Angelique S. Jackson, EdD
Visiting Assistant Professor
BS, Elementary Education, University of Illinois Champaign-Urbana
MS, Urban Education and Accelerated Brain-Based Learning, Cambridge College
EdD, Curriculum and Instruction Educational Psychology from Loyola University Chicago
Dr. Angelique S. Jackson is a visiting Assistant Professor in the Department of Reading and Literacy Studies. She comes to Barry University with more than twenty years of experience in educational settings. Dr. Angelique S. Jackson taught undergraduate and graduate reading courses at Chicago State University (CSU) in Chicago, Illinois, a predominately Black Institution ( PBI). During her time at CSU, she was instrumental in transitioning many of her graduate literacy courses into both on-line and hybrid classes, she served on doctoral dissertation committees, served as chair of the Department Application Criteria, was involved in an on-going International Literacy Research Project in Ghana, supervised field based student teachers, served as a mentor liaison for students involved with Thurgood Marshall College Fund, and wrote for and was awarded a faculty enrichment grant to improve collegiality and professional learning communities in Higher Education.
Dr. Angelique S. Jackson has presented at both national and international peer reviewed conferences in Ghana and Montreal as well as several state and local presentations and workshops. Dr. Jackson has served as a peer reviewer as well as been published in peer reviewed publications.
Dr. Jackson has had a diverse career in education. In addition to university research, teaching and learning, serving as an Elementary School Teacher, Assistant Principal, and Reading Coach in Chicago, Dr. Jackson has also spread her wings as a social entrepreneur. Inspired by her passion for fitness and learning, she opened a children’s fitness and learning center in the south suburbs of Chicago, Our Youth In Shape. Immediately following, she expanded her fitness and enrichment programs into several community based organizations, as well as several schools in Chicago Public Schools, offering after-school and summer enrichment literacy and fitness programs. Opportunities to provide professional development workshops for teachers, on literacy and learning, were also an instrumental benefit, resulting from her programs.
While implementing different programs to include etiquette comportment, character building, fitness, and entrepreneurship for children, to name a few, she recognized the need to develop a program to focus on girls of color and hence, Miss Congeniality Girls, (culturally relevant social and emotional programs and products) LLC was born.
Through Miss Congeniality Girls, Dr. Jackson has expounded on research to include not only literacy but emotional literacy with an emphasis on culturally responsive learning.
Additionally, Dr. Jackson successfully ran a literacy tutoring program, which operated in 10 states, where she was instrumental in incorporating a balancing literacy structure as well as extensive grant writing to expand, develop, and sustain the programs. This experience led to an opportunity to participate in an innovative and competitive educational approach in the state of Louisiana entitled “Course Choice”. Through Course Choice, students were able to choose from a menu of electives offered from private providers. Dr. Jackson had the opportunity to participate in the implementation and design process for this revolutionary concept and approach to education in the South.
Dr. Jackson has a bachelor's of Science degree in Elementary Education from the University of Illinois Champaign-Urbana, a master’s of science degree in Urban Education and Accelerated Brain-Based Learning from Cambridge College and a doctorate's degree in Curriculum and Instruction Educational Psychology from Loyola University Chicago. She also holds a state of Illinois type 03 teaching certificate, a state of Illinois type 75 administrative certificate, as well as credentials as a certified “Critical Friends Coach”.
Dr. Jackson research interests include neuroscience and learning; making the connection between the brain, teaching, and learning for student achievement; culturally relevant social and emotional literacy learning, and social entrepreneurship in education.