Search results

Title: Dorothy Thompson, ca. 1939
Date: 1935-1945
Collection: Office of Communications and Marketing photographs, 1905-1999

Title: Interview with M. Ellen Mitchell
Date: 2018-05-01-2019-09-17
Description: This interview with Dr. M. Ellen Mitchell, professor of Psychology and former Dean of the College of Human Sciences and College of Psychology,...
Show moreThis interview with Dr. M. Ellen Mitchell, professor of Psychology and former Dean of the College of Human Sciences and College of Psychology, was conducted on May 1, 2018 by Ralph Pugh and Adam Strohm. A short addendum to the interview was recorded on September 17, 2019, and is found at the end of the recording.
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Title: Wrestling match, Illinois Institute of Technology, Chicago, Illinois, ca. 1960s-1970s
Date: 1965-1979
Description: Date of photograph is unknown. Date range listed is approximate.
Collection: Office of Communications and Marketing photographs, 1905-1999

Title: Illinois Institute of Technology baseball team, Chicago, Illinois, ca. 1980
Date: 1980
Description: Photograph of Illinois Institute of Technology's baseball team in front of Keating Sports Center. Date of photograph is unknown. Date listed...
Show morePhotograph of Illinois Institute of Technology's baseball team in front of Keating Sports Center. Date of photograph is unknown. Date listed is approximate.
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Collection: Office of Communications and Marketing photographs, 1905-1999

Title: Lewis Institute, 1896-1940: Higher Education on Chicago's West Side
Date: 2004
Description: A presentation on the history of the Lewis Institute and its faculty, students, and staff. This presentation was researched, written, and...
Show moreA presentation on the history of the Lewis Institute and its faculty, students, and staff. This presentation was researched, written, and produced by Catherine Bruck, then University Archivist at Illinois Institute of Technology. Some images and text have been removed to comply with university policy.
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Title: Reconciling Legacy Archival Metadata
Date: 2017-01-24
Description: Presentation for Mashcat in Atlanta, Georgia on 24 January 2017.
Collection: Mashcat 2017

Title: Armour Institute of Technology Class of 1931 Reunion, 1941
Date: 1941-05-27
Description: Photograph of members of the Armour Institute's class of 1931 at the reunion to commemorate the 10th anniversary of their graduation, held on...
Show morePhotograph of members of the Armour Institute's class of 1931 at the reunion to commemorate the 10th anniversary of their graduation, held on May 27, 1941 at an unknown location.
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Collection: Office of Communications and Marketing photographs, 1905-1999

Title: Illinois Institute of Technology students, Chicago, Illinois, 1980s
Date: 1980-1989
Description: Photograph of unidentified students. Photographer unknown. Date of photograph is unknown. Date range listed is approximate.
Collection: Office of Communications and Marketing photographs, 1905-1999

Title: Cheerleaders in Keating Hall, Illinois Institute of Technology, Chicago, Illinois, ca. 1966-1976
Date: 1966-1976
Description: Photograph of Illinois Tech cheerleaders in Keating Hall. Photographer unknown. Date of photograph is unknown. Date range listed is approximate.
Collection: Office of Communications and Marketing photographs, 1905-1999

Title: Fraternity Tug of War, Illinois Institute of Technology, Chicago, IL, 1970s
Date: 1970-1979
Description: Photograph of Illinois Tech fraternity members in a tug of war match on The Quad. Photographer unknown. Date of photograph is unknown. Date...
Show morePhotograph of Illinois Tech fraternity members in a tug of war match on The Quad. Photographer unknown. Date of photograph is unknown. Date range listed is approximate.
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Collection: Office of Communications and Marketing photographs, 1905-1999

Title: DEVELOPMENTAL CHANGES OF KNOWLEDGE OF MATHEMATICS FOR TEACHING OVER TIME THROUGH PROFESSIONAL DEVELOPMENT
Creator: Alahmadi, Reham Abdulrahman
Date: 2019
Description: In the past, the knowledge base for effective teaching was measured based on presage variables, methods of teaching, process-product research,...
Show moreIn the past, the knowledge base for effective teaching was measured based on presage variables, methods of teaching, process-product research, competency-based teacher education, and professional decision-making. In addition, teachers’ effectiveness has been measured indirectly using proxy measurement. For example, teachers were assessed based on their performance on certification exams, their course, mathematical courses taken, and various experiences. Furthermore, teachers were measured based on students’ achievement tests, and using a pre-test and post-test model with limited knowledge of their development. This study aims to understand teacher mathematical knowledge for teaching (MKT), its development over time, and how professional development influences their professional knowledge. Twenty middle school teachers (sixth through eighth grade) participated in content-based (algebra) professional development (PD) in Saudi Arabia. The selection pool of teachers targeted in the study is eighth (sixth grade) mathematics teachers that represented a variety of years of experience and PD experience. The results of this study found that teachers positively developed their MKT through the professional development program. In particular, based on the results of the pre-test, teachers had a low level of MKT before they participated in the PD program. Teachers’ developmental steps of their changes over time were captured during the PD via multiple interviews. These interviews revealed within-teacher themes, cross-teacher themes, and factors that impacted teachers’ changes. Furthermore, a paired sample t-test showed that there was a significant difference between the means of pre-test and post-test.
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Title: Overvaluation of Weight and Shape Among Weight Loss Surgery Candidates
Creator: Hecht, Leah Marie
Date: 2019
Description: Overvaluation of shape and weight is a measure of the degree to which an individual’s self-evaluation is influenced by their shape and weight....
Show moreOvervaluation of shape and weight is a measure of the degree to which an individual’s self-evaluation is influenced by their shape and weight. Among individuals with eating disorders, this construct has been associated with elevated levels of eating pathology and psychological distress. Similarly, weight loss surgery candidates often report high levels of eating pathology, including loss of control eating, in addition to elevated levels of depression. Although studies have found poorer outcomes among those who endorse overvaluation of shape and weight in addition to loss of control eating as compared to those who deny overvaluation of shape and weight, the degree to which overvaluation of shape and weight is associated with disordered eating pathology, depression, psychosocial functioning, and self-esteem among weight loss surgery candidates has not been examined. The goals of the current study were to further elucidate these associations, including the degree to which frequency of loss of control eating episodes mediates associations. Data were analyzed from 88 individuals seeking bariatric surgery. Overvaluation of shape and weight was highly prevalent, with approximately 49% of the sample endorsing their weight and/or shape had a significant impact on their self-evaluation. The results of correlational analyses supported a link between overvaluation of shape and weight and higher levels of eating pathology, including more frequent loss of control eating episodes and disordered eating attitudes, in addition to poorer psychosocial functioning as indicated by greater psychosocial impairment, depression, and lower self-esteem. While frequency of loss of control eating episodes partially mediated associations between overvaluation of shape and weight and global eating pathology, it was not a significant mediator of the associations between overvaluation of shape and weight and shape/weight concerns, weight-related psychosocial functioning, self-esteem, or depression. These findings underscore the importance of assessing pre-surgical levels of overvaluation of shape and weight among individuals seeking bariatric surgery and suggest the importance of evaluating these attitudes and behaviors following surgery.
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Title: Disclosure of Mental Illness in Workplace Settings
Creator: Fominaya, Adam W
Date: 2019
Description: People considering disclosure of their mental illness in the workplace have tonavigate a complex set of competing pressures to arrive at a...
Show morePeople considering disclosure of their mental illness in the workplace have tonavigate a complex set of competing pressures to arrive at a disclosure decision. Existingmodels of disclosure fail to adequately consider the role of stigma, cannot be adequatelytested with measures currently in existence, and tend to ask participants about disclosureretrospectively. These limitations were addressed using a new path model which employsmeasures currently in existence, includes stigma, and assesses disclosure motivation inindividuals who have not disclosed at work. A national sample of 365 participants wererecruited using Amazon’s Mechanical Turk Marketplace (MTurk). While thehypothesized model achieved poor fit, important findings from the models tested hereprovide clear direction for future research.
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Title: Three-legged race, Illinois Institute of Technology, Chicago, Illinois, 1980s
Date: 1980-1989
Description: Photograph of a three-legged race at an unidentified event on the Illinois Tech campus. Photographer unknown. Date of photograph unknown. Date...
Show morePhotograph of a three-legged race at an unidentified event on the Illinois Tech campus. Photographer unknown. Date of photograph unknown. Date range listed is approximate.
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Collection: Office of Communications and Marketing photographs, 1905-1999

Title: Benjamin de Brie Taylor, 1970s
Date: 1973-1979
Description: Benjamin de Brie Taylor was Director of the Institute of Design at IIT from 1973 to 1975, and remained on the faculty at ID until 1987. Date...
Show moreBenjamin de Brie Taylor was Director of the Institute of Design at IIT from 1973 to 1975, and remained on the faculty at ID until 1987. Date of photograph is unknown. Date range listed is approximate.
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Title: Benjamin de Brie Taylor, 1970s
Date: 1973-1979
Description: Benjamin de Brie Taylor was Director of the Institute of Design at IIT from 1973 to 1975, and remained on the faculty at ID until 1987. Date...
Show moreBenjamin de Brie Taylor was Director of the Institute of Design at IIT from 1973 to 1975, and remained on the faculty at ID until 1987. Date of photograph is unknown. Date range listed is approximate.
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Title: Systems and Systematic Design: Tracing the Evolution of Design Methodology at the Institute of Design, 1965-2010: Slides
Date: 2010-10-28
Collection: Charles L. Owen presentation, 2010

Title: László Moholy-Nagy at the Institute of Design, Chicago, Illinois, 1944
Date: 1944
Description: Photograph of Laszlo Moholy-Nagy at the Institute of Design (or possibly the School of Design before it was renamed the Institute of Design in...
Show morePhotograph of Laszlo Moholy-Nagy at the Institute of Design (or possibly the School of Design before it was renamed the Institute of Design in 1944). Photographer unknown.
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Collection: Biographical files collection, 1900-2014

Title: Unbreakable wooden springs, ca. 1942
Date: 1942
Description: Photograph of a design for unbreakable wooden springs, possibly designed by Glenn Foss. Superimposition of two photographs shows the...
Show morePhotograph of a design for unbreakable wooden springs, possibly designed by Glenn Foss. Superimposition of two photographs shows the deflection of weight. Date of photograph is unknown. Date listed is approximate.
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Collection: Institute of Design records, 1937-ca. 1962

Title: What student responses do middle school mathematics teachers anticipate for contextualized and decontextualized problems about linear relationships?
Creator: Rupe, Kathryn Mary
Date: 2019
Description: The recent transition to the Common Core State Standards for Mathematics is in line with current initiatives to improve mathematics teaching...
Show moreThe recent transition to the Common Core State Standards for Mathematics is in line with current initiatives to improve mathematics teaching and learning through the emphasis of conceptual understanding and mathematical reasoning. Much research has been done on how to develop conceptual understanding for students in kindergarten through twelfth grade. Stein, Engle, Smith, & Hughes (2008) highlighted the importance of orchestrating productive classroom discussions. They suggest that this goal can be attained through the process of five steps, each depending on the previous step. Teachers must anticipate student responses to a task that will be taught, monitor student thinking as they are engaged in the task, purposefully select students to present based on their choice of representations, sequence those representations in a purposeful way, and then make connections among the representations so that students are able to understand key concepts. The first step in this process, anticipating student responses (ASR), is an area where little research has been done. The literature suggests that teachers that engaged in professional learning related to the practice did so at varying levels (Empson et al., 2017), and could develop those skills over time with explicit feedback (Popovic, Morrissey, & Kartal, 2018). However, research on average middle school mathematics teachers, those that were not enrolled in any professional learning focused on ASR, was absent from the literature. This study aimed to understand middle school mathematics teachers’ anticipation of student responses. A sample of 19 eighth grade math teachers that represented a variety of years of experience and curriculum use (traditional, reform, and teacher-developed) participated in semi-structured interviews and completed four common eighth grade math problems focused on the content of linear relationships and systems. Teachers’ anticipated student strategies were categorized as showing robust, moderate, limited, or lacking evidence of ASR. Based on the results, all of the teachers fit into one of four categories: those that anticipated student responses at (1) consistently high levels, (2) mixed levels, (3) consistently low levels, and (4) inconsistent levels. The results of this study found teachers who anticipated student responses at consistently high levels were experienced (over 10 years of experience), had numerous student-centered professional development experiences, considered their teacher-role as that of a facilitator, and had high expectations for students. They differed with respect to the type of curriculum they used, the certification they held, and the level of detail in their planning practices. Several of the teachers inconsistently anticipated student responses, providing robust and limited evidence for at least one problem. This speaks to the specialized knowledge that teachers have, what Hill and Charalambous (2012a) refer to as local mathematical knowledge for teaching. Among all of the variables considered, curriculum use did not appear to have an impact on teachers’ skills and knowledge related to anticipating student responses, although teachers used their curriculum materials in very different ways. Years of experience, secondary licensure, a student-centered philosophy of teaching, and teachers that described their role as that of a facilitator related to evidence of anticipating student responses. Understanding the variables that may impact teachers’ abilities to anticipate student responses, the first of five steps outlined by Stein et al. (2008), is important for supporting teachers as they orchestrate productive classroom discussions around important concepts.
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