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Master of Science in Education in Curriculum and Instruction

Faculty

Dr. John H. Bickford, Associate Professor

Office: 2148 - Buzzard Hall
Phone: 2175817885
Fax: 217-581-6300
Email: jbickford@eiu.edu

John Bickford's Vita

Tues/Thurs 10-11am & Weds 8-10am or by appointment

 

 

 


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Frequently Taught Courses

  • ELE3340:  Social Studies for the Elementary and Middle School
  • ELE5640:  Teaching and Supervision of Social Studies in Elementary and Middle School
  • ELE5950: Thesis
  • ELE5250: Research in Education
  • MLE5150:  Interdisciplinary Curriculum in the Middle Level School
  • ELE5900:  Applied Action Research in Education

 

 

 

Education

The University of Iowa, Iowa City

  • Ph.D., Social Studies Education, May, 2009
    • Comprehensive areas: Social studies education; Gender, identity, & adolescence; 19th & 20th century American social history
  • M.A., Secondary Education, December, 2000
    • Endorsements: Secondary social studies in world history, American history, and psychology.
  • B.A., History, May, 1999 

 

Graduate Coordinator of MSED Curriculum & Instruction

Chair of EIU's Institutional Review Board  http://www.eiu.edu/grants/COMP_IRB.php

Editor to The Councilor: A Journal of the Social Studies  http://thekeep.eiu.edu/the_councilor/ 

 

 

 

Professional Organizations

  • National Council of the Social Studies 
  • Illinois Council for the Social Studies 
  • Children's Literature Assembly (of National Council of Teachers of English)
  • International Research Society for Children's Literature
  • International Literacy Association
  • Association for Middle Level Education

 

 

 

Research

  • Social studies/history education methodology and assessment
  • Students' historical thinking, history literacy, and historical argumentation
  • Historical (mis)representations within children's literature
  • Adolescents' social, emotional, and behavioral development
  • Disciplinary literacy, specifically close reading, text-based writing, & speaking/listening

 

 

 

Selected Publications

  • Bickford, J. & Lawson, D.(forthcoming, 2020). LGBTQ-themed literature, close reading, and text-based writing in the primary grades. In Todd Hawkey’s (Ed.) Handbook on Teaching Social Issues (Second Edition). (Lawson was an undergraduate student.)
  • Bickford, J., Bickford, M., & Dwomoh, R.(forthcoming, 2020). Middle Level Students’ Responses to a Guided Inquiry of the Weeping Time. The History Teacher(Dwomoh was a graduate student.)
  • Bickford, J. & Clabough, J. (forthcoming, 2020) Using Master Narratives of Change Agents in a Fourth Grade Guided Inquiry. Social Studies and the Young Learner 
  • Bickford, J. (forthcoming fall 2019). Object Lessons: Historicizing America using its Interdisciplinary, Inquiry-Based Pedagogical Past. History Matters!
  • Bickford, J. (forthcoming, 2020). When change confronts continuity: The New Deal, the Roosevelts, and civil rights. In Jenice L. View and Andrea Guiden’s (Eds.) Teaching the New Deal, 1932-1941
  • Bickford, J. & Clabough, J. (Spring, 2020). A Guided Inquiry into a Dubious, Pervasive, All-American Organization, the Ku Klux Klan. Teaching History: A Journal of Methods
  • Bickford, J. & Frykolm, A.(forthcoming, 2019). Matthew Shepard and the Struggle for Civil Rights, 1998 and Today. In John Moore (Ed.) Teaching the Struggle for Civil Rights, 1977-Present(Frykolm was a graduate student.)
  • Bickford, J. & Laughlin-Schultz, B. (forthcoming, 2019) A historical inquiry into John Brown and his raiders, In M. Karpyn’s (Ed.) Teaching the Causes of the American Civil War, 1850-1861
  • Clabough, J. & Bickford, J. (forthcoming, 2020). Foot soldiers of the Civil Rights Movement: Bottom up historical inquiry to combat the master narrative. The History Teacher.
  • Bickford, J. (forthcoming, November 2019). First graders’ historical inquiry into Thanksgiving, the world’s most famous potluck. The History Teacher.
  • Bickford, J. & Hendrickson, R. (2020) An inquiry into liberty, slavery, and Thomas Jefferson’s place in American memory. The Social Studies, 111(1), 1-10.
  • Bickford, J. & Clabough, J. (2020). Civic Action, Historical Agency, and Grassroots Advocacy: Historical Inquiry into Freedom Summer. The Social Studies, 111(1), 39-49.
  • Bickford, J. & Byas, T. (2019). Martin Luther King’s Historical Representation within Primary, Intermediate, and Middle Level Books. The History Teacher, 52(4), 549-593. (Byas was an undergraduate student.)
  • Bickford, J., Lindsay, M., & Hendrickson, R. (2019). Trade books’ evolving depictions of Thomas Jefferson, America’s third president. Social Studies Research and Practice, 14(1), 40-63. (Lindsay was an undergraduate student and is now a graduate student.)
  • Bickford, J. & Clabough, J. (2019). Imprisoned Civil Liberties: Teaching Middle Grade Students about Prisons, Racism, and Profit. In J. Hubbard & J. Harshman’s (Eds.) Extending the Ground of Public Confidence: Teaching Civil Liberties in K-16 Social Studies Education (171-193) Charlotte, NC: Information Age Publishing. 
  • Bickford, J. & Clabough, J. (2019).Investigating the KKK's sociopolitical position in American history, past and present. Social Studies Research and Practice, 14(1), 122-134.
  • Bickford, J. & O’Farrell, B. (2019).Exploring Eleanor Roosevelt’s labor advocacy using primary and secondary sources.Social Studies Research and Practice, 14(1), 64-77.
  • Bickford, J. (2019). Review of Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World, by Sarah Anne Carter.  The History Teacher 52(3), 523-524.
  • Bickford, J. (2019). Teaching Tolerance's "Teaching Hard History: American Slavery" podcast, episode 17 https://www.tolerance.org/podcasts/teaching-hard-history/american-slavery
  • Bickford, J. (2019). Your Parenting Mojo’s “Teaching children about issues related to race” podcast, episode 89 https://yourparentingmojo.com/teachingrace/
  • Clabough, J. & Bickford, J. (2019). Confronting misrepresentative political messages: The Klan’s 19th- and early 20th-century manifestations. The Social Studies, 109(4), 215-226.
  • Bickford, J. (2018) Abraham Lincoln’s historical representation in children’s literature and young adult trade books. Social Studies Research and Practice, 13(2), 147-167.
  • Bickford, J. (2018). Primary elementary students’ historical literacy, thinking, and argumentation about Helen Keller and Anne Sullivan.The History Teacher, 51(2), 269-292.
  • Bickford, J. & Bickford, M. (2018). Facilitating students’ historical argumentation about Eleanor Roosevelt, The Conscience of a Generation. The History Teacher, 51(2), 293-322.
  • Bickford, J. (2018). Examining LGBTQ-based literature intended for primary and intermediate elementary students. The Elementary School Journal, 118(3), 409-425.
  • Bickford, J. (2018). Historicizing Confederate memorials and the rallying white hate organizations. History Matters!, 31(Sept), 1-11.
  • Bickford, J. (2018). American Authors, September 11th, and Civil War representations in historical fiction. Journal of Social Studies Education Research, 9(2), 1-27.
  • Bickford J., & Snyder, R. (2018). Close reading and historical thinking using secondary sources. Illinois Council for the Social Studies Quarterly, 6(3), 1-10.  (Snyder was an undergraduate student.)
  • Clabough, J. & Bickford, J. (2018). Birmingham and the human costs of industrialization: Using the C3 Framework to explore the “Magic City” in the Gilded Age. Middle Level Learning, 63, 1-10.
  • Bickford, J. (2018). EIU Innovate podcast, episode 1. https://soundcloud.com/eiuinnovate/eiu-innovate-episode-001
  • Bickford, J. & Rich, C. (2017). Using disciplinary literacy to fill the historical gaps in trade books. Social Studies and the Young Learner, 30(2), 8-11.
  • Bickford, J. & Knoechel, L. (2017). The historical representation of Native Americans within primary- and intermediate-level trade books. The Councilor: A Journal of the Social Studies, 78(2), 1-19. (Knoechel was an undergraduate student.)
  • Bickford, J. & Meier, S. (2017). Historical representation of immigration in intermediate elementary and middle grade trade books. The Councilor: A Journal of the Social Studies, 78(2), 1-18. (Meier was an undergraduate student.)
  • Bickford, J. (2017). The representations of LGBTQ themes and individuals in non-fiction young adult literature. Social Studies Research and Practice, 12(2), 182-198.
  • Bickford, J. & Lindsay, M. (2017) Franklin Delano Roosevelt’s historical representation in children’s and young adult literature. Social Studies Research and Practice, 12(2), 125-138. (Lindsay was an undergraduate student and is now EIU graduate student.)
  •   Bickford, J. & Badal, T. (2017). Trade books’ historical representation of Eleanor Roosevelt, First Lady of the WorldSocial Studies Research and Practice, 11(3), 1-18. (Badal was an EIU undergraduate student.)
  • Bickford, J. (2017) The curriculum development of experienced teachers who are inexperienced with history-based pedagogy. Journal of Social Studies Education Research, 8(1), 146-192.
  • Bickford, J. & Schuette, L. (2016). Trade books’ historical representation of the Black Freedom Movement, slavery through civil rights. Journal of Children’s Literature, 41(1), 20-43. (Schuette was an EIU graduate student.)
  • Bickford, J. (2016). Integrating creative, critical, and historical thinking through close reading, document-based writing, and original political cartooning.  The Councilor: A Journal of the Social Studies, 77(1), 1-9.
  • Bickford, J. & Silva., K. (2016). Trade books' historical representation of Anne Sullivan Macy, The Miracle WorkerSocial Studies Research & Practice11(1), 56-72. (Silva was an EIU undergraduate student.)
  • Bickford, J. & Bickford, M. (2015). Evoking students' curiosity and complicating their historical thinking through manageable, engaging confusion. The History Teacher, 49(1), 63-88.
  • Bickford, J. (2015). Assessing the historical (mis)representations of the Civil Rights Movement within children's literature. The History Teacher, 48(4), 693-736.
  • Bickford, J., Bickford, M., & Rich, C. (2015). Historical literacy and visual informational texts: Scrutinizing photographs beyond their borders. The Councilor: A Journal of the Social Studies, 76(2), 1-17.
  • Bickford, J., Schuette, L., & Rich, C. (2015). Examining the historical representation of the Holocaust within trade books.  Journal of International Social Studies, 5(1), 4-50. (Schuette was an EIU graduate student.)
  • Bickford, J. & Bickford, M. (2015). Historical thinking, reading, and writing about the world's newest nation, South Sudan. Social Studies Research & Practice10(2), 111-123.
  • Bickford, J. & Rich, C. (2015a). Scrutinizing and supplementing children’s literature about child labor. Social Studies Research & Practice10(1), 21-40.
  • Bickford, J. & Rich, C. (2015b). Examining the historical representation of Thanksgiving within primary- and intermediate-children’s literature. Journal of Children’s Literature, 40(1), 5-21.
  • Bickford, J. Dilley, D., & Metz, V. (2015). Historical writing, speaking, and listening using informational texts in elementary curricula. The Councilor: A Journal of the Social Studies, 76(1), 1-16.  (Metz and Dilley were EIU undergraduate students)
  • Bickford, J. & Hunt, L. (2014).  Common Core, informational texts, and the historical (mis)representation of Native Americans within trade books. The Councilor: A Journal of the Social Studies, 75(2), 1-16. (Hunt was an EIU undergraduate student.)
  • Bickford, J. & Rich, C. (2014a). Tradebooks' historical representation of Eleanor Roosevelt, Rosa Parks, and Helen Keller.  Social Studies Research & Practice, 9(1), 18-65.
  • Bickford, J. & Rich, C. (2014b). Examining the representations of slavery within children's literature. Social Studies Research & Practice, 9(1), 66-94.
  • Bickford, J. & Rich, C. (2014c).  Historical thinking and Common Core: Facilitating adolescents' scrutiny of the credibility of slave narratives.  The Councilor: A Journal of the Social Studies, 75(2), 1-14.
  • Bickford, J. (2013a). Original Political Cartoons: Authentic Instruction and Assessment. Saarbrucken, Germany: Lambert Academic Publishing.  (ISBN: 978-3-659-27227-1)
  • Bickford, J. (2013b). Examining historical (mis)representations of Christopher Columbus within children's literature. Social Studies Research & Practice, 8(2), 1-24.
  • Bickford, J. (2013c). Initiating historical thinking in elementary schools. Social Studies Research & Practice, 8(3), 60-77.
  • Wilton, M. & Bickford, J. (2013). Examining a spiraled elementary curricula on Columbus: A case study. Middle Ground Journal, 5, 1-30 (Wilton was an EIU undergraduate student.)
  • Bickford, J. (2012a). Adolescent Masculinity and Media. Saarbrucken, Germany: Lambert Academic Publishing.  (ISBN: 978-3-8484-3605-7)
  • Bickford, J. (2012b). Original political cartoon methodology and adaptations. Social Studies Research & Practice,7(2), 91-101.
  • Schmitz, M., Hoffmann, M., & Bickford, J. (2012). Identifying cyberbullying, connecting with students: The promising possibilities of teacher-student social networking.  Eastern Educational Journal, 41(1), 16-30(Schmitz was an EIU undergraduate student; Hoffmann was an EIU graduate student.)
  • Bickford, J. & Wilton, M. (2012). Historicizing Christopher Columbus for elementary and secondary students. World History Connected, 9(2), 1-36. (Wilton was an EIU undergraduate student.)
  • Bickford, J. (2011a). Students’ original political cartoons as teaching and learning tools. Social Studies Research & Practice,6(2), 47-59.
  • Bickford, J. (2011b).  A comparative analysis of two methods for guiding discussions surrounding controversial and unresolved topics.  Eastern Educational Journal, 40(1), 33-47.
  • Bickford, J. (2011c). Examining original political cartoon methodology: Concept maps and substitution lists. Social Studies Research and Practice, 6(3), 65-80.
  • Bickford, J. (2010a). Complicating students’ historical thinking through primary source reinvention. Social Studies Research & Practice, 5(2), 47-60.
  • Bickford, J. (2010b). Uncomplicated technologies and erstwhile aids: How PowerPoint, the Internet, and political cartoons can elicit engagement and challenge thinking in new ways. The History Teacher, 44(1), 51-66.

 

 

 

Funding & Grants

  • 2019 (Fall) recipient of Eastern Illinois University’s Faculty Development Partnership Grants for Partnership to Spark Critical Thinking, Interdisciplinary Learning, and Disciplinary Literacy with Dr. Effert-Fant (Biology Department) and Chelsie Doughty (Charleston High School).
  • 2019 recipient of Research Credit Units (for Fall, 2020)
  • 2019 recipient of Ronald E. Gholson Faculty Service Award 
  • 2019 (FY20) recipient of Redden Fund for the Improvement of Undergraduate Instruction ($2400) for work entitled “Connecting Literature with Primary Sources Using Disciplinary Literacy, Interdisciplinary Topics, and Inquiry-Based Learning.”
  • 2019 recipient of College of EducationDevelopment Grantfor Research (Spring, 2019)
  • 2018 (Fall) recipient of Eastern Illinois University’s Faculty Development Partnership Grants for Disciplinary Literacy during an Interdisciplinary Inquiry: An English, History Education, Booth Library, and Charleston Middle School Partnership
  • 2018 (Fall) recipient of College of EducationDevelopment Grantfor Research 
  • 2018 (Fall) recipient of Research Credit Units (for Fall, 2019)
  • 2018 Dean’s Award of Excellence in Summer Research and Creative Activity
  • 2018 recipient of Student Distinguished Faculty Award
  • 2018 recipient of Ranes Award
  • 2018 recipient of Provost's Undergraduate Research Mentor Award for College of Education and Professional Studies. 
  • 2018 recipient of Graduate Leadership Award
  • 2018 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining Veteran Teachers' Experiences with History-Based Pedagogy."
  • 2018 (Fall) recipient of Eastern Illinois University’s Faculty Development Partnership Grants for Disciplinary Literacy during an Interdisciplinary Inquiry: An English, History Education, Booth Library, and Charleston Middle School Partnership
  • 2018 recipient of College of Education Development Grant for Research (Fall, 2018)
  • 2018 recipient of Research Credit Units (Fall, 2018)
  • 2018 (FY19) recipient of Redden Fund for the Improvement of Undergraduate Instruction ($1200) for work entitled “EIU and Charleston Middle School Partnership.”
  • 2017 (FA) recipient (with Dr. Laughlin Schultz & Mrs. McDaniel) of EIU’s Faculty Development Partnership Grant.
  • 2017 recipient of CEPS Faculty Research Grant.
  • 2017 recipient of Provost's High Impact Mentorship Grant.
  • 2017 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining Abraham Lincoln's Historical Representation in Children’s and Young Adult Literature."
  • 2017 recipient of Provost's Undergraduate Research Mentor Award for College of Education and Professional Studies. 
  • 2017 (SP) recipient of Eastern Illinois University’s Faculty Development Partnership Grant.
  • 2016 recipient of EIU's Achievement and Contribution Award Winner for Research
  • 2016 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining Lesbian, Gay, Bisexual, Transgender, and Queer Themes within Children’s and Young Adult Literature."
  • 2015 (FY16) recipient of Redden Fund for the Improvement of Undergraduate Instruction – FY16 for work entitled “Using History-Based Children's Literature to Meet Common Core State Standards.”
  • 2015 recipient of Provost's Undergraduate Research Mentor Award for College of Education and Professional Studies. 
  • 2015 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “The Historical (Mis)Representations of War within Children’s and Young Adult Literature.”
  • 2015 recipient of Summer Research Assistantship for research entitled, “Developing Curricular Materials for Teachers’ Implementation of State and National Initiatives.”
  • 2014 recipient of EIU's Achievement and Contribution Award Winner for Research
  • 2014 recipient of Council on Faculty Research’s Fall Research/Creative Activity Award for research entitled, “Examining the Historical Representation of Women's History and Black Freedom Movement within Children's Trade Books.”
  • 2014 (FY15) recipient of Redden Fund for the Improvement of Undergraduate Instruction – FY15 for work entitled “Common Core State Standards for Literacy in History-Based Children’s Literature”
  • 2014 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining Historical (Mis)Representations within Children’s Literature: Guiding Elementary and Middle Level Instruction on the Holocaust and Thanksgiving.”
  • 2014 recipient of Provost’s Research Assistantship (for 2014-2015) for research entitled, “State and National Initiatives in Elementary and Middle Level English and History Curricula”
  • 2012 recipient of EIU's Achievement and Contribution Award Winner for Research
  • 2012 recipient of CEPS Development Grant for Faculty Research 
  • 2010 recipient of Redden Grant ($1,500) for classroom materials in ELE3340 and MLE4280 
  • 2010 recipient of EIU Student Government Student’s Distinguished Professor Award for Academic Support

 

 

 


Mentored various undergraduate and graduate students' research:

  • Mentored Z. Nolen’s (Fall, 2019) application for College of Education’s Graduate Research Grant.
  • Mentored T. Solomon’s (Fall, 2019) application for College of Education’s Graduate Research Grant.
  • Mentored D. Little’s (Fall, 2019) application for the College of Education’s Undergraduate Research Grant.
  • Mentored T. Solomon’s (Fall, 2019) receipt of Graduate School’s Williams Travel Grant.
  • Mentored T. Solomon’s (Fall, 2019) receipt of the Graduate School’s Research Grant.
  • Mentored Z. Nolen’s (Fall, 2019) receipt of the Graduate School’s Research Grant.
  • Mentored R. Dwomoh’s (Spring, 2019) funded College of Education Research Grant.
  • Mentored R. Dwomoh’s (Spring, 2019) presentation at EIU’s Student Research and Creative Activity Day.
  • Mentored T. Solomon’s (Spring, 2019) presentation at EIU’s Student Research and Creative Activity Day.
  • Mentored A. Frykolm’s (Spring, 2019) presentation at EIU’s Student Research and Creative Activity Day.
  • Mentored R. Dwomoh’s (Spring, 2019) receipt of the Graduate School’s Hamand Award.
  • Mentored D. Lawson’s (Spring, 2019) College of Education’s research presentation.
  • Mentored A. Frykolm’s (Spring, 2019) College of Education’s research presentation.
  • Mentored R. Dwomoh’s (Spring, 2019) College of Education’s research presentation.
  • Mentored R. Dwomoh’s (Spring, 2019) funded Williams Travel Grant for Illinois Council for the Social Studies.
  • Mentored T. Richeson’s published thesis. Richeson, T. (2019). Fifth Grade Students’ Disciplinary Literacy using Diverse Primary and Secondary Sources. The Councilor: A Journal of the Social Studies80(1), 1-79.
  • Mentored C. Huwe’s published thesis. Huwe, C. (2019). Representation of the Titanic in Children’s Literature. The Councilor: A Journal of the Social Studies80(1), 1-38.
  • Mentored D. Lawson’s (FA, 2018) funded College of Education’s Research and Creative Activity grant.
  • Mentored G. Danos’s (FA, 2018) funded College of Education’s Research and Creative Activity grant.
  • Mentored H. Crivilare’s (FA, 2018) funded College of Education’s Research and Creative Activity grant.
  • Mentored A. Frykolm’s (FA, 2018) funded Graduate School’s Research and Creative Activity grant.
  • Mentored S. Eversole’s (FA, 2018) funded Graduate School’s Research and Creative Activity grant.
  • Mentored R. Dwomoh’s (2018) presentation at Illinois Council for the Social Studies
  • Mentored R. Snyder’s (2018) presentation at Illinois Council for the Social Studies
  • Mentored A. Laird’s (2018) publication in Illinois Council for the Social Studies Quarterly, 6(3), 11-19.
  • Mentored A. Laird’s (2018) presentation at Illinois Council for the Social Studies
  • Mentored R. Dwomoh’s (2018) Booth Library’s Award for Excellence in Student Research
  • Mentored C. Huwe’s (2018) Booth Library’s Award for Excellence in Student Research
  • Mentored R. Dwomoh’s (SP, 2018) funded Graduate School’s Research and Creative Activity grant.
  • Mentored D. Lawson’s (SP, 2018) funded CEPS Undergraduate Student Research grant.
  • Mentored T. Richeson’s (SP, 2018) funded CEPS Graduate Student Research grant.
  • Mentored R. Snyder’s presentation at Undergraduate Research Conference (Butler University, 4/13/2018).
  • Mentored R. Snyder’s presentation at CEPS Research Fair (3/5/2018).
  • Mentored A. Minor’s (2018) publication of her thesis in The Councilor: A Journal of the Social Studies.
  • Mentored L. Schuette’s (2018) publication of her thesis in The Councilor: A Journal of the Social Studies.
  • Mentored A. Thompson’s (2018) publication of her thesis in The Councilor: A Journal of the Social Studies.
  • Mentored C. Huwe’s (2018) funded Williams Travel Grant for Illinois Council for the Social Studies.
  • Mentored C. Huwe’s (2017) funded CEPS Graduate Student Research grant.
  • Mentored M. Penn’s (2017) funded CEPS Graduate Student Research grant.
  • Mentored R. Dwomoh’s (2017) funded CEPS Graduate Student Research grant.
  • Mentored R. Snyder’s (2017) funded for CEPS Undergraduate Student Research.
  • Mentored C. Huwe’s presentation at Illinois Council for the Social Studies (Fall, 2017).
  • Mentored T. Byas’s poster presentation at Showcase EIU (spring semester, 2017).
  • Mentored J. Borah’s (2016) publication ReadWriteThink about LGBTQ themes representation in fiction: http://www.readwritethink.org/parent-afterschool-resources/activities-projects/afterschool-summer-reading-with-31205.html
  • Mentored M. Lindsay’s (2016) presentation at National Conference on Undergraduate Research (Memphis, TN).
  • Mentored M. Lindsay’s (2016) funded grant from CEPS Undergraduate Student Research.
  • Mentored A. Minor’s (2016) funded grant from CEPS Graduate Student Research.
  • Mentored S. K. Sakowicz (2016). Researching the historical representations of Andrew Jackson in trade books.  Social Studies Research and Practice, 11(2), 33-50.
  • Mentored T. Badal’s poster presentation at Showcase EIU (spring semester, 2016).
  • Mentored L. Knoechel’s (2015) funded grant from CEPS Research Grant.
  • MentoredR. Diss’s (2015) funded grant from CEPS Development Grant for Graduate Student Research.
  • Mentored L. Schuette’s funded grant from CEPS Development Grant for Graduate Student Research.
  • Mentored K. Silva’s presentation at the Illinois Council for the Social Studies (spring, 2015).
  • Mentored K. Sakowicz’s presentation at the Illinois Council for the Social Studies (spring, 2015).
  • Mentored L. Schuette’s presentation at the Illinois Council for the Social Studies (spring, 2015).
  • Mentored K. Silva’s presentation at National Conference on Undergraduate Research (in Washington Spring, 2015).
  • Mentored A. Dickerson’s funded grant from CEPS Development Grant for Faculty and Student Research.
  • Mentored K. Silva’s funded grant from Teaching with Primary Sources at Eastern Illinois University.
  • Mentored L. Hunt’s receipt of Booth Library’s 2014 Award for Excellence in Student Research.
  • Mentored M. Briscoe’s presentation at National Conference on Undergraduate Research (University of Kentucky in spring, 2014).
  • Mentored D. Dilley’s presentation at National Conference on Undergraduate Research (University of Kentucky in spring, 2014).
  • Mentored V. Metz’s presentation at National Conference on Undergraduate Research (University of Kentucky in spring, 2014).
  • Mentored V. Metz’s 2014 Showcase EIU presentation.
  • Mentored M. Briscoe’s (FA, 2013) funded grant from CEPS Development Grant for Research.
  • Mentored D. Dilley’s (FA, 2013) funded grant from CEPS Development Grant for Research.
  • Mentored V. Metz’s (FA, 2013) funded grant from CEPS Development Grant for Research.
  • Mentored M. Briscoe’s (FA, 2013) funded grant from CEPS Development Grant for Research.
  • In conjunction with Dr. Cindy Rich (EIU, Teaching with Primary Sources) and 3340:001 (spring, 2011), submitted students’ lesson/unit plans for consideration for publication on the website for teacher-resources in the Library of Congress.
  • In conjunction with Dr. Cindy Rich (EIU, Teaching with Primary Sources), the Library of Congress, & WEIU (2010). Constant motion: The job of railway post office clerks. Charleston, Illinois: WEIU and EIU Teaching with Primary Sources.
  • Mentored M. Walsh’s poster presentation at Showcase EIU (spring semester, 2010) 
  • Mentored M. Medenblik’s poster presentation at Showcase EIU (spring semester, 2010)
  • Mentored M. Walsh’s receipt of the Booth Library Award for Excellence in Student Research (SP2010)
  • Mentored M. Walsh’s receipt of Undergraduate Research, Scholarship, and Creative Activity (SU, 2010)

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Contact Information

Master of Science in Education
in Curriculum and Instruction

2148 Buzzard
600 Lincoln Ave.
Charleston, IL 61920
217-581-7885
Fax: 217-581-6300


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