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The MEd in Curriculum, Culture, and Communities (3Cs) is a new Master's program launching in the Fall of 2021. MEd in 3Cs is designed within a social justice framework across schools and communities to prepare educators, community organizers, faith-based leaders, policy-makers, and others to take on new challenges as socially-just curriculum specialists in institutions of higher education, schools, and communities.

MEd in 3Cs is designed for an applicant who has less than 5 years of professional experience with BA/BS. Applicants with BA/BS with 5+ years of professional experience are eligible to apply for both MEd and Ed.D. in 3Cs. Those students who complete an MEd in 3Cs will have an option to matriculate into an Ed.D. program if they are in good academic standing.

 

MEd in 3Cs is aligned with Loyola University Chicago’s mission that situates educational research and practices within the needs and goals of communities. We seek to prepare current and future researchers and educators to develop their research, pedagogical, and leadership skills in support of culturally responsive education, asset-based community perspectives, and mutually beneficial partnerships across educational institutions and glocal communities. The vision of this program is to enable students to gain academic, research-based, and practical experiences to advance their professionalism as a social justice-oriented curriculum specialist in order to positively impact learners, teachers, and communities in a globalized world.

 

  • Prepare for career advancement as a teacher, staff developer, principal, program director, change agent, or administrator of education-related programs and institutions emphasizing teaching for social justice.
  • Opportunity to earn a certificate in Instructional Design and/or OT&ET as a part of the degree program.
  • Small class sizes that allow for the development of personalized, working relationships with both faculty and cohort.
  • Opportunities to engage in collaborative research with faculty, community organizations, cultural institutions, and schools.
  • Course offerings via multiple modes of instruction, including, face-to-face, weekend, and online and face-to-face hybrid cohort.
  • Take evening classes to accommodate a full-time work schedule in educational settings.Class times are either 4:25pm to 6:45pm or 7pm to 9:30pm.
  • An opportunity to study abroad in Rome during one summer of the program.
  • Centrally located campus in downtown Chicago, conveniently situated near multiple CTA and Metra train stops.
  • Opportunity for M.Ed 3 Cs graduates to matriculate into the Ed.D. 3Cs program and transfer all 30 credit hours toward Ed.D. (Students must meet acceptable academic standing).

 

 

Enduring Understandings & Program Outcomes

MEd & Ed.D. in 3Cs is founded upon six enduring understandings (EUs)

EU1: Theories and Practices about Curriculum, Pedagogy, and Policy

 

 

  • Students will develop understandings of curriculum, pedagogy, and policy and apply knowledge on transformative curriculum and pedagogy for innovative policy in the local, state, national, and international educational contexts to advocate with and for students, families, and communities.

 

 

 

EU2: Ecology of Communities

 

  • Students will understand that effective educators comprehend the historical, political, socioeconomic, and cultural realities and funds of knowledge of local communities as well as relationships, practices, and systems. Further, students will understand that effective educators seek to engage multiple stakeholders toward creating that promote equity and social justice of society’s most vulnerable groups.

 

EU3: Ecology of Communities

 

  • Students will understand that effective educators comprehend the historical, political, socioeconomic, and cultural realities and funds of knowledge of local communities as well as relationships, practices, and systems. Further, students will understand that effective educators seek to engage multiple stakeholders toward creating that promote equity and social justice of society’s most vulnerable groups.

 

EU4: Critical perspectives on Language, Culture, and Literacy

 

  • Students will understand and apply an approach to language and literacy that is heteroglossic, a view of language and literacy as dynamic, and an understanding of the acquisition of language and literacy as a process that occurs within and is influenced by cultural systems and structures including (but not limited to) those of the family, the school, and the surrounding community.

 

EU 5: Collaboration and Partnership

 

  • Students will understand that effective teaching and learning is situated in local and globalized communities and incorporates assets of students, families, and broader communities into learning. Students will understand that transformative learning engages in collaborative, mutually beneficial, and sustainable relationships among school, communities, and multiple stakeholders to ensure the academic success and social & emotional learning of all students.

 

EU6: Principles and Practices of Social Justice

 

  • Students will develop their ability to apply principles and practices of a social justice lens in relation theories and practices of schools and communities by focusing on transformative teaching and learning, university-school-community collaborations, mitigating inequities and disrupting power structures and practices that have contributed to the marginalization of communities and people around the world through research and pedagogy.

 

As a result of actively engaging in the program, graduates will be able to...

1. Develop the skills and competencies needed to be a transformative educational leader for community-university-school partnerships.

2. Advance pedagogical knowledge and pedagogical content knowledge in the professions (e.g., education, faith-based, legal, medical, law enforcement) to best serve all people, particularly those who are in high needs.

3. Work collaboratively with community and school partners to solve problems using participatory approaches for research, evaluation, and change.

4. Analyze historical and current practices in schools and communities for multilingual students and their families in line with research and theory of supporting and promoting equity for multilingual populations.

5. Value the historical, political, socioeconomic, and cultural realities and funds of knowledge of local communities as they work to develop relationships, practices, and systems within schools and communities.

6. Synthesize issues of power, privilege, and equity through a lens of LUC’s mission of social justice and Ignatian Pedagogy and analyze how they operate in curriculum, community, and local and global societies.

Programs of Study & Course Offerings

Required Core Courses (12 Semester hours)

  • CIEP 440 Critical Investigations in the Field of Curriculum 
  • CIEP 469 Issues that Shape Teaching and Learning in Urban Schools and Communities
  • CIEP xxx Theories and Practices of Partnerships
  • CIEP 524 Privilege, Power, and Possibilities: Teaching for Social Justice in Schools and Communities

 

 

Research Core (3 Semester hours)

  • CIEP 488 Participatory Action Research (PAR) in Schools and Communities

Designated Electives (9 Semester hours)

  • Curriculum & Pedagogy (1 course)
    • CIEP 442 Culturally Sustainable Curriculum Development & Implementation
    • CIEP 470 Principles of Instructional Design
    • CIEP 447 Technology-Enhanced and Online Teaching
    • CIEP XXX Models of Instruction
  • Language, Culture, & Literacy (1 course)
    • CIEP 509 Social Justice Multilingual Learners
    • CIEP 473 Instructional Leadership for Multicultural  Schools 
  • Communities & Change (1 course) 
    • RMTD 406/CIEP496 Program Evaluation
    • RMTD 410: Needs Assessment
    • RMTD 411: Human Performance and Improvement
    • ELPS 506: Organizational Capacity Development
    • CIEP 457: Implementation Strategies, Planning, and Practices

 

 

 

 

Electives (6 Semester hours)

 

  • Students select two additional courses with Advisor’s approval Recommend RMTD 400

 

Completion of the MEd in 3Cs requires 30 semester hours of coursework. No comprehensive assessment is required.

Length of the Program

Typically, students coursework takes two academic years.

Course Transfer

All MEd in 3Cs coursework is transferred as part of their coursework towards earning a doctorate in the program.

Continuous Enrollments

Master's students in 3Cs are required to maintain the status of continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and the approval of the School of Education’s Associate Dean of Student Academic Services.

Degree Conferral

While the commencement ceremony is every May, degrees can be conferred May, August, and December. Students must apply for graduation/degree conferral. Students should apply for graduation in the semester they anticipate completing all degree requirements. Failure to meet application deadlines may result in a delay of the conferral of the degree to the following semester. Applications for Degree Conferral are due:

August 1 for December conferral

December 1 for May conferral

February 1 for August conferral*

*Students having their degrees conferred in August are eligible to participate in the proceeding May Commencement.

Please note the degree conferral application is valid for only one semester. If the degree is not conferred for the semester requested, a new application is required for a subsequent semester.

Admission Requirements

Interested in applying? Check out the MEd in Curriculum, Culture, and Communities (3Cs) application requirements.

International Students

More information for International Students.

 

Program Faculty

MEd & Ed.D in 3Cs Program Co-Directors:

Dave Ensminger

Phone: 312.915.7257

E-mail: densmin@luc.edu

 

Seungho Moon

Phone: 31.915.7405

E-mail: smoon3@luc.edu

 

Program Coordinator:

Toni Brasher Rothschild
Phone: 312-915-6968
E-mail: tbrasherrothschild@luc.edu

 

Faculty Expertise

 
  • Curriculum foundations-practice-policies
  • Field-based teacher education and teacher advocacy
  • Collaborative school-community partnerships
  • Participatory action research and evaluation practices.
  • Language, literacy, and culture
  • Culturally responsive practice and curriculum reform
  • Instructional design and teaching practices
  • Spirituality & transformative curriculum leadership
  • Disciplinary expertise: Math, Science, ELA, Social Studies, Elementary Ed, Special Ed, and Early Childhood

 

 

 

 

Course Syllabi

Course Syllabi