Interested in taking an elective in the School of Education?

The School of Education offers an array of elective courses which students from across the Loyola Community can seek approval to register for. Below you will find short descriptions of the courses available during the stated terms.


To seek approval to register for courses, students can email: SOEelectives@luc.edu 

Fall 2021

Examples of former syllabi can be found on the following pages based on course type:

CIEP 425: Assessment Theory and Practices

This course addresses the purposes, methods, creation, and uses of classroom assessment. Students will interpret, revise, and construct various assessments and devise rubrics that align with school, state, and district standards as well as examine assessment products to plan instruction.

Outcome: Students will be able to: 1) Understand various purposes, theories, and components of assessment; 2) Develop a unit assessment system integrating standards, assessment, curriculum, and instruction; 3) Develop and articulate an appropriate and clear philosophy of assessment.

Faculty: Leah Romaine
When: Mondays, 5:30 - 8pm

CIEP 429: Teaching Child and Adult Literature

This course introduces the English/language arts education student and the reading specialist student to the relevance and need for incorporating children’s and young adult literature in the classroom and to the development and strengthening of literacy.

Outcome: Students will be knowledgeable about a wide range of children’s and young adult literature to use in reading instruction for learners at different stages of reading development and from different cultural and linguistic backgrounds.

Faculty: Brigid Schultz
When: Wednesdays, 5:30 - 8pm
In-person (LSC)

CIEP 440: Critical Investigations in the Field of Curriculum

The course is designed to provide students with an understanding of curriculum development and implementation.

Outcome: The student will understand various models of curriculum, design, development, and implementation.

Faculty: Seungho Moon
When: Wednesdays, 5:30 - 8pm
In-person (LSC)

CIEP 470: Principles of Instructional Design

Through the development of an instructional product candidates will engage in the activities associated with each step of the ADDIE process. Emphasis is placed on a cognitive model of learning; however, other models/theories of learning may be applied. In addition candidates will use theories of instructional motivation, principles of instruction as well as instructional strategies relevant to the type of knowledge and cognitive domain level of their product to in order to enhance learning.

Faculty: Bruce Montes
When: Mondays, 5:30 - 8pm
In-person (LSC)

CIEP 471: Foundations of Teaching ESL/Bilingual Education

This course introduces the integral theoretical, historical, political frameworks and ideological constructs that shape the contemporary educational practices for culturally and linguistically diverse students. Content delves into key principles, policies, and practices of language education, including the various models of bilingual education, English as a second language (ESL), English as a foreign language (EFL), and sheltered content instruction. The course builds background of language acquisition theories, key legal precedents, and educational and language policies that influence school programming, assessment, instruction, teaching, and learning.

Faculty: Sarah Cohen
When: Asynchronous

CIEP 478: Behavior Intervention

The aim of this course is to familiarize students with the professional literature in consultation and to employ data-based decision-making in the design and delivery of consultative interventions. Outcome: Students will be able to design and evaluate two consultation cases; one at the individual level and the second on a classwide- level.

Faculty: Kary Zarate
When: Tuesdays, 5:30 - 8pm
In-person (LSC)

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

This course will provide candidates with the knowledge and skills to use action research as a basis to make curriculum and instructional decisions both school-wide and at the classroom level. Additionally, the course will help candidates learn to develop and conduct an action research project that will provide insight into improving teaching and learning.

Outcome: Candidates will be able to conduct action research to improve student learning.

Faculty: Guofang Wan
When: Tuesdays. 5:30 - 8pm
In-person (LSC)

CIEP 507: Language Demands and Development in Disciplinary Classrooms

Everything we do in classrooms and schools requires language, yet the nuances and complexities of language are rarely explored in educator-preparation programs. As the population diversifies and more students come to schools with competencies in languages other than English, teachers must understand how language works so that they can support students in developing language spanning grades and disciplines. In this course, teachers will explore the language demands within and across academic disciplines and enact scaffolds to support multilingual students’ language development by attending to these demands. Course understandings and related pedagogical practices emphasize the value of students’ multilingual repertoires and competencies with foci on building metalinguistic awareness and encouraging translanguaging with students’ languages and language varieties. Pedagogical practices will focus primarily on building classroom environments to support students’ language development, including contextual features, scaffolds, and procedures.

Faculty: Amy Heineke
When: Asynchronous

CIEP 524: Privilege, Power, and Possibilities: Multicultural Education in Urban Classrooms

This course examines multicultural education through a critical lens. Readings focus on the role of ethnicity in the development of curriculum over time. The course emphasizes multicultural/ multilingual curricula and culturally and linguistically responsive instructional and assessment techniques.

Outcome: This course has been designed for graduate students who want to explore frameworks, materials, and strategies that will help them translate the philosophy of multicultural education into effective educational practice with learners of any age, level or background.

When: Thursdays, 5:30 - 8pm
In-person (WTC)

ELPS 405: Introduction to Education Policy

This course is an introduction to educational policy analysis that allow students to critically access the underlying assumptions and politics that guide particular policy choices and evaluate their design, implementation, and impacts. Students will demonstrate the ability to critically examine and conceptualize policies, design alternatives and argue persuasively for these alternatives while gaining fluency in the current policy debates.

Faculty: Tavis Jules
When: Thursdays, 5:30 - 8pm
In-person (WTC)

ELPS 410: Sociology of Education

This course introduces students to the field of the sociology of education. It examines the societal role of education and the enactment of education using macro-historical, meso-institutional and micro-interactional perspectives, and exposes students to major theoretical traditions in the discipline.

Outcomes: Knowledge of theories and empirical research that can guide critical evaluation of 1) conditions and problems in K-12 schools 2) ideas, arguments, and points of view regarding K-12 schools.

When: Tuesdays, 5:30 - 8pm
In-person (WTC)

ELPS 420: Philosophy of Education

This course examines the philosophical questions embedded in teaching, learning, and schooling. Students acquire familiarity with the history of philosophic thinking about education and develop an ability to formulate valid arguments about the fundamental issues in teaching, learning, and schooling.

When: Wednesdays, 5:30 - 8pm
In-person (WTC)

ELPS 428 - The Junior and Community College

This course introduces the two-year college and its role in American higher education, including a focus on historical origins, characteristics of students and faculty, curriculum development, governance and collective bargaining, and contemporary issues.

Outcome: Students will be able to describe factors influencing the development of the two-year college within the broader system of higher education in the United States, and understand the special role that the two-year institution serves in American society.

Faculty: Lorenzo Baber
When: Mondays, 5:30 - 8pm (meets 9/13, 9/27, 10/24, 11/6, 11/20, and 12/4)
In-person (WTC)

ELPS 432 - Multiculturalism for Social Justice in Higher Education (section 002)

Enrollment is restricted to Graduate Education students.

This course provides an introduction to theory and research related to multiculturalism and social justice. Learning is targeted at increasing students' multicultural awareness, knowledge, and skills in the context of higher education practice.

Outcomes: Understand social justice conceptual foundations and the various ways in which oppression influences individuals, institutions, and the broader society.

Faculty: TBD
When: Thursdays, 5:30 - 8pm
In-person (WTC)

ELPS 454: Budgeting and Finance in Higher Education

This course examines finance-related issues and trends in higher education and reviews budgeting techniques used by colleges and universities.

Outcomes: Students will demonstrate skills in analyzing higher education financial statements and other fiscal documents, and understand current patterns of higher education finance and their strengths and limitations.

Faculty: Demetri Morgan
When: Wednesdays, 5:30 - 8pm