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Professor Marcus Hughes, Ph.D.

Chicago, Illinois, United States
November 30, 2017

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Marcus Hughes, Ph.D.

**** ***** ******* ******

Chicago, IL 60626



**** ***** ****** **********, *.Ed., Educational Administration 2010 Grand Canyon University, M.Ed., Special Education 2006 Loyola University Chicago, Ph.D., Cultural & Educational Policy Studies 2004 Loyola University Chicago, M.Ed., Cultural & Educational Policy Studies 1993 Trinity Christian College, B.A., major: Biology, minor: Chemistry Certifications

1999 American Computer Corporation

Microsoft Certified Systems Engineer (MCSE) & A+ Certified Technician

(Hardware/Software Specialist)

Professional Experiences

2008-present Adjunct Faculty, College of Education, DePaul University, Chicago, IL. 2006-2013 CEO and President, Education & Technology Consultants, Inc., IL Hardware, Software, and Networking Administrator & Consultant Duties focused on supplemental network needs, desktop support, and software trouble-shooting while strategizing best practice methods for tech usage, including, professional development programs, administration, and faculty tech skills. 2002-2006 Assistant Director, Adventure of the American Mind Program Loyola University, Chicago, IL & Library of Congress, Washington, DC. 1999-2002 Technical Analyst, Information Technology Department Loyola University, Chicago, IL.

1997-1999 Adjunct Faculty and Math Tutor, Continuing Education Department Truman College, Chicago, IL.

1993-1998 CEO and President, ASCENT Delivery Services, Inc., Chicago, IL. 1990-1993 Student Technical Assistant (S.T.A.), Environmental Research Surveyor for Argonne National Labs, Argonne, IL & University of Chicago, Chicago, IL. Training

2016-present DePaul Online Teaching Series (DOTS) is an intensive, 40-hour faculty development program that prepares faculty to design, build, and facilitate successful online courses. The program builds online readiness among faculty through an immersive, hands-on experience. Faculty are introduced to online-learning best practices, hands-on innovative use of technology, quality standards for course development across all delivery formats, and are guided through the development of exemplary course sites for online and blended instruction. In addition, the program provides opportunities for faculty to interact with peers with a shared commitment to online learning and to develop a sustainable network of online-ready instructors. 2

2016-present Global Learning Experience (GLE) is an initiative that offers grants to faculty members who integrate meaningful global conversations into their courses. Three main objectives: Build a faculty development initiative focused on globalization, curricular innovation and preparedness to teach in a global classroom; Enlarge network of strategic partner institutions across different regions of the world to develop deep and sustained collaborations; Expand opportunities for all students, with attention to low-income students, to access transformational experiences, including study abroad.

Research Experiences

2008-2009 Coordinator for the Communities Based Job Training Initiative (CBJTI) Grant Collaboration with the Department of Labor (DOL). Responsible for coordinating and monitoring the day-to-day operation of the CBJTI within the Department of Allied Health, designed a distance learning laboratory, worked closely with department of Research and Evaluation to prepare formative & summary reports, monitored internal budgets, expenditures, and prepared regular reports for submission to the DOL.

2007-2009 Data Analyst for ECRA Research and Assessment Company. Responsible for collecting survey and research information. Interviewed instructors from Marshall High School in Chicago, IL. Prepared reports as precursor of statistical analyst of students' behavior, attendance, and grades. 2007 Distance Learning Coordinator & Assistant to Biotechnology Director Responsible for organizing best practice methods and essential research for creating a distance learning center while building a network of clients and participants. The project was supported by Baxter International, Inc. 2006-2007 Co-Director for Janaston Management & Development Grant Writer A collaborative effort of diverse educators focused on creating a program to expose K-12th grade students to Geoscience & Agriculture curriculums. One of the lead researchers for the grant.

Research Foci:

Multiculturalism, Education Technology, Communities of Practice, Distance Learning, Global Diaspora of Indigenous Populations, Educational Policy Studies, Leadership, Educational Inequality, Identity, and Discrimination. Dissertation

Hughes, M. (2006). The Effects of an 'Adventure of the American Mind' Participants on their Schools' Communities of Practice. (Doctoral dissertation, Loyola University, 2006). ProQuest Information & Learning Company. Skills

Desire To Learn (D2L), Digication, Polycom, Blackboard, Microsoft Windows & Suite, VoiceThread, Smart Classrooms, Zoom, and Outlook. Awards

2017 Excellence in Teaching

DePaul University, College of Education, Department of Educational Policy Studies

& Research (EPSR).


2014 DePaul ENGAGEMENT of Student Learning

Recognized by university departments, faculty, staff and students for outstanding teaching and mentorship as playing an essential role for student learning and development as socially responsible engaged citizens and leaders. 2013 Excellence in Teaching

DePaul University, College of Education, Department of Educational Policy Studies

& Research (EPSR).

Study Abroad

2006 Rome, Italy: Graduate Course

1992 West Indies: Santo Domingo, Santiago, and Haiti: Undergraduate Course Courses Instructed

LSE-258: Education and Social Justice

This course is designed to examine education within a philosophical framework which focuses upon the relatively great potential of education as an agent for social justice and change. Through the examination of current issues and concerns, students are expected to engage in critical analysis, reflect upon theoretical frameworks, examine public policies and values, and consider ways in which schools and educators can promote the development of social justice. The course will focus on one or several of the following topics: gender, ethnicity, language and culture, and social class and economic opportunity. Attention will be given to the issues of institutional responses to differences, equity, access and outcomes. LSE–380: Philosophical Issues in Education & Culture The aim in this course is to consider the possibility that philosophy might be created from many different perspectives, and that these perspectives might bring something to philosophy that would not otherwise be a part of the philosophical conversation. In attempt to accomplish a critical examination of the theoretical claims, goals and definitions of philosophical issues in education and culture. We will explore and critique different methods for thinking about the relevant issues surrounding philosophical ideologies, especially race, gender expression, culture, class, nationality, sexuality, ability and disability. We will evaluate what are the most efficacious and most ethical tools, ideas and concepts that we can use to engage thinking about diverse issues by tracking its meaning through three slightly different but interlocking lenses: unlearning around social privilege and social oppression, critiquing institutionalized knowledges, and theorizing coalitional social change movements. LSP–200: Seminar: Diverse Values and Voices in Education The course uses original stories told by people in their own “voices” about their educational experiences within “our schools.” The course is designed to help students understand better how culture is intertwined with education. The American school system is examined from the standpoint of persons as diverse as African American, Chinese American, Iranian, Chicana, American Indian/Native American and Puerto Rican. Essays, journal articles, and case studies will be used to provide insight into the cultural, ethnic, gender, linguistic, socioeconomic and political issues and problems experienced by various ethnic groups as they interact with the educational system.

LSP-200: Seminar: Multiculturalism/U.S.

This course seeks to foster intercultural awareness through the study of multiculturalism in the United States. Examining the connections between urban life, cultural diversity and student’s own personal experiences, the course addresses how the place and the social conditions in which we live regulate our practice and experience of multiculturalism. We ask 4

what forms does the negation, promotion or celebration of cultural diversity take in the urban context? Addressing myriad of different issues pertaining to multiculturalism and its most salient expression, cultural identity we explore the broad and dynamic meanings of diversity and community analytically and experientially. SCU-201: Social and Historical Issues in Education This course examines through an interdisciplinary framework sociological and historical issues and concerns associated with the relationship between education and public life. The course analyzes education as a form of cultural power, addressing its political and ideological effects. Emphasis will be placed upon the social and historical meanings and purposes assigned to education, especially as it pertains to questions of race, gender, sexuality, and the political economy of class.

SCG-408: Education and Society

A study of social forces that impinge upon the educational enterprise and analysis of the relationship to major social problems in urban education with emphasis on their social, economic, political, historical and philosophical dimensions. SCG-604: Identity: Constructions and Negotiations

This course explores the self and identity as a complex and dynamic psychological, sociohistorical, and cultural process, and is grounded in the theoretical frameworks in human development, cultural studies, psychoanalysis, and philosophy, including critical and postmodern perspectives in education. It examines the intersubjective experiences, social relations, institutional hierarchies, and ideological frameworks through which social identities and subject positions are created, negotiated, and transformed across educational institutions and societal culture.

SCG-711: Culture, Power and Education

The purpose of this course is to facilitate the development of a critical understanding of the larger concept of culture within the notion of multiculturalism. This begins by recognizing that educational institutions such as schools and universities are cultural institutions engaged in the making of culture. While the focus of multiculturalism is about theorizing difference in relation to the cultural processes that go on in schools and universities, its focus does not address how educational institutions are shaped by broader cultural dynamics that are outside of the immediate context of educational institutions. It is in this context that doctoral students will examine how cultural processes are intimately connected with social relations, especially with class relations, with gender and ethnic divisions, and with the racial restructuring of social relations. They will also explore how culture involves power, which serves to produce inequalities in the abilities of individuals and social groups to define and realize their needs. In addition, culture will be analyzed as a site of social difference and struggle. The primary focus of the course will be to explore how the larger political economy, popular culture and politics of a society effect the dynamics of how culture is constructed within social life. Doctoral students from within this framework will analyze what we mean by culture; how it is produced and consumed; the relationship of everyday life is represented by dominant cultural, sub-cultural groups and institutions. It is in this context that the course also examines how relations of power, knowledge, social identity and pedagogy within educational institutions are conditioned and shaped by the educational practice that shapes and impinges upon the internal workings and purposes of educational institutions.


Presentations & Lectures

2016 Technology, Education and Us. The presentation discussed the advancement of technology merging with a struggling public educational system. Presented at 2013 Education and the Future. The presentation illustrated the importance for graduating 8th graders to adhere to the discipline of education while linking future goals, challenges, and objectives. Presented at John H. Smyth Magnet IB School, Chicago, IL.

2013 Honoring Present Champions of the Community. The presentation connected the need to appreciate significant people 'now', instead of posthumously. Presented at Life Center COGIC church, Chicago, IL.

2012 Racism: The Ugly Truth. The presentation focused on the "truths" about racism and social change while striving for answers to social justice. Presented at DePaul University, Chicago, IL.

2012 Celebration of Life event. Focused on positive methods to deal with present economic stress while sustaining a daily positive attitude. Presented at the Broadway Armory, Chicago, IL.

2011 How to Mix Academic Success with Self-Actualization. Presentation identified the ongoing need for mentors & programs designed for K-12th graders. Presented at Ella Flagg Young School, Chicago, IL.

2010 How to Measure a Successful Business & Life. Explained positive and negatives of owning a company, striving for excellence, & developing concrete networking relationships in business. Presented at Mt. Carmel Baptist Church, Chicago, IL. 2009 The Proper Steps to Reach your Educational Potential. Offered an insightful perspective of educative means and vocational methods to reach one's highest potential. The audience was derived of perspective college students, GED students

& high school dropouts. Presented at the Chicago Park District Clarendon Park, Chicago, IL.

2008 AlphaLite Program. Factors Influencing the Decision of Young Adults. Presentation centered on education, motivation, and life skills of responsibility, relationships, teen pregnancy, & sexually transmitted diseases for young males ages 12-15 years. Presented at Good Shepherd Lutheran Church, Chicago, IL. 2006 By comparing, John Dewey and Jacques Maritain, how has each educational pioneer influenced the modern educational system of today? The presentation consisted of a comparison between Dewey & Maritain methodologies & identification of the greatest impact on the contemporary educational system. Presented at Loyola University Chicago, Chicago, IL. 2006 Does Low School Achievement evolve from Low SES? The presentation focused on the connection between poor school achievement, risk factors, & poverty. Including, the numerous attempts to construct a thriving curriculum to decrease the educational gap between low and high SES students. Presented at Loyola University Chicago, Chicago, IL. 6

2005 Arguments against the Morality of Capital Punishment: Clemency in the State of Illinois. The focal point of the presentation consisted of different aspects of capital punishment. The main argument focused on the moral justification of using capital punishment while dissecting Governor George Ryan's decision for clemency. Presented at Loyola University Chicago, Chicago, IL. 2005 Pavlovian Conditioning supports Inequalities in a Democratic System while using Capitalistic Methods. The presentation consisted of Pavlovian theory of classical conditioning and its use or abuse in society. Presented at Loyola University Chicago, Chicago, IL.

Alumni Associations

Loyola University Chicago Alumni Association

Trinity Christian College Alumni Association

Grand Canyon University Alumni Association

Media Appearances

2013 The School-to-Prison Pipeline

Great Lakes Radio, Big Express, WBGX 1570 AM, Chicago, Illinois. 2006 Positives and Negatives of Virtual Schools for the Chicago Public Schools, CLTV, Chicagoland Television, Channel 10, Chicago, IL. Workshops: Designed and Implemented

2013 Microsoft Office Suites & Windows Operating Systems, Smyth Magnet School faculty and staff, Chicago Public Schools, K-12 instructors. 2008 Educational Technology, K-8, Aurora School District, faculty and staff. 2007 Introduction to Educational Technology, K-8, Aurora School District, faculty and staff.

2006 Best Practice of Technology, Loyola University Chicago, School of Education, faculty.

2005 Introduction to Technology, Loyola University Chicago, School of Education, faculty.

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