Leadership, Educational Psychology and Foundations

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Chair: Wilma R. Miranda

Graduate Faculty

Kerry Burch, associate professor, Ph.D., University of Hawaii at Manoa
Jon Crawford, assistant professor, J.D., Ph.D., Iowa State University
Andrea E. Evans, assistant professor, Ph.D., University of Illinois, Chicago
Donald J. Hunt, assistant professor, Ph.D., University of Albany
John W. Jacobson, assistant professor, Ed.D., Illinois State University
Christine Kiracofe, assistant professor, Ed.D., University of Georgia
Rosita Lopez, associate professor, Ed.D., Northern Illinois University
Wilma R. Miranda, professor, Ph.D., State University of New York, Buffalo
John Murphy, assistant professor, Ed.D., Northern Illinois University
Diann Musial, Distinguished Teaching Professor, Ed.D., Northern Illinois University
Linda O’Neill, assistant professor, Ed.D., Northern Illinois University
Jean W. Pierce, professor, Ph.D., Northwestern University
Thomas B. Roberts, professor, Ph.D., Stanford University
Joseph Saban, assistant professor, Ed.D., Northern Illinois University
Leslie A. Sassone, associate professor, Ph.D., Purdue University
Jennifer Schmidt, assistant professor, Ph.D., University of Chicago
David Shernoff, assistant professor, Ph.D., University of Chicago
Hidetada Shimizu, associate professor, Ed.D., Harvard University
Lee B. Shumow, professor, Ph.D., University of Wisconsin
M Cecil Smith, professor, Ph.D., University of Wisconsin
Susan J. Stratton, adjunct assistant professor, Ph.D., University of Iowa
Lucy F. Townsend, professor, Ph.D., Loyola University of Chicago
Marc VanOverbeke, assistant professor, Ph.D., University of Wisconsin
Teresa Wasonga, assistant professor, Ed.D., University of Missouri

The Department of Leadership, Educational Psychology and Foundations offers programs leading to degrees in 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
Educational administration
Educational psychology
Foundations of education
School business management

Educational Specialist
Educational administration

Doctor of Education
Educational administration
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. program may be required to participate in a pre-admission interview. Qualified applicants to doctoral 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.

Final decisions regarding admissions are made by a committee of the faculty on the basis of a total profile of an individual’s qualifications. Any applicant who is denied admission to a program may submit to the department chair a written request, including information not previously submitted, for reconsideration by the admissions committee. Final decisions of the admissions committee may be appealed at the department level. Appeals must be in writing and must explain the basis for the appeal.

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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