College of Education

DePaul University, founded on Judeo-Christian principles, continues to assert the relevance of these principles through higher education to our students. The University expresses these principles especially by passing on the heritage of St. Vincent DePaul: individual perfection manifested through purposeful involvement with other persons, communities and institutions. The College of Education manifests these principles in its purpose, and through its programs.

As an urban institution, the College of Education is committed to improving primary and secondary education in the metropolitan area and, in particular, in the city of Chicago. Framed within a commitment to promote and support diversity, the College of Education prepares all of its students to be "Urban Professional Multicultural Educators" who: 

• Promote positive transformation
• Consider multiple perspectives
• Integrate inquiry, theory, and practice
• Exhibit Vincentian personalism
• Function as life long learners.

Contact Us

Mailing Address

College of Education
2247 N. Halsted Street
Chicago, IL 60614
(773) 325-7740

Please visit the College of Education website for a directory listing.

Administration & Faculty

Administration

Jennifer Mueller, Ph.D.,
Dean

Barbara Rieckhoff, Ph.D.,
Associate Dean of Curriculum and Academic Programs

TBD
Associate Dean for Student Development

Jordan Humphrey, Ph.D.,
Assistant Dean for Assessment

Stephanie P. McCullough, B.S.,
Assistant Dean for Administration & Operations

Faculty

Mojdeh Bayat, Ph.D.,
Professor
Loyola University/Erikson Institute

Melissa Bradford, Ed.D.,
Term Faculty 
DePaul University

Enora Brown, Ph.D.,
Professor Emerita
University of Chicago

Deanna Burgess, Ph.D.,
Assistant Professor
Pennsylvania State University

Anne Butler, Ph.D.,
Assistant Professor
University of Illinois at Urbana-Champaign

Autumn Cabell, Ph.D.,
Assistant Professor
Virginia Commonwealth University

An-Chih Cheng, Ph.D.,
Associate Professor 
University of Texas-Austin

Ronald Chennault, Ph.D.,
Associate Professor
Pennsylvania State University

Amy G. Clark, Ph.D.,
Term Faculty 
Erikson Institute & Loyola University Chicago

Nell Cobb, Ed.D.,
Professor Emerita
Illinois State University

Jennifer Cohen, Ph.D.,
Associate Professor
University of Illinois at Chicago

Hilary Conklin, Ph.D.,
Professor
University of Wisconsin-Madison

Marie Ann Donovan, Ed.D.,
Associate Professor
Harvard University

James Duignan, M.F.A.,
Associate Professor
University of Illinois at Chicago

Okenna Egwu, Ph.D.,
Assistant Professor
William & Mary 

Amy Feiker Hollenbeck, Ph.D.,
Associate Professor
University of Wisconsin

Anna Marie Frank, Ed.D.,
Professor Emerita
National Louis University

Joseph Gardner, Ph.D.,
Associate Professor
Stanford University

Jason Goulah, Ph.D.,
Professor
State University of New York at Buffalo

Horace Hall, Ph.D.,
Professor
University of Illinois at Chicago

James Steven Hamm, Ph.D.,
Term Faculty
Governors State University

Stephen Haymes, Ph.D.,
Associate Professor
Miami University of Ohio

Nozomi Inukai, Ph.D.,
Term Faculty
DePaul University

Clara Jennings, Ph.D.,
Professor Emerita
Michigan State University

Tyanez Jones, Ph.D.,
Assistant Professor
Iowa State University

Mindy Kalchman, Ph.D.,
Associate Professor
University of Toronto

Katherine Kapustka, Ph.D.,
Associate Professor
Teachers College, Columbia University

Andrea Kayne, J.D., M.Ed.,
Associate Professor
Harvard University

Donna Kiel, Ed.D.,
Term Professor
Northcentral University

Richard Kozoll, Ph.D.,
Associate Professor
University of Illinois at Urbana-Champaign

Jeffrey Kuzmic, Ph.D.,
Professor Emeritus
Indiana University

Joan M. Lakebrink, Ph.D.,
Professor Emerita
University of Wisconsin

Christopher McCullough, Ed.D., 
Term Faculty
West Virginia University

Carlos Medina, Ph.D.,
Assistant Professor
Pennsylvania State University

Rebecca Michel, Ph.D., 
Associate Professor
Old Dominian University

Gayle Mindes, Ed.D.,
Professor Emerita
Loyola University of Chicago

Kimberly C. Molnar, Ph.D.,
Term Faculty
University of Toledo

Karen Monkman, Ph.D.,
Professor Emerita
University of Southern California

Barbara Kimes Myers, Ph.D.,
Professor Emerita
University of Illinois

Kristin Neisler, M.Ed.,
Term Faculty
DePaul University

Thomas Noel, Ph.D.,
Assistant Professor
University of Rochester

Alexandra Novakovic, Ph.D.,
Associate Professor
University of Wisconsin-Milwaukee

Gonzalo Obeillero, Ph.D.,
Assistant Professor
Teachers College at Columbia University

Melissa Ockerman, Ph.D.,
Associate Professor
Ohio State University

Jo Ellen O'Connell, Ph.D.,
Professor Emerita
Loyola University of Chicago

Roxanne F. Owens, Ph.D.,
Associate Professor
University of Illinois at Chicago

Sung K. Park-Johnson, Ph.D.,
Associate Professor
Purdue University

Eva Patrikakou, Ph.D.,
Professor
University of Illinois at Chicago

Peter Pereira, A.M.T.,
Professor Emeritus
Harvard University

Amira Proweller, Ph.D.,
Associate Professor
State University of New York, Buffalo

Barbara Rieckhoff, Ph.D.,
Associate Professor
Loyola University

Frances Ryan, D.C., A.C.S.W., Ph.D.,
Professor Emerita
Loyola University of Chicago

Kenneth Sarubbi, D.P.E.,
Professor Emeritus
Indiana University

Leodis Scott, Ed.D.,
Associate Professor
Columbia University-Teachers College

Sonia Soltero, Ph.D.,
Professor
University of Arizona

John R. Taccarino, Ph.D.,
Associate Professor
Northwestern University

Akihiko Takahashi, Ph.D.,
Professor Emeritus
University of Illinois at Urbana-Champaign

Darrick Tovar-Murray, Ph.D,
Associate Professor
Western Michigan University

Rafaela Weffer, Ph.D.,
Professor Emerita
Illinois Institute of Technology

Nancy Williams, Ph.D.,
Professor Emerita
Northwestern University

Christopher Worthman, Ph.D.,
Professor
University of Illinois at Chicago

Carol T. Wren, Ph.D.,
Professor Emerita
Northwestern University

Liliana Zecker, Ph.D.,
Associate Professor
University of Michigan

Office of Advising, Student success, Internships, and Student teaching

Academic Advising

DePaul University College of Education's Academic Advising Office is committed to engaging students through a holistic partnership focused on personalized educational and professional goals.

Nancy Hashimoto, Ed.D.,
Director of Advising and Licensure Officer

R. Bret Ruiz, MBA,
Academic Advisor

Alicia Sanders, M.Ed.,
Academic Advisor

Brandon Washington, M.Ed.,
Academic Advisor

Academic Success Center

Nora Murphy, M.Ed.,
​Coordinator/Director

Internships

Jay Lesenko, M.Ed., 
Clinical Experience Coordinator 

Office of Student Teaching and Community Partnerships and Field Experiences

TBD
Director of Student Teaching

Kathy A. Iwashima, M.A.,
Director of Community Partnerships and Field Experiences

Undergraduate Academics

The College of Education is home to Undergraduate majors, Graduate programs, Licensures and Endorsements.​

Probation and Dismissal

The College of Education has a cumulative GPA requirement of 3.0 for students in a Master’s Program. In addition, regardless of GPA, students are not to receive more than two grades of C or below to remain in good standing. Graduate students whose cumulative GPA falls below a 3.0 will be placed on academic probation at which a student has four courses in which to raise their GPA to or above the 3.0 minimum.

Students on probation will receive a registration hold and be unable to register for classes. They must make an appointment with the Academic Success Center to develop a plan for returning to good academic standing. 

After completing the four additional courses, if a student’s cumulative GPA is still below 3.0, they will be dismissed from the College of Education. If they receive more than two grades of C or below, their status will be evaluated regardless of your cumulative GPA. Master’s students may appeal to the Chair of the Department in which their program is housed for re-admittance or may apply to another program. The Chair’s decision for re-admittance is final. 

Doctoral students who are fully accepted into the program will be placed on probation if their grade point average falls below 3.0 prior to the completion of 36 credit hours and 3.3 after the completion of 36 credit hours. The first assessment will occur at the end of 12 credit hours. Students will remain on probation until four additional courses are taken at which time a new evaluation is done. If the grade point average is not raised students may be subject to dismissal from the College of Education.

Program Requirements

Combined Bachelors/Masters

The TEACH Program provides students the opportunity to complete in five years an undergraduate degree in a core arts and science major and a Master’s of Education degree with State of Illinois secondary education teaching certification in a content area related to their major. As a combined degree program of the College of Liberal Arts and Social Sciences, the College of Science and Health, and the College of Education, the Program is collaboratively governed and coordinated by faculty from all 3 units.

The Program is designed to draw on the expertise of LAS and CSH faculty who teach in the majors of English, Mathematics, History, the Sciences, and Social Sciences to ensure strong content knowledge preparation of students and facilitate the transition from being learners of content to teachers of content to diverse adolescent populations. The Program also draws on the expertise of faculty in the COE’s Secondary Education Program and Educational Policy Studies and Research Department to immerse students into essential issues and themes of education and theories and practices of teaching and learning. Such issues as educational inequality, politics of schooling, identity politics, social justice, identity development inside and beyond formal school settings, historical, cognitive, sociocultural, and sociopolitical nature of human development and society are integrated with issues of pedagogical content knowledge, critical pedagogy, constructivist teaching practices, theories of teaching and learning, curriculum development, and professional practice. Ensuring that students understand all these issues is integral to the Program design and delivery and to the preparation of teachers.

The measure of the academic quality of the Program relies on clearly articulated features of exemplary teacher-education programs. These include:

• a “common, clear vision of good teaching that permeates all coursework and clinical experiences…”;
• a “well-defined standard of professional practice and performance…”;
• a “strong core curriculum taught in the context of practice” and including understanding of human development and learning, social and cultural contexts, curriculum assessment, and subject-matter pedagogy;
• an “extended clinical experience” that supports ideas presented in coursework;
• an “extensive use of case methods, teacher research, performance assessments, and portfolio evaluation…”;
• “explicit strategies” to help students confront their own beliefs and assumptions about learning and students and to learn about the experiences of diverse people; and
• “strong relationships, common knowledge, and shared beliefs among school- and university-based faculty.” (Darling-Hammond, L. [2006]. Constructing Teacher Education. Journal of Teacher Education, 57, 300-314.)

Students may apply to the Program during the spring of their junior year. They must complete the Junior Year Experiential Course TCH 320, and meet other application criteria prior to applying. The curriculum of the Program consists of three components:

• Courses necessary to satisfy requirements for a baccalaureate degree in the College of Liberal Arts and Social Sciences or College of Science and Health in one of the following state of Illinois secondary certification content areas: English; History; Math; Sciences (Biology, Chemistry, Environmental Science, or Physics); or Social Sciences. 
• A set of five courses that will be taken by students in the Program while they are still undergraduates; three of these will also fulfill graduate degree requirements. These courses will serve as a bridge to the 5th year Master’s coursework.
• A fifth year of graduate courses which, together with the three double-counted courses mentioned above, will satisfy the requirements for a College of Education Master’s in Education and a secondary-education certification in the student’s discipline.

A full description of Program requirements for each content area can be found in the College of Education catalog.

Admission & Aid

The College of Education offers several graduate programs at the master’s and doctoral level as well as licensure and endorsement only programs. Admission to DePaul University College of Education is very competitive. We consider numerous factors in evaluating each applicant, including undergraduate academic performance, graduate academic performance (if applicable), professional work experience, writing ability, potential for leadership, professional and academic recommendations and the applicant's special talents, qualities, interests and socioeconomic and cultural background. No single factor is dispositive.

Personal qualities that demonstrate intellectual depth, high ideals and diligence also are considered, as are economic, societal or educational obstacles that have been successfully overcome. Diversity in background and experience among the members of each entering class is a continuing objective. Having a diverse student body allows us to encourage and foster the exchange of different ideas.

DePaul University has a nondiscriminatory admission policy; it does not discriminate on the basis of race, color, national origin, religion, sex, sexual orientation, age or disability.

General Admission Procedures

Application

You can apply online at: www.depaul.edu/apply. To request information about College of Education graduate programs, including endorsements, approvals and licensure, please email us at edgradadmissions@depaul.edu or call us at (773) 325-4405.

Supporting Credentials

We require official transcripts from all universities, colleges, and junior colleges you have attended. Please request that transcripts and other credentials be sent directly to the:

Office of Graduate Admission
College of Education
2400 N. Sheffield
Chicago, IL 60614-2215.

We recommend that you request transcripts in sufficient time to meet the programs deadline.

The College of Education graduate programs require additional supporting credentials before an application file is considered complete. Please consult the specific program listing on the College of Education website to determine what additional materials are required for admission and the deadline by which applications and supporting materials should be submitted.

Application Fee

You can pay the application fee online as part of the online application or send  a check or money order payable to DePaul University. Consult the application instructions for specific information about amount of the fee. If paying by check or money order, send it along with your supporting credentials to the:

Office of Graduate Admission
2400 N. Sheffield
Chicago, IL 60614-2215.

Applications submitted without an application fee will not be processed. The fee is non-refundable.

Application Deadline and Entry Terms

Consult the College website for program-specific information about application deadlines and to which academic terms the program admits new students.

Admission Decisions: The graduate admission office will notify you of your admission decision by letter. Admission applications will be reviewed only after the application and all supporting credentials, along with the application fee, have been submitted.

International Student Admission

Students who require a student visa  (I-20) in order to study at DePaul must meet all admission requirements and demonstrate adequate financial support. Applicants educated in a country in which the native language is not officially recognized as English must also submit proof of English proficiency. College of Education programs require a minimum TOEFL score of 590 (paper-based), 243 (computer-based), or 96 with no individual score less than 22 (internet-based). DePaul also accepts the IELTS (International English Language Testing System) with a minimum score of 7.5. However, students who otherwise have a strong overall academic record, but cannot demonstrate the necessary English proficiency, may be admitted conditionally. If granted a conditional admission, an applicant may enroll in DePaul’s English Language Academy (ELA). To formally begin studies in the College of Education, an applicant that has been conditionally admitted must either successfully complete ELA’s University Bridge Certificate or otherwise demonstrate the necessary English language proficiency.

The letter of admission and I-20 are issued only after admission. International students are encouraged to complete their applications at least one month prior to any published program deadline, or no later than three months before the start of the term, whichever date comes first to allow for enough time for processing the I-20.

Applicant for Five-Year B.A./B.S. to M.Ed Programs

The five-year B.A./B.S. to M.Ed. program is geared toward current DePaul undergraduate students who have reached junior status (88 or more quarter hours) who have declared Liberal Arts and Science major that will lead to educator licensure (biology, chemistry, English, environment science, history, mathematics, physics or social sciences). Students must have an overall grade point average of 3.0 or higher. If students have transferred to DePaul they must have at least 16 quarter hours completed at DePaul. Students must complete the Graduate College of Education Application for teaching and learning secondary education program, meeting all of the requirements outlined at the time of application. In addition to their application, students are required to submit the five-year B.A./B.S. to M.Ed. supplemental form, available at http://www/education.depaul.edu.

Applicant for Subsequent Teaching Endorsement

If you hold a valid teaching license in the state of Illinois, you may enroll in a program designed to help you obtain a subsequent teaching endorsement in the following areas: early childhood education, elementary education, secondary education, world languages education, and special education.

In order to be considered for admission, you must submit a completed application as specified by the admission requirements for the teaching and learning program or the special education for licensed teachers program. In addition to the standard application materials, you must also submit a valid Illinois teaching license and a letter from your school principal providing evidence of prior teaching experience and teaching performance. (If you are currently not employed as a teacher, then other evidence of prior teaching experience must be provided.) In addition, evidence of having passed the Illinois Basic Skills Test/Test of Academic Proficiency (TAP) must be submitted by the end of the first quarter of completed course work.

Non-Degree Applicants

The College of Education may admit non-degree seeking students who wish to take a course(s) to complete prerequisites for admission, personal enrichment or professional development. To enroll a non-degree student, all you will need to submit is an application and a $40 application fee. Official transcripts are not required for admissions but will be required after the completion of two courses. Please note that course work completed in a non-degree status may or may not be applicable to a degree program and is subject to approval by the advisor and appropriate department chair.

Readmission Applicants

If you were previously admitted to DePaul but have been absent for more than one year, you must submit an application form, DePaul transcripts, and transcripts of any courses taken elsewhere during your absence. To use materials from a previous application, you must indicate, in written form, which materials you would like to apply to your new application. If the original application has been destroyed (after an absence of two years), you will be required to resubmit the entire application and all supplemental materials. A $10 application fee is required.

Deferring Admission

If you do not enroll in the term to which you were admitted, you may request that your admission be deferred for up to one year after the term to which you were admitted. After one year, you must reapply to the program. Email edgradadmissions@depaul.edu to request a deferral.​

Scholarship Opportunities

Please subscribe to the COE Advising weekly email to stay informed about COE scholarship opportunities that become available throughout the school year.

Any questions can be sent to coescholarships@depaul.edu.

​Double Demon Scholarship

The Double Demon Scholarship is awarded to DePaul alumni and covers 25 percent of tuition for degree, non-degree or select certificate coursework taken at the graduate level.¹ Both full-time and part-time students are eligible and no application is necessary. To learn more, contact the admission office for your college of interest​ (see listing below).

¹

Please note: The Double Demon Scholarship cannot be used in conjunction with other DePaul scholarships, waivers or awards. University employees are eligible for other tuition benefits and are not eligible. The scholarship does not cover coursework from the Center for Professional Education (CPE), the Institute for Professional Development (IPD), coursework in a doctoral program or a master of fine arts (MFA), School of Music, the Theatre School, College of Law and a few other select programs.

For other DePaul University scholarships please visit the Admission & Aid section on the DePaul home page. 

Financial Aid

For all information regarding Financial Aid, please visit the Financial Aid link under the Admission & Aid section on the DePaul home page.

You may also contact DePaul Central for help with Financial Aid, Student Accounts and Student Records.

For questions regarding financial aid, payment processes, and student records during business hours, please call (312) 362-8610 or e-mail at dpcl@depaul.edu.

Special Programs

Licensure and Endorsements

The College of Education offers a variety of licensure and endorsement programs for current and aspiring teachers, counselors and education specialists and leaders who are interested in furthering their professional development and enhancing their credentials.

• Licensure
• Endorsements
• Professional Special Programs