NDCI team

Ronald Glick, Project Director, is Professor Emeritus of Sociology at Northeastern Illinois University, Chicago. Dr. Glick holds a Doctorate in Criminology from the University of California, Berkeley. He taught the Sociology of Drug Abuse, Urban Sociology, Social Stratification,  and Sociological Theory. For more than 20 years he served as Academic Advisor to drug abuse treatment and prevention workers in the Chicago metropolitan area through Northeastern's University Without Walls Program. Dr. Glick was the principal architect of Northeastern's Criminal Justice Department (now Justice Studies) and has served as Coordinator of the Sociology Program and as Chair of Northeastern's Faculty Senate and Chair of Northeastern's University Without Walls Advisory Board. Between 1987 and 1999, he served as the Project Coordinator or Project Director of the six successive two-year grants the university received from the U. S. Department of Education for substance abuse prevention in higher education. Since 1993, he has served as Director of the Network for Dissemination of Curriculum Infusion (NDCI). The NDIC was funded by the U. S. Department of Education from 1993 to 1999 to nationally disseminate the substance abuse prevention strategy of integrating prevention content into courses across the curriculum. Professor Glick has directed the NDCI Teacher Education Project since 1998.   This project prepares future teachers at four Chicago area Colleges of Education to integrate drug prevention into K-12 classes across the curriculum. The NDCI also provides professional development to College of Education faculty in Illinois and K-12 school administrators. Professor Glick is experienced in cross-cultural issues related to substance abuse. His research and publications are on prevention and on drug abuse in the Latino community. He co-edited Drugs in Hispanic Communities (Rutgers Press, 1990).

 Free 5 CPDU online workshop through Northeastern Illinois University’s College of Education
 
Integrate pressing life issues into classes across the curriculum to effectively engage students in learning and support social emotional growth
 
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