This page includes information on about 100 students who have completed their doctoral study, with their dissertation titles and current positions. I served as adviser or research director on 28 of these projects; other times as committee member or external examiner. There are several other dissertations underway.

Most of the studies were done through Library & Information Science or Curriculum & Instruction, but over a third were done across 15 other departments in the US, Australia, and Ireland.

I’ve included links to the dissertations in most cases, especially the more recent ones. Others may be found in IDEALS. Otherwise, the best way to view a copy is to contact the author.

See also

• Current Ph.D. [Committee]–current Ph.D. students for whom I have an advising, directing, or committee role
• √ Completed CAS/Masters–students who have completed the Certificate of Advanced Study or Masters (with Thesis)

———- 2015-> ———-

• Mikko Tuomela, School of Information Sciences, University of Illinois; Individual reading types and the effects of automated annotation, October, 2020 [Committee]
• Aiko Takazawa, School of Information Sciences, University of Illinois; “Tutteli to Japan”: A case study of spontaneous collaboration in disaster response, May, 2019 [Committee]
• Claudia Serbanuta, School of Information Sciences, Voices from the other side of the wall: The case of Romanian libraries of the 1970s and the 1980s, August, 2017 [Committee]
• Angela M. Slates, Educational Policy Studies, Community informatics in education: An inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants, April, 2016 [Committee]
• Naomi Bloch, Graduate School of Library & Information Science, Deliberating environmental policy: Information seeking and use in Canada’s House of Commons Standing Committees, October, 2015 [Research Director]

———- 2010-14 ———-

• Deborah Gilman, Curriculum & Instruction, The waning of an innovative dual-language program in a culturally and linguistically diverse rural community, December, 2014 [Committee]
• Federico Carmona, Doctor of Ministry, Wesley Theological Seminary, American University, Why restart troubled congregations? The restarting experience of Wellfleet United Methodist Church, 2014 [Informal advisor]
• Sharon L. Comstock, Graduate School of Library & Information Science, A case study of legitimate literacies: Teens’ “small world” and the school library, August, 2012; Community informatics advocate, Evansville, IN [Chair/Research Director]
• Chaebong Nam, Curriculum & Instruction, Exploring local civic citizenship surrounding the “¡Huntington Park no se vende!” campaign on Paseo Boricua in Chicago, May, 2012; Postdoctoral Fellow & Lecturer, Department of Government, Harvard University, Cambridge, MA [Committee]
• Lara Cathleen Hebert, Curriculum & Instruction, Challenges of communication and participation in supporting new teachers using technology across six rural counties, May, 2012 [Committee]
• Jim Buell, Educational Psychology, From outreach to inreach: Connecting young learners with the world of emerging science, April, 2011; Project Coordinator, Project READi, Northwestern University,  [Chair/Research Director]
• Keith Maycock, Computer Science, A framework for adaptive e-learning, December 2010, National University of Ireland, Maynooth (Supervisor: Dr. John G. Keating); Lecturer, School of Computing, National College of Ireland, Dublin [External Examiner]
• Alex Jean-Charles, Curriculum & Instruction, Youth expression with video surveillance technology, August 2010; Assistant Professor, Reading Foundations and Technology, Missouri State University, Springfield, MO [Committee]
• Luisa Rosu, Curriculum & Instruction, Thinking and creativity in learning mathematics teaching, August 2010 [Adviser]
• Nama Raj Budhathoki, Urban and Regional Planning, Participants’ motivations to contribute geographic information in an online community, April 2010; Director, Kathmandu Living Labs, Kathmandu, Nepal [Research Director]
• Ben Gross, Graduate School of Library and Information Science, Online identifiers in everyday life, February 2010 [Committee]

———- 2005-09 ———-

• Claudia Rebaza, Graduate School of Library and Information Science; The modern coterie: Fan fiction writers as a community of practice, December 2009 [Committee]
• Norma Linton, Graduate School of Library & Information Science, Connecting: The use of Information and communication technologies by older adults in a retirement community, December 2009 [Adviser]
• Linda Vigdor, Educational Psychology; An intersectional reading of gender & technology, December 2009 [Committee]
• Mihye Won, Curriculum & Instruction, Issues in inquiry-based science education seen through Dewey’s theory of inquiry, December 2009; Research Associate, Science and Mathematics Education Centre, Faculty of Science and Engineering, Curtin University, Perth, Australia [Adviser/Research Director]
• Heekyung Choi, Graduate School of Library and Information Science; A qualitative study of student outlook on college-level information technology education outside computer science, October 2009 [Committee]
• Leo Casey, Adult and Community Education, National University of Ireland, Maynooth (Supervisor: Ted Fleming), Pathways to competence and participation in the digital world, July 2009; Director, Centre for Research and Innovation in Learning and Teaching, National College of Ireland, Dublin [External Examiner]
• Timnah Card Gretencord, Graduate School of Library & Information Science, From outreach to engagement: An actor-network-theory analysis of attracting Spanish-speaking participants to public programming, May 2009; English instructor, St. Louis Community College-Wildwood [Research Director]
• Chris Devers, Curriculum & Instruction, Students’ perspectives and learning from a cross-cultural online course: The influence of a critical pedagogical approach, May 2009; Associate Professor in the School of Education and the Director of Research for the Center for Learning and Innovation, Indiana Wesleyan University, Fort Wayne, IN  [Committee]
• Rodney Linhart, Education, University of Tasmania, Information literacy: A neglected essential learning, September 2008 [Examiner]
• Junghyun An, Curriculum & Instruction, Service learning in postsecondary technology education: Educational promises and challenges in student values development, May 2008; Lecturer, Ewha Womans’ University, Seoul, South Korea [Adviser/Research Director]
• Derek Van Ittersum, English/Writing Studies, Reassembling writing technologies: Historical and situated studies of rhetorical activity, May 2008; Associate Professor, Coordinator of Digital Composition, Kent State University, Kent, OH [Committee]
• Ching-Chiu Lin, Art & Design; A qualitative study of three secondary art teachers’ conceptualizations of visual literacy as manifested through their teaching with electronic technologies, May 2008 (finalist for the 2008 Eisner Doctoral Research award from the National Art Education Association–NAEA); Art student teaching supervisor, Faculty of Education, University of British Columbia [Committee]
• Noemi Waight, Curriculum & Instruction, Technology in pre-college science education: Toward a theory of balance and viability, May 2008, Assistant Professor, Learning & Instruction, University at Buffalo [Committee]
• Vandana Singh, Graduate School of Library and Information Science, Knowledge creation, sharing and reuse in online technical support for open source software, May 2008; Assistant Professor, School of Information Sciences, University of Tennessee Knoxville [Committee]
• Muzhgan Nazarova, Graduate School of Library and Information Science, Service learning and career development: A case study in library and information science, May 2007; Google Digitization Project / Cataloger for Russian, East European, and Eurasian Languages, Content Access Management (CAM) Department, University Library, University of Illinois at Urbana-Champaign [Committee]
• Rae-Ann Montague, Graduate School of Library and Information Science, Riding the waves: A case study of learners and leaders in library and information science education, May 2006; Assistant Professor and School Library Media Program Coordinator, Library & Information Science Program, Information & Computer Sciences Department, Hawaii Pacific University, Honolulu [Committee]
• Keren Moses Joshi, Graduate School of Library & Information Science, Literate attachments in a multilingual kindergarten: A case study, May 2006; Children’s Services Manager, Cook Park Library, Libertyville, IL [Adviser]
• Juna Zeth Snow, Curriculum & Instruction, Stonesoup: Technology innovation, introduction, and use to support learner-centered education, May 2005; Principal Consultant, InnovatEd Consulting, Adjunct Assistant Professor, University of Illinois at Urbana-Champaign [Adviser/Research Director]
• Sherry Sullivan, Curriculum & Instruction, Elementary science education: Dilemmas facing preservice teachers, May 2005; Instructor of Education, Social Science Department, John A. Logan College [Adviser/Research Director]

———- 2000-04 ———-

• Bharat Mehra, Graduate School of Library and Information Science; The cross-cultural learning process of international doctoral students: A case study in library and information science education, December 2004; Assistant Professor, School of Information Sciences, University of Tennessee, Knoxville [Committee]
• Ulrike Gretzel, Institute of Communications Research, Persuasion vs. personalization: Consumer responses to preference elicitation processes in destination recommendation systems, May 2004; Assistant Professor, Recreation, Park and Tourism Sciences, Texas A&M University [Committee]
• Dean Grosshandler, Curriculum & Instruction, Sustaining inquiry in an after-school science and design lab: The significance of the parts ecology, May 2004; Research Assistant Professor, School of Education and Social Policy and Associate Director, Office of Science, Technology, Engineering, and Mathematics Education Partnerships, Northwestern University, Evanston, IL [Adviser/Research Director]
• Linnea Rademaker, Curriculum & Instruction, A community arts advocacy group and its educational policies, actions and activities: A case study, May 2004; Assistant Professor, Educations Foundations and Inquiry, National-Louis University [Committee]
• Youcheng (Raymond) Wang, Leisure Studies, Towards a theoretical framework of collaborative destination marketing: A case study of Elkhart County, Indiana, May 2004, Assistant Professor, Rosen College of Hospitality Management, University of Central Florida [Committee]
• Adrian John Kok, School of Social Work, Situated evaluation of an interorganizational collaboration, December 2003; Assistant Professor, Graduate School of Social Work, Dominican University, River Forest, IL [Committee]
• Danielle Helbers, Education & Creative Arts, Central Queensland University (Supervisor(s): Colin Lankshear & Peter Freebody), Examination of low scoring nine year old respondents in the IEA Reading Literacy Study from English speaking countries, December 2003; Chief Investigator, Centre for Social Science Research, Central Queensland University [Examiner]
• Jo Williamson, Curriculum & Instruction/Writing Studies, Teachers as change mediators in educational reform, August 2003; Assistant Professor, Educational Leadership, Associate Director, Educational Technology Center, Kennesaw State University, Georgia [Adviser/Research Director]
• Xiao-Hui (Christine) Wang, Curriculum & Instruction, Third space: Sharing a computer in a first-grade classroom (Winner of the AERA—Early Education/Child Development SIG Dissertation Award), August, 2003; Assistant Professor, State University of New York, Buffalo [Research Director]
• Karen Lunsford, English/Writing Studies, Distributed argumentative activity: Redefining arguments and their re-mediation from a sociohistoric perspective, August, 2003; Associate Professor, Writing, University of California, Santa Barbara [Committee]
• Jennifer Robins, Graduate School of Library & Information Science, The role of a mediating information structure in a contextualized system, August, 2003; Assistant Professor, Educational Leadership & Human Development, Central Missouri State University, MO [Committee]
• Olivia Clarke, Exploring pedagogies for effective teaching and learning in new multimedia environments: A comparative study of schools in Australia and the US, Education, Monash University, Victoria, Australia (Supervisor Ilana Snyder), June 2003; Program Implementation Advisor, The Le@rning Federation, Carlton South, Melbourne, Australia [Examiner]
• Jared Berrett, Educational Psychology, Teaching of technological literacy through a nonlinear approach: A case study of exemplary practice at Wood River Middle School, May 2003, Assistant Professor, School of Technology, Brigham Young University [Committee]
• George Reese, Curriculum & Instruction, Technology-enhanced education reform: An historical analysis of the evolution of the Office for Mathematics, Science and Technology Education at the University of Illinois (1993-2002), August, 2002; MSTE Director, Office for Mathematics, Science, and Technology Education (MSTE), University of Illinois at Urbana-Champaign [Committee]
• Akihiko Takahashi, Curriculum & Instruction, Affordances of computer-based and physical geoboards in problem-solving activities in middle grades, August, 2002; Associate Professor, Mathematics Education, Director, Asia-Pacific Mathematics and Science Education Collaborative (AP*MSEC), DePaul University [Committee]
• Jianxia Du, Education Policy Studies, Technology and quality of education for low-income minority students: Issues and policy implications, August 2002; Assistant Professor, Educational Technology, Mississippi State University, Starksville [Committee]
• Michelle Kazmer, Graduate School of Library and Information Science, Disengagement from intrinsically transient social worlds: The case of a distance learning community, August 2002, Assistant Professor, College of Information, Florida State University [Committee]
• Gicheol Han, Educational Policy Studies, A study of Jürgen Habermas’s communicative rationality: An educational interpretation, May 2002, Post-Doc, The Institute of Asia Pacific Education Development, Seoul National University, Korea [Committee]
• Cecelia Merkel, Graduate School of Library and Information Science, Uncovering the hidden literacies of have-nots: A study of computer and Internet use in a low-income community, May 2002; Metadata Specialist/Digital Archivist, Penn State Outreach, Penn State University [Committee]
• Aijun (Anna) Li, Curriculum & Instruction, Teachers using technology: Case studies of three elementary teachers, May 2002; Senior Evaluation Specialist, SERVE Center at University of North Carolina, Greensboro, NC [Committee]
• Laura Neumann, Graduate School of Library and Information Science, Communities of practice as information systems: Humanities scholars and information convergence, May 2002; Usability Engineer, Microsoft Corporation, Redmond WA [Committee]
• Steven Downey, Human Resource Education, University students’ perceptions, interpretations, and preferences regarding two-dimensional and three-dimensional concept mapping, December 2000; Research Fellow, National Center for Supercomputing Applications’ Knowledge and Learning Systems Group, University of Illinois at Urbana-Champaign, IL [Committee].
• Yulan Yuan, Leisure Studies; Managing changes: Evaluation of the implementation of network technology in the tourism industry, December 2000; Assistant Professor Department of Sport and Leisure Studies, National Dong-Hua University, Taiwan [Committee]
• Beena Choksi, Educational Psychology; CARA (Child Abuse Risk Assessment): A situated evaluation of an innovative learning environment, June 2000; Alba Collective [Committee].
• Maureen Hogan, Curriculum & Instruction/Writing Studies, What is C.A.R.E.? The birth and identity formation of an alternative public middle school, May 2000; Associate Professor, Education, University of Alaska at Fairbanks [Adviser/Research Director]

———- 1995-99 ———-

• Kevin Leander, Curriculum & Instruction/Writing Studies, Classroom discourse, identity, and the production of social space [winner of the Education Alumni Association Graduate Medal], October 1999; Associate Professor of Language & Literacy in the Department of Teaching and Learning, Vanderbilt University, Nashville, TN [Adviser/Research Director]
• Hui-Ju Huang, Curriculum & Instruction; Holistic aspects of children’s ways of understanding in making sense of genetics, October 1998; Assistant Professor, Department of Teacher Education, California State University, Sacramento, CA [Adviser]
• Punya Mishra, Educational Psychology, Learning complex concepts in chemistry with multiple representations: Theory based design and evaluation of a hypertext for the periodic system of elements, May 1998, Associate Professor, Educational Psychology, Michigan State University, East Lansing, MI [Committee]
• Carole Wesenberg Janisch, Curriculum & Instruction, Understanding and implementing a literacy instructional model at the Middle school level, May 1998; Assistant Professor, Curriculum & Instruction, Texas Tech University, Lubbock, TX [Committee]
• Kerry Lynn Ose, English/Writing Studies, The educational experiences of evangelical college students: An ethnographic of pedagogy, literacy and learning, May 1998 [Committee]
• Shih-Kuan Hsu, Curriculum & Instruction, Connecting at a distance: Learner’s perspectives and experiences with teleconferencing courses, October 1997; Professor, Center for Teacher Education, National Taiwan University, Taipei, Taiwan [Adviser/Research Director]
• Christine Chin, Curriculum & Instruction, Students’ learning approaches and their understanding of some chemical concepts in eighth-grade science, October 1997; Professor, National Institute of Education, Nanyang Technological University, Singapore [Adviser/Research Director]
• Guy Moyer, Curriculum & Instruction, The practical application of Bakhtin & related theory to language education, May, 1997 [Committee]
• Diana Beck, Curriculum & Instruction, Interpretive video analyses of children’s inquiry: Fantasy and other emergent contexts at a summer science camp for elementary school children, May 1997, Assistant Professor, Science Education, Knox College, Galesburg, IL [Committee]
• Richard Frazier, Curriculum & Instruction, Ways of working, Ways of being: A study of four children in a setting for learning science, August 1996, Associate Professor, Science Education, Central Missouri State University, Warrensburg, MO [Committee]
• Ruey Chuan Cheng, Curriculum & Instruction, A case study of a third-grade teacher’s literacy instruction in a racially mixed classroom, October 1996, Associate Professor, Division of Teacher Education, Providence University, Tai-Chung City, Taiwan [Research Director]
• Ina Gabler, Curriculum & Instruction/Writing Studies, The writing classroom as a mosaic: Three perspectives, August 1996, Assistant Professor, Education, Millikin U., Decatur, IL [Adviser/Research Director]
• David Michael Marcovitz, Curriculum & Instruction, Support for technology and innovation in the elementary school, May 1996, Associate Professor, Education, Director of the Graduate Program in Educational Technology, Loyola College, Owings Mills, MD [Adviser/Research Director]
• Sue Ellen Williams, Curriculum & Instruction/Writing Studies, Teachers’ written comments and students’ responses: A socially constructed interaction, May 1996, Professor, English, Olivet Nazarene University, Kankakee, IL [Committee]
• Eva Erdosne Toth, Curriculum & Instruction, Scientific inquiry in high school science learning: Collaborative research activities applying scientific visualization, May 1996, Assistant Professor, Center for Advancing the Study of Teaching and Learning (CASTL), Department of Foundations and Leadership, Duquesne University [Committee]
• Shan-Mei (Amy) Tseng, Curriculum & Instruction, Solo accompaniments in instrumental music education: The impact of the computer-controlled Vivace on flute student practice, January 1996, Taiwan [Committee]
• Shobha Sinha, Curriculum & Instruction, Children’s response to multicultural literature in the classroom, October 1995, Assistant Professor, Central Institute of Education, North Campus, Delhi University, New Delhi, India 91 120 4613720 [Adviser/Research Director]
• Judith Davidson Wasser, Curriculum & Instruction/Writing Studies, Living reading: The mutual construction of spirituality and reading, August 1995, Associate Professor, University of Massachusetts, Lowell, MA [Adviser/Research Director]
• Lillie R. Albert, Curriculum & Instruction, A case study of the complexities of learning to teach problem solving: The effects of a writing process strategy model on seventh-grade students’ mathematics performance, August 1995, Assistant Professor, Boston College, Newton, MA [Committee]
• Hui-Fen Lin, Curriculum & Instruction, Science learning in one kindergarten classroom, May 1995, Assistant Professor, Shin-Zhu Teacher’s College, Taiwan [Committee]
• Youngcook Jun, Curriculum & Instruction, Learning to solve algebraic equations by teaching the computer, May 1995, Assistant Professor, Computer Science Education, Sunchun National U., Sunchun City, Chon Nam-Do, Korea [Adviser/Research Director]
• Ruth Becker, Curriculum & Instruction, The second language writing of Chinese ESL students: Transfer and writing development, May 1995, 4th-grade Sheltered English in a transitional bilingual program, Waukegan, IL [Committee]

———- 1991-94 ———-

• Sandra Levin, Curriculum & Instruction, The realizations of telecommunications in high school science classrooms: An evaluation of teachers’ use of technology, October 1994, Visiting Assistant Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, IL [Committee]
• Sook-Hi Kang, Curriculum & Instruction, The effects of computer-based, context-embedded approaches to second-language vocabulary learning, May 1994, Instructional Designer, Korean Educational Development Institute, Korea [Committee]
• Martha Waggoner, Curriculum & Instruction, Will it work with my kids: Teachers’ practical concept of effective reading instruction, May 1994. [Committee]
• Jeanne Connell, Educational Policy Studies, Reconstructing a pragmatic theory of knowledge: A transactional perspective, Assistant Professor, Educational Policy Studies, University of Illinois at Urbana-Champaign, IL [Committee]
• Deborah Winking, Educational Psychology, The match between current national assessment initiatives in reading and validated dimensions of authentic assessment, May 1994, Senior Consultant, Panasonic Foundation, Pleasanton, CA [Committee]
• Colleen P. Gilrane, Curriculum & Instruction, Where will we talk about these things next year, when we’re not in this class anymore?: Exploring the role of community in teacher education, May 1994; Associate Professor, Elementary/Language Arts Education, University of Tennessee, Knoxville, TN [Adviser/Research Director]
• Montserrat Mir, Educational Psychology, The use of English requests by native Spanish speakers and its relation to politeness functions, October 1993, Assistant Professor, Illinois State University, Normal, IL [Committee]
• Jane Montes, Curriculum & Instruction, Beyond computation in mathematics: An instructional study with third-grade bilingual Mexican-American children, October 1993; Assistant Professor, Curriculum & Instruction, Northeastern Illinois University, Chicago, IL [Committee]
• Fangmay Lai Kunjung, Curriculum & Instruction, Effects of linear, hypertext, and hypertext with advisement approaches on computer-assisted learning, October 1993, Lung-Ching, Taiwan [Committee]
• Yuangshan Chuang, Curriculum & Instruction, A quantitative corpus analysis of word frequency and part of speech in the English textbooks used at senior high schools in Taiwan, May 1993, Professor, English, Kaoshiung Normal University, Kaoshiung, and Chair of the National English Proficiency Test for All on the Web, Taiwan [Committee]
• Raoul Cervantes, Educational Psychology, Every message tells a story: A situated evaluation of instructional networking, May 1993; Assistant Professor, Educational Psychology, Osaka, Japan [Committee]
• Min-Ling Tsai, Curriculum & Instruction, The unintelligible voices that make sense: Ting-Ting and Ying learning to be preschool students, May 1993, Assistant Professor, Elementary Education, National Taipei Teachers College, Taipei, Taiwan [Committee]
• Genell Harris, Curriculum & Instruction, Gateway to educational change: A situated evaluation of a FrEdMail adoption, May 1993, Associate Professor, Elementary Education, Southern Utah University, Cedar City, UT [Research Director]
• Haesun Kim Chung, Educational Psychology, Factors that affect the use of instructional electronic message systems, August 1991, Seoul, Korea [Committee]