and an external editorial board. The purpose of i.e. is to provide a forum for diverse scholars and practitioners from various fields of education and related disciplines. Indexed by ERIC, i.e.: inquiry in education attracts submissions from national and international authors. Reading Recovery® Center for Literacy National Louis University is the only institution in the region offering partnerships and training for Reading Recovery, an intervention of one-to-one tutoring for first graders, and Descubriendo la Lecture, a culturally relevant and linguistically appropriate intervention for students receiving emergent literacy instruction in Spanish. As well as training and coaching Reading Recovery Teacher Leaders schools and districts, collaborative university research projects are being designed to improve educational practices and policies most likely to influence student achievement. McCormick Institute for Early Childhood In 2024, the Robert R. McCormick Foundation made a landmark investment in recognition of both the McCormick Center for Early Childhood Leadership and NLU’s significant contributions to early childhood education, and our potential to change the trajectory of young children and families in Illinois and beyond. This investment has allowed NLU to build on the important foundation of the Center for Early Childhood Leadership, leverage NLU’s early childhood assets across the University, and broaden the Center’s focus to include workforce innovation, applied research, and community and policy engagement. The new McCormick Institute for Early Childhood elevates NLU’s reputation in early childhood, increases our impact in the field, and expands access, equity, and innovation for the early childhood profession.

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