Designed for students who don't necessarily want to be teachers or earn a teaching certification, the education policy studies minor will give you the knowledge to work in other areas in the field of education
Loyola's Cultural and Educational Policy Studies program is the only one of its kind in the country, and this minor will introduce you to how data-driven policies and decision-making can create change in our educational system and confront systematic inequities. This program is a great choice for students who want to work in education in a non-classroom setting, like in after-school programming, education nonprofits, or government education offices.
Upon graduation with a minor in educational policy studies from Loyola, you will possess the following knowledge, skills, and professional values necessary to work in non-classroom educational settings, including after-school programs, nonprofit organizations, community-based organizations, or government offices.
You'll gain a sophisticated understanding of the historical, cultural, and social contexts of education, both domestically and internationally.
You will examine education policy and practice through a multidisciplinary approach, with an overarching emphasis on social justice.
You will understand and engage with policy as advocates, leaders, analysts, researchers, activists, and educators committed to social justice and equity in our local and national educational systems.
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. The program includes a field-based internship course and 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
This course examines contemporary global shifts and transformations in how schools and other educational settings are set up and operate. The course also 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
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--all of which 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 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, nonprofit 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
Required TLLSC 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 credit hour)
TLSC 120: Bringing Learning and Developmental Theory into Practice (2 credit hours)
TLSC 130: Community Immersion (1 credit hour)
Visit Undergraduate Admission to start your online application today.