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Education

B.S., Elementary Education, Southern Illinois University, 1999

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Publications

Hackmann, D., Malin, J., Fuller-Hamilton, A., & O'Donnell, L. Supporting Personalized Learning through Individualized Learning Plans. The Clearing House,.  link >

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Courses

Poli & Cultural Context of Ed (EOL 548) The political and social environment of public education in the United States; analysis of the power structure and its influence on educational policy making at the district level; examination of the evolving roles of state and federal agencies, the courts, private organizations, and interest groups in school governance. Studies the tension between the ideal of a democratically controlled public school system and the growing power of educational experts.

Ed Ldrshp & Prof Development (EOL 550) Study of major issues on educational leadership and professional development. Examination of research, theories, and practices pertaining to: professional development purposes, content, context, policies, and processes; fostering and sustaining quality professional development; and the roles of teachers, school administrators and policy analysts.

Clinical Experience Admin (EOL 560) Direct experience in the study of educational problems of concern to administrators; features an action component whereby the student is provided with opportunities for assuming responsibility for decision making in a live or simulated setting; each student works under the supervision of a professor, and where possible and appropriate, a practicing administrator. Approved for S/U grading only. May be repeated to a maximum of 12 hours; no more than 4 hours earned at the master's level.

Human Resource Management (EOL 565) Principles, problems, and trends in the administration of professional public school personnel; organization of personnel; the legal framework of the personnel function; selection, evaluation and development of staff; collective bargaining, contract administration and personnel policy; and the personnel administrator's role as a catalyst for school improvement.

Diversity, Leadership & Policy (EOL 568) This course is intended to provide students with an opportunity to study both historical and contemporary perspectives on leadership and policy in diverse contexts and to prompt reflection on their own practice. As students read, discuss, reflect on, and critique a variety of perspectives and topics such as race, class, power, cultural leadership, policy, change, diversity, and building community, they will consider how the literature informs the development of a personal philosophy of education leadership, takes into consideration moral and ethical issues, the implementation of educational policy, the purposes and nature of the task, and the complexity and diversity of educational contexts.

Capstone Experience I (EOL 588) Part I is the design of a research study (capstone project) that integrates literature covered in the degree program leading to a research question to be explored empirically. It includes literature review, problem statement, research design, methodology, identifying participants, IRB review and a final proposal paper. Students are expected to collect data for their study (project) between Parts I and II. Part II topics include data analysis, interpretation, discussion, implications, dissemination of findings, and future research. Leads to a final research (capstone) paper that synthesizes work from Part I and adds to it through data analysis, discussion of findings, implications, and ways to disseminate findings to relevant audiences. Approved for both letter and S/U grading. May be repeated in separate terms to a maximum of 4 hours.

Capstone Experience II (EOL 588) Part I is the design of a research study (capstone project) that integrates literature covered in the degree program leading to a research question to be explored empirically. It includes literature review, problem statement, research design, methodology, identifying participants, IRB review and a final proposal paper. Students are expected to collect data for their study (project) between Parts I and II. Part II topics include data analysis, interpretation, discussion, implications, dissemination of findings, and future research. Leads to a final research (capstone) paper that synthesizes work from Part I and adds to it through data analysis, discussion of findings, implications, and ways to disseminate findings to relevant audiences. Approved for both letter and S/U grading. May be repeated in separate terms to a maximum of 4 hours.

Fuller-Hamilton, Asia

Lecturer, Education Policy, Organization and Leadership

Contact

Office

345 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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