Leadership, Educational Psychology and Foundations

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Interim Chair: Marc VanOverbeke

Graduate Faculty

Helen Brantley, professor, Ph.D., Columbia University at New York
Kerry Burch, associate professor, Ph.D., University of Hawaii at Manoa
Jon Crawford, assistant professor, J.D., Ph.D., Iowa State University
Joseph Flynn, assistant professor, Ph.D., Michigan State University
Christine Kiracofe, associate professor, Ed.D., University of Georgia
Li-jen Kuo, associate professor, Ph.D., University of Illinois
Rosita Lopez, associate professor, Ed.D., Northern Illinois University
Linda O’Neill, associate professor, Ed.D., Northern Illinois University
Leslie A. Sassone, associate professor, Ph.D., Purdue University
Jennifer Schmidt, associate professor, Ph.D., University of Chicago
David Shernoff, associate professor, Ph.D., University of Chicago
Hidetada Shimizu, associate professor, Ed.D., Harvard University
Lee B. Shumow, Distinguished Teaching Professor, Ph.D., University of Wisconsin
M Cecil Smith, professor, Ph.D., University of Wisconsin
Cynthia Taines, assistant professor, Ph.D., University of Wisconsin 
Stephen M. Tonks, associate professor, Ph.D., University of Maryland
Carolyn Vander Schee, assistant professor, Ph.D., Georgia State University
Marc VanOverbeke, associate professor, Ph.D., University of Wisconsin
Teresa Wasonga, associate professor, Ed.D., University of Missouri
Elizabeth Wilkins, professor, Ph.D., Southern Illinois University

The Department of Leadership, Educational Psychology and Foundations offers programs leading to degrees in curriculum and instruction, educational administration, educational psychology, foundations of education, and school business management. The department engages students in the critical study of educational theory and practice, developing reflective educators who base their teaching, research, and policy decisions on historical, philosophical, psychological, and social-cultural perspectives. In addition, the department facilitates the development of leaders who actively shape organizational cultures, are sensitive to moral and equity issues, and can manage and lead complex and changing entities.

Master of Science in Education
Curriculum and instruction
Educational administration
Educational psychology
Foundations of education
School business management

Educational Specialist
Educational administration

Doctor of Education
Curriculum and instruction
Educational administration

Doctor of Philosophy
Educational psychology

Regulations Governing Programs in Educational Administration and School Business Management

Admission

Applicants for the master’s degree in school business management may submit scores from the GMAT in lieu of GRE scores. Qualified applicants to the Ed.S. and Ed.D. programs must demonstrate writing competency and computer literacy and participate in a pre-admission interview. Students seeking admission to certification-only programs in the department should contact the department for application materials.

Certification at the Graduate Level

Within the M.S.Ed. in educational administration, students may complete requirements for the principal endorsement to the Type 75 Illinois Administrative Certificate. This requires department consent. Within the M.S.Ed. in school business management, students complete requirements for the chief school business official endorsement to the Type 75 Illinois Administrative Certificate. Within the Ed.S. in educational administration and the Ed.D. in educational administration, students may complete requirements for the superintendent endorsement to the Type 75 Illinois Administrative Certificate. Students seeking certification should contact the Department of Leadership, Educational Psychology, and Foundations for further information.

Advisement

A student is assigned an adviser when admitted to a department degree or certification program and develops a program of study in consultation with the adviser.

Student-at-Large, Study-Abroad, and Transfer Credit

Student-at-large, study-abroad, and transfer hours in combination may not exceed 15 semester hours for students pursuing any of the degree programs offered in the department.

Retention

Students must remain in good academic standing in the Graduate School, maintain high ethical standards, and 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 analytically with integrated course content. 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. Additional requirements are delineated in the degree program descriptions.

Course Information

All courses with the EPF designator may be counted toward a student’s major program in educational psychology or in foundations of education.

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