Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 1 of 22
COLLEGE OF EDUCATION
BOT approval received the following COE changes 6/9/11; GCCC 3/21/11 Sec. B; Graduate Council 4/4/11
All University Section—Directory of Correspondence
Other Catalog Change
Page 13-14, 2010-11 Graduate Catalog
Directory of Correspondence
↓
Graduate Degree Programs, Specializations, and Departments
↓
Adult and Higher Education: See Counseling, Adult and Higher Education
Advanced Special Education Practices: See Teaching and Learning Special and Early Education
↓
Blind Rehabilitation: See Teaching and Learning Special and Early Education
↓
Curriculum and Instruction: See Teaching and Learning Leadership, Educational Psychology and
Foundations
Curriculum Leadership: See Teaching and Learning Leadership, Educational Psychology and Foundations
↓
Early Childhood Education: See Teaching and Learning Special and Early Education
Early Childhood Special Education: See Teaching and Learning Special and Early Education
↓
Educational Technology, Research and Assessment: Lara Luetkehans, Ph.D., acting chair of department
Electrical Engineering: Ibrahim M. Abdel-Motaleb, Ph.D., acting chair of department
Elementary Education: See Teaching and Learning Literacy Education
↓
Leadership, Educational Psychology and Foundations: Wilma R. Miranda, Ph.D., Charles L. Howell,
Ph.D., chair of department
Learning Behavior Specialist I: See Teaching and Learning Special and Early Education
↓
Orientation and Mobility: See Teaching and Learning Special and Early Education
↓
School Business Management: See Leadership, Educational Psychology and Foundations
Science, Social Studies and Environmental Integration: See Literacy Education
Secondary Education: See Teaching and Learning Leadership, Educational Psychology and Foundations
↓
Special Education: See Teaching and Learning Special and Early Education
↓
Teaching and Learning: Paul Kelter, Ph.D., chair of department
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 2 of 22
↓
Visual Impairments: See Teaching and Learning Special and Early Education
Graduate Concentrations and Certificates of Graduate Study
↓
Advanced Teaching Practices: Chair, Department of Teaching and Learning Leadership, Educational
Psychology and Foundations
↓
Assistive Technology Specialist: Chair, Department of Teaching and Learning Special and Early
Education
Behavior Specialist: Chair, Department of Teaching and Learning Special and Early Education
↓
Curriculum Adaptations Specialist: Chair, Department of Teaching and Learning Special and Early
Education
↓
Multiple Disabilities Specialist: Chair, Department of Teaching and Learning Special and Early Education
↓
All University Section—Teacher Certification Information
Other Catalog Change
Page 35-37, 2010-11 Graduate Catalog
↓
Following is a list of ISBE-approved initial teacher certification entitlement programs together with the
academic department (or departments) at NIU with responsibility for administering each program.
Entitlement Program
Early Childhood Certificate
(birth through grade 3)
Academic Department/School
Family, Consumer, and Nutrition Sciences; Teaching and Learning,
Special and Early Education
Standard Elementary Certificate
(K-9)
Teaching and Learning
Literacy Education
Standard High School Certificate (6-12)
Biological Science
↓
Standard Special Certificate (K-12)
Biological Sciences
↓
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 3 of 22
↓
Blind and Partially Seeing
Deaf and Hard of Hearing
French
German
Learning Behavior Specialist I
↓
↓
Teaching and Learning
Special and Early Education
Literacy Education
Foreign Languages and Literatures
Foreign Languages and Literatures
Teaching and Learning
Special and Early Education
↓
All College Section
Other Catalog Change
Page 72, 2010-11 Graduate Catalog
Dean: La Vonne I. Neal, Ph.D.
Associate Dean: Connie Fox, Ed.D.
Associate Dean: Jeffrey B. Hecht, Ph.D.
Department of Counseling, Adult and Higher Education
↓
Department of Teaching and Learning Special and Early Education
↓
Department of Leadership, Educational Psychology and Foundations
Other Catalog Change
Page 97 – 100, 2010-11 Graduate Catalog
(EPF, EPFE, EPS, LEBM, LEEA, TLCI)
Chair: Charles L. Howell
Graduate Faculty
Helen Brantley, Ph.D., Columbia University at New York, professor
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, associate professor, Ph.D., University of Illinois, Chicago
Joseph Flynn, Ph.D., Michigan State University, assistant professor
Charles L. Howell, associate professor, Ph.D., Syracuse University
↓
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 4 of 22
Lucy F. Townsend, professor, emeritus, Ph.D., Loyola University of Chicago
↓
Teresa Wasonga, associate professor, Ed.D., University of Missouri
Elizabeth Wilkins, Ph.D., Southern Illinois University, professor
↓
Master of Science in Education
Curriculum and Instruction
Educational administration
↓
Educational Specialist
Educational administration
Doctor of Education
Curriculum and Instruction
Educational administration
Educational psychology
↓
Regulations Governing Programs in Educational Administration and School Business Management
↓
Retention
↓
Master of Science in Education in Curriculum and Instruction [Note: This is not a new program, it’s
being moved from the Department of Teaching and Learning.]
The major in curriculum and instruction prepares knowledgeable, reflective practitioners to work in both
formal and nonformal educational settings. Courses help educational practitioners clarify their professional
purposes and improve the pedagogical environments in which they function. The major includes course
work from curriculum leadership, environmental education, and secondary education. Students may choose
to focus their course work on one of these or combine course work to meet their professional needs.
Curriculum leadership courses provide the student with information to develop competence in supervisory
techniques, curriculum theory and practice, cooperative planning for improvement of instruction, and
evaluation of programs of curriculum improvement.
Environmental education courses focus on methods of teaching the core concepts and skills that
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 5 of 22
environmentally literate citizens need. Environmental education courses prepare formal and nonformal
educators to use community and natural out-of-classroom resources to enhance the curricula and nonformal education programs. Students focusing in this area are encouraged to complete the certificate of
graduate study in environmental education.
Courses in secondary education are intended for entering or practicing teachers who wish to develop the
teaching skills and the informed understanding of the major issues and trends in secondary education that
mark the master teacher.
Check departmental information for any additional requirements.
Requirements
Programs of study must include a minimum of 33 semester hours, of which a minimum of 18 semester
hours must be chosen from the major. Students elect either the non-thesis or thesis option.
Non-Thesis Option
One graduate-level course in research approved by adviser (3)
One graduate-level course in foundations of education approved by adviser (3)
Course work in the major approved by adviser (9-18)
Additional course work approved by adviser (0-9)
Successful completion of a comprehensive examination
TLCI 500 - Curriculum, Instruction, and the Community (3)
TLCI 510 - Critical Practices in Curriculum and Instruction (3)
Thesis Option
Same as the non-thesis option except that a minimum of 6 semester hours of program course work must be
devoted to TLCI 699A, Master’s Thesis: Curriculum Leadership, TLCI 699B, Master’s Thesis:
Environmental Education, or TLCI 699C, Master’s Thesis: Secondary Education.
Master of Science in Education in Educational Administration
↓
Educational Specialist in Educational Administration
↓
Doctor of Education in Curriculum and Instruction [Note: This is not a new program, it’s being moved
from the Department of Teaching and Learning.]
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 6 of 22
Specialization in Curriculum Leadership
Specialization in Secondary Education
This is a professional degree intended to prepare superior teachers, administrators, service personnel, and
scholars of education. In addition, the program prepares individuals for teaching at the college level.
Preparation for research responsibilities both as producer and as consumer is an integral part of each
program.
The specialization in curriculum leadership focuses on students’ future roles in society and in education as
insightful and responsive leaders, with cultural, moral and ethical questions used as major themes of the
doctoral program. A commitment to scholarship and research is required of students to enable them to
understand the future needs of society, educational institutions, and students.
The specialization in secondary education focuses on students’ current and future roles as exemplary
educators–whether as secondary classroom teachers, school and district administrators, or academicians.
Complemented by the study of curriculum theory and practice, the specialization revolves around
secondary instruction at both the micro (classroom) and macro (school, district) levels.
Admission
Applicants for the Ed.D. program are expected to have a broad base of general education in the humanities,
sciences, and social sciences and are required to present evidence of a minimum of three years of
acceptable professional experience and/or demonstrated field leadership.
An applicant for admission is generally expected to
have a minimum GPA of 3.20 in previous graduate work.
submit scores on the General Test of the GRE or the Miller Analogies Test (MAT).
provide three letters of recommendation from professors, employers, or supervisors which provide
supportive evidence of an applicant’s professional qualifications.
demonstrate satisfactory academic and professional progress as indicated by data included in the
application for admission to the Graduate School.
Demonstration of writing competencies and participation in a preadmission interview is required of
qualified applicants before a final admission decision is made.
Decisions about admission to the Ed.D. program in the department are made once each term. To be assured
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 7 of 22
of consideration, completed applications containing all required data (application forms, official
transcripts, GRE or MAT scores, and letters of recommendation) must be received by the Graduate School
no later than March 1 for admission for the fall term, November 1 for admission for the spring term, and
March 1 for admission for the summer session.
Prospective students who fail to satisfy either the GPA or the GRE/MAT criterion may request special
consideration of their applications. Such a request must be in writing, must include compensatory
evidence related to the deficiencies, and should accompany the application for admission to the Graduate
School. Final decisions regarding admissions are made by departmental program committees on the basis
of a total profile of an individual’s qualifications. Appeals of a decision made by the program committee
may be made to the department’s Academic Appeals Committee. Appeals to this committee must be
submitted in writing to the department chair and must explain the basis for the appeal.
Deficiency Study
In cases in which a student’s background in his or her chosen specialty is limited, the individual may be
required to fulfill deficiency requirements.
Requirements for Specialization in Curriculum Leadership
The Ed.D. in curriculum and instruction with a specialization in curriculum leadership requires a minimum
of 93 semester hours of graduate work beyond the baccalaureate degree, including the following.
TLCI 703 - Design of Curriculum and Instruction (3)
TLCI 704 - Research Seminar in Curriculum and Instruction (3)
A minimum of 15 semester hours of graduate-level course work in common requirements
including research understandings and skills, learning and development theories, and sociocultural
analyses of education
A minimum of 12 semester hours (excluding dissertation hours) of course work in the
specialization
A cognate component selected from outside the specialization to provide a broader base of
knowledge, a supportive professional skill, or more sophisticated research competencies. No
specific number of semester hours is required. Students may use the cognate area to satisfy
requirements for Illinois administrative certification.
Successful completion of a candidacy examination. This examination encompasses the common
requirements, the area of professional knowledge within the specialization, and, as appropriate, the
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 8 of 22
cognate. The examination is scheduled with the permission of the chair of the student’s doctoral
program committee, normally during the last term of course work prior to the dissertation.
TLCI 799 - Doctoral Research and Dissertation (1-15)
Requirements for Specialization in Secondary Education
↓
TLCI 799 - Doctoral Research and Dissertation (15-30)
↓
Certificates of Graduate Study
[Note: These are not new certificates. They are being moved from the Department of Teaching and
Learning.]
Advanced Teaching Practices (15)
This certificate of graduate study is designed for teachers who wish to hone their knowledge and skills
required to engage in the National Board for Professional Teaching Standards certification process.
Students seeking this certificate must file an application with the faculty of curriculum and instruction and
develop a program of studies with a faculty adviser.
TLCI 512 - Creating Learning Communities (3)
TLCI 515 - Connecting Curriculum and Instruction to National Teaching Standards (3)
TLCI 586B - Internship (3),
OR TLCI 786B - Advanced Internship (3)
. Professional Development Leadership (3)
TLCI 740 - Field Study in Curriculum Leadership (3-6)
One course related to student’s area of teacher certification (3)
Curricular and Pedagogical Practices in Social Justice Education (18)
This certificate is designed for educators seeking a concentration in pedagogy and practices, which focuses
on social justice education. It is available to students admitted to the Graduate School or enrolled as
students-at-large and who maintain both good academic standing in the Graduate School and maintain a
3.00 in this Certificate of Graduate Study courses. Application materials for this certificate are available
through the Department of Teaching and Learning or the Department of Leadership, Educational
Psychology and Foundations. Although many courses are listed as secondary education courses, pre-K-8
teachers are open to participate.
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 9 of 22
Requirements in Department (15)
EPFE 540/EPS 540X - Education for Social Justice (3)
EPFE 715 - Foundations of Educational Policy (3)
TLCI 500 - Curriculum, Instruction, and the Community (3)
TLCI 510 - Critical Practices in Curriculum and Instruction (3)
TLCI 523 - Seminar in Secondary Education (3)
One of the following (3)
EPFE 500 - Social Foundations of Education (3)
EPFE 510 - Philosophical Foundations of Education (3)
EPFE 521 - Historical Foundations of Education in the United States (3)
EPFE 555 - Sociology of Classrooms (3)
EPFE 557 - Sociology of Urban Education (3)
TLCI 529 - Methods and Materials in the Secondary School (3)
TLCI 540 - The Gender-Sensitive Curriculum (3)
TLCI 587B - Teaching Practicum: Secondary Education (3)
Environmental Education (15)
This certificate is designed for teachers and other educators who want to gain additional competencies
which will enable them to design and implement environmental education programs in schools or other,
non-formal education settings. Students seeking this certificate must file an application with the faculty of
outdoor teacher education and develop a program of studies with a faculty adviser.
TLCI 520 - Environmental Quality Education (3)
TLCI 534 - Integrating Community Resources Into Curriculum and Instruction (3)
TLCI 551 - Environmental Education Theory and Practice (3)
Two of the following (6)
TLCI 500 - Curriculum, Instruction, and the Community (3)
TLCI 525 - Teaching Physical Science in the Outdoors (3)
TLCI 526 - Teaching Natural Science in the Outdoors (3)
TLCI 530 - Teaching Environmental Ethics (3)
TLCI 544 - Teaching Energy Alternatives and Energy Conservation (3)
TLCI 586D - Internship: Environmental Education (3)
Foundations of Education
↓
Outdoor Education (15)
This certificate is designed for both formal and nonformal educators who want to gain the content
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 10 of 22
knowledge and skills to successfully teach in, for, and about the outdoors. Graduate students must consult
with the certificate adviser before beginning study.
TLCI 501 - Principles and Concepts of Outdoor Education (3)
TLCI 511 - Advanced Field Experiences in Outdoor Teacher Education (3)
TLCI 570 - Planning and Implementing Outdoor Education Programs (3)
Two of the following (6)
TLCI 503 - Introduction to Educational Research in Outdoor Education (3)
TLCI 517 - Nature, Art, and Crafts in Outdoor Education (3)
TLCI 519 - Leisure and the Outdoors (3)
TLCI 525 - Teaching Physical Science in the Outdoors (3)
TLCI 526 - Teaching Natural Science in the Outdoors (3)
Other Catalog Change
Page 104, 2010-11 Graduate Catalog [Note: The TLCI courses are not new, they
are being moved from Department of Teaching and Learning to the Departments
of Leadership, Educational Psychology and Foundations.]
Department of Leadership, Educational Psychology and Foundations (EPF, EPFE, EPS, LEBM,
LEEA, TLCI)
↓
Course List
↓
LEEA 799. DOCTORAL RESEARCH AND DISSERTATION (1-15). Student must accumulate 15
semester hours prior to graduation. May be repeated to a maximum of 30 semester hours. S/U grading.
PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Curriculum and Instruction (TLCI)
TLCI 500 - Curriculum, Instruction, and the Community (3)
↓
TLCI 799 - Doctoral Research and Dissertation (1-15)
Department of Literacy Education
Other Catalog Change
Literacy Education
Chair: Norman A. Stahl
Page 109-113, 2010-11 Graduate Catalog
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 11 of 22
Graduate Faculty
Sonya L. Armstrong, assistant professor, Ed.D., University of Cincinnati
Chris L. Carger, professor, Ph.D., University of Illinois, Chicago
James A. Cohen, assistant professor, Ph.D., Arizona State University
↓
Laurie Elish-Piper, Presidential Teaching Professor, Ph.D., University of Akron
Mary Beth Henning, associate professor, Ph.D., Pennsylvania State University
Sheryl L. Honig, assistant professor, Ph.D., University of Illinois, Chicago
Paul Kelter, professor, Ph.D., University of Nebraska - Lincoln
↓
Donald J. Richgels, Distinguished Research Professor, Ph.D., University of Wisconsin
Eui-Kyung Shin, associate professor, Ph.D., University of South Carolina
↓
Corrine M. Wickens, assistant professor, Ph.D., Texas A&M University
C. Sheldon Woods, associate professor, Ph.D. Kansas State University
The Department of Literacy Education offers the M.A.T. specialization in elementary education, M.S.Ed.
degrees in elementary education and in literacy education and the Ed.D. degree in curriculum and
instruction with a specialization in literacy education and specialization in Science, Social Studies and
Environmental Integration. A list of requirements … … and multicultural education.
Master of Arts in Teaching
Master of Science in Education
Elementary Education
Literacy education
Doctor of Education
Curriculum and instruction
Internships
The Department of Literacy Education offers graduate internships in literacy fields including reading,
language arts, children’s literature, bilingual education, English as a second language, and adult literacy.
For further information and internship possibilities, see course descriptions and consult with an adviser.
[Note: the following programs are not new, they are being moved from the Department of Teaching and
Learning.]
Master of Arts in Teaching
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 12 of 22
All students pursuing the Master of Arts in Teaching will be required to complete core experiences in
which they demonstrate knowledge, skills, and dispositions related to assessment, diversity and special
needs, human development and learning, and pedagogy in their content area.
Check departmental information for any additional requirements.
↓
Same as the non-thesis option except that a minimum of 6 semester hours of program course work must be
devoted to TLCI 699A, Master’s Thesis: Curriculum Leadership, TLCI 699B, Master’s Thesis:
Environmental Education, or TLCI 699C, Master’s Thesis: Secondary Education.
TLCI 699 - Master's Thesis Credits: 1-6
A, B, or C
Master of Science in Education in Elementary Education
The major in elementary education emphasizes focused study to strengthen and broaden the professional
preparation of teachers for the elementary school. In addition to the basic requirements, course work will
be determined on the basis of the individual student’s undergraduate preparation, experience, and
professional goals.
Requirements
Majors in elementary education can choose either the non-thesis or thesis option. In both options the
requirement is a minimum of 33 semester hours, of which a minimum of 18 semester hours must be chosen
from courses in the major. The major includes courses selected from LTLA and TLEE courses.
Non-Thesis Option
One graduate-level course in research approved by adviser (3)
One graduate-level course in foundations of education approved by adviser (3)
TLEE 560 - Seminar in Elementary Education (3)
TLEE 586 - Internship (3),
OR TLEE 587 - Teaching Practicum in Education (3)
LTIC 501 - Multicultural Education: Methods and Materials (3)
Additional elementary education courses approved by adviser (9- 18)
One of the Following
Electives (0-9)
Thesis Option
Same as the non-thesis option except that a minimum of 6 semester hours in TLEE 699, Master’s Thesis,
must be taken in lieu of TLEE 560 and TLEE 586/TLEE 587.
Comprehensive Examination
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 13 of 22
Students in the non-thesis option fulfill the comprehensive examination requirement by successfully
completing and formally presenting a project while enrolled in TLEE 586 or TLEE 587. Students in the
thesis option fulfill this requirement in conjunction with the thesis defense.
Master of Science in Education in Literacy Education
↓
Student-at-Large, Study-Abroad, and Transfer Credit
↓
Doctor of Education in Curriculum and Instruction in Literacy Education
↓
Examinations
A final oral examination related to the dissertation is required and is conducted in accordance with the
general requirements of the Graduate School.
Specialization in Science, Social Studies, and Environmental Education Integration
The specialization in science, social studies, and environmental education integration focuses on the
students’ current and future role to provide leadership in formal and nonformal instruction, curriculum
development, and teacher education. The program provides students with a conceptual understanding of
curriculum and instruction and also permits them to focus on the interdisciplinary field of science, social
studies and environmental education.
Admission
Applicants for the Ed.D. program are expected to have a broad base of general education in the humanities,
sciences, and social sciences and are required to present evidence of a minimum of three years of
acceptable professional experience and/or demonstrated field leadership.
An applicant for admission is generally expected to
 have a minimum GPA of 3.20 in previous graduate work.
 submit scores on the General Test of the GRE or the Miller Analogies Test (MAT).
 provide three letters of recommendation from professors, employers, or supervisors which provide
supportive evidence of an applicant’s professional qualifications.
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 14 of 22

demonstrate satisfactory academic and professional progress as indicated by data included in the
application for admission to the Graduate School.

Demonstration of writing competencies and participation in a preadmission interview is required of
qualified applicants before a final admission decision is made.
Decisions about admission to the Ed.D. program in the department are made once each term. To be assured
of consideration, completed applications containing all required data (application forms, official
transcripts, GRE or MAT scores, and letters of recommendation) must be received by the Graduate School
no later than March 1 for admission for the fall term, November 1 for admission for the spring term, and
March 1 for admission for the summer session.
Prospective students who fail to satisfy either the GPA or the GRE/MAT criterion may request special
consideration of their applications. Such a request must be in writing, must include compensatory
evidence related to the deficiencies, and should accompany the application for admission to the Graduate
School. Final decisions regarding admissions are made by departmental program committees on the basis
of a total profile of an individual’s qualifications. Appeals of a decision made by the program committee
may be made to the department’s Academic Appeals Committee. Appeals to this committee must be
submitted in writing to the department chair and must explain the basis for the appeal.
Deficiency Study
In cases in which a student’s background in his or her chosen specialty is limited, the individual may be
required to fulfill deficiency requirements.
Requirements for Specialization in Science, Social Studies, and Environmental Education
Integration
The Ed.D. in curriculum and instruction with a specialization in science, social studies, and environmental
education integration requires a minimum of 93 semester hours of graduate work beyond the baccalaureate
degree, including the following.

Course work constituting common requirements in research understandings and skills, learning
and development theories, and sociocultural analyses of education (15)

Course work (excluding dissertation hours) in TLEE courses, in TLCI environmental education
courses, and TLCI 762 - Seminar: Review of Research in Secondary Education (12)

A cognate component selected from outside the specialization to provide a broader base of
knowledge, a supportive professional skill, or more sophisticated research competencies

Successful completion of a candidacy examination. This examination encompasses the common
requirements, the area of professional knowledge within the specialization, and, as appropriate, the
cognate. The examination is scheduled with the permission of the chair of the student’s doctoral
program committee, normally during the last term of course work prior to the dissertation.
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 15 of 22



TLCI 703 - Design of Curriculum and Instruction Credits: 3
TLCI 704 - Research Seminar in Curriculum and Instruction Credits: 3
TLCI 709 - Seminar in Science, Social Studies, and Environmental Education Integration Credits:
3


TLEE 799 - Doctoral Research and Dissertation Credits: 1-15
(Students should enroll in TLEE 699 for 15-30 semester hours.)
The Ed.D. in curriculum and instruction with a specialization in secondary education requires a minimum
of 93 semester hours of graduate work beyond the baccalaureate degree, including the following.

Course work constituting common requirements in research understandings and skills, learning
and development theories, and sociocultural analyses of education (15)

Course work (excluding dissertation hours) in the student’s specialization (12)

A cognate component selected from outside the specialization to provide a broader base of
knowledge, a supportive professional skill, or more sophisticated research competencies. No specific
number of semester hours is required. Students may use the cognate area to satisfy requirements for
the Type 75 Illinois Administrative Certificate.

Successful completion of a candidacy examination. This examination encompasses the common
requirements, the area of professional knowledge within the specialization, and, as appropriate, the
cognate. The examination is scheduled with the permission of the chair of the student’s doctoral
program committee, normally during the last term of course work prior to the dissertation.

TLCI 703 - Design of Curriculum and Instruction Credits: 3

TLCI 704 - Research Seminar in Curriculum and Instruction Credits: 3

TLCI 799 - Doctoral Research and Dissertation Credits: 1-15
Students are to enroll in TLCI 799B for 15-30 semester hours.
Certificate of Graduate Study
↓
Course List
↓
LTRE 719 - Principles and Methods of Teaching Postsecondary Reading (3)
Emphasis on research, theoretical foundations, and philosophical models relevant to postsecondary reading
instruction methods. PRQ: Consent of department.
Elementary Education (TLEE) [Note: These are not new courses, they are being moved from the
Department of Teaching and Learning.]
TLEE 501 - Improvement of Instruction in Elementary Education (3)
Investigation and analysis of common problems in teaching. Emphasis on the principles which apply at all
levels of instruction.
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 16 of 22
↓
TLEE 799 - Doctoral Research and Dissertation (1-15)
PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Department of Teaching and Learning
Other Catalog Change
Page 114-129, 2010-11 Graduate Catalog
Department of Teaching and Learning (TL--) Special and Early Education (SEED)
Graduate Faculty
Erika Blood, assistant professor, Ph.D., University of Washington
Helen Brantley, professor, Chair, Ph.D., Columbia University at New York
↓
Gregory Conderman, associate professor, Ed.D., University of Northern Colorado
Meryl Domina, assistant professor, Ph.D., University of Illinois at Chicago
Maylan Dunn-Kenney, associate professor, Ph.D., University of Oklahoma
Joseph Flynn, assistant professor, Ph.D., Michigan State University
Paula Hartman, assistant professor, Ph.D., The University of Texas at Austin
Laura Hedin, assistant professor, Ph.D., University of Illinois
Mary Beth Henning, associate professor, Ph.D., Pennsylvania State University
↓
Gaylen G. Kapperman, professor, Ed.D., University of Northern Colorado
Paul Kelter, professor, Ph.D., University of Nebraska-Lincoln
↓
William Penrod, assistant professor, Ed.D., University of Louisville
Eui-Kyung Shin, associate professor, Ph.D., University of South Carolina
Toni Van Laarhoven, associate professor, Ed.D., Northern Illinois University
Elizabeth Wilkins, professor, Ph.D., Southern Illinois University
C. Sheldon Woods, associate professor, Ph.D., Kansas State University
The Department of Teaching and Learning Special and Early Education offers the M.S.Ed. degree in
curriculum and instruction, early childhood education elementary education and special education, and the
Ed.D. degree in curriculum and instruction. Doctoral-level specializations in curriculum leadership;
science, social studies, and environmental education integration; and secondary education are available in
the department as part of the master’s and doctoral degree programs in curriculum and instruction. State of
Illinois approved programs leading to certification are offered in early childhood education, elementary
education, and special education. Viewing teaching both as an art and science, learning as a reciprocal
process, and service as a responsibility, the faculty provides curriculum and instruction grounded in theory,
research, and best practice.
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 17 of 22
Master of Science in Education
Curriculum and instruction
Early childhood education
Elementary education
Special education
Doctor of Education
Curriculum and instruction
Students interested in doctoral level studies in special education may elect a cognate in special education
while pursuing the doctorate in educational psychology. (See Department of Leadership, Educational
Psychology and Foundations.)
Admission
The Department of Teaching and Learning Special and Early Education seeks to select the best-qualified
applicants for admission to its programs. When the number of applicants to any program exceeds its
capacity, even qualified applicants may be denied admission and encouraged to reapply at a later date.
↓
Internships
The Department of Teaching and Learning Special and Early Education offers internships in curriculum
leadership, early childhood education, elementary education, environmental education, secondary
education, and special education. For further information and internship possibilities, see course
descriptions and consult with an 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 the M.S.Ed. degree in curriculum and instruction, elementary education, early childhood
education, or special education. The limit on student-at-large hours may be waived in special
circumstances with the approval of the department chair.
↓
[Note: Programs are not being deleted, they are being moved to the Department of Leadership, Educational
Psychology and Foundations or to the Department of Literacy.]
Master of Arts in Teaching
All students pursuing the Master of Arts in Teaching will be required to complete core experiences in
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 18 of 22
which they demonstrate knowledge, skills, and dispositions related to assessment, diversity and special
needs, human development and learning, and pedagogy in their content area.
Check departmental information for any additional requirements.
↓
Same as the non-thesis option except that a minimum of 6 semester hours of program course work must be
devoted to TLCI 699A, Master’s Thesis: Curriculum Leadership, TLCI 699B, Master’s Thesis:
Environmental Education, or TLCI 699C, Master’s Thesis: Secondary Education.
TLCI 699 - Master's Thesis Credits: 1-6
A, B, or C
Master of Science in Education in Curriculum and Instruction
The major in curriculum … … curriculum improvement.
↓
Thesis Option
Same as the non-thesis option except that a minimum of 6 semester hours of program course work must be
devoted to TLCI 699A, Master’s Thesis: Curriculum Leadership, TLCI 699B, Master’s Thesis:
Environmental Education, or TLCI 699C, Master’s Thesis: Secondary Education.
TLCI 699 - Master's Thesis Credits: 1-6
A, B, or C
Master of Science in Education in Early Childhood Education
The major in early childhood education offers … … and/or early childhood special education approval.
↓
↓
Thesis Option
Students electing the thesis option will select research in early childhood education as their focus area. Six
of the 9 semester hours required for the focus area must be taken in TLEC 699, Master’s Thesis. Students
electing the thesis option are still required to take TLEC 598.
Master of Science in Education in Elementary Education
The major in elementary education … … experience, and professional goals.
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 19 of 22
Non-Thesis Option
↓
Comprehensive Examination
Students in the non-thesis option fulfill the comprehensive examination requirement by successfully
completing and formally presenting a project while enrolled in TLEE 586 or TLEE 587. Students in the
thesis option fulfill this requirement in conjunction with the thesis defense.
Master of Science in Education in Special Education
↓
Doctoral of Education in Curriculum and Instruction
Specialization in Curriculum Leadership
Specialization in Science, Social Studies, and Environmental Education Integration
Specialization in Secondary Education
↓
TLCI 799 - Doctoral Research and Dissertation Credits: 1-15
Students are to enroll in TLCI 799B for 15-30 semester hours.
Certificates of Graduate Study
Advanced Teaching Practices
This certificate of graduate study is designed for teachers who wish to hone their knowledge and skills
required to engage in the National Board for Professional Teaching Standards certification process.
Students seeking this certificate must file an application with the faculty of curriculum and instruction and
develop a program of studies with a faculty adviser.
↓
One course related to student’s area of teacher certification (3)
Curricular and Pedagogical Practices in Social Justice Education
This certificate is designed for educators seeking a concentration in pedagogy and practices, … … are open
to participate.
↓
TLCI 587 B - Teaching Practicum Credits: 1-6
Environmental Education
This certificate is designed for … … a program of studies with a faculty adviser.
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 20 of 22
Requirements (15)
↓
TLCI 586 D - Internship Credits: 1-12
Outdoor Education (15)
This certificate is designed for both formal and nonformal educators who want to gain the content
↓
TLCI 526 - Teaching Natural Science in the Outdoors Credits: 3
Special Education Certificates of Graduate Study
↓
Assistive Technology Specialist (18)
This certificate is designed for educators seeking additional competencies in applications of instructional
and assistive technologies for students with learning, behavior, sensory, motor, communication, and
multiple disabilities.
↓
ETT 573 - Instructional Technology Facilities Credits: 3
Behavior Specialist
This certificate is designed for educators seeking additional competencies in behavioral assessment,
positive behavioral support, and crisis management.
↓
TLSE 796 - Laboratory Field Studies in Special Education Credits: 3
Curriculum Adaptations Specialist
This certificate is designed for educators seeking additional competencies in collaborative implementation
of curricular and instructional strategies for students with disabilities in general education settings.
↓
TLSE 559 - Transition Planning and Vocational Programming for Students with Disabilities Credits: 3
OR TLSE 560 - Functional Analysis for Special Educators Credits: 3
Multiple Disabilities Specialist
This certificate is designed for educators seeking additional competencies in curriculum design, assistive
technologies, and instructional methodologies for students with significant developmental, sensory, and
physical disabilities.
↓
TLSE 593 - Collaboration in Advanced Special Education Practices Credits: 3
Certification and Endorsement at the Graduate Level
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 21 of 22
↓
The M.S.Ed. program in elementary education with certification is designed for students pursuing the
Elementary Education Illinois Type 03 Certificate required to teach children kindergarten through grade 9
in Illinois public schools.
Middle grades endorsement requirements for the state of Illinois may be fulfilled by taking courses at the
graduate level. Students who wish to take these courses should contact the Department of Teaching and
Learning Leadership, Education Psychology and Foundations for further information.
See “Teacher Certification Information.”
Course List
[Note: Courses are not being deleted, they are being moved to other departments.]
General (TLRN)
↓
Curriculum and Instruction (TLCI)
TLCI 500 - Curriculum, Instruction, and the Community (3)
Issues of curriculum and development and delivery of effective instruction related to the world as a
pluralistic community, schooling from a global environmental perspective, and the relationship between
curriculum theories and instructional practices.
↓
TLCI 772 – Doctoral Colloquium in Secondary Education.
↓
Early Childhood Education (TLEC)
↓
Elementary Education (TLEE)
Received by the Graduate Council—November 7, 2011
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
First Meeting/2011-12 Academic Year
October 10, 2011
SECTION C – Items previously in Section B, now reported for inclusion in the 2012-13 Graduate Catalog
p. 22 of 22
TLEE 501 - Improvement of Instruction in Elementary Education (3)
Investigation and analysis of common problems in teaching. Emphasis on the principles which apply at all
levels of instruction.
↓
TLEE 799 - Doctoral Research and Dissertation (1-15)
PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
COLLEGE OF LIBERAL ARTS AND SCIENCES
Department of Political Science
BOT
Other Catalog Change
Page 261, 2010-11 Graduate Catalog
Master of Public Administration
↓
Specialization in Comparative and Developmental Administration
A thorough study of the economic and social problems of development administration, and an examination
of bureaucratic functioning in other cultures.
PSPA 671 - Public Management in a Globalized Environment (3),
OR PSPA 672 - Administrative Problems of Less Developed Countries (3)
Two of the following (6)
POLS 621 - Comparative Public Policy (3)
POLS 633 - International Biotechnology Policy (3)
POLS 668 - Seminar in the Political Economy of Developing Areas (3)
POLS 684 - Political Economy of International Relations (1-3)
PSPA 6711 - Public Management in a Globalized Environment (3)
PSPA 6721 - Administrative Problems of Less Developed Countries (3)
Approved graduate course work (3)
BOT 3/24/11, GCCC Section B 11/8/10, Graduate Council 12/6/10