Undergraduate Studies Catalog
Margaret L. Fong, Ph.D., Dean
Joy Rogers, Ph.D., Associate Dean for Academic Programs
Margaret J. Atchison, Ph.D., Associate Dean for Student Academic Services
Dorothy Giroux, Ed.D., Coordinator of School Partnerships
Janet Pierce-Ritter, M.A., Assistant Dean for Undergraduates
Sr. Mary Wojnicki, B.V.M., B.A., Director of Student Teaching
Chairperson: David Prasse
Faculty: M. Atchison, B. Berlin, D. Burke, R. Cienkus, P. Fenning, L. Gatta, J. Hayn, T. Hoover, J. Jenkins, K. Kaufman, N. Kelly, J. Marshall, A. Lowe, R. Morgan, A. Ornstein, E. Riggs, J. Rogers, D. Schiller, N. Scott, M. Wynne
Emeriti: M. J. Gray, J. Ingram, H. Malecki, S. Mayo, E. Proulx
Chairperson: Dr. Erwin H. Epstein
Faculty: L. Braskamp, S. Brown, D. Delli, J. Fine, J. Fritts, M. Fong, M. Hafner, J. Haworth, J. Kavanagh, W. Krolikowski, S.J., L. Lattuca, L. London, S. Miller, M. Perko, S.J.,. T. Pigott., R. Roemer, M. Silverman, S. Speight, M. Susman, E. Vera, T. Williams
Emeriti: P. Carlin, , G. Gutek, C. Harding , M. Heller, A. Juhasz, G. Lewis, H. Malecki, L.A. Safer, J. Valenti, J. Wellington, J. Wozniak
The School of Education is the home of an array of undergraduate and graduate programs that prepare qualified individuals for the educational professions. Central in our focus is our conceptual framework, "Professionalism in Service of Social Justice." "Professionalism" refers to a manner of conduct that is ethical and the possession of a specific body of knowledge and skills. "In Service of Social Justice" answers the question professionalism for what purpose. It reflects a commitment to serve others and actions to help others achieve equity and equal access in education and development. At the dawn of the twenty first century, we do know that our society will be increasingly diverse, that international perspectives will be essential in schools, government and business, and that we will move fully from the Industrial Age to the Information Age. Thus, each of our programs provides not only the core knowledge base for each educational discipline but also prepares our students to advance the interests of all the children they teach, to work with and for diverse people, to take global world view perspectives and to utilize technology in all work settings.
Loyola University and the School of Education build on the 500 year old tradition of Jesuit education. Thus we offer a strong commitment to helping others and the development of critical inquiry in an atmosphere of academic excellence and personal respect. The School of Education curriculum, teaching approaches, and our home on the Mallinckrodt Campus provide multiple opportunities for the small group interactions and dialogue which foster development of critical inquiry and the development of a sense of being a "person for others."
The School of Education offers a variety of fieldwork and internships in the greater Chicago area. These provide excellent opportunities to apply and integrate professional skills in the rich diversity that is Chicago while receiving the support and supervision of the School of Education program faculty.
As a school for professional studies, the School of Education prepares men and women to work in a variety of educational and professional occupations. At the undergraduate level, the school offers a program leading to a Bachelor of Science in Education (B.S.Ed.) in elementary education. Students who wish to become secondary school teachers major in a department of the College of Arts and Sciences. They complete a sequence of teacher education and professional courses in the School of Education in order to qualify for certification.
Since all teachers should embody the qualities of the educated person, the degree programs in the school involve a substantial component of coursework in the disciplines that help a student become articulate, informed, and cultured. A specially selected sequence of courses in both the College of Arts and Sciences and the School of Education ensures that students realize the dynamic linkage of theory, content, and practical classroom experience.
In addition to being generally well educated, teacher candidates are also expected to have special expertise in at least one field of study. For secondary school teacher candidates, this will be their academic major. Elementary school teacher candidates will complete an 18-semester hour area of concentration in a single discipline.
Because good teaching is a highly skillful activity, deliberate attention is given to the acquisition and application of pedagogical knowledge required for work in this profession. Varied research programs conducted by the faculty support courses that accomplish this.
The program enables students to use the full range of technological tools that will support education in the 21st century, and to learn how to creatively and effectively use the latest technology to improve teaching and learning.
The School of Education opens the classroom door for candidates to gain authentic clinical in-school experiences. Starting with the first education class, students have opportunities to engage with children in various learning activities in both suburban and urban environments.
Freshman seminars are sections of core classes that have been specifically redesigned for first-year students to provide special help to ease the transition between high school and college. Each class offers a wide range of academic, cultural, and social experiences. The seminars are small (typically 20 students) in order to encourage plenty of interaction among students, and between students and their faculty instructor.
The Office of Student Academic Services coordinates academic advising of undergraduate students in the School of Education. Students pursuing the B.S.Ed. and students in the College of Arts and Sciences pursuing certification as secondary school teachers are required to contact the Office of Student Academic Services for advising regarding their academic programs.
A candidate may elect to earn two undergraduate degrees while attending Loyola University Chicago (e.g. Bachelor of Science in Education and a Bachelor of Arts). A candidate must successfully complete a minimum of 160 credit hours. A candidate must see the dean of each college or school in which they are earning a degree for exact degree requirements.
The School of Education is affiliated with the honors program of the College of Arts and Sciences. A complete description of the program can be found in the section entitled "Honors Program" under the College of Arts and Sciences. The degree, Bachelor of Science in education honors, will be awarded upon successful completion of the program.
The School of Education's dean's list is a semester by semester acknowledgment of those full-time (12 or more semester hours) students who obtain at least a 3.5 grade point average in any given academic semester. Students on the dean's list receive a personal acknowledgement from the dean.
Alpha Sigma Nu is the national society of Jesuit colleges and university throughout the world. Its purpose is to acknowledge the Jesuit ideals of the intellectual excellence, community service and integrity. Invitations to apply for Alpha Sigma Nu are extended to candidates who have demonstrated those Jesuit ideals in their lives.
NOTE: A student in the School of Education may not take any more than 25% of their total hours in courses from the School of Business Administration. A student in the School of Education wanting to take more than 25% of their total hours in courses from the School of Business Administration will need to earn dual degrees. See section on dual degrees for further information.
The School of Education offers programs leading to two different types of teacher certification from the Illinois State Board of Education: elementary and secondary education. To be certified to teach in the public schools of Illinois a candidate must be of good character, in good health, a citizen of the United States, or who are legally present and authorized for work, and at least nineteen years of age. Students must apply to the Office of Student Academic Services for certification (i.e., it is not automatically conferred at graduation), and students are bound by the certification requirements of the state of Illinois at the time of their application. Therefore, students should apply for certification as soon as possible after graduation to avoid being liable for additional coursework should the state modify its requirements. Students are responsible for meeting requirements necessary for certification. Illinois requires passing scores on state tests of basic skills and competency in the certification areas. The Test of Basic Skills is used as one of the criteria for Admission to the Teacher Education Program.