Leadership, Educational Psychology and Foundations

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Chair: Carolyn Pluim

Graduate Faculty

Kerry Burch, professor, Ph.D., University of Hawaii at Manoa
Benjamin M. Creed, assistant professor, Ph.D. Michigan State University
Daryl Dugas, associate professor, Ph.D., University of Chicago
Lynn Gibson, clinical assistant professor, Ed.D., Northern Illinois University
Lindsay Harris, associate professor, Ph.D., University of Pittsburgh
Bradley Hawk, Ed.D., clinical assistant professor, University of Illinois, Urbana-Champaign
Danny Oest, Ed.D., clinical assistant professor, Northern Illinois University
Carolyn Pluim, professor, Ph.D., Georgia State University
Tiffany Puckett, assistant professor, Ph.D., J.D., University of Illinois, Urbana-Champaign
Patrick Roberts, associate professor, Ph.D., University of Illinois at Chicago
Leslie A. Sassone, associate professor, Ph.D., Purdue University
Hidetada Shimizu, associate professor, Ed.D., Harvard University
Kelly H. Summers, associate professor, Ph.D., Northern Illinois University
James Surber, Ed.D., clinical assistant professor, Ball State University
Rebecca Surber, Ed.D., clinical assistant professor, Illinois State University
Cynthia Taines, associate professor, Ph.D., University of Wisconsin 
Stephen M. Tonks, associate professor, Ph.D., University of Maryland
Teresa Wasonga, Presidential Engagement Professor, Ed.D., University of Missouri

The Department of Leadership, Educational Psychology and Foundations offers programs leading to degrees in educational administration, educational psychology, 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
Educational administration
Educational psychology
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 licensure-only programs in the department should contact the department for application materials.

Licensure 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 License. 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 License. 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 License. Students seeking licensure 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 licensure 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 EPFE designator may be counted toward a student’s major program in educational psychology or in foundations of education.

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