Kathleen Sheridan, PhD
Kathleen M. Sheridan is an associate professor in the department of Educational Psychology. Dr. Sheridan received her PhD in Child and Family Studies from the University of Wisconsin-Madison and her MA from Washington University in St. Louis. Some of her research interests include early math literacy, professional development for early childhood teachers and caregivers, online learning and course development in higher education, teacher presence in online courses. Sheridan has been published in leading academic journals, delivered keynote speeches, and has presented her work at workshops and at national and international conferences.
1994 - PhD Child and Family Studies – The University of Wisconsin-Madison
1986 - MA Elementary Education and Early Childhood Education with certification Pk-6 - Washington University – St Louis, MO
Research & Teaching Interests
Child Development; Family Systems; Early Math Literacy; Child, Family and Community Relationships; Kindergarten Readiness; Higher Education Leadership; Program and Curriculum Design and Development; Online Learning in Higher Education, Evaluation and Improvement of Online Learning
Zinsser, K., Gordon, R., Main, C., Sheridan K., Hoban, J.,& Christiansen, C. (2015) The University of Illinois Early Investments Initiative. Advances in SEL Research 8 (1) 3-4.
Sheridan, K., Kelly, M. A., & Bentz, D. T. (2013). A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses. In Z. Akyol, & D. Garrison (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 67-83). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-2110-7.ch005
Sheridan K., & Kelly M. (2011). Teaching Early Childhood Education Students through Interactive Scenario-Based Online Course Design. Journal of Early Childhood Teacher Education, 33(1), 73-84.
Sheridan K., & Kelly M. (2010). The Indicators of Instructor Presence that are Important to Students in Online Courses. Journal of Online Learning and Teaching, 6(4), 767-779.
Newman M., Ogle D., & Sheridan, K. (2009). Visual Literacy Program Curriculum. In A. Newman, C. Spirou, & D Fouts (Eds.) Teaching with Primary resource: Collected Works, (Vol 2), 49-54. Federation of Independent Illinois Colleges and Universities.
Sheridan K., & Kelly, M. A. (2007). Teaching Education Students Through Interactive-Scenario Based Course Design. Published Proceedings of the Annual Conference on Distance Teaching and Learning, Madison, WI.
Honors & Awards
- CME Group Foundation: Grant Awarded 2016-2019: Primary Investigator
- CME Group Foundation Grant Awarded 2014-2016: Primary Investigator
- CME Group Foundation Grant Awarded 2011-2014: Primary Investigator
- McCormick Foundation Grant: UIC Learning Design:Co- Investigator
- NAECTE and ResearchNet: Technology Leadership Award 2009-2010
- Faculty Award 2007-2008: National Louis University
Professional Affiliations & Activities
- AERA (American Educational Research Association): Member
- NAEYC (National Association for the Education of Young Children): Member
- ILAECTE (Illinois Association for Early Childhood Teacher Educators): Past President, Past Web Developer, and Current Secretary
- Harold Washington College Early Childhood Education Program Advisory Board: Member
- American Psychological Association Accreditation Review Team: Member
- Erikson Institute Town Square Advisoty Board: Member
255 Child Development in Contemporary Society
ED 100 or PSCH 100; or consent of the instructor.
Examination of theories on child development that explain age-related differences in cognition, affect, and behavior, and how this relates to 0-14 year old children?s learning and educational needs.
429 Constructivist Approaches to Development: Piaget and Vygotsky
- ED 422 or PSCH 422 or the equivalent
- Graduate standing in education or graduate standing in psychology or consent of the instructor.
Piaget's and Vygotsky's theories of development of knowledge. Empirical and logico-mathematical forms of knowledge. Thought and action. Thought and language. Same as PSCH 429. 3 undergraduate hours. 4 graduate hours.
405 Educational Assessment and Evaluation
EPSY 255; or junior standing or above; or consent of the instructor.
Design, administration and scoring of assessments and evaluations useful in educational contexts for measuring different types of learning, program and developmental outcomes, from simple to complex.
426 Development, Health and Wellness: Conception to age 8
EPSY 255 or the equivalent.
Focuses on the developmental processes in cognitive, social/emotional, language, and physical domains. Special consideration will be given to the interaction:health, wellness, social, cultural, and interpersonal environments of children.
Course Information: Previously listed as EPSY 526. Field work required.
Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.