The University of Illinois Urbana-Champaign has achieved a milestone this fall, welcoming its largest cohort of graduate students in university history, according to a Graduate College story.
The 7,425 new graduate students represent an 18% increase from last year’s enrollment, contributing to Illinois’ total of 20,765 graduate students—an impressive 35% of the university’s student body.
According to officials, the university’s online graduate programs have driven much of this growth, enrolling 41% of Illinois’ graduate students and expanding access to learners worldwide.
“Our diverse educational pathways meet a variety of learner needs—from cutting-edge doctoral programs to innovative online master’s and certificate offerings,” Provost John Coleman said. “This multifaceted approach has allowed Illinois to foster a vibrant graduate community filled with future leaders, researchers, and skilled professionals.”
Online master’s programs and new certificate options have been particularly popular, with certificate enrollments alone seeing a 55% increase since their launch in 2022. For example, the Gies College of Business, partnering with Coursera, has been instrumental in delivering affordable, quality education globally.
As Illinois continues to expand its graduate programs, particularly in online and flexible formats, the university is shaping a future where educational access and academic excellence go hand-in-hand.
This comprehensive program is designed for professionals across various sectors — including website developers, content creators, eLearning specialists, instructional designers, IT specialists, and disability service providers.
Two new interpreting booths in the School of Languages, Cultures and Linguistics Building help students in Translation & Interpreting Studies (TIS) master interpreting skills. Students started using them in mid-February.
Several on-campus students in the Program in Translation & Interpreting Studies at the University of Illinois practice their interpreting exercises at tables in their classroom in the School of Languages, Cultures and Linguistics Building, while two classmates practice in new interpreting booths at the back of the room. The booths were designed by TIS Senior Lecturer Reynaldo Pagura and custom-built by Facilities & Services on campus.
TIS staff had two interpreting booths installed in a classroom in the School of Languages, Cultures and Linguistics Building on the Urbana-Champaign campus at the start of Spring 2024. Students started using them in mid-February.
“We’ve been practicing in the booths now for a couple of months, and I think it’s great,” said Elisa Fiorini, M.A., 2025. “You feel like you’re in a different room. You’re not bothered by the sounds around you, and it makes you really focus on what you’re saying.”
The new equipment is the result of a collaboration between TIS and Facilities & Services (F&S). While various models are available online, TIS Senior Lecturer Reynaldo Pagura suggested having them built in-house. Pagura also designed the booths to replicate the dimensions and features of high-quality interpreting booths like those he has used as a professional conference interpreter.
TIS Program Director and Professor Joyce L. Tolliver said she and Pagura had several meetings with Nathan Payne, facilities operations coordinator at SLCS, to decide where to place the booths and start planning technical details such as installing new electrical outlets. Payne then put them in touch with Andrew Burnett, foreman of the campus mill workers at F&S. Burnett helped them plan the booths’ design components like the choice of wood and window placement, among other things, down to the smallest detail.
“This collaboration was a beautiful example of Illinois innovation, expertise, and teamwork, all in service of an outstanding student experience,” said Tolliver, who couldn’t be more pleased with the result.
Each booth seats one person and comes equipped with a laptop and headphones. While students work using a web-based program on the laptops, the booths have large front- and side-facing windows like those in professional settings that allow the interpreter to observe the speaker’s facial expressions, gestures, and other non-verbal communication in real-time—all important to the overall interpretation.
While well-ventilated, the booths are completely soundproof. Students are insulated from any outside noise, which allows them to fully concentrate on their work.
Pagura said TIS students used to practice in a two-person booth in the conference center at the Fire Service Institute on campus. While two-person booths are standard in auditoriums, conference centers and event spaces, he pointed out they aren’t ideal for classroom situations when students have different language pairs.
“She’s listening to Chinese. He’s listening to French, so they couldn’t be in the same booth … listening to different languages and speaking at the same time,” Pagura said, referring to two of his students. “One would interfere with the other.
These work perfectly for a classroom situation,” he continued.
TIS student Willy Labrador, M.A. 2025, is specializing in Spanish>English interpreting. He called the new booths “revolutionary.” He went on to say they give students “an idea of what real-world interpreting would be like” as well as an optimal environment for sharpening their skills.
Inside the other booth, Fiorini was interpreting a TED Talk given in Italian into English.
“When I was listening to the video, I felt like I was part of the video,” said Fiorini, whose other language pair is German. “I (felt like I) was in the audience listening to the speaker live.”
Fiorini said from her experience, interpreting booths seem to be more common in language programs in Europe, where she’s from. She thinks they could attract more students to Illinois.
The study highlights the power of emotional storytelling in overcoming barriers to organ donation, a critical issue in addressing the persistent shortage of available organs for transplantation.
The team’s findings underscore the need for creating tailored messaging strategies to address the persistent shortage of organs for transplantation, especially among African American and Hispanic populations. They also offer valuable guidance for future donor-recruitment campaigns.
“Our results point to some clear message recommendations for those working to boost organ donor registration,” Quick said. “That is, when reaching a mistrustful audience, depicting stories of organ recipients will likely elicit feelings of happiness, which in turn will increase ad persuasiveness among this skeptical audience. Together, we hope this knowledge can be used to improve campaigns designed to educate the public about organ donation.”
Summer Session 2024 offers Illinois undergraduate students and visiting students from other universities (non-degree students) an amazing opportunity to continue their education over the summer by taking one online course from anywhere in the world.
Summer Session 2024 gives current undergraduate students and visiting students from other universities (non-degree students) an amazing opportunity to continue their education over the summer by taking one online course from anywhere in the world.
The summer term runs from May 13, 2024, through Aug. 3, 2024, with 4-, 8-, and 12-week courses available. View important dates on the Summer 2024 Academic Calendar. The term is open to current Illinois undergraduate and graduate students, as well as visiting students from other universities.
This year, there are more than 500 course sections to choose from, and all are taught by our world-class Illinois faculty. The courses are rigorous yet manageable in the condensed time period.
It’s a great time to take a high-demand course that’s hard to get into in the Fall or Spring semesters. It’s also a great time to catch up on credits, work toward a minor, or take an interesting class that’s not in your field of study.
Priority registration for eligible and returning students begins on April 1, and open registration for all students begins on April 18.
One course can make the difference, so visit the Summer 2024 Course List and find the one that’s right for you. Be sure to check back often for course updates.
Illinois’ online programs give learners across the globe the opportunity and flexibility to continue their education, increase their training, and explore their passions as non-degree-seeking students. While…
Are you a high school student who’s interested in taking online math courses at the University of Illinois? Are you an undergraduate or graduate student who’s currently enrolled in another university and wants to take a course that’s not offered at your school? Are you a working professional who wants to acquire new skills to advance your career or make a career change? Then non-degree study might be right for you.
Illinois’ online programs give learners across the globe the opportunity and flexibility to continue their education, increase their training, and explore their passions as non-degree-seeking students. While non-degree students are taught by the same world-class instructors as degree-seeking students, there are some important differences in the registration process, courses that are available, the certificate of completion, and other matters.
To help your educational journey at Illinois go smoothly, here’s a quick guide to some of the most frequently-asked questions that non-degree students have:
How do I register as a non-degree student?
You will need to complete your online registration through the registration application. We have included easy, step-by-step instructions and the enrollment policies regarding your non-degree student status and responsibilities.
Non-degree student enrollment is subject to department approval. Some courses have enrollment deadlines, so it’s important to submit your online registration form at least
two weeks prior to the start date to ensure a seat.
What programs and courses are available to non-degree students?
When you browse the list of online course offerings, make sure to check the “show only courses open to non-degree “ box under the Student Type filter on the upper left side of the page. Then under the Academic Term filter, check the box for the term you’re interested in. NOTE: Non-degree students may enroll in up to three course sections at a time.
You may also search the University of Illinois Course Explorer for current face-to-face and additional online course sections.
Will I get an ID card?
Online students may request a photoless ID card by submitting this form. You MUST be officially enrolled in a course before a card is issued to you.
What hardware and software do I need for my course, and what if I need technical support?
You can also find information on technical support for Zoom, Canvas, Moodle, and more here. If you need help with login and access problems, questions about computer or application features, general troubleshooting, or Help Desk-supported software assistance, please contact Technology Services’ Help Desk.
How can I get my course syllabus?
You will need to contact the instructor of each of your courses to obtain the syllabus. You can find the instructor for your classes in the Course Explorer. You can look up the instructor’s contact information through this directory.
What if I need to withdraw from a course?
To cancel, drop, and withdraw from the University, you must submit both the Change of Status and Withdrawal/Cancellation forms for signatures and processing. The effective date and time of the requested action is determined when our office receives the completed form.
How much does my course cost?
Tuition and fees vary from course to course. Please see this chart for graduate programs or this chart for undergraduates online courses for estimated costs. You may also contact the department that offers your program or course for more information.
Am I eligible for financial aid, scholarships, or a tuition waiver?
Non-degree students are not eligible to receive federal and state financial aid. If you are currently enrolled in a degree program at another university and are receiving financial aid or a scholarship, you will need to consult with your financial aid office for eligibility reimbursement.
Some colleges or universities, employers, organization, or military affiliations will pay for or reimburse you for online courses at Illinois. You will need to contact your institution, employer, organization, or military benefits plan administrator for availability.
Whether a tuition waiver is granted largely depend on the specific program you are applying to. Therefore, you must contact the department offering the program for eligibility information.
If your tuition waiver is granted, the Office of Student Financial Aid will apply the waiver to your account. Visit the Office of Student Financial Aid website for more information.
How do I pay my bill?
Student payments are handled by the University Bursar’s Office. Visit their website for information on paying your bill.
The University of Illinois Urbana-Champaign is delighted to announce that a robust line-up of online courses will be available to undergraduate students and non-degree students during Winter Session 2023-2024.
Winter Session runs from December 18, 2023, through January 12, 2024. It provides students with the opportunity to study at a top-ranked university, learn from highly-rated instructors, and complete a semester-long course in a short period of time from anywhere in the world on their own time.
Courses are demanding but are reasonably paced, giving students the opportunity to spend time with family and friends, work a part-time job, and enjoy some downtime. Eligible students can take only one course and with a wide range of courses to choose from, there is something available for every student. You can view the course list here. Be sure to check back regularly as courses are subject to change.
Here are some other reasons as to why students should consider taking a Winter Session course. They can:
Knock out a general education requirement or a difficult course in a short period of time
Become one step closer to graduating on time
Take a class that they may not have time to take during Fall or Spring
Explore a new subject
Leave summer open to more opportunities
Need further convincing? Here’s what a past student had to say about a course they took:
“This class was a prerequisite for a class I want to take next fall, and I won’t be on campus this coming spring. I think Winter Session is a great option for students that aren’t living on campus during this time period.”
The Fall 2024 cohort begins on October 21, and registration is open through October 25.
Through this award-winning program, website developers, programmers, designers, information technology specialists, compliance officers, educators, and disability service providers will learn about the following:
Principles of accessible information architecture and universal design information technologies used in educational, healthcare, corporate, and employment settings
Federal and state legal mandates governing information technology accessibility and their relationship to the civil rights of people with disabilities
Information technology accessibility standards, design practices that enable adherence to those standards, and tools that support validation and evidence of compliance to those standards
Why enroll?
There has been a rapid increase in the use of multimedia sources for information dissemination in education, healthcare, business, government, and other settings. Concurrently, there has been an increase in the prevalence and participation of persons with disabilities in all aspects of society including students, employees, and consumers of commercial goods and public services.
In response to the escalating accessibility needs of this population, many states are passing legislation—for example, the Illinois Information Technology Accessibility Act—to establish policy parameters for digital accessibility. There are also several national mandates that address information technology accessibility, such as the Americans with Disabilities Act (ADA) and Sections 504 and 508 of the Rehabilitation Act.
A barrier of achieving the goal of functional information accessibility is that many software developers, programmers, and information designers lack the necessary accessibility knowledge, skills, and tools they need to effectively perform their jobs. In addition, service providers and administrators often lack an understanding of how the various legislative acts and polices of information accessibility apply to their setting.
AHS continues its pioneering efforts on behalf of the full inclusion of people with disabilities by developing one of the very first university-based professional certificates in information accessibility design and policy. At the completion of this certificate program, graduates will have relevant knowledge of policies governing information technology accessibility, along with the skills and tools to meet Website Content Accessibility Guidelines (WCAG) and create and/or convert digital information into accessible formats.
PLEASE NOTE: The Fall 2025 cohort begins on October 20, and registration is open through October 24.
As the executive director of Teach Access, Kate Sonka works to address the digital accessibility gap by providing educators with the knowledge, skills, and resources they need to make learning accessible to all.
Before stepping into that role, Sonka was looking to beef up her knowledge and skills in the technical aspects of accessibility.
Prior to enrolling in the program, “my work at that point had mostly been very high-level approaches to helping faculty make accessible materials,” she said.
At that time, Sonka was Assistant Director of Inclusion and Academic Technology at the College of Arts & Letters at Michigan State University. She also started the Accessible Learning Conference at MSU, “a small event that brought together people from the area to talk and learn about accessibility.”
Sonka learned about the IADP program when Marc Thompson, the program director and one of the instructors, spoke about it at an EDUCAUSE conference. Thompson is also Assistant Director of Teaching & Learning Experiences at the Center for Innovation in Teaching & Learning and heads up CITL’s new Universal Design for Learning team at Illinois’s Urbana-Champaign campus.
“I became interested in it because it was a focused program that would help me round out some of the accessibility skills and knowledge where I lacked experience,” she said.
While she was excited to learn about the technical aspects of accessibility, she admits she also was a tad nervous.
“My background is actually in Linguistics and Language Acquisition, so I had never spent time learning how to code or program software,” she said.
But Thompson and the other IADP instructors put her at ease, Sonka recalled.
“They were always available for extra help or feedback, which I definitely took advantage of during the technical moments!” she said. “Beyond that, the online nature of the course made it possible to fit into my schedule as I was working full-time. I thought the pacing of the courses where we took one at a time over an academic year also made it manageable to keep up with the content.”
Sonka completed the program in 2018, and she stepped into her current position at Teach Access the following year.
Teach Access is a nonprofit organization that supports educators in teaching about accessibility to their students. The organization collaborates with a number of academic, industry, and disability advocacy organizations to create programs and resources that support this mission.
“Our goal is that students are able to learn at least a little about disability and accessibility and go out into the world to build accessible products and services from the beginning,” Sonka said.
Sonka credits the program for preparing her for her current role.
Prior to enrolling, she said she sometimes wondered where she best fit “in the big field of accessibility.
“I knew the technical aspects were not my strength (e.g. coding, programming, testing, etc.) but that I was still excited to be a part of it,” she said. “Going through the IADP certification helped me understand that in order to achieve a more accessible and inclusive world, we need people working in many spaces. This includes education, nonprofits, policy, industry, and more. It helped me find my niche and understand the ways I can best contribute to the great work that has been done and all the work ahead of us.”
Sonka said she “absolutely” would recommend the program to others.
“The program provides you with a graduate-level certificate in just one academic year. The courses cover a wide range of topics that are useful for anyone, no matter what their background in accessibility is.
“Accessibility is everyone’s responsibility,” Sonka continued. “From top to bottom and side to side, if we really truly care about equity and access, we need people across the entire organization to center disability and accessibility. People will need to know different things and have varied skills based on their roles, but it is important that everyone has some information or experience with accessibility so that needed changes can not only be made but be sustainable.”
The fully online, asynchronous course is the first in the new certificate program designed to prepare students for the cannabis industry.
Following the legalization of recreational cannabis in Illinois in January 2020, there has been tremendous growth in the state’s cannabis industry.
The University of Illinois Urbana-Champaign is leading the way in educating the industry’s rapidly expanding workforce.
Crop Sciences, in the College of Agriculture, Consumer and Environmental Sciences (ACES), now offers Introduction to Cannabis, the first course in its new Cannabis Mini Certificate Program. The course is available online via an asynchronous format, allowing participants to work independently. And like the certificate program, it’s open to undergraduate, graduate, and non-degree-seeking students.
In the introductory course, students will develop a foundation of cannabis production skills from classification to biology/physiology to production management. The modules are designed to provide students with an understanding of the cannabis classification system, including subspecies and varieties, cannabis biology, and life cycle phases.
The program is designed for professionals who:
Desire knowledge and insights on Cannabis production and management practices
Want to develop skills that can be readily applied on the job to solve real-world challenges and contribute effectively to this dynamic field
Aspire to be experts in the growing Hemp industry, such as agronomists, cultivators, growers, field technicians, etc.
Students can look forward to a sneak-peek of upcoming courses in this Mini Certificate Series, including:
According to D.K. Lee – Crop Sciences professor and Director of Online Programs, who developed the certificate program – understanding cannabis biology and taxonomic classification is critical for proper management practices for the production of essential oils, psychoactive compounds, fiber, and seed oil and protein, and applications of those products. Discrepancies between scientific and vernacular names of cannabis and the inconsistency of vernacular names are misleading to producers and consumers.
Crop Sciences, in the College of Agriculture, Consumer and Environmental Sciences (ACES), also offers an Online Cannabis Production and Management Certificate based on academic credits. The 11-credit-hour Cannabis Production and Management Certificate Program will equip students with the knowledge for cannabis indoor, outdoor, and large-scale field production, classification of subspecies and varieties, biology, propagation, planting, pest management, and harvesting of target compounds and products.
Students need to complete four courses, including CPSC480 from the list, and all course credits from the certificate program are transferable academic credits.
