By the Numbers
Hours in CPS classrooms logged by our undergraduate students.
$68 million Funding of ongoing grant projects at the College.
1 in 11 CPS Schools
1 in 11 CPS schools led by a UIC-trained principal.
Number of Chicagoans impacted by the UIC Center for Literacy over the last decade.
The number of principal education programs--the College's Urban Education Leadership program--used by the state of Illinois to rewrite state standards for principal education.
10,200 Alumni building stronger communities, improving schools and changing the lives of children.
47,490 CPS students
47,490 CPS students the College is advocating for as their lives are changed by school closures.
1 in 7 CPS students
1 in 7 CPS students taught by a College of Education-trained teacher.
Alfred Tatum, Dean
Alfred W. Tatum, PhD is the Dean of the College of Education and director of the UIC Reading Clinic. Tatum's research focuses on the literacy development of African American males, particularly the roles of texts and writing to advance their literacy development. He is interested in how texts can be used as tools to preserve one's humanity. He is the author ofTeaching Reading to Black Adolescent Males: Closing the Achievement Gap, Reading For Their Life: (Re) building the Textual Lineages of African American Adolescent Males, and Fearless Voices: Engaging the Next Generation of African American Male Writers.
Aisha El-Amin, Associate Dean for Student Affairs
Aisha El-Amin, PhD is the Associate Dean for Student Affairs. El-Amin has a Masters of Teaching and Learning from DePaul University and a PhD in Policy Studies of Urban Education from University of Illinois at Chicago. Her scholarly research focuses on critical perspectives to the interdisciplinary study of racial and religious identities in schools. Rooted in praxis, Dr. El-Amin spends much of her time serving on governing bodies for various organizations, which include Journal of Religion & Education, Community Consolidated School District #168, Council on American Islamic Relations and Teachers for Social Justice.
Loretta Foote Casey, Associate Dean for Administration
Loretta Foote Casey, M.P.P., is Associate Dean for Administration in the College of Education and oversees fiscal affairs, personnel and space/facilities management; she has served the college for more than nine years. Ms. Casey received her undergraduate degree in Political Science at UIC and her Master of Public Policy degree at the University of Chicago. She serves on several campus committees and has worked at UIC for twenty years; Ms. Casey spent several years in the Office of Budgeting and Program Analysis in the Provost’s Office and also worked in the College of Urban Planning and Public Affairs.
Kimberly Lawless, Associate Dean for Research
Kimberly Lawless, PhD leads the Office of Research at the College. Her scholarly work researches the effectiveness of technology in classrooms toward improving reading comprehension skills of K-12 students. She writes and publishes widely on educational technology, instructional science, and reading. Lawless serves on the editorial review boards for several professional journals, including the International Journal of Instructional Media and the Journal of Research on Computers in Education, among others.
Marc Van Overbeke, Associate Dean for Academic Affairs
Aginah Muhammad, Director of the Council on Teacher Education
We are a community of scholars committed to educational equity as it contributes to social, political and economic parity. We develop new knowledge about education that improves teaching, learning and assessment; informs policy and practice; and is valued by the communities we serve. We direct our teaching, research and public service to all learners, but particularly those in urban environments.
The UIC College of Education strives to prepare the next generation of educators, educational leaders, and educational researchers to establish equity in Chicago public schools. As outlined in our Conceptual Framework and Strategic Plan, all aspects of our work are guided by a vision that ensures the highest quality education for all children. Admittedly, challenges to realizing this vision are formidable, as barriers to equal educational opportunity have existed throughout the history of schooling, and are intensified in urban contexts where economic disparities linked to racial diversity are stark.
Here in Chicago where African American and Latino students are the vast majority of the public-school population, the Chicago community as a whole, including the public education system and our role in it, too often fail to provide high quality education. Making good on the promise of public education requires acknowledging and addressing the problems of inequality explicitly and courageously, so that the public education system can work effectively for the full flourishing of the life of every individual child.