Education Policy Studies
The School of Education’s 18 credit hour undergraduate minor in Education Policy Studies is designed for students interested in education and education policy issues but not necessarily interested in pursuing teaching certification. The program melds together a set of social foundations of education courses and an engaged learning internship experience to provide students with a sophisticated understanding of the historical, cultural and social contexts of education both domestically and internationally.
Students who complete this minor will possess knowledge and skills that can help them work in the field of education in a variety of capacities, ranging from working in non-classroom educational settings such as in after-school programming, to directing programs and working on educational policy issues for non-profit organizations and international Non-Governmental Organizations (NGOs).
The undergraduate minor in Education Policy Studies is an 18 credit hour program with five required courses offered by the School of Education’s Cultural and Educational Policy Studies program (one of which is a field-based internship course) plus an elective course in Teaching and Learning. The courses may be taken in any sequence; we only require that the ELPS 265 Cultural and Educational Policy Studies Internship be taken after a student has completed at least two other courses required for the minor.
ELPS 302: Philosophy of Education
This course studies major philosophical theories about educational practice, especially as these relate to pedagogical practice, curriculum development, and the response of schools to particular individual, community, and societal interests.
ELPS 219: American Education
This course examines the history, aims, organization, and control of public and private schools in the United States. Emphasis is placed on the historical examination of issues of diversity, inclusion and exclusion as they relate to education.
ELPS 230: Globalization, Education and Childhood
(offered every Spring semester)
This course examines contemporary global shifts and transformations in how schools and other educational settings are set up and operate. In tandem with this the course examines the experience of childhood and notions of what it means to be a child—both in terms of how this varies culturally, socioeconomically, and regionally, as well as how these experiences and conceptualizations are presently being transformed.
ELPS 240: Urban Education: Policy and Practice
(offered every Fall semester)
This course introduces students to some of the central policy questions currently afoot in American public education through consideration of one particular field of concern, Urban Education. The course explores the sociological dimensions of schooling, the important questions of how race, social class and ethnicity impact American education, and the relationship between resources and outcomes that are often at the heart of arguments about what schools should do and be.
ELPS 265: Cultural and Educational Policy Studies Internship
The internship in Cultural and Educational Policy is intended to help students integrate theoretical and research coursework with a practical field-based experience to reflect on their own development as professionals working in the field of education. The internship requires 120 hours of field work, and the internship course (ELPS 265) will meet periodically (but not weekly) throughout the semester to support students in their internship.
It is recommended that students make use of resources available through Loyola’s Office of Experiential Education in locating an internship site. Possible sites for ELPS 265 internships include, but are not limited to, non-profit organizations, school-based after school programs, community centers, education policy institutes, and religious organizations. Within these sites, student interns could work in the areas of educational programming, international development, humanitarian assistance, fundraising, grant writing, policy formation, program development, program evaluation, and advocacy. Student interns do not primarily work as direct service providers because this internship is intended to provide exposure to various dimensions of education policy work. (Accommodations can be made for students who would like to do their internship while studying abroad.)
Students are required to complete one course from the following list (or a substitution approved by the Program Director). Eligible electives include:
CIEP 206: Children’s Literature
CIEP 315: Language Development and Literacy
CIEP 336: Child Development and Implications for Education
CIEP 350: Adolescent Literature
CIEP 360: Interdisciplinary Workshop: Culture and Identity
COMM 372: Youth Journalism and the Education Gap
TLSC Sequence 1 (4 semester hours):
This is a 12-week sequence of three consecutive, field-based, introductory teacher education course modules; registration in 110, 120 and 130 in the same semester is required for this sequence.
TLSC 110: The Profession and our Program (1 hr.)
TLSC 120: Bringing Learning and Developmental Theory into Practice (2 hrs.)
TLSC 130: Community Immersion (1 hr.)
For more information about the Education Policy Studies minor, please contact:
Dr. Amy Shuffelton
Associate Professor, Cultural and Educational Policy Studies
Lewis Towers, 1107 WTC