Higher Education (MEd)
As of Fall 2026, this program is no longer accepting applicants.
The MEd in Higher Education program prepares scholar-practitioners to make a meaningful impact in promoting access, equity, and social justice in post-secondary contexts and offers a rigorous curriculum rooted in social justice and critical thinking.
Through a comprehensive curriculum and experiential learning opportunities, students will gain a deep understanding of curriculum, identity, organizational development, advocacy, and activism in higher education to serve and support students as a leading scholar-practitioner at the forefront of positive change.
The MEd in Higher Education program equips students with the knowledge and skills necessary to navigate the complexities of the field of higher education through a combination of course content in student affairs and higher education administration. The program explores areas that include student development, pedagogy, critical theory, policy, research within the field, and diversity, equity, and inclusion in education.
Whether you're looking to lead institutional change, advocate for marginalized communities, or engage in critical scholarship, our program will help you develop the tools to make a lasting impact.
The Higher Education (MEd) also offers an Accelerated Master's Pathway for Undergraduate students to complete their Graduate studies in a fifth year. Further details of the AMP, including the suggested sequence of courses, can be found under the Curriculum tab.
Related Programs
Curriculum
Completion of the MEd in higher education requires 30 semester hours, an internship, and a final capstone project. The degree is structured in a supportive cohort model, and all classes are offered online. Students also have the opportunity to complete a summer elective on Loyola's Rome, Italy campus during SOE@JFRC.
Besides the traditional Master's program, the Higher Education (MEd) is also offered as an Accelerated Master's Pathway where exceptional students can complete the program in a fifth year. A suggested sequence for the AMP can be found below.
| Code | Title | Hours |
|---|---|---|
| Curriculum Foundational Courses | ||
| ELPS 425 | Foundations in Student Affairs | 3 |
| ELPS 427 | Foundations in Higher Education | 3 |
| ELPS 430 | Curriculum and Pedagogy in Higher Education | 3 |
| ELPS 431 | Evaluation in Higher Education | 3 |
| ELPS 432 | Multiculturalism for Social Justice in Higher Education | 3 |
| ELPS 433 | Student Development in Higher Education | 3 |
| ELPS 454 | Budgeting and Finance in Higher Education | 3 |
| ELPS 459 | Organization & Governance in Higher Education | 3 |
| ELPS 527 | Higher Education Capstone | 3 |
| One (1) Higher Education Electives | 3 | |
| Total Hours | 30 | |
Higher Education Electives
Below is a list of all Higher Education courses. This can be used in reference for electives if not used in other curricular requirements.
| Code | Title | Hours |
|---|---|---|
| ELPS 400 | Inquiry Into Educational Policy | 3 |
| ELPS 405 | Introduction to Educational Policy Analysis | 3 |
| ELPS 413 | Critical Social Theories | 3 |
| ELPS 419 | Leadership in Higher Education | 3 |
| ELPS 425 | Foundations in Student Affairs | 3 |
| ELPS 426 | Student Affairs Administration Higher Education | 3 |
| ELPS 427 | Foundations in Higher Education | 3 |
| ELPS 428 | The Junior and Community College | 3 |
| ELPS 429 | Selected Topics in Higher Education | 3 |
| ELPS 430 | Curriculum and Pedagogy in Higher Education | 3 |
| ELPS 432 | Multiculturalism for Social Justice in Higher Education | 3 |
| ELPS 434 | American College Student | 3 |
| ELPS 435 | Enrollment Management in Higher Education | 3 |
| ELPS 436 | Women in Higher Education | 3 |
| ELPS 437 | Today's Community College Students | 1 |
| ELPS 438 | Designing Effective Community College Courses | 1 |
| ELPS 439 | Assessing Student Learning in Community Colleges | 1 |
| ELPS 440 | Community College Students as Learners | 1 |
| ELPS 441 | Community College Teaching | 3 |
| ELPS 448 | International Higher Education | 3 |
| ELPS 453 | Legal Aspects of American Higher Education | 3 |
| ELPS 454 | Budgeting and Finance in Higher Education | 3 |
| ELPS 455 | Comparative Education | 3 |
| ELPS 458 | International Education | 3 |
| ELPS 459 | Organization & Governance in Higher Education | 3 |
| ELPS 498 | Independent Study | 1-3 |
| ELPS 503 | Critical Perspectives on the Internationalization of Higher Ed | 3 |
| ELPS 506 | Strategic Executive Leadership in Higher Education | 3 |
| ELPS 527 | Higher Education Capstone | 3 |
| ELPS 529 | Seminar in Higher Education | 3 |
| ELPS 530 | Proseminar: Higher Education | 3 |
| ELPS 550 | Seminar on Globalization and Education | 3 |
| ELPS 565 | International Education Internship | 3 |
Suggested Sequence of Courses
The below sequence of courses is meant to be used as a suggested path for completing coursework. An individual student’s completion of requirements depends on course offerings in a given term as well as the start term for a major or graduate study. Students should consult their advisor for assistance with course selection.
Traditional Master's Program
| Year One | ||
|---|---|---|
| Fall | Hours | |
| ELPS 425 | Foundations in Student Affairs | 3 |
| ELPS 427 | Foundations in Higher Education | 3 |
| Hours | 6 | |
| Spring | ||
| ELPS 430 | Curriculum and Pedagogy in Higher Education | 3 |
| ELPS 433 | Student Development in Higher Education | 3 |
| Hours | 6 | |
| Summer I | ||
| RMTD 400 | Introduction to Research Methodology | 3 |
| Hours | 3 | |
| Summer II | ||
| ELPS 432 | Multiculturalism for Social Justice in Higher Education 1 | 3 |
| Hours | 3 | |
| Year Two | ||
| Fall | ||
| ELPS 431 | Evaluation in Higher Education | 3 |
| ELPS 454 | Budgeting and Finance in Higher Education | 3 |
| Hours | 6 | |
| Spring | ||
| ELPS 459 | Organization & Governance in Higher Education | 3 |
| Higher Education Elective | 3 | |
| Hours | 6 | |
| Summer I | ||
| ELPS 527 | Higher Education Capstone | 3 |
| Hours | 3 | |
| Summer II | ||
| Higher Education Elective | 3 | |
| Hours | 3 | |
| Total Hours | 36 | |
- 1
Students can also fulfill this course credit with the two-week study abroad program in Rome.
Accelerated Master's Pathway
Students can take up to 12 credit hours in the senior year with admission to the AMP. These credits are shared between the Bachelor's and Master's programs.
| Senior | ||
|---|---|---|
| Fall | Hours | |
| ELPS 427 | Foundations in Higher Education | 3 |
| ELPS 432 | Multiculturalism for Social Justice in Higher Education | 3 |
| Hours | 6 | |
| Spring | ||
| ELPS 425 | Foundations in Student Affairs | 3 |
| ELPS 433 | Student Development in Higher Education | 3 |
| Hours | 6 | |
| Master's | ||
| Summer | ||
| ELPS 430 | Curriculum and Pedagogy in Higher Education | 3 |
| Elective | 3 | |
| Hours | 6 | |
| Fall | ||
| ELPS 431 | Evaluation in Higher Education | 3 |
| ELPS 459 | Organization & Governance in Higher Education | 3 |
| Hours | 6 | |
| Spring | ||
| ELPS 527 | Higher Education Capstone | 3 |
| ELPS 454 | Budgeting and Finance in Higher Education | 3 |
| Hours | 6 | |
| Total Hours | 30 | |
Program Length
This part-time program can be completed in two years, including summers. Students have the opportunity to take the summer courses during a two-week summer study abroad program in Rome, Italy.
Certificate Opportunities
In addition to their program curricula, students are encouraged to explore opportunities to gain enhanced credentials through our Curriculum and Pedagogy in Higher Education Online Certificate. This interdisciplinary certificate has stackable credit opportunities in conjunction with the MEd in Higher Education program. By earning this certificate, students will be able to get ahead of the curve and meet the constantly evolving field of education.
Continuous Enrollments
Master's students in Higher Education are required to maintain the status of continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and the approval of the School of Education’s Assistant Dean of Student Academic Services.
Guidelines for Accelerated Master's Pathways
In Accelerated Master’s Pathways, students share limited, authorized credits between their Undergraduate and Graduate degrees to facilitate completion of both degrees in a shorter amount of time. Shared credits are Graduate level credit hours (400-level or higher) taken during the Undergraduate career and then applied both to the Undergraduate degree and towards Graduate program requirements.
Admission and Matriculation
Accelerated Master's Pathways are designed to enhance opportunities for advanced training for Loyola’s Undergraduates. Admission to these programs is competitive and will depend upon a positive review of credentials by the Graduate program. Accordingly, the admission requirements for these programs may be higher than those required if the Master’s degree were pursued entirely after the receipt of a Bachelor’s degree.
Students enrolled in an Accelerated Master's Pathway who choose not to continue to the Master’s degree program upon completion of the Bachelor’s degree will face no consequences.
Ideally, a student will apply for admission to an AMP program as they approach 90 credit hours in their Undergraduate career.
Students will not officially matriculate into the Master’s degree program and be labeled as a Graduate student by the university, with accompanying changes to tuition and Financial Aid (see below), until the Undergraduate degree has been awarded. Once admitted to the Graduate program, students must meet the academic standing requirements of their Graduate program as they complete the program curriculum.
Advising and Registration
Students in their final Undergraduate year will work with Advising in the home School of their Bachelor's program(s), as well as the Graduate Program Director of the Master’s program. Any 400-level or higher courses that the student plans to enroll in should be reviewed by both advisors to ensure that these courses will complete requirements for both degrees.
Registration in Graduate level courses during the Undergraduate year may require assistance from the Graduate Program Director and/or the student’s current academic advisor to enroll.
Shared Credits
Only courses taken at the 400-level or higher will count toward the Graduate program. At the Undergraduate level, students are restricted to enrolling in and sharing up to the number of Graduate level credits explicitly indicated in the catalog for their selected AMP program.
In general, Graduate level coursework should not be taken prior to admission into the Accelerated Master's Pathway. Exceptions may be granted for professional programs where curriculum for the Accelerated Master's Pathway is designed to begin earlier. On the recommendation of the program’s Graduate Program Director, students may take one of their Graduate level courses before they are admitted to the Accelerated Master’s Pathway if they have advanced abilities in their discipline and course offerings warrant such an exception.
Degree Requirements and Conferral
Undergraduate degree requirements are in no way impacted by admission to an Accelerated Master’s Pathway. Students should not, for example, attempt to negotiate themselves out of a writing intensive requirement on the basis of admission to a Graduate program.
The program’s Graduate Program Director will designate credit hours to be shared through the advising form and Master’s degree conferral review process. Graduate credit hours taken during the Undergraduate career will not be included in the Graduate GPA calculation.
If students wish to transfer credits from another university to Loyola University Chicago, the program’s Graduate Program Director will review the relevant syllabus or syllabi to determine whether it meets the criteria for a 400-level course or higher.
Programs with specialized accreditation requirements that allow programs to offer Graduate curriculum to Undergraduate students will conform to those specialized accreditation requirements.
Degrees are awarded sequentially. All details of Undergraduate commencement are handled in the ordinary way as for all students in the School/College/Institute. Once matriculated in the Graduate program, students abide by the graduation deadlines set forth by the Graduate program. Students in these programs must be continuously enrolled from Undergraduate to Graduate degree program unless given explicit permission by their program for a gap year or approved leave of absence. In offering the option of an Accelerated Master’s Pathway, the university is making possible the acceleration of a student’s Graduate degree completion. It should be understood that students may not request deferral of their matriculation into the Master’s degree program. If students would like to delay their Graduate studies after earning the Undergraduate degree, they may apply for admission to the traditional Master’s degree program. Any application of Graduate credit earned while in the Undergraduate program is subject to the policies of the Graduate degree granting school.
Graduate & Professional Standards and Regulations
Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supersede school policies.
Learning Outcomes
Upon successful completion of the MEd in Higher Education program, students will have the ability to:
- Apply scholarly knowledge and assessment skills to address complex problems of practice
- Lead constructive conversations that shape equity-minded policies across multiple levels of an organization
- Integrate theoretical and conceptual understandings with practice-based solutions