Dean: Laurie Elish-Piper, Ph.D.
Associate Dean, Academic Affairs: David Walker, Ph.D.
Associate Dean: William Pitney, Ed.D.
Department of Counseling, Adult and Higher Education
Department of Curriculum and Instruction
Department of Educational Technology, Research and Assessment
Department of Kinesiology and Physical Education
Department of Leadership, Educational Psychology and Foundations
Department of Special and Early Education
Admission
Specific admission requirements are described in the departmental and program sections in the following pages. To be assured of consideration for admission, a prospective student must submit an application to the Graduate School no later than June 1 for the fall semester, November 1 for the spring semester, and April 1 for the summer session. Only complete applications containing all required data (application forms, official transcripts, GRE General Test Scores, and letters of recommendation) are considered.
Applicants denied admission may request reconsideration on the basis of additional evidence and/or information not previously submitted. Such requests shall be in writing and directed to the appropriate program admissions committee. Decisions of program admissions committees may be appealed to the Admissions, Retention, and Professional Standards Committee of the department. Such appeals shall be in writing and should explain the basis for the appeal.
Retention
Students are responsible for meeting the professional standards of the College of Education and its respective departments and programs of study. The following requirements apply to all students.
Students must remain in good academic standing in the Graduate School, are required to maintain high ethical standards, and must demonstrate evidence of functional competency in fulfilling the professional roles required by the discipline.
Doctoral students must pass a candidacy examination which requires an ability to deal with more than individual course content. Satisfactory completion of comprehensive examinations requires analysis, synthesis, and integration of the content within a discipline. Doctoral students must also develop, complete, and defend an acceptable dissertation following the guidelines of the Graduate School and the program in which they are enrolled.
Consult specific program sections of this catalog for additional requirements.
State Requirements for Educator Licensure
Basic Skills Testing
Successful completion of the Illinois Licensure Testing System (ICTS) Test of Academic Proficiency is required for entry into most educator licensure programs and is listed as a prerequisite for many professional courses. The PPST and Praxis I bulletins and applications are available at the Office of Testing Services. Students who intend to enter a educator licensure program and need to take this test should register for and take the ICTS Test of Academic Proficiency as soon as possible.
Grade Minimum
All professional edcation and content-area course work that forms part of an application for licensure, endorsement, or approval must have been passed with a grade no lower than C or equivalent in order to be counted towards fulfillment of the applicable ISBE requirements. Students must see individual program advisors for list of courses.
Educator Licensure
In order to be licensed to teach or supervise in the public schools of the state of Illinois, a person must be of good character, in sound health, a citizen of the United States, and at least 19 years of age. The Illinois licensure law also requires that an individual complete an approved teacher preparation program at a recognized institution.
The dean of the College of Education, as the university’s licensure officer, is responsible for reviewing the record of each graduate of an approved teacher education program and for recommending or withholding recommendation of that individual for certification by entitlement and endorsement. Licensure is not an automatic procedure. In order to qualify for licensure, each student in an entitlement program must complete an application for licensure and provide evidence of having completed the general requirements; courses in professional education appropriate to the program being followed, including a minimum of 100 clock hours of approved pre-student-teaching clinical experience prior to student teaching; and a teacher education approved field of study: early childhood, elementary, special education, secondary (6-12), or special (K-12-art, music, physical education).
The following licensure and endorsement programs are available at the graduate level only and are approved by the Illinois State Board of Education.
- Special K-12
- Library Information Specialist
- Technology Specialist
- Reading
- School Service Personnel
- Administrative
- General Administrative
- Superintendent
- Chief School Business Official
Questions about these endorsement programs should be addressed to the appropriate department.
Also see “Educator Licensure Information.”
Student Teaching in the College of Education
Regulations Governing Student Teaching Assignments
All assignments are limited by the programs and facilities available in the cooperating schools, and the amount of credit given is determined by the type of assignment. Students must be recommended for an assignment by the chair of their department or the designated departmental representative. Graduate applicants must be approved by the department offering their graduate degree and the department in which they will be doing their student teaching.
Graduate students must have been admitted to the Graduate School, have earned a minimum of 12 semester hours at NIU, and have an overall NIU minimum 3.00 GPA.
A student must have been admitted to teacher education, have satisfactorily completed pre-student-teaching clinical experiences, and apply for a student teaching assignment in advance. A student must also have met the specific requirements in the subject matter department and maintained the required departmental GPA or better.
A student may not request a change once an assignment is confirmed by the cooperating school.
Retention
Admission to the program does not guarantee continued acceptance unless the student maintains satisfactory grades and other qualifications. In recognition of its responsibility to the schools in which its graduates teach, the university maintains a program of selective retention of candidates for the teaching profession. Thus, the university seeks to avoid recommending a candidate for a student teaching assignment or licensure unless the candidate has good character, sound mental and physical health, and academic competence in his or her overall studies, teaching field(s), and professional studies. Instructors involved in any of the professional sequence of courses may request that a student be dropped from teacher education for deficiencies in grades, attitudes, or professional skill.
Retention in a student teaching assignment depends on the student teacher’s ability to demonstrate those competencies associated with effective teaching, including factors such as organization of materials, motivational techniques, classroom management, interpersonal relationships, and professional ethics. Assessment will be made by the student teacher’s supervisors through observation and conferences with the student teacher in a clinical situation.
Licensure Programs
Certificates of Graduate Study
No active courses available.
Counseling, Adult and Higher Education
Go to information for this department.
Master’s Programs
Doctoral Programs
Licensure Programs
Certificates of Graduate Study
- • CAHA 500 - The Nature of Adult Education
- • CAHA 501 - Adult Learning: Maturity Through Old Age
- • CAHA 502 - Educating Culturally Diverse Adults
- • CAHA 530 - Instructional Theory, Practice and Teaching in Postsecondary Education
- • CAHA 533 - Applied Learning Theories in Postsecondary Education
- • CAHA 540 - Curriculum and Program Development in Postsecondary Contexts
- • CAHA 545 - Planning and Promoting Noncredit Adult Education
- • CAHA 550X - Teaching Oral Skills to Adult English Language Learners: Methods and Materials
- • CAHA 551X - Teaching Literacy Skills to Adult English Language Learners: Methods and Materials
- • CAHA 552X - Curriculum Development for Adult English Language Learners
- • CAHA 553X - Crosscultural Issues in the Adult ESL Classroom
- • CAHA 555 - Seminar in the Community College
- • CAHA 560 - Nontraditional Adult Higher Education
- • CAHA 562 - Helping Skills for Student Affairs Professionals
- • CAHA 565 - Continuing Education for Professional Groups
- • CAHA 568 - Continuing Higher Education
- • CAHA 570 - Organization, Personnel Management, and Academic Administration
- • CAHA 571 - Professional Issues in Student Affairs
- • CAHA 575 - Public Policy Studies in Higher Education
- • CAHA 581 - Community Project Development and Adult Education
- • CAHA 586 - Internship in Adult and Higher Education
- • CAHA 590 - Workshop in Adult and Higher Education
- • CAHA 597 - Independent Research in Adult and Higher Education
- • CAHA 598 - Issues in Adult and Higher Education
- • CAHA 699 - Master’s Thesis
- • CAHA 700 - Seminar in Adult and Higher Education
- • CAHA 701 - Professional Practices in Adult and Higher Education
- • CAHA 702 - Philosophy of Postsecondary Education
- • CAHA 703 - Humor and Adult Learning
- • CAHA 710 - Evaluating Adult Education Programs
- • CAHA 716 - Adult Learning in the Workplace
- • CAHA 720 - Review of Research in Adult and Higher Education
- • CAHA 721 - Applied Research Design in Adult and Higher Education
- • CAHA 722 - Adult and Higher Education in Social Context
- • CAHA 733 - Theory Building for Learning in Postsecondary Education
- • CAHA 740 - Pedagogical Innovations and Student Learning
- • CAHA 757 - Seminar in Higher Education
- • CAHA 759 - Critical and Feminist Pedagogies in Adult and Higher Education
- • CAHA 760 - International Adult Education
- • CAHA 761 - Adult Learning in Social Movements: Building Civil Society
- • CAHA 770 - Leadership in Adult Education
- • CAHA 786 - Internship in Adult and Higher Education
- • CAHA 797 - Independent Research in Adult and Higher Education
- • CAHA 798 - Research Seminar in Adult and Higher Education
- • CAHA 799 - Doctoral Research and Dissertation
- • CAHC 500 - Professional Identity and Ethics in Counseling
- • CAHC 501 - Diagnosis of Mental Health Issues in Counseling
- • CAHC 510 - Counseling Interventions Across the Lifespan
- • CAHC 511 - Career Counseling
- • CAHC 512 - Organization and Administration of Career Counseling Programs
- • CAHC 513 - Postsecondary and College Counseling for School Counselors
- • CAHC 521 - Counseling Children and Adolescents
- • CAHC 523 - School Counseling: Programs, Issues, and Practices
- • CAHC 524 - Clinical Mental Health Counseling: Programs, Issues, and Practices
- • CAHC 525 - Counseling Skills and Strategies
- • CAHC 530 - Counseling Theories
- • CAHC 532 - Evidence Informed Practices in Clinical Mental Health
- • CAHC 533X - Standardized Testing
- • CAHC 534 - Evidence Informed Practices in School Counseling
- • CAHC 540 - Group Counseling
- • CAHC 550 - Practicum in Counseling
- • CAHC 551 - Supervised Practice in Group Counseling
- • CAHC 565 - Multicultural and Social Justice Counseling
- • CAHC 567 - Substance Use and Addictions in Counseling
- • CAHC 570 - Consultation and Management in Developmental School Counseling Programs
- • CAHC 575 - Assessment in Career Counseling
- • CAHC 586 - Internship in Counseling
- • CAHC 590 - Workshop in Counseling
- • CAHC 592 - Special Topics in Counseling
- • CAHC 593 - Crisis Intervention
- • CAHC 594 - Counseling the Lesbian, Gay, Bisexual, Transgender, and Queer Community
- • CAHC 595 - Career Counseling and Development in a Multicultural Society
- • CAHC 596 - Religious and Spiritual Issues in Counseling
- • CAHC 597 - Independent Research in Counseling
- • CAHC 699 - Master’s Thesis
- • CAHC 700 - Professional Orientation to Counselor Education: Identity and Ethics
- • CAHC 701 - Professional Seminar in Counselor Education and Development
- • CAHC 705X - Introduction to Medical Family Therapy and Counseling
- • CAHC 706X - Medical Family Therapy and Counseling: Families, Disability and Chronic Illness
- • CAHC 707 - Medical Family Therapy and Counseling: Families Staying Well and Coping with Illness
- • CAHC 708 - Cultural and Spiritual Dimensions of Medical Family Therapy and Counseling Practice
- • CAHC 709 - Medical Family Therapy and Counseling Practicum
- • CAHC 710 - Theory in Career Development
- • CAHC 714X - Medical Family Therapy and Counseling Internship
- • CAHC 715 - Concepts in Trauma-Informed Counseling
- • CAHC 716 - Counseling for Complex Trauma
- • CAHC 717 - Creative and Experiential Approaches in Trauma-Informed Counseling
- • CAHC 718 - Resiliency and Wellness in Trauma-Informed Counseling
- • CAHC 730 - Advanced Theories of Counseling
- • CAHC 731 - Seminar in Counseling and Psychotherapy
- • CAHC 740 - Leadership, Advocacy, and Mentoring
- • CAHC 750 - Advanced Practicum in Individual Counseling
- • CAHC 752 - Supervision in Counseling
- • CAHC 761 - Outreach in Human Service Programs
- • CAHC 764 - Personality Testing
- • CAHC 765 - Applied Multicultural and Social Justice Counseling
- • CAHC 766 - Human Sexuality Counseling
- • CAHC 767 - Counseling Older Persons
- • CAHC 784X - Theoretical Foundations of Family Therapy
- • CAHC 786 - Internship in Counseling
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Curriculum and Instruction
Go to information for this department.
Master’s Programs
Doctoral Programs
Certificates of Graduate Study
Educational Technology, Research and Assessment
Go to information for this department.
Master’s Programs
Doctoral Programs
Licensure Programs
Certificates of Graduate Study
Kinesiology and Physical Education
Go to information for this department.
Master’s Programs
Licensure Programs
Certificates of Graduate Study
Leadership, Educational Psychology and Foundations
Go to information for this department.
Master’s Programs
Sixth-year Degree Programs
Doctoral Programs
Licensure Programs
Certificates of Graduate Study
Special and Early Education
Go to information for this department.
Master’s Programs
Certificates of Graduate Study