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Academic Advising: Your success is our success

 

We're here to help as you chart your path to making a difference in the education field. From your first year to graduation and beyond, you can rely on our expert advising staff to support your goals and be committed to your success.

The Office of Student Academic Services in the School of Education (SOE) provides advising services to current and prospective students in the field of education. We recommend scheduling an advising session once per semester.

First and Second Year Undergraduate Advising

 

Freshmen and sophomore students will be assigned an advisor in the Office of First and Second Year Advising, in addition to the support offered in the School of Education. Academic advisors in the Office of First and Second Year Advising help students with resources both on and off campus, career decision-making, declaring a minor, and a variety of other issues. Their office is located on the second floor of the Sullivan Center on the Lake Shore campus.

You can also contact:

Toni Rothschild 
Undergraduate Advisor & Student Support Services Coordinator
111 E. Pearson
Lewis Towers, 11th Floor

Third & Fourth Year Undergraduate Advising

 
Our advisors can assist you with short- and long-term academic planning, as well as direct you towards sources of information on career options in your major. They'll serve as a sounding board and guide you through making important decisions during your academic career. Have questions about requirements, academic policies, transfer credit, or graduate school? We can help.
 
Toni Rothschild 
Undergraduate Advisor & Student Support Services Coordinator
111 E. Pearson
Lewis Towers, 11th Floor
 

Graduate Student Academic Advising

 

Each graduate student is assigned a faculty member who will serve as an academic advisor. If you are unsure of your advisor's name and contact information, or would like more details about our program, please reach out to the School of Education Assistant Dean for Academic Services.

Nancy Goldberger
Assistant Dean for Academic Affairs
111 E. Pearson
Lewis Towers, 11th Floor
1-312-915-6318 
 

Course Syllabi

 

 

Loyola University Chicago's School of Education offers a wide variety of courses. Choose from the five instructional areas below to view list of classes and links to recent syllabi. Complete course descriptions are available in LOCUS.

Non Loyola students need to login to LOCUS as a guest and "Browse the Course Catalog".

CoursesProgram Areas
CIEP Curriculum & Instruction
Educational Psychology
English as a Second Language (ESL)
English Language Teaching & Learning
Reading
School Psychology
CPSY Clinical Mental Health Counseling
Community Counseling
Counseling Psychology
School Counseling
ELPS Administration & Supervision
Cultural & Educational Policy Studies
Higher Education
International Higher Education
Teacher Leader & ESL
RMTD Research Methodology
TLSC Teacher Preparation

Conceptual Framework and Conceptual Framework Standards

Each syllabus is required to have a statement explaining how the SOE’s Conceptual Framework (CF)—Social Action through Educationis exemplified within the context of the particular course. As a part of this statement, faculty need to attend to how the course addresses diversity and the social justice mission of the School of Education.  

If the course(s) you are teaching houses a Core Assessment for one or more of the CF standards for your program area, it is critical that you include the CF standard(s) and describe how it weaves through the course and is assessed. For your reference: our conceptual framework is described here - www.luc.edu/education/mission/

 

SOE Conceptual Framework Standards (CFS)

  • CFS1: Candidates critically evaluate current bodies of knowledge in their field. 
  • CFS2: Candidates apply culturally responsive practices that engage diverse communities.  
  • CFS3: Candidates demonstrate knowledge of ethics and social justice.
  • CFS4: Candidates engage with local and/or global communities in ethical and socially just practices.

Dispositions

All courses in the SOE assess student dispositions. As a result, your syllabus is required to have a statement describing which SOE dispositions will be assessed in the course: Professionalism, Inquiry, and Social Justice. Disposition data is reviewed by program faculty on a regular basis. This allows faculty to work with students to develop skills, understandings and competencies throughout their program and address any issues as they arise. Full transparency is critical to ensure that students are able to meet the expectations in this area. Please be sure to state the disposition or dispositions that are assessed in the course and direct students to where they can locate the rubric on DIGICATION. A description of how we use disposition data in the SOE is included in the SOE syllabus addendum 

 

Syllabus Addendum

 

The following apply to all classes.

Towards the end of the course, students will receive an email from the Office of Institutional Effectiveness reminding them to provide feedback on the course. They will receive consistent reminders throughout the period when the evaluation is open, and the reminders will stop once they have completed the evaluation. 

  • The evaluation is completely anonymous. When the results are released, instructors and departments will not be able to tell which student provided the individual feedback.
  • Because it is anonymous and the results are not released to faculty or departments until after grades have been submitted, the feedback will not impact a student’s grade.

The feedback is important so that the instructor can gain insight in to how to improve their teaching and the department can learn how best to shape the curriculum. 

The 13 possible objectives you will select from are listed below

  1. Gaining a basic understanding of the subject (e.g., factual knowledge, methods, principles, generalizations, theories) 
  2. Developing knowledge and understanding of diverse perspectives, global awareness, or other cultures
  3. Learning to apply course material (to improve thinking, problem solving, and decisions)
  4. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course 
  5. Acquiring skills in working with others as a member of a team
  6. Developing creative capacities (inventing; designing; writing; performing in art, music drama, etc.) 
  7. Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.) 
  8. Developing skill in expressing oneself orally or in writing
  9. Learning how to find, evaluate and use resources to explore a topic in depth
  10. Developing ethical reasoning and/or ethical decision making 
  11. Learning to analyze and critically evaluate ideas, arguments, and points of view 
  12. Learning to apply knowledge and skills to benefit others or serve the public good 

Learning appropriate methods for collecting, analyzing, and interpreting numerical

All students have access to DIGICATION to complete the benchmark assessments aligned to the Conceptual Framework Standards and all other accreditation, school-wide and/or program-wide related assessments. Digication is Loyola’s ONLINE portfolio platform. Many of the School of Education programs utilize Digication for assessment and data collection to manage accreditation and licensure requirements. Your Professor and Program Chair will work with you to better understand submission requirements that are specific to courses and programs.

 

The basic commitment of a university is to search for and to communicate the truth as it is honestly perceived. The university could not accomplish its purpose in the absence of this demanding standard. To the extent that this standard is respected, a genuine learning community can exist. Students of this university are called upon to know, to respect, and to practice this standard of personal honesty.

Plagiarism is a serious form of violation of this standard. Plagiarism is the appropriation for gain of ideas, language, or work of another without sufficient public acknowledgement and appropriate citation that the material is not one's own. It is true that every thought probably has been influenced to some degree by the thoughts and actions of others. Such influences can be thought of as affecting the ways we see things and express all thoughts. Plagiarism, however, involves the deliberate taking and use of specific words and ideas of others without proper acknowledgement of the sources. More Information on policies can be found here.

 

 
 

Students who have disabilities which they believe entitle them to accommodations under the Americans with Disabilities Act should register with the Services for Students with Disabilities (SSWD) office. To request accommodations, students must schedule an appointment with an SSWD coordinator. Students should contact SSWD at least four weeks before their first semester or term at Loyola.  Returning students should schedule an appointment within the first two weeks of the semester or term. The University policy on accommodations and participation in courses is available at the web site.

 
 

Loyola University Chicago also has an EthicsLine Reporting Hotline to provide you with an automated and anonymous way to report activities that may involve misconduct and violations of Loyola University policy. You may file an anonymous report online here or by dialing 855.603.6988. The University strongly encourages all faculty, staff, student, administrators or other concerned parties to use this Reporting Hotline to report suspected or wrongful acts of conduct by Loyola University Chicago faculty, staff or administrators. No University administrator, faculty, staff or student may interfere with the good faith reporting of suspected or actual wrongful conduct; no individual who makes a good faith report shall be subject to retaliation, including harassment or any adverse employment, academic or educational consequence, as a result of making a report. 

Make an Ethics Report

Report A Student Concern

 

 

 
 

The School of Education faculty, students and staff respect each other’s rights, privacy and access to electronic resources, services, and communications while in the pursuit of academic and professional growth, networking and research. All members of the university community are expected to demonstrate the highest standards of integrity, communication, and responsibility while accessing and utilizing technology, information resources, and computing facilities.

 

Assuring privacy among faculty and students engaged in online and face-to-face instructional activities helps promote open and robust conversations and mitigates concerns that comments made within the context of the class will be shared beyond the classroom. As such, recordings of instructional activities occurring in online or face-to-face classes may be used solely for internal class purposes by the faculty member and students registered for the course, and only during the period in which the course is offered. Students will be informed of such recordings by a statement in the syllabus for the course in which they will be recorded. Instructors who wish to make subsequent use of recordings that include student activity may do so only with informed written consent of the students involved or if all student activity is removed from the recording. Recordings including student activity that have been initiated by the instructor may be retained by the instructor only for individual use. 

 

One important aspect of a Jesuit education is learning to respect the rights and opinions of others. Please respect others by (1) allowing all classmates the right to voice their opinions without fear of ridicule, and (2) not using profanity or making objectionable (gendered, racial or ethnic) comments, especially comments directed at a classmate.

Special Circumstances -- Receiving Assistance

Students are urged to contact me should they have questions concerning course materials and procedures. If you have any special circumstance that may have some impact on your course work, please let me know so we can establish a plan for assignment completion. If you require assignment accommodations, please contact me early in the semester so that arrangements can be made with Student Accessibility Center (SAC) (http://www.luc.edu/sac/).

 

 

Should you encounter an unexpected crisis during the semester (e.g., securing food or housing, addressing mental health concerns, managing a financial crisis, and/or dealing with a family emergency, etc.), I strongly encourage you to contact the Office of the Dean of Students by submitting a CARE Referral for yourself or a peer in need of support: www.LUC.edu/csaa. If you are uncomfortable doing so on your own, please know that I can submit a referral on your behalf.  

 

 
 

Each course you take in the School of Education is evaluated through the IDEA Campus Labs system. We ask that when you receive an email alerting you that the evaluation is available that you promptly complete it. To learn more about IDEA or to access the website directly to complete your course evaluation go to: http://luc.edu/idea/ and click on STUDENT IDEA LOGIN on the left hand side of the page.