About the STEP=UP Leadership Scholars Program

Colleges and universities across the country have been experiencing an acute shortage of qualified special education faculty members. In 2007, after three years of working to recruit and prepare exceptional primary- and secondary-level special educators, STEP=UP expanded its focus to begin to address this shortage of university-level researchers and faculty.

A select group of doctoral students will begin the program in Fall 2007. They will benefit from a unique set of supports to help them prepare for successful careers as academics, including free tuition for the duration of the doctoral program, paid internships and participation in a monthly Community of Inquiry seminar.


Who Are STEP=UP Leadership Scholars?

young professionals The STEP=UP Leadership Scholars program includes a diverse set of individuals, all of whom are dedicated to serving as university researchers and faculty members in the field of special education.

In order to be eligible for the program, applicants were required to have a Master's Degree and a background in special education or a related field, such as psychology, occupational therapy, speech pathology, physical therapy, social work, etc. The application process also placed a heavy emphasis on recruiting students who had experience with and remained committed to working with culturally and linguistically diverse populations.

1. Valerie Gue- Literacy Coordinator

2. Nina Weisling - SPED Coordinator

3. Kari Smith- Social Worker

4. Madelyn James- Professional Development Consultant

5. Nicole Koonce- Speech-Language Pathologist

6. Tiffany Ko- Inclusion Specialist

7. Rene Smith-Quinn- SPED Coordinator

8. Alicia Wyche- Literacy Teacher, Science Coordinator

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Summer Institute 2008


Program Benefits

Leadership Scholars enjoy a number of supports, not least of which is the flexibility to pursue a doctorate as a part-time student with access to evening classes. Program participants also benefit from free tuition and a stipend to support the purchase of books, the cost of memberhip in professional organizations and travel.

In order to help program participants become leaders in special education, the program helps students join organizations through which they may network with other professionals and receive mentoring. The Council of Exceptional Children (CEC) is our main professional organization, and all scholars will join the organization and attend the yearly conference.

Students also have the opportunity to network with their peers as part of a cohort of novice researchers. All Leadership Scholars meet monthly in "communities of inquiry" seminars with the project directors, and they receive mentoring from professionals in their chosen area of interest. They gain additional real-world experience through paid summer internships, partnered with summer institutes that expand on the summer internship studies.

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Program Requirements

All students must fulfill the following requirements:

  • Complete all UIC graduate school, Special Education Doctoral degree program, and STEP=UP Leadership program requirements. See Doctoral Handbook for more specific information (http://www.uic.edu/educ/college/resources/pdf/final%20PhD%20 Handbook%20Spring%20Revised%204.pdf)

  • Pay all university application and semester fees, testing fees, additional books and materials costs.

  • Obtain a university faculty position in the area of special education and remain working in special education for 2 years for every year of funding (e.g., 49-72 credits = 6 years of service). This is the service obligation connected to federal funding.

  • Enroll in two classes and a "Community of Inquiry" seminar each spring and fall semester and one class during the first two summers.

  • Declare an area of concentration (language and literacy; behavioral and emotional disabilities; early childhood special education) and take appropriate courses in the area.

    • Language and Literacy: Students concentrate on understanding the reading, writing, and/or language development of children and adolescents with disabilities.

    • Emotional and Behavioral Disabilities: Students explore the risk factors and different theoretical approaches associated with the social and emotional development of youth ages 5-21.

    • Early Childhood Special Education: Students focus on the cognitive and social development of young children with special needs (ages birth to 8) and their families.

  • Participate in ongoing communications through email, phone, and in classrooms when appropriate.

  • Remain in good academic and project standing throughout program.

  • Participate in a mentoring relationship and networking opportunities.

  • Attend the annual Council for Exceptional Children Conference (http://www.cec.sped.org) for a minimum of two days each year.

  • Complete the three (3) summer internships in approved placements in the Chicago area. (Please note that each internship is a full-time commitment and that scholars will receive a stipend. Scholars will not be able to maintain outside employment during the internship periods.)

  • Actively engage in all program evaluation activities, including participating in an interview and completing a survey each year.

  • Meet regularly with faculty advisor and complete an annual Professional Development Plan.

  • Service obligation. Please download our Federal Service Requirement File (MSWord, 42 KB). Please note that after completing 24 credits in the program, the scholar may be able to begin counting their present employment (if it meets the special education requirements) towards their service obligation, thus completing up to 2 ½ years of the commitment prior to graduation. Upon completion of the program, the service obligation must be fulfilled through full-time work in a university setting.

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Typical Program of Study

Fall 2007 (8 credits)

  • SPED 564
  • Elective in area of concentration
  • Community of Inquiry seminar (monthly meeting on Tuesdays)

Spring 2008 (7 credits)

  • SPED 592
  • Elective in area of concentration
  • Community of Inquiry seminar (monthly meeting on Tuesdays)

Summer 2008 (4 credits)

  • ED 500
  • Community Internship (complete 250 hours between June 16 – August 15)
  • Summer Institute

Fall 2008 (8 credits)

  • ED 501
  • Elective in area of concentration
  • Community of Inquiry seminar (monthly meeting)

Spring 2009 (8 credits)

  • SPED 592
  • ED 502
  • Community of Inquiry seminar (monthly meeting)

Summer 2009 (4 credits)

  • SPED 593
  • Research Internship (complete 250 hours between June 16 – August 15)

Fall 2009 (9 credits)

  • EPSY 503
  • SPED 593
  • Community of Inquiry seminar (monthly meeting)
  • Written Prelim Exam Taken

Spring 2010 (8 credits)

  • SPED 592
  • SPED 595
  • Community of Inquiry seminar (monthly meeting)
  • Dissertation Proposal Defense

Summer 2010 (0 credits)

  • Teaching Internship (complete 250 hours)
  • Summer Institute

Fall 2010 (8 credits)

  • SPED 599
  • Elective in area of concentration
  • Community of Inquiry seminar (monthly meeting)

Spring 2011 (12 credits)

  • SPED 599
  • Community of Inquiry seminar (monthly meeting)
  • Dissertation Defense