LOYOLA UNIVERSITY CHICAGO

2024-2025 CATALOG

The Academic Catalog is the official listing of courses, programs of study, academic policies and degree requirements for Loyola University Chicago. It is published every year in advance of the next academic year.

Educational Leadership and Policy Studies (ELPS)

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ELPS 125  Introduction to Leadership Studies  (3 Credit Hours)  
This course is designed to provide an introduction to foundational theory and perspectives related to leadership. This includes an exploration of contemporary leadership knowledge and skills that are transferable to a variety of disciplinary contexts.
This course satisfies the Engaged Learning requirement.  
Students will be able to describe various historical and contemporary perspectives on leadership as well as recognize critical knowledge and skills associated with leadership practice across various disciplines

Outcomes

Students will be able to describe various historical and contemporary perspectives on leadership as well as recognize critical knowledge and skills associated with leadership practice across various disciplines
ELPS 219  American Education  (3 Credit Hours)  
Requirement: HIST 101 or HIST 102 for students admitted to Loyola University for Fall 2012 or later. No requirement for students admitted to Loyola prior to Fall 2012 or those with a declared major or minor in History. 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.
Students will demonstrate the ability to evaluate and explain the forces of historical continuity and change in American education

Outcomes

Students will demonstrate the ability to evaluate and explain the forces of historical continuity and change in American education
ELPS 222  Foundations of Ethics and Social Justice in Leadership  (3 Credit Hours)  
Pre-requisites: ELPS 125  
This course introduces theories of ethics and social justice as critical frameworks through which to interpret leadership. Attention toward the process of ethical decision-making, using critical reflection as a tool for understanding complex leadership issues, and strategies for advancing leadership focused on social responsibility.
Students will demonstrate competence in applying ethical and social justice frameworks in the interpretation and analysis of complex leadership issues as well as in the practice of leadership across a variety of disciplines

Outcomes

Students will demonstrate competence in applying ethical and social justice frameworks in the interpretation and analysis of complex leadership issues as well as in the practice of leadership across a variety of disciplines
ELPS 223  Contextual Influences in Applied Leadership: Internship  (3 Credit Hours)  
Pre-requisites: ELPS 125 and ELPS 222; Leadership Minor  
This online and experiential course provides a platform for students to apply learning associated with leadership theory, ethics, and social justice in practice through an applied internship experience. The internship site will provide a discipline specific experience through which to integrate and refine core skills and competencies associated with socially responsible leadership.
Students will increase their capacity to engage effectively in socially responsible leadership in a discipline specific work context

Outcomes

Students will increase their capacity to engage effectively in socially responsible leadership in a discipline specific work context
ELPS 224  Cross Cultural Leadership: Lessons from Rome  (3 Credit Hours)  
Pre-requisites: ELPS 125; Leadership Minor  
This course is designed to examine global and cultural influences on the manifestation of leadership using Rome as a historical and contextual reference point and learning laboratory. The course will examine cultural influences in the understanding of power, authority, and social justice as they relate to leadership and the development of cross-cultural competence.
Students will be able to identify and describe cultural and global influences associated with power, authority, and social justice on leadership in social contexts

Outcomes

Students will be able to identify and describe cultural and global influences associated with power, authority, and social justice on leadership in social contexts
ELPS 230  Globalization, Education and Childhood  (3 Credit Hours)  
This course examines contemporary global shifts and transformations in how schools and other educational settings are set up and operate. In tandem with this the course 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.
Interdisciplinary Option: Global Studies  
Students will be able to demonstrate an understanding of how global and local issues are interwoven with regard to education; Students will be able to articulate a nuanced understanding (as regards schooling and education) of the ways that social justice concerns are being both advanced and hindered in our contemporary globalized world

Outcomes

Students will be able to demonstrate an understanding of how global and local issues are interwoven with regard to education; Students will be able to articulate a nuanced understanding (as regards schooling and education) of the ways that social justice concerns are being both advanced and hindered in our contemporary globalized world
ELPS 240  Urban Education: Policy and Practice  (3 Credit Hours)  
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. 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 at the heart of arguments about schools. Students will be able to demonstrate an understanding of the ways that policy is connected to practice in urban education.
Students will be able to analyze the multiple and contested factors that influence urban education in the US

Outcomes

Students will be able to analyze the multiple and contested factors that influence urban education in the US
ELPS 265  Cultural and Educational Policy Studies Internship  (3 Credit Hours)  
The Internship in Cultural and Educational Policy Studies course 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.
This course satisfies the Engaged Learning requirement.  
Students develop and refine their professional skills and competencies; Students will be able to identify key education issues domestically and/or internationally and critically analyze them in terms of the relationship(s) between policy and practice

Outcomes

Students develop and refine their professional skills and competencies; Students will be able to identify key education issues domestically and/or internationally and critically analyze them in terms of the relationship(s) between policy and practice
ELPS 300  History of Education  (3 Credit Hours)  
This course introduces students to the history of education in the United States, exploring the ideologies and theoretical frameworks that have been paramount in different historical periods and the ways they have shaped the social, cultural, economic, and political dimensions of educational institutions in America.
ELPS 301  History of Western Education  (3 Credit Hours)  
A historical analysis of the rise and development of educational movements, trends, institutions, and policies in the multicultural context of American society.
Course equivalencies: X-ELPS301/HIST302  
Students will be able to demonstrate a historical understanding of the development of educational policy and schooling institutions, and demonstrate a knowledge of the historiographic approaches and debates in the history of education

Outcomes

Students will be able to demonstrate a historical understanding of the development of educational policy and schooling institutions, and demonstrate a knowledge of the historiographic approaches and debates in the history of education
ELPS 302  Philosophy of Education  (3 Credit Hours)  
Requirement: PHIL 130 for students admitted to Loyola University for Fall 2012 or later. No requirement for students admitted to Loyola prior to Fall 2012 or those with a declared major or minor in the Department of Philosophy or Department of Political Science. Study of 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.
The student will become adept at identifying philosophical issues embedded in current educational practice and controversies, especially as these relate to promoting the values of a democratic society, accommodating the interests of the society and particular groups within it, and the realization of social justice

Outcomes

The student will become adept at identifying philosophical issues embedded in current educational practice and controversies, especially as these relate to promoting the values of a democratic society, accommodating the interests of the society and particular groups within it, and the realization of social justice
ELPS 310  Leadership: Group Dynamics and a Mission Centered Approach  (1 Credit Hour)  
This course is designed to familiarize Resident Assistants/Managers with a variety of topics that have been formulated to assist them in building community, developing interpersonal relationships, creating intentional programs, and improving their crisis intervention skills. Topics may include, but are not limited to: identity formation, counseling, ethics, diversity, health, and current events in higher education.
To inform and therefore improve students performance within university housing through reflection exercises and solution-based problem solving skills

Outcomes

To inform and therefore improve students performance within university housing through reflection exercises and solution-based problem solving skills
ELPS 311  Student Leadership: Using Social Justice in Developmental Models  (1 Credit Hour)  
This class will examine social justice as it relates to building communities and creating positive interpersonal relationships between both the Resident Assistant/Manager and hall residents as well as among residents themselves. Topics may include, but are not limited to: program planning, the use of technology, service learning, vocation, career development, and the RA/RM impact on students.
To inform and therefore improve students performance within university housing through reflection exercises and solution-based problem solving skills

Outcomes

To inform and therefore improve students performance within university housing through reflection exercises and solution-based problem solving skills
ELPS 325  Leadership Studies Capstone  (3 Credit Hours)  
Pre-requisites: ELPS 125; ELPS 222; ELPS 223; and enrollment in the Leadership Minor  
This course will explore topics such as social change and globalization, creative conflict resolution, the nature of power, oppression and influence, and systemic leadership.
Students will understand the role of and capacities associated with leading personal and social transformation within their career fields and communities

Outcomes

Students will understand the role of and capacities associated with leading personal and social transformation within their career fields and communities
ELPS 350  Finding Jesuit Jesus:Preparing Prof Life-Live Sprtual Exercise St. Ignatius  (3 Credit Hours)  
An adapted version of the Spiritual Exercises of St. Ignatius of Loyola, founder of the Jesuits, this 14-day course in Rome, Italy@JFRC provides students the structured time and study to reflect more deeply on faith, the power of God's love and relationships with others as they frame their professional life design. Time for personal prayer, reflection, liturgies, thematic walks and talks are embedded in this course and all of which will help assist students in their faith journey and as they discern, plan and prepare for a professional life. The course intends to advance opportunity for student exploration and understanding of Jesuit history, values and principles - what does it mean to walk, live, discern and work, as people of Ignatius regardless of faith origin. This course is an invitation to imagine and to plan to live a life of service regardless of profession or career choice.
Course equivalencies: ELPS 350/ELPS 450  
To further student understanding of diversity of ideas and beliefs in the world; To enhance student knowledge of concepts and designs of social justice while exploring the ancient history of Rome; To better understand Ignatian spirituality and faith in action in our global and diverse world; To engage in service learning to better understand the plight of refugees around the world and expand student knowledge in the service of humanity through learning, discerning and faith; To advance opportunity for student discernment and understanding of personal and professional vocation; what does it mean to walk, and work as people of and with Ignatius - regardless of faith origin

Outcomes

To further student understanding of diversity of ideas and beliefs in the world; To enhance student knowledge of concepts and designs of social justice while exploring the ancient history of Rome; To better understand Ignatian spirituality and faith in action in our global and diverse world; To engage in service learning to better understand the plight of refugees around the world and expand student knowledge in the service of humanity through learning, discerning and faith; To advance opportunity for student discernment and understanding of personal and professional vocation; what does it mean to walk, and work as people of and with Ignatius - regardless of faith origin
ELPS 398  Independent Study  (1-3 Credit Hours)  
This course is an independent study under the supervision of a faculty member.
The outcome for this course is an independent project, paper or other product that demonstrates advanced knowledge of a topic

Outcomes

The outcome for this course is an independent project, paper or other product that demonstrates advanced knowledge of a topic
ELPS 400  Inquiry Into Educational Policy  (3 Credit Hours)  
No course description is available
ELPS 401  Documentary Research in Education  (3 Credit Hours)  
Documentary research in the field of education introduces graduate students to archival research and addresses issues related to the role and use of documents and public and private records.
Course equivalencies: RMTD401 / ELPS401  
ELPS 402  Mission and Catholic School Leadership  (3 Credit Hours)  
This course explores how mission must be central to leadership and how all activities must align with that mission. Students will explore inputs, transformation processes and outputs as they relate to Catholic Ed leadership and school improvement.
Course equivalencies: RMTD402 / ELPS402  
ELPS 403  Qualitative Research Methods in Education  (3 Credit Hours)  
This course explores the discipline and practice of qualitative research, introducing students to the discipline of qualitative research through examination of various theories, traditions, genres, and components of this form of inquiry.
Course equivalencies: RMTD405 / ELPS403  
Students will be able to discuss the meanings of research and of research traditions within the social sciences, to recognize and discuss various epistemologies, traditions, designs, theories, ethical issues and components of qualitative research, to analyze qualitative studies in terms of design, methodology, validity, findings, ethics and conclusions in oral and written critiques, to conceptualize, design, and implement a small-scale qualitative study, and to interpret and present research study findings

Outcomes

Students will be able to discuss the meanings of research and of research traditions within the social sciences, to recognize and discuss various epistemologies, traditions, designs, theories, ethical issues and components of qualitative research, to analyze qualitative studies in terms of design, methodology, validity, findings, ethics and conclusions in oral and written critiques, to conceptualize, design, and implement a small-scale qualitative study, and to interpret and present research study findings
ELPS 404  Entrepreneurial Approaches to Catholic Education  (3 Credit Hours)  
Mark Casson in his book The Entrepreneurs: An Economic Theory, says that the theory of entrepreneurship rests upon the following definition: "An entrepreneur is someone who specializes in making judgmental decision about the coordination of scarce resources." This could also be the definition of a Catholic school leader! Catholic education is the largest non-public education system in America. But it is also half the size it was in 1960. To stay relevant and thriving, Catholic education must become more innovative and entrepreneurial. We will investigate the process by which innovations are designed and will critically assess the efficacy of a wide range of innovations. What leads to innovation and how is it scaled effectively? We will read and talk to educators, entrepreneurs, and policy makers about design innovations, and will critically assess the efficacy and scalability of a wide range of innovations targeting students, teachers, and schools.
ELPS 405  Introduction to Educational Policy Analysis  (3 Credit Hours)  
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

Outcomes

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
ELPS 406  Foundations Using Data for Continuous Improvement  (3 Credit Hours)  
This is the foundation course for data-based decision making within the principal preparation series. This graduate course provides skill sets to help future school leaders and administrators to access, interpret, and encourage the use of data to improve student educational outcomes. Restricted to graduate students in the School of Education. Students will learn how to organize, analyze, and synthesize data in order to interpret student and teacher assessment results.
ELPS 407  Leading for Data-based Decision Making  (3 Credit Hours)  
The primary purpose of this course is to provide candidates with the knowledge, skills, and dispositions necessary to assist school-aged students to accomplish educational outcomes. Restricted to graduate students in the School of Education.
Candidates will examine data and the use of data in making decisions on several different levels

Outcomes

Candidates will examine data and the use of data in making decisions on several different levels
ELPS 408  Leading for Diversity  (3 Credit Hours)  
This course focuses on meeting the needs of children from diverse linguistic, cultural, and racial backgrounds within the context of a society faced with issues of poverty, discrimination, racism, and sexism. This course explores issues of second language and second culture acquisition and consider the relationship between identity construction and school success.
ELPS 409  Fundamentals of Instructional Coaching  (3 Credit Hours)  
The instructional coach provides instructional leadership by supporting evidence-based instructional practices with classroom teachers. This course focuses on developing the elements of instructional coaching: assessment for learning, delivery of effective curriculum, enhancing classroom instruction, and effective classroom management. In developing the role of the instructional coach, candidates will develop skill in building trusting relationships, facilitating support from administrators, and providing confidential, non-evaluative job-embedded professional development for faculty. Models of coaching will be explored as well as a focus on conferencing and facilitation skills.
ELPS 410  Sociology of Education  (3 Credit Hours)  
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.
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

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
ELPS 411  Special Education in the Catholic School  (3 Credit Hours)  
This course will examine moral and practical foundations of developing special education programs with the Catholic schools setting. This course will also explore the connection between Church documents and serving students with disabilities in This course is restricted to those enrolled in the Leading Inclusive Catholic Schools
ELPS 412  Urban Education Policy  (3 Credit Hours)  
This course uses a range of theoretical perspectives, theories and empirical research to analyze urban education policy. This course explores urban schools' and urban educational policy's evolution in response to changes in U.S. cities, urban teaching and school governance, and contemporary educational policies that are prevalent in urban school districts.
1) Improved ability to critically evaluate ideas, arguments, and points of view regarding urban education policy; 2) Expanded knowledge of contemporary events, issues, movements and policies in urban education settings

Outcomes

1) Improved ability to critically evaluate ideas, arguments, and points of view regarding urban education policy; 2) Expanded knowledge of contemporary events, issues, movements and policies in urban education settings
ELPS 413  Critical Social Theories  (3 Credit Hours)  
This survey course examines the foundations, applications, and practice of critical social theories in U.S. education. Through rigorous texts, engaged discussion, and reflective assignments, this course aims to address the following central questions: What is theory and who gets to define that?; What is social theory?; What is critical about critical social theories?; How is theory pertinent to practical, everyday educational practices?; How can and does education contribute to either reinforcing or challenging relations of power and domination in the modern era?; and What is your relationship to critical social theory?
This course has been designed to meet the following objectives: Students will: 1) Use prior knowledge to make real-word connections to critical social theories; 2) Understand and apply critical social theories to their personal and professional contexts; 3) Increase their reflexivity with regards to critical social issues; 4) Engage in aesthetic educational practices; 5) Embrace conflict as a necessary part of the learning process; 6) Examine the hidden curriculum of higher education through the application of critical social theories; 7) Explore with "play" as a necessary aspect of authentic learning; 8) Experience multimodal approaches to engaging the course content

Outcomes

This course has been designed to meet the following objectives: Students will: 1) Use prior knowledge to make real-word connections to critical social theories; 2) Understand and apply critical social theories to their personal and professional contexts; 3) Increase their reflexivity with regards to critical social issues; 4) Engage in aesthetic educational practices; 5) Embrace conflict as a necessary part of the learning process; 6) Examine the hidden curriculum of higher education through the application of critical social theories; 7) Explore with "play" as a necessary aspect of authentic learning; 8) Experience multimodal approaches to engaging the course content
ELPS 419  Leadership in Higher Education  (3 Credit Hours)  
This course is designed to provide foundational grounding in leadership theory and research. Specific attention is paid to the evolution of leadership theory, interdisciplinary conceptualizations, administrative applications, pedagogy for teaching and learning, and the leadership development process of college students.
Students will be able to describe various historical and contemporary perspectives on administrative leadership and their application in higher education, including the influence of gender and culture on leadership development

Outcomes

Students will be able to describe various historical and contemporary perspectives on administrative leadership and their application in higher education, including the influence of gender and culture on leadership development
ELPS 420  Philosophy of Education  (3 Credit Hours)  
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

Outcomes

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
ELPS 421  Theories of Knowledge and Education  (3 Credit Hours)  
This course examines theories of knowledge and their implications for educational practice from a philosophic.
Students understand different philosophic explanations of learning and knowledge and acquire the ability to interpret educational practices according to these explanations

Outcomes

Students understand different philosophic explanations of learning and knowledge and acquire the ability to interpret educational practices according to these explanations
ELPS 422  Modern Theories of Education  (3 Credit Hours)  
An examination of modern theories of education from a series of philosophical perspectives.
Students develop a critical understanding of modern theories of education

Outcomes

Students develop a critical understanding of modern theories of education
ELPS 423  Value Theory and Education  (3 Credit Hours)  
Using various value theories, the course examines the practices of teaching, learning, and schooling.
The student acquires familiarity with theories of value and is able to use them in critically examining the practices of teaching, learning, and schooling

Outcomes

The student acquires familiarity with theories of value and is able to use them in critically examining the practices of teaching, learning, and schooling
ELPS 424  Jesus the Teacher: A Theology of Education  (3 Credit Hours)  
The course develops a theology of education based on the account of Jesus provided in the New Testament.
The student is able to interpret the task of education in light of the life of Jesus

Outcomes

The student is able to interpret the task of education in light of the life of Jesus
ELPS 425  Foundations in Student Affairs  (3 Credit Hours)  
This course provides an introduction to the college student affairs profession. Special attention is focused on historical and philosophical foundations, organizational structures, professional roles, functions, and services, and challenges, opportunities, and issues faced by professional staff.
Students will be able to describe factors contributing to America's diverse system of higher education and its impact on the design and delivery of student affairs programs and services

Outcomes

Students will be able to describe factors contributing to America's diverse system of higher education and its impact on the design and delivery of student affairs programs and services
ELPS 426  Student Affairs Administration Higher Education  (3 Credit Hours)  
No course description is available
ELPS 427  Foundations in Higher Education  (3 Credit Hours)  
The purpose of this new course is to provide a comprehensive examination of the foundations of higher education in the United States.
This course is designed to help students critically engage with central features of higher education institutions, policies, and constituents; Of special interest is the evolution of policies, ideologies and practices that have a direct impact on social justice concerns

Outcomes

This course is designed to help students critically engage with central features of higher education institutions, policies, and constituents; Of special interest is the evolution of policies, ideologies and practices that have a direct impact on social justice concerns
ELPS 428  The Junior and Community College  (3 Credit Hours)  
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.
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

Outcomes

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
ELPS 429  Selected Topics in Higher Education  (3 Credit Hours)  
This course will discuss special topics in higher education policy and practice.
Students will be able to identify, review and critically analyze significant higher education policy and practice issues

Outcomes

Students will be able to identify, review and critically analyze significant higher education policy and practice issues
ELPS 430  Curriculum and Pedagogy in Higher Education  (3 Credit Hours)  
This course examines the notion of curriculum. This course will allow you to consider the following central questions: What are curriculum and pedagogy?; What has curriculum and pedagogy looked like in your schooling experiences?; What roles do curriculum and pedagogy play in the context of higher education & student affairs?; What are the explicit and implicit curricula of higher education & student affairs?; How is higher education & student affairs curriculum created, by whom, and for what purpose?; What is your own understanding and experiences with curriculum and pedagogy in your own life?
This course aims to model effective curricular design course activities, assignments, readings, and relationships; While the explicit nature of such items is critical, the implicit framings of this course should prove even more impactful

Outcomes

This course aims to model effective curricular design course activities, assignments, readings, and relationships; While the explicit nature of such items is critical, the implicit framings of this course should prove even more impactful
ELPS 431  Evaluation in Higher Education  (3 Credit Hours)  
This course examines evaluation and assessment philosophy, approaches, models, and practice in higher education with focus on institutional accountability and assurance of quality programs.
Students will gain an appreciation for the importance of evaluation and assessment of educational programs in higher education and understand strategies employed by institutions to achieve their goals and objectives; Students will also gain an understanding of the range of quantitative and qualitative tools available to measure student learning and developmental outcomes

Outcomes

Students will gain an appreciation for the importance of evaluation and assessment of educational programs in higher education and understand strategies employed by institutions to achieve their goals and objectives; Students will also gain an understanding of the range of quantitative and qualitative tools available to measure student learning and developmental outcomes
ELPS 432  Multiculturalism for Social Justice in Higher Education  (3 Credit Hours)  
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.
Understand social justice conceptual foundations and the various ways in which oppression influences individuals, institutions, and the broader society

Outcomes

Understand social justice conceptual foundations and the various ways in which oppression influences individuals, institutions, and the broader society
ELPS 433  Student Development in Higher Education  (3 Credit Hours)  
This course introduces cognitive and psychosocial research and theory focused on the maturation and development of traditional aged college students, particularly in the domains of identity, cognition, and moral reasoning.
Students will demonstrate an understanding of key theories of college student development and their application in improving plans and policies implemented in the context of administration and/or teaching

Outcomes

Students will demonstrate an understanding of key theories of college student development and their application in improving plans and policies implemented in the context of administration and/or teaching
ELPS 434  American College Student  (3 Credit Hours)  
This course explores who goes to college, and the affects of cultural background and campus environments on college student experiences.
Students will be able to explain how campus environments influence student learning and identity including analyzing the experiences of different students and student groups using anthropological and sociological constructs

Outcomes

Students will be able to explain how campus environments influence student learning and identity including analyzing the experiences of different students and student groups using anthropological and sociological constructs
ELPS 435  Enrollment Management in Higher Education  (3 Credit Hours)  
This course examines research and theory focusing on student demand for higher education, college choice, recruitment and marketing, public aid policy, retention and student success, and best practices related to enrollment management.
Students will demonstrate factors influencing both demand for higher education and student choice of institutions, with focus on the role of public financial aid policy in access and choice

Outcomes

Students will demonstrate factors influencing both demand for higher education and student choice of institutions, with focus on the role of public financial aid policy in access and choice
ELPS 436  Women in Higher Education  (3 Credit Hours)  
This course explores issues unique to women as academic leaders and administrators in higher education. It examines the history and challenges that women have faced as students in higher education institutions, exploring the factors that have affected their participation, matriculation, and completion of programs, over time and today. Last, this course will explore gender and expanding issues around identification and sexual orientation, as related to institutional inclusiveness and student supportive services.
ELPS 437  Today's Community College Students  (1 Credit Hour)  
No course description is available
ELPS 438  Designing Effective Community College Courses  (1 Credit Hour)  
No course description is available
ELPS 439  Assessing Student Learning in Community Colleges  (1 Credit Hour)  
No course description is available
ELPS 440  Community College Students as Learners  (1 Credit Hour)  
No course description is available
ELPS 441  Community College Teaching  (3 Credit Hours)  
This course examines the curriculum and programs offered within community colleges and the instructional philosophies and strategies used to encourage student success. It will examine the heterogenous population of students who attend these institutions and their learning needs and preferences. The course will also require students to understand the curricular issues faced in today's colleges including elimination of developmental education, use of early college courses, articulation agreements and expanding offerings to include topics germane to diverse students.
ELPS 442  Humanistic Foundations of Education  (3 Credit Hours)  
No course description is available
ELPS 443  Educational Classics  (3 Credit Hours)  
Analysis of selected works of major importance in the development of educational theory.
Student acquires an advanced understanding of the thinking of some persons who have made a major contribution to educational theory

Outcomes

Student acquires an advanced understanding of the thinking of some persons who have made a major contribution to educational theory
ELPS 444  American Schooling and Social Policy: A Historical Perspective  (3 Credit Hours)  
A historical analysis of the economic, political, cultural and social factors that helped to shape educational policy and schooling in the United States.
Course equivalencies: X-ELPS444/HIST454  
Students will be able to demonstrate a historical understanding of the development of educational policy and schooling institutions, and demonstrate a knowledge of the historiographic approaches and debates in the history of education

Outcomes

Students will be able to demonstrate a historical understanding of the development of educational policy and schooling institutions, and demonstrate a knowledge of the historiographic approaches and debates in the history of education
ELPS 445  US and Canadian Education 20th Century  (3 Credit Hours)  
A historical analysis of US education in the twentieth century with special emphasis on the forces and movements affecting American education examined through comparison with educational change in selected other countries.
Course equivalencies: X-ELPS445/HIST456  
Students will be able to explain changes in educational practice and educational knowledge over the twentieth century

Outcomes

Students will be able to explain changes in educational practice and educational knowledge over the twentieth century
ELPS 446  Historical Foundations of Western Education and Social Policy  (3 Credit Hours)  
This course examines the development of Western education through an examination of changing concepts of what it means to be an educated person and the intellectual movements and socio-cultural contexts within which such notions have emerged.
Course equivalencies: X-ELPS446/HIST437  
Students will be able to demonstrate a historical understanding of the development of Western education

Outcomes

Students will be able to demonstrate a historical understanding of the development of Western education
ELPS 447  History of Modern European Education  (3 Credit Hours)  
An examination of the development of national systems of education across Europe since the nineteenth century and an analysis of the development of cross-European educational initiatives in the context of the European Union.
Course equivalencies: X-ELPS447/HIST438  
Students will be able to demonstrate a historical understanding of the development of nationally specific and regionally focused educational policies and schooling systems

Outcomes

Students will be able to demonstrate a historical understanding of the development of nationally specific and regionally focused educational policies and schooling systems
ELPS 448  International Higher Education  (3 Credit Hours)  
This course introduces students to the higher education systems of countries around the world, placing a particular emphasis on how each system is confronting the challenges of globalization.
Students will understand how IHE's respond to challenges of internationalization, massification, scholar & student exchange, access challenges, accountability demands, was well as international trade agreements on the exchange of educational goods & services

Outcomes

Students will understand how IHE's respond to challenges of internationalization, massification, scholar & student exchange, access challenges, accountability demands, was well as international trade agreements on the exchange of educational goods & services
ELPS 450  Finding Jesuit Jesus:Preparing Prof Life-Live Sprtual Exercise St. Ignatius  (3 Credit Hours)  
An adapted version of the Spiritual Exercises of St. Ignatius of Loyola, founder of the Jesuits, this 14-day course in Rome, Italy @JFRC provides students the structured time and study to reflect more deeply on faith, the power of God's love and relationships with others as they frame their professional life design. Time for personal prayer, reflection, liturgies, thematic walks and talks are embedded in this course and all of which will help assist students in their faith journey and as they discern, plan and prepare for a professional life. The course intends to advance opportunity for student exploration and understanding of Jesuit history, values and principles - what does it mean to walk, live, discern and work, as people of Ignatius regardless of faith origin. This course is an invitation to imagine and to plan to live a life of service regardless of profession or career choice.
Course equivalencies: ELPS 350/ELPS 450  
To further student understanding of diversity of ideas and beliefs in the world; To enhance student knowledge of concepts and designs of social justice while exploring the ancient history of Rome; To better understand Ignatian spirituality and faith in action in our global and diverse world; To engage in service learning to better understand the plight of refugees around the world and expand student knowledge in the service of humanity through learning, discerning and faith; To advance opportunity for student discernment and understanding of personal and professional vocation; what does it mean to walk, and work as people of and with Ignatius - regardless of faith origin

Outcomes

To further student understanding of diversity of ideas and beliefs in the world; To enhance student knowledge of concepts and designs of social justice while exploring the ancient history of Rome; To better understand Ignatian spirituality and faith in action in our global and diverse world; To engage in service learning to better understand the plight of refugees around the world and expand student knowledge in the service of humanity through learning, discerning and faith; To advance opportunity for student discernment and understanding of personal and professional vocation; what does it mean to walk, and work as people of and with Ignatius - regardless of faith origin
ELPS 453  Legal Aspects of American Higher Education  (3 Credit Hours)  
This course examines complex sources of law that impact higher education with a special focus on the student-institution and faculty-institution legal relationship.
Students will demonstrate a heightened awareness of the key role that the law serves in its relationship with higher education administration and policy; Students will critically evaluate and implement preventative legal strategies on the campus and understand the ethical and social justice implications of such work

Outcomes

Students will demonstrate a heightened awareness of the key role that the law serves in its relationship with higher education administration and policy; Students will critically evaluate and implement preventative legal strategies on the campus and understand the ethical and social justice implications of such work
ELPS 454  Budgeting and Finance in Higher Education  (3 Credit Hours)  
This course examines finance-related issues and trends in higher education and reviews budgeting techniques used by colleges and universities.
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

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
ELPS 455  Comparative Education  (3 Credit Hours)  
The application of historiographic and social scientific theories and methods to understanding international issues of education.
Students will demonstrate a sound grasp of the field's major issues and perspectives, the nature of comparativist research, and the work of major figures

Outcomes

Students will demonstrate a sound grasp of the field's major issues and perspectives, the nature of comparativist research, and the work of major figures
ELPS 456  Education & Democratization  (3 Credit Hours)  
This course will explore some of the conceptual underpinnings of democracy as they relate to contemporary education policy. Texts read include books by Richard Rorty, John Dewey, Cornell West Claudia Rankine and other contemporary writers who work on democracy and education. Themes to be addressed include citizenship education, identity politics, hyper-partisanship, and new nationalisms.
ELPS 457  Comparative Theory  (3 Credit Hours)  
Pre-requisites: ELPS 455 or consent of instructor  
A course in the philosophy and sociology of comparative education knowledge.
Students will demonstrate a sound grasp of the field's major epistemological issues and a sense of how their own work and that of others fit into the theoretical landscape of comparative education

Outcomes

Students will demonstrate a sound grasp of the field's major epistemological issues and a sense of how their own work and that of others fit into the theoretical landscape of comparative education
ELPS 458  International Education  (3 Credit Hours)  
This Advanced Seminar, which is both theoretical and applied, introduces students to issues and institutions involved in international educational development. This course will provide students with a deep understanding of the changing role of educational development projects in light of the post-2015 development agenda, post-financial crisis and global recession, post-Ebola epidemic, and post-Arabic Spring periods. Students will spend time exploring and understanding how these many `post-contexts and settings¿ are changing the nature of development and the educational responses that are now coordinated across different scales and spaces (national, regional, and global levels). With the aid of class readings and paying particular attention to endogenous and exogenous challenges that Africa and the Middle East confront, discussions will be framed through a comparative and international educational perspective that exposes students to how different theories of education and development influence policy, priorities, and programs of international, national, and local institutions in these regions.
ELPS 459  Organization & Governance in Higher Education  (3 Credit Hours)  
This course examines the organizational and governance structures of higher education institutions, including key internal and external factors influencing institutional planning and policy decisions.
Students will demonstrate both an understanding of and ability to apply several different organizational models and metaphors to higher education organizations, and an informed, critical perspective on the implications these models may have for institutional policy making and leadership

Outcomes

Students will demonstrate both an understanding of and ability to apply several different organizational models and metaphors to higher education organizations, and an informed, critical perspective on the implications these models may have for institutional policy making and leadership
ELPS 460  School Administration  (3 Credit Hours)  
This course serves as an introduction to the administration and governance of American public schools. The course provides an overview of educational administration and the systemic forces that impact upon its functioning.
Students will be able to apply a systems model approach to school leadership; Students will be able to articulate how to transform school inputs into successful school outputs that build positive will and capacity in order to accomplish the school's vision and mission

Outcomes

Students will be able to apply a systems model approach to school leadership; Students will be able to articulate how to transform school inputs into successful school outputs that build positive will and capacity in order to accomplish the school's vision and mission
ELPS 461  Issues in School Law  (3 Credit Hours)  
An in-depth examination of current legal issues and their educational implications for district leaders. Emphasis is given to legal issues in personnel practices and district-wide compliance with state and federal laws and regulations. State standards affecting school administration are also examined.
Students will become familiar with and be able to address school law decisions within the context of school leadership; Students will be able to lead district-wide compliance with state and federal laws and regulations

Outcomes

Students will become familiar with and be able to address school law decisions within the context of school leadership; Students will be able to lead district-wide compliance with state and federal laws and regulations
ELPS 462  The Principalship  (3 Credit Hours)  
Study of the leadership and administrative responsibilities of elementary and secondary school principals. Topics include: creating a learning community, team-building, school improvement planning, budgeting, staffing, scheduling, and ethical and operational issues in decision-making.
Students will be able to demonstrate understanding of and competencies relevant to the ethical and operational issues in decision-making inherent in the leadership role of the school principal as they pertain to various leadership tasks

Outcomes

Students will be able to demonstrate understanding of and competencies relevant to the ethical and operational issues in decision-making inherent in the leadership role of the school principal as they pertain to various leadership tasks
ELPS 463  School Leadership and the Law  (3 Credit Hours)  
Provides prospective administrators with an overview of the legal system as it impacts school operations. Intended as a first course in school law, topics include: constitutional, statutory and regulatory sources of school law, common school legal issues involving students, curriculum and personnel, problems of equity and justice in applying the law to school situations, and implications for administrative practice.
Students will be able to demonstrate understanding of an overview of the legal system as it impacts school operations including constitutional, statutory and regulatory sources of school law, common school legal issues involving students, curriculum and personnel, problems of equity and justice in applying the law to school situations from the lens of the educational leader

Outcomes

Students will be able to demonstrate understanding of an overview of the legal system as it impacts school operations including constitutional, statutory and regulatory sources of school law, common school legal issues involving students, curriculum and personnel, problems of equity and justice in applying the law to school situations from the lens of the educational leader
ELPS 464  Workshop: Superintendency  (3 Credit Hours)  
This course is a required course for ISBE Superintendent Endorsement. This course is online with a combination of synchronous, asynchronous class sessions and field experiences in District Leadership offices. This course provides students with the opportunity to develop skills, understandings, and dispositions required of a superintendent - collaborating with boards of education, citizens of the community, and other relevant stakeholders. Restricted to LUC Graduate students.
Facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community; Facilitate and engage in activities that utilize data gathering techniques and analysis to inform programmatic decisions; Facilitate the development of an effective school-community relations program, which is grounded in effective communication and that instills community support while responding to diverse community needs; Understand and can monitor and evaluate district management and operational systems

Outcomes

Facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community; Facilitate and engage in activities that utilize data gathering techniques and analysis to inform programmatic decisions; Facilitate the development of an effective school-community relations program, which is grounded in effective communication and that instills community support while responding to diverse community needs; Understand and can monitor and evaluate district management and operational systems
ELPS 465  Workshop (Variable Topics)  (3 Credit Hours)  
These workshops focus on specific areas of educational leadership such as: Instructional Leadership, Equity and Justice; Collective Bargaining; Research in Educational Leadership; Instructional Leadership, Cultural Context for Informed Decision Making; The Superintendency.
Course equivalencies: X- CIEP 473/ ELPS 465  
Students will be able to demonstrate understanding of and leadership competencies in the relevant workshop area

Outcomes

Students will be able to demonstrate understanding of and leadership competencies in the relevant workshop area
ELPS 466  School Finance and Budgeting  (3 Credit Hours)  
Study of the processes by which financial decisions are made by local school districts, with special emphasis on the roles of building and district administrators in the budgeting process. Included are the techniques of constructing and managing the budget, while addressing issues of need and equity in the school community. Also covered are the sources of school revenues and an introduction to the process and principles of facility planning. This course is intended as a first course in school finance.
Students will be able to demonstrate understanding of and competencies pertinent to the school leader's role in building, maintaining, and managing the school budget while addressing issues of need and equity

Outcomes

Students will be able to demonstrate understanding of and competencies pertinent to the school leader's role in building, maintaining, and managing the school budget while addressing issues of need and equity
ELPS 467  School Law & Government  (3 Credit Hours)  
The legal basis of public education in the United States, with special reference to Illinois major court decisions and statutes are reviewed through the lens of the district-wide leader. Due process, special education, multi-cultural differences, school board relations and other related legal matters will be examined through the role of the superintendent. This course is intended as a second course for a law minor.
Students will be able to demonstrate an understanding of due process, special education, multi-cultural differences, school board relations and other related school legal matters through the lens of the superintendent

Outcomes

Students will be able to demonstrate an understanding of due process, special education, multi-cultural differences, school board relations and other related school legal matters through the lens of the superintendent
ELPS 468  Problems in Finance and Business Management  (3 Credit Hours)  
Examination of the social justice issues inherent in developing and evaluating state and local school finance policy, including equity, adequacy, the social and ethical issues associated with allocating resources and relating school costs to achievement. Selected problems of school district financial management are studied, including central office organization, financial management and control, securing and accounting for grant funds, debt financing, insurance and support services management. This course covers topics especially pertinent to district administrators and superintendents.
Students will be able to demonstrate understanding of and competencies relevant to district level leadership in financial management, control, and allocation through the lens of social justice issues

Outcomes

Students will be able to demonstrate understanding of and competencies relevant to district level leadership in financial management, control, and allocation through the lens of social justice issues
ELPS 469  Human Resources in Educational Organizations  (3 Credit Hours)  
This course explores various facets of human resource administration in educational organizations. Topics covered include organizational equity in strategic planning and compensation, employment justice in recruitment, selection, staff development, performance appraisal, discipline, and an introduction to unionism.
Students will be able to create a strategic plan from recruitment through continual employment for both certified and classified personnel that supports the school's mission and promotes educational excellence for all

Outcomes

Students will be able to create a strategic plan from recruitment through continual employment for both certified and classified personnel that supports the school's mission and promotes educational excellence for all
ELPS 470  School Supervision  (3 Credit Hours)  
This course is designed to examine school formative and summative school supervision and its role in improved teaching and learning.
Students will be able to demonstrate understanding of the nature of teaching and learning, develop the skills for conducting the pre-conference, classroom observation, and post-conference of the clinical supervision model, and develop the capacity to facilitate action research, study teams and cooperative supervision

Outcomes

Students will be able to demonstrate understanding of the nature of teaching and learning, develop the skills for conducting the pre-conference, classroom observation, and post-conference of the clinical supervision model, and develop the capacity to facilitate action research, study teams and cooperative supervision
ELPS 471  MTSS for Instructional Leaders  (3 Credit Hours)  
The purpose of this course is to provide candidates with the skills to (a) identify and assess the universal level of academic and behavior programming (b) create and sustain secondary and tertiary systems of support (targeted group or individual interventions) (c) develop continuous improvement plans to support the development of the necessary MTSS systems, practices, and processes.
ELPS 472  Administration of Special Education and Pupil Services  (3 Credit Hours)  
An exploration of legal provisions governing the most current legal issues related to special education and No Child Left Behind, including state rules, regulations and case law. Also examined are the practical issues, such as administering fiscally and ethically responsible service delivery models at the local level. Leadership dimensions necessary to enhance the learning process in an inclusive setting are a special concern.
Students will be able to demonstrate an understanding of legal provisions of special education and No Child Left Behind, as well as the practical issues, such as administering fiscally and ethically responsible inclusive service delivery models at the local school building level

Outcomes

Students will be able to demonstrate an understanding of legal provisions of special education and No Child Left Behind, as well as the practical issues, such as administering fiscally and ethically responsible inclusive service delivery models at the local school building level
ELPS 473  Problems in School Supervision  (3 Credit Hours)  
This course focuses on the critical skills of leading supervision for school leaders within districts and schools. Upon completion of this course, candidates will practice supervision and evaluative skills related to the delivery of curriculum and student outcomes.
ELPS 474  Curriculum Development for Instructional Leaders  (3 Credit Hours)  
This course focuses on the critical skills of leading curriculum development within schools. Upon completion of this course, candidates will practice leadership skills related to the delivery of curriculum.
ELPS 475  Human Resource Administration for the School District Leader  (3 Credit Hours)  
Within this course, students explore various facets of human resource administration in educational organizations at the district/macro level. Human resource leadership, as it specifically relates to promoting district vision and mission, will be researched and simulated to develop preferred professional practice that promotes integrity and social justice for the entire educational community.
Students will demonstrate an understanding of: strategic planning, human resources' system auditing, supervision and evaluation of educational administrators, unions, and collective bargaining

Outcomes

Students will demonstrate an understanding of: strategic planning, human resources' system auditing, supervision and evaluation of educational administrators, unions, and collective bargaining
ELPS 476  Technology in School Administration  (3 Credit Hours)  
A laboratory-based course on the issues and uses of technology and the related skills of applying technology to problem solving in school administration. This includes design of information systems, networks and data bases, software selection and use, instruction, student testing and program evaluation, scheduling, communications and managing school support services. This course includes examining issues with an emphasis on data based decision-making.
Students will be able to examine school leadership issues through the use of technology in order to make data-driven decisions

Outcomes

Students will be able to examine school leadership issues through the use of technology in order to make data-driven decisions
ELPS 480  Residency Seminar for MEd Administration & Supervision  (3 Credit Hours)  
This course is part of a sequence of courses for students in the Master's Principal Preparation Program. Restricted to students in M.Ed. Administration and Supervision. Students will meet with their assigned university coach to make progress in completing the electronic onboarding plan.
ELPS 481  Mission Driven Leadership for Principals  (3 Credit Hours)  
This course will provide the basis for making sound theoretical, ethical, and practical administrative decisions with particular attention given to data-driven decision making to improve student outcomes.
Candidates will gain an understanding of various leadership theories, adult learning theory and professional practice, and applying leadership theory to improve student outcomes

Outcomes

Candidates will gain an understanding of various leadership theories, adult learning theory and professional practice, and applying leadership theory to improve student outcomes
ELPS 482  School Supervision for Principals  (3 Credit Hours)  
This course is designed to examine the broad concept of supervision as well as formative and summative school supervision and its role in improved teaching and learning.
Candidates will acquire the knowledge, skills and dispositions for supervision of teaching that supports the ongoing growth and professional learning of teachers, leading to improved student outcomes for every student

Outcomes

Candidates will acquire the knowledge, skills and dispositions for supervision of teaching that supports the ongoing growth and professional learning of teachers, leading to improved student outcomes for every student
ELPS 483  Human and Fiscal Resource for Principals  (3 Credit Hours)  
This course explores various facet of human and fiscal resource management in educational organizations through theory and practical application.
Candidates will acquire the knowledge, skills and dispositions necessary to take a strategic approach to resource management in educational organizations

Outcomes

Candidates will acquire the knowledge, skills and dispositions necessary to take a strategic approach to resource management in educational organizations
ELPS 484  School Law, Policy Formation, and Community Involvement  (3 Credit Hours)  
This course covers school law and policy formation designed for candidates seeking to become building leaders in schools.
Candidates will acquire the knowledge, skills and dispositions necessary to understand school law and ethical decision making with particular attention given to building safety, current legal "hot topics," understanding the governance of the local school board and working with the various communities associated with a school

Outcomes

Candidates will acquire the knowledge, skills and dispositions necessary to understand school law and ethical decision making with particular attention given to building safety, current legal "hot topics," understanding the governance of the local school board and working with the various communities associated with a school
ELPS 485  Instructional Leadership: Equity and Justice  (3 Credit Hours)  
This course is a required course for ISBE Superintendent Endorsement. This course is online with a combination of synchronous, asynchronous class sessions and field experiences. Students study community engagement, board relations development, cultural and community context through the lens of district instructional leadership. Scope: Access, equity and ethical leadership. Restricted to LUC Graduate students.
Develop appropriate procedures and relationships for working with local governing boards; Facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community; Facilitate the development of an effective school-community relations program, which is grounded in effective communication and that instills community support while responding to diverse community needs

Outcomes

Develop appropriate procedures and relationships for working with local governing boards; Facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community; Facilitate the development of an effective school-community relations program, which is grounded in effective communication and that instills community support while responding to diverse community needs
ELPS 490  Introduction to Educational Policy Studies  (3 Credit Hours)  
This policy analysis course examines the general conceptual, ethical, and empirical issues related to educational policy-making at both the macro (national, regional, and state) and micro (local and institutional) levels.
Students will be able to demonstrate a knowledge of educational policy analysis strategies

Outcomes

Students will be able to demonstrate a knowledge of educational policy analysis strategies
ELPS 491  Issues in Educational Policy  (3 Credit Hours)  
Analysis of selected case studies of important policy issues from various levels of education.
Students will be able to identify, review, and critically analyze significant educational policy issues

Outcomes

Students will be able to identify, review, and critically analyze significant educational policy issues
ELPS 498  Independent Study  (1-3 Credit Hours)  
Pre-requisites: consent of instructor  
No course description is available
ELPS 499  Directed Research  (1-3 Credit Hours)  
Pre-requisites: consent of instructor  
No course description is available
ELPS 500  Seminar in Current Educational Literature  (3 Credit Hours)  
Overview of methods and techniques of bibliographic research related to students' research material.
ELPS 501  Leadership / Capacity Building Organizations  (3 Credit Hours)  
M.Ed. IEPE Cohort: Students will acquire knowledge around leadership theory and develop skills related to enhancing organizational capacity and efficacy. Emphasis will be placed on organizational cultures and organizational learning. Restricted to IEPE Cohort.
Students will acquire knowledge around leadership theory and develop skills related to enhancing organizational capacity and efficacy; Emphasis will be placed on organizational cultures and organizational learning

Outcomes

Students will acquire knowledge around leadership theory and develop skills related to enhancing organizational capacity and efficacy; Emphasis will be placed on organizational cultures and organizational learning
ELPS 502  Fundamentals in College Teaching and Course Design  (3 Credit Hours)  
Students will assess their experiences in the IHE program based on the tenets of the Jesuit Examen. Students will write a culminating final capstone paper which they will present at a School of Education mini-conference. Students will write a final culminating paper that identifies experiences, people, and places in the program that have impacted them personally and professionally; Students will analyze their successes, failures, and mediocrity as students in the program and articulate the major takeaways from their learning.
Students will reflect upon their IHE program experience utilizing the principles of the Jesuit Examen

Outcomes

Students will reflect upon their IHE program experience utilizing the principles of the Jesuit Examen
ELPS 503  Critical Perspectives on the Internationalization of Higher Ed  (3 Credit Hours)  
In this course, students will examine the following question, "What does meaningful, socially responsible internationalization look like?" The course will expose students to a diversity of approaches to internationalization and to prepare them to make informed decisions about internationalization strategies that are 1) congruent with their institutions' mission, constituencies, resources, and values; 2) informed by best practices and empirical research; and 3) rooted in principles of equity and inclusiveness.
Upon completion of this course, students will be able to articulate the different modalities of internationalization and the main geopolitical, societal, and economic forces shaping the internationalization of higher education worldwide; reflect on how these forces translate into concrete strategies, expectations, and challenges surrounding internationalization at the institutional level; critically analyze the impact that internationalization can have on students, faculty, and other institutional actors, especially in terms of perpetuating inequitable, discriminatory, and exclusionary societal structures; and integrate this knowledge into empirically-supported recommendations for internationalization strategic planning in real-world settings

Outcomes

Upon completion of this course, students will be able to articulate the different modalities of internationalization and the main geopolitical, societal, and economic forces shaping the internationalization of higher education worldwide; reflect on how these forces translate into concrete strategies, expectations, and challenges surrounding internationalization at the institutional level; critically analyze the impact that internationalization can have on students, faculty, and other institutional actors, especially in terms of perpetuating inequitable, discriminatory, and exclusionary societal structures; and integrate this knowledge into empirically-supported recommendations for internationalization strategic planning in real-world settings
ELPS 504  Advanced Financial Strategies in Higher Education  (3 Credit Hours)  
The purpose of this course is to build on a basic understanding of program budgeting to examine institutional financial strategies; state, and federal institutional funding; and public and financial aid polices that effect who has access to higher education. Apply higher education budget fundamentals to gain insight on institutional financial challenges. 2. Identify and assess the impact of the macro-dimensions of finance and how they inform campus level dynamics (e.g., budgeting, planning, equity) that complicate institutional financial decision-making
Students should be able to demonstrate observable growth in their ability to: 1

Outcomes

Students should be able to demonstrate observable growth in their ability to: 1
ELPS 505  Seminar in Leadership Theory  (3 Credit Hours)  
This course is designed to provide grounding in leadership theory and research. Critical perspectives will be used to examine the evolution of leadership theory, interdisciplinary conceptualizations of the topic, administrative applications of theory, and pedagogy for teaching and learning about leadership.
Students will be able apply critical perspectives to the deconstruction and reconstruction of leadership in professional practice

Outcomes

Students will be able apply critical perspectives to the deconstruction and reconstruction of leadership in professional practice
ELPS 506  Strategic Executive Leadership in Higher Education  (3 Credit Hours)  
This course examines strategic executive leadership in higher education and in particular leader role performance in complex organizational structures. This exploration is grounded in the rich, interdisciplinary body of knowledge on leadership theory and complemented by the infusion of critical perspectives.
Students will be able apply and engage in executive leadership from a perspective grounded in social justice

Outcomes

Students will be able apply and engage in executive leadership from a perspective grounded in social justice
ELPS 507  Advanced Governance in Higher Education  (3 Credit Hours)  
This course examines the governance structures of higher education institutions, including key internal and external factors influencing institutional planning and policy decisions.
Students will demonstrate both an understanding of and ability to apply several different organizational models and metaphors to higher education organizations, and an informed, critical perspective on the implications these models may have for institutional policy making and leadership

Outcomes

Students will demonstrate both an understanding of and ability to apply several different organizational models and metaphors to higher education organizations, and an informed, critical perspective on the implications these models may have for institutional policy making and leadership
ELPS 508  Equity and Justice in Higher Education  (3 Credit Hours)  
his workshop/course focuses on diversity, equity, inclusion, and justice in higher education, providing a learning environment for advanced discussions, as well as opportunities for EdD doctoral students to apply learning to practice.
Students will be able to demonstrate understanding of and leadership competencies in the area of diversity, equity, inclusion and justice in higher education

Outcomes

Students will be able to demonstrate understanding of and leadership competencies in the area of diversity, equity, inclusion and justice in higher education
ELPS 509  Introduction to Analytics in Higher Education  (3 Credit Hours)  
This course is designed to help students leverage data sets and systems in applied ways to improve their leadership. The course will cover key education data portals (e.g., IPEDS, Census data, proprietary systems) as well as introduce students to different data visualization techniques (e.g., geospatial mapping, infographics, etc.). Students will produce reports or grant proposals relevant to their career trajectory as a key deliverable.
After taking a class on data analytics, students should have acquired a range of technical and nontechnical skills, as it relates to higher education as well as gained an understanding of the key concepts and methods used in data analytics

Outcomes

After taking a class on data analytics, students should have acquired a range of technical and nontechnical skills, as it relates to higher education as well as gained an understanding of the key concepts and methods used in data analytics
ELPS 510  Seminar in the Sociology of Education  (3 Credit Hours)  
This course is an advanced seminar that will focus on a specific topic in education that incorporates sociological perspectives and research literature. Students will read in depth on the course topic (reading both theoretical literature and case material), will develop their understanding of texts and the topic through intensive seminar discussion, and will conduct independent research leading to a thorough literature review or empirically-based research paper on a topic related to the course theme.
Students who complete this course will greatly expand their familiarity with and command of research literature, theory and contemporary cases related to the course theme

Outcomes

Students who complete this course will greatly expand their familiarity with and command of research literature, theory and contemporary cases related to the course theme
ELPS 512  Sociology of Teaching  (3 Credit Hours)  
This course investigates the practice and profession of teaching of teaching from a sociological perspective. Empirical data and social theory will guide students' learning about the practice and profession of teaching and how different demographic, professional, organizational, and political factors shape them. Students will expand their factual knowledge about the historical and contemporary topics related to the sociology of teaching, and will develop their ability to investigate, analyze and communicate effectively about topics related to the practice and profession of teaching.
ELPS 514  The School as Organization  (3 Credit Hours)  
This course will expose students to organization theory and its application to understanding the operation, performance, and effectiveness of educational organizations.
Students will become familiar with foundational literature in organization theory and organizational behavior, and will develop their ability to apply concepts from organization theory and organizational behavior to their analysis to educational organizations

Outcomes

Students will become familiar with foundational literature in organization theory and organizational behavior, and will develop their ability to apply concepts from organization theory and organizational behavior to their analysis to educational organizations
ELPS 515  Seminar in Education Policy  (3 Credit Hours)  
This course is an advanced seminar that will focus on a specific education policy topic. Students will read in-depth on the course topic (reading both theoretical literature and case material) and will develop their understanding of texts and the topic through intensive seminar discussion. Student develops an advanced understanding of the seminar topic and knowledge of the research literature related to it.
ELPS 520  Seminar in the Philosophy of Education  (3 Credit Hours)  
An in-depth examination of a topic in educational theory.
Student develops an advanced understanding of the ways in which an educational issue can be analyzed

Outcomes

Student develops an advanced understanding of the ways in which an educational issue can be analyzed
ELPS 525  Practicum Higher Education I  (1-3 Credit Hours)  
Required Field experience in Higher Education setting.
ELPS 526  Practicum Higher Education II  (1-3 Credit Hours)  
Required Field experience in Higher Education setting.
ELPS 527  Higher Education Capstone  (3 Credit Hours)  
ELPS 527 will be offered in both Fall and Spring semesters for all Higher Ed students. This course is a culminating seminar course that facilitates broad conversations, audits and guidance about values discernment, job search process, critical considerations for job fit and placement -successful transition to Higher Ed job market and Higher Ed work communities.
ELPS 528  Internship Higher Education II  (1-3 Credit Hours)  
Required Internship Experience for graduate Higher Education programs.
ELPS 529  Seminar in Higher Education  (3 Credit Hours)  
Pre-requisites: consent of instructor  
This course is a topical seminar, typically for doctoral students, addressing one or more historical and/or contemporary topics or issues within higher education.
Students will demonstrate a deepened understanding of one or more topics or issues and the ability to critically analyze these topics/issues using research and theory

Outcomes

Students will demonstrate a deepened understanding of one or more topics or issues and the ability to critically analyze these topics/issues using research and theory
ELPS 530  Proseminar: Higher Education  (3 Credit Hours)  
This course is restricted to Higher Education Doctoral Students
ELPS 540  Seminar in the History of Education  (3 Credit Hours)  
Pre-requisites: Previous history of education coursework, or permission of instructor  
An in-depth examination of a selected topic or area of research in the history of education.
Course equivalencies: X-ELPS540/HIST560  
Student develops an advanced understanding of the seminar topic, knowledge of the scholarly literature on it, and the methods of historical inquiry that can be used to study it

Outcomes

Student develops an advanced understanding of the seminar topic, knowledge of the scholarly literature on it, and the methods of historical inquiry that can be used to study it
ELPS 550  Seminar on Globalization and Education  (3 Credit Hours)  
This advanced comparative education seminar examines globalization (economic, social and cultural) both as something that has a profound impact on schooling and as something that education produces. The course will focus on how globalization can be productively theorized and studied by social scientists.
Students in the course will understand and be able to critically evaluate the diverse range of approaches used by comparative and international education scholars to study education and globalization

Outcomes

Students in the course will understand and be able to critically evaluate the diverse range of approaches used by comparative and international education scholars to study education and globalization
ELPS 555  Seminar Comparative Education  (3 Credit Hours)  
In-depth, cross-national analysis of a special topic in Comparative Education. As topics change, ELPS 555 is repeatable as long as a repeat is not on a topic covered previously.
Students will demonstrate a sound grasp of the social, economic, and political forces shaping educational systems as they relate to the topic

Outcomes

Students will demonstrate a sound grasp of the social, economic, and political forces shaping educational systems as they relate to the topic
ELPS 560  Seminar in School Administration  (3 Credit Hours)  
Pre-requisites: Admission to either the Superintendent Endorsement Program or the Administration and Supervision doctoral program  
This course provides specific practical recommendations for those leaders who seek to transform their schools into professional learning communities. Students will analyze their current organizational culture and core beliefs through the reframing process.
Using Wiggins and McTighe (2005 backwards-design model, students will create a needs assessment to gather data on one of their current organization's core beliefs; From this data, students will create a school improvement plan for the change process to close the gaps between the current and desired reality of their organization

Outcomes

Using Wiggins and McTighe (2005 backwards-design model, students will create a needs assessment to gather data on one of their current organization's core beliefs; From this data, students will create a school improvement plan for the change process to close the gaps between the current and desired reality of their organization
ELPS 561  Seminar in Current Issues in Administration  (3 Credit Hours)  
Pre-requisites: Admission to either the Superintendent Endorsement Program or the Administration and Supervision doctoral program  
This course is intended to provide future and practicing administrators with a mindful framework for raising the questions to realize the moral/ethical dimensions that are currently at stake in our educational institutions with an emphasis on ethical dilemmas involving human resource administration.
Using professional obligations as a framework for dialogue, students will examine the philosophies of utilitarianism, deontology and ethic of care as they pertain to human resource management in schools; Based on these three ethical lenses, students will create their own professional code of conduct and apply it to resolve multiple ethical dilemmas surrounding human resource management and leadership in schools

Outcomes

Using professional obligations as a framework for dialogue, students will examine the philosophies of utilitarianism, deontology and ethic of care as they pertain to human resource management in schools; Based on these three ethical lenses, students will create their own professional code of conduct and apply it to resolve multiple ethical dilemmas surrounding human resource management and leadership in schools
ELPS 562  Practicum School Administration  (3 Credit Hours)  
Pre-requisites: consent of program director and must be either the last course or next to last course of a student's program  
Required of all students seeking administrative certification, i.e. Illinois Type 75 Principal or Superintendent. This course involves students in leadership activities to be carried out at a work site under the supervision of the university instructor and a cooperating administrator at the work site. Students must complete a minimum of 100 hours of approved leadership activities. Students are required to attend an orientation session during the semester prior to the semester in which they enroll in the practicum. Practicum is offered only in the fall and spring semesters.
Students will be able to demonstrate competencies in a myriad of leadership and administrative areas relevant to the leadership role appropriate to the certification sought, the school principal or the school superintendent

Outcomes

Students will be able to demonstrate competencies in a myriad of leadership and administrative areas relevant to the leadership role appropriate to the certification sought, the school principal or the school superintendent
ELPS 563  Administrative Internship  (3-6 Credit Hours)  
This course is designed as a supervised internship to provide aspiring teacher leader an on-the-job leadership experience in an elementary, middle, or secondary school. The on-site administrative mentor will have appropriate credentials and experiences for the level and department in which the internship is scheduled and experienced. The internship provides the opportunity for teacher leader candidates to relate knowledge and skills acquired through formal course work, readings, research, and simulations to actual teacher leadership experiences. The internship is both an active and a reflective experience designed to encourage the intern to examine the potential role of teacher leaders and functions of schooling and education in light of changing demographics, current local and national trends, and global issues.
ELPS 564  Education Policy Internship  (3 Credit Hours)  
Pre-requisites: ELPS 405 & ELPS 410  
This course provides Cultural & Educational Policy Studies graduate students with an engaged learning opportunity that integrates coursework with professional practice in the context of education policy information, analysis, implementation and/or evaluation and research. Students develop and refine professional skills as well as identify and reinforce connections between graduate coursework and professional experiences.
ELPS 565  International Education Internship  (3 Credit Hours)  
Supervised experience with an international governmental or non-governmental agency approved by the Director or Associate Director of the Center for Comparative Education.
Students will demonstrate working knowledge of an internationally oriented organization whose activities are related to their area of scholarship

Outcomes

Students will demonstrate working knowledge of an internationally oriented organization whose activities are related to their area of scholarship
ELPS 566  Principal Internship One  (3 Credit Hours)  
This is the first of four courses (fours semesters) of the principal internship. It is designed for candidates whose goal is to assume the leadership role as the principal of a school building.
Through the internship experience candidates will gain an understanding of the leadership behaviors that promote just and equitable educational services to all members of the learning community

Outcomes

Through the internship experience candidates will gain an understanding of the leadership behaviors that promote just and equitable educational services to all members of the learning community
ELPS 567  Principal Internship Two  (3 Credit Hours)  
This is the second of four courses (fours semesters) of the principal internship. It is designed for candidates whose goal is to assume the leadership role as the principal of a school building.
ELPS 568  Principal Internship Three  (3 Credit Hours)  
This is the third of four courses (fours semesters) of the principal internship. It is designed for candidates whose goal is to assume the leadership role as the principal of a school building.
Through the internship experience candidates will gain an understanding of the leadership behaviors that promote just and equitable educational services to all members of the learning community

Outcomes

Through the internship experience candidates will gain an understanding of the leadership behaviors that promote just and equitable educational services to all members of the learning community
ELPS 569  Principal Internship Four  (3 Credit Hours)  
This is the fourth of four courses (fours semesters) of the principal internship. It is designed for candidates whose goal is to assume the leadership role as the principal of a school building.
Through the internship experience candidates will gain an understanding of the leadership behaviors that promote just and equitable educational services to all members of the learning community

Outcomes

Through the internship experience candidates will gain an understanding of the leadership behaviors that promote just and equitable educational services to all members of the learning community
ELPS 570  Supervision Seminar  (3 Credit Hours)  
Provides students with an in-depth examination into a special topic. Topics vary by section. Course may be repeated.
ELPS 571  Seminar in Current Issues in School Supervision  (3 Credit Hours)  
Pre-requisites: Admission to either the Superintendent Endorsement Program or the Administration and Supervision doctoral program  
This course is designed to examine current issues in supervision and their impact on providing instructional leadership directed toward school improvement and reform.
Students will be able to demonstrate a critical examination of issues in the differentiated model of supervision, develop the skills for developing collaboratively a learning organization that frames, analyzes, and resolves problems in instructional improvement, and develop the capacity to work with faculty and other stakeholders to identify needs for professional development, to organize, facilitate, and evaluate professional development, and to ensure that professional development activities focus on improving student outcomes

Outcomes

Students will be able to demonstrate a critical examination of issues in the differentiated model of supervision, develop the skills for developing collaboratively a learning organization that frames, analyzes, and resolves problems in instructional improvement, and develop the capacity to work with faculty and other stakeholders to identify needs for professional development, to organize, facilitate, and evaluate professional development, and to ensure that professional development activities focus on improving student outcomes
ELPS 580  Residency Seminar for Doctoral Students in Administration and Supervision  (4 Credit Hours)  
A non-credit series of seminars taken over the two consecutive semesters to address the interests and needs of students during their doctoral residency. The topics include preparation for the comprehensive examination, planning and writing the dissertation and other topics planned by the students and faculty.
Students will be able to demonstrate understanding of the various seminar topics presented

Outcomes

Students will be able to demonstrate understanding of the various seminar topics presented
ELPS 595  Thesis Supervision  (0 Credit Hours)  
This course is a Thesis Research and Writing course. Student is engaged in thesis writing and research; and supervised by SOE program faculty. Course outcomes, objectives and assessments are negotiated collaboratively with SOE Supervising faculty member and thesis student. Culminating project is Thesis and thesis defense. Completion of all forms required for thesis completion are the responsibility of SOE graduate student.
ELPS 600  Dissertation Supervision  (0 Credit Hours)  
This course is a Dissertation Research and Writing course. Student is engaged in dissertation writing and research; and supervised by SOE program faculty. Course outcomes, objectives and assessments are negotiated collaboratively with SOE Supervising faculty member and dissertation student. Culminating project is Dissertation and Dissertation defense. Completion of all forms required for Dissertation completion are the responsibility of SOE graduate student.
ELPS 605  Master's Study  (0 Credit Hours)  
This is Master's study course designed for in-depth study, writing and research.
ELPS 610  Doctoral Study  (0 Credit Hours)  
Restricted to School of Education Doctoral students (PhD & EdD). This course can only be taken two times during a doctoral student's career.
ELPS 620  Dissertation Research  (3 Credit Hours)  
Conducting research is a complex, demanding, and time-consuming task. The instructor suggests that while one can be familiar with different paradigms of inquiry, one may not necessarily know how to actually undertake the task of planning and effectively proposing an investigation (Locke, et al, 1987). Others assert that what is important and might be challenging is to frame a valid problem and a specific purpose, in addition to ask the right questions which will give direction to relevant research activities (McEwan & McEwan, 2003). Given the challenge and complexity of designing proposals and conducting research activities, it is anticipated that doctoral students may benefit from additional learning experiences that may lead to the successful completion of their research projects (Ovando, 2010) including a support team to facilitate the task of planning a dissertation proposal. As others note, "Having access to a group of peers who are also engaged in the doctoral studies journey provides an excellent source of moral support. In addition, cohort members provide empathetic listening, share resources and offer honest and constructive feedback" (Ovando, Ramirez & Shefelbine, 2008, p. 45). In the spirit of the writing workshop (Calkins, 1986) and the professional learning community (Kanold, 2010), it is expected that all students will engage in literature searches, scholarly writing, and collaborative inquiry in a respectful and productive way in order to enhance their research capacity (conceptual, technical and interactive skills), attitudes and dispositions. Such engagement will lead to the development of a sound dissertation proposal, CITI research approval as a researcher, and to the preparation for the rigor of conducting investigations The purpose of this seminar is to guide students in the conceptualization of a proposal that ultimately will result in dissertation research project. This is not a research method or research design course, but a course focused on the actual application of research understandings, knowledge, concepts and terminology. Students must have completed the required courses: Qualitative Research (RMTD 420) Quantitative Research (RMTD 421), and possibly the third required specific research methodology course. It is assumed that these research courses provided students with considerable research information, foundational knowledge and conceptual understanding of research methods.
ELPS 621  EdD Capstone Research  (3 Credit Hours)  
This course focuses on the application of research understandings, knowledge, concepts and terminology so this is an opportunity for students to incorporate research information, foundational knowledge and conceptual understanding of research methods. While the nature of the capstone project is more personal, this scholarly work is a culmination of student learning. 2) Learn, design, and write the initial chapters of their capstone project. 3) Provide meaningful feedback to their peers regarding specific areas of their capstone project development and writing. 4) Understand the importance of the capstone committee chairperson and other members of the committee.
1) Enhance their research inquiry capacity and ability to critically analyze research proposals, research reports and reviews of literature

Outcomes

1) Enhance their research inquiry capacity and ability to critically analyze research proposals, research reports and reviews of literature
ELPS 661  Internship in School Business Management I  (3 Credit Hours)  
This required semester-long internship course (16 week) in the Chief School Business Official's Endorsement (CSBO) program supports the development of Ignatian servant-leaders in public schools and school district communities. Integrity and professional competence are demonstrated as candidates show their understanding of the basic concepts; best practices; and requisite dispositional capacities related to ethical school business management. Approval of ADSU Program Director. Limited to 6 students per semester.
Gain practical experience within the school district business environment; acquire knowledge of the industry in which the internship is done; and apply knowledge and skills learned in the classroom in a work setting

Outcomes

Gain practical experience within the school district business environment; acquire knowledge of the industry in which the internship is done; and apply knowledge and skills learned in the classroom in a work setting
ELPS 662  Internship in School Business Management II  (3 Credit Hours)  
This required semester-long internship course (16 week) in the Chief School Business Official's Endorsement (CSBO) program supports the development of Ignatian servant-leaders in public schools and school district communities. Integrity and professional competence are demonstrated as candidates show their understanding of the basic concepts; best practices; and requisite dispositional related to ethical school business management. This course completes the state's required two semesters of CSBO Internship. Approval of ADSU Program Director. Limited to 6 students per semester.
Gain practical experience within the school district business environment; acquire knowledge of the industry in which the internship is done; and apply knowledge and skills learned in the classroom in a work setting

Outcomes

Gain practical experience within the school district business environment; acquire knowledge of the industry in which the internship is done; and apply knowledge and skills learned in the classroom in a work setting