Dr. Lilly is a tenured professor of curriculum and instruction. He joined Concordia University Chicago in 2012 after serving 20 years in secondary education.


He currently teaches courses at the doctoral and masters level on curriculum construction, assessment and data-driven decision-making, building collaborative relationships, and action research for practitioners. Dr. Lilly pursues an understanding of how curriculum, instruction, assessment, and technologies intersect. He has published and presented on topics ranging from instructional and literacy coaching to managing organizational change and updating the classroom for the 21st century.


Degrees

  • PhD, School Leadership - Concordia University Chicago; River Forest, IL
  • MEd, Human Development and Meaning - DePaul University; Chicago, IL
  • BA, English/Education - DePaul University; Chicago, IL

Academic and Professional Highlights

Prior Positions

  • 2019-2020 Assistant Dean of Academic Quality, College of Business, CUC
  • 2014-2019 Chair, Department of Educational Technology, Tenured Professor of Curriculum and Instruction, College of Innovation and Professional Programs, CUC
  • 2012-2014 Associate Professor of Curriculum and Instruction, Principal Program Leader for Curriculum and Instruction, Teaching and Learning, and Educational Technology

Publications:

  • Lilly, C. (2018). "The Every Student Succeeds Act" (ESSA) and the impact on students with disabilities. In R. P. Gould (Ed.), Disability in American Life. Santa Barbara: ABC-CLIO, LLC.

  • Wozniak, K., Lilly, C., Hambrock, H., Richter, R. & Reiseck, C. (2016). Designing an Adaptive Learning Experience in Higher Education: A Critical Perspective. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (517-521). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

  • Grigsby, Y., Theard-Griggs, C. & Lilly, C. (2015). (Re)Claiming voices: digital storytelling and second language learners. Acta Technologica Dubnicae, 5 (1), 60-67. DOI: 10.1515/atd-2015-0034 60.

  • Tawfik, A., & Lilly, C. (October 2014). Using a flipped classroom approach to support problem-based learning. Technology, Knowledge, and Learning, 20 (3), 299-315.

  • Theard-Griggs, C., & Lilly, C. (March 2014). The emerging role of the librarian. School Library Monthly, 33-36.

Presentations:

  • Tawfik, A. and Lilly, C. “Problem-based learning and the flipped classroom.” Association for Educational Communications and Technology National Conference, Jacksonville, FL, November 2, 2014.

  • Theard-Griggs and Lilly, C. “Digital Storytelling in a Multi-Literate Classroom.” West Suburban Reading Conference, River Forest, IL, September 13, 2014.

  • Theard-Griggs, C., & Lilly, C. (March 2014). The emerging role of the librarian. School Library Monthly.

  • Theard-Griggs, C., Grigsby, Y., and Lilly, C. “Internationalizing the Curriculum.” National Association of Foreign Student Advisers: Association of International Educators’ Conference, San Diego, CA, May 28, 2014.

  • Lilly, C. “Building teacher capacity through instructional coaching.” Catalyst Charter Schools, Chicago, IL, August 2, 2013.

  • Sims, P. and Lilly, C. “Applying the Common Core Standards Routine.” The Academy of Continuing Professional Education, River Forest, IL, January 26, 2013.

  • Sims, P. and Lilly, C.“Illinois Performance Evaluation: Teacher Performance Aligned to Professional Practice.” The Academy of Continuing Professional Education, River Forest, IL, January 26, 2013.

  • Sims, P. and Lilly, C. “Applying the Common Core Standards Routine.” The Center for Urban Ministries, River Forest, IL, February 13, 2013.

  • Lilly, C. “Note taking and data flow on the iPad.” St. Ignatius High School, Chicago, IL February 15, 2013

  • Sims, P. and Lilly, C. “Illinois Performance Evaluation: Teacher Performance Aligned to Professional Practice.” The Center for Urban Ministries, River Forest, IL, February 15, 2013.