Dr. Ty Dooley an Arkansas native, is an Associate Professor and Interim Dean in the College of Public Affairs and Education. Dr. Dooley served as the Inaugural Director of the School of Public Management and Policy at the University of Illinois Springfield from 2021 to 2023. He holds a Ph.D. in Public Policy from the University of Arkansas, a Masters degree from the University of Memphis, and a Bachelors from the University of Central Arkansas. His research interests include: social justice, program evaluation, housing policy, policing and community development, with a focus on the impact of public policy on marginalized populations. Professor Dooley has a specific skillset in social equity, program evaluation, and policy analysis. Dr. Dooley has presented his research at numerous conferences, published over 12 peer-reviewed studies and book chapters, and 4 technical papers related to marginalized populations and community development. His funded projects have included contracts from the Illinois Association of Community Action Agencies, the Illinois Criminal Justice Information Authority, the Illinois State Board of Education and the Association of Arkansas Counties that total over $1.5 million.

Dr. Dooley served on the faculty at the University of Central Arkansas, the University of Memphis, and at the University of Texas at Dallas. He has served on various academic committees and has taken part in the development of new academic programs. Dr. Dooley has had a progressive and diverse career in higher education, and as a result has gained a comprehensive understanding of what it takes to successfully implement diverse initiatives, teach complex course materials, and direct complex agencies. Dr. Dooley enjoys spending time with his wife Tess and his son David.

Dooley CV

Office: PAC 430

Email: tdool3@uis.edu

Phone: (217) 206 – 8460

Recent Publications:

• Author, “Race, Ethnicity, and Social equity in Policing,” in Achieving Social Equity: From Problems to Solutions 2nd ed. Melvin & Leigh, Publishers.  (2024).
• Author; ‘Teaching Social Equity - Community Planning, Zoning and Equity,’ in Teaching Social Equity in Public Administration: A Cross-Curricular Guide for Faculty and Programs. Routledge Publishing. (2024).
• Author; “DEI and Intersectionalities: The Case of Zoning,” in Elgar Handbook of Diversity, Equity, and Inclusion in Public Administration. Edward Elgar Publishing. ( 2024).
• Blankenberger, B., Kerr, R. & Dooley, T. (2023, online ahead of print). Competency Based Education pilot in Illinois: Preliminary findings. Educational Policy. DOI: 10.1177/08959048231198819  
• Funderburg, R. J., Dooley, T. P., Bland, J. T. & Dooley, T.C. (2023 In Press). ‘Community Affluence as a Barrier to Housing Affordability: The Siting of Low-Income Housing Tax Credit Projects and Sustained Inequality in Illinois’s Capital Region’, in , M.R., Kraeger, P., Phillips, R. (ed.) Social (In)Equality, Community Well-being and Quality of Life. 
• Dooley, T. P. (2023). The Undelivered Dream: Policing, Administrative Rules and Social Equity. Administrative Theory & Praxis, 45:3, 247-258. DOI:10.1080/10841806.2021.1959166 here.
• Tiruneh, G., Dooley, T. P., and Howard, J. Y. (2021) . What Determines the Liberal-Conservative Orientation of College Students? A Comparative Analysis of Two Universities. Midsouth Political Science Review. Available here.
• (2020). Searching for social equity among public administration mission statements. Teaching Public Administration, 38(2), 113-125. Available here.
• (2019) Reexamining the impact of Medicaid expansion in a post-Affordable Care Act environment from a critical race perspective. Journal of Public Management & Social Policy, 26(1), 21-39. Available here.
• (2017) The role of municipal websites within rural Illinois municipalities. e-mentor, 70(3), 73-78. Available here.
• (2017) Dooley, T. P. & Wiley, K. 2015 Community Service Block Grant Report, Spring 2017. Illinois Association of Community Action Agencies. Available here.
• (2016) Dooley, T. P. & Schrecknisse, W. D. Evaluating social cognitive theory in action: An assessment of the youth development program’s impact on secondary student retention in selected Mississippi Delta communities. Youth & Society, 48(3), 383-401. Available here.