MEd in Instructional Leadership: Educational Policy Studies
The Educational Policy Studies concentration within the Instructional Leadership MEd program allows students to design their own programs of study or select courses related to three strands of study:
- Educational Leadership and School Improvement;
- Education Policy and Policy Analysis; and
- Social Justice and Education.
The Policy Studies program offers students:
- Opportunities for practicing educators to engage in professional development in the area of educational policy studies
- An introduction to the field of education policy studies to persons who have recently completed their undergraduate degrees or who are contemplating a change of career
- Opportunity to explore graduate education and a stepping stone to doctoral studies
For more information, sign up for our email list below, review degree requirements, submit a question to program advisor Ana Valenta at firstname.lastname@example.org or contact the Office of Student Services at 312-996-4532. Or, begin the application process.
Students must complete a minimum of 32 credit hours, at least 9 of which must be at the 500 level. Courses numbered 596, 597, 598 or 599 do not meet this 500 level requirement. A maximum of 4 hours of independent study can apply to degree requirements.
Core Curriculum (9 semester hours):
- Philosophy or History of Education (Education 402 or 403 - 3 hours)
- Educational or Developmental or Adolescent Psychology (Education 421 or 422 or 445 - 3 hours)
- Curriculum, Instruction and Evaluation (Education 430 or 431 - 3 hours)
Concentration (12 semester hours):
- 400 or 500 level EDPS courses not reserved for doctoral programs, taken with advisor approval
Elective Courses (11 semester hours):
- Chosen in consultation with your advisor, 4 hours of EDPS 596 maximum
Advising guides offer a checklist for class completion requirements. If you have questions, please contact Program Coordinator Chris Miller at email@example.com or Mike Herkes at firstname.lastname@example.org in the Office of Student Services.
Options and Outcomes
This flexible MEd program serves multiple purposes for our students:
- For individuals who have recently completed an undergraduate degree or for those who have come to education as a second career, this program serves as an introduction to the field.
- For current teachers, the program offers an opportunity to think about education beyond the walls of the classroom and to consider the teaching practice within the larger contexts of community, city, state and nation.
- This program allows all students to explore graduate studies and can serve as a stepping stone to doctoral work.
Fall Deadline: May 15
Spring Deadline: October 1
Summer Deadline: January 15
- Complete the UIC Graduate School application. (International applicants should use this application). Submit your application fee when completing the application.
- Complete the online College of Education application.
- The following documents should be uploaded online upon receiving email instructions after completing the UIC Graduate School application. View the Document Upload Guide for more information.
- Upload undergraduate transcripts for your last 60 hours of the undergraduate degree and all graduate transcripts.
- TOEFL or IELTS test scores for international applicants only
- Three letters of recommendation. These letters should address the applicant's academic qualifications, research ability/experience and ability to carry on advanced degree studies. Letters may be from current or former professors or supervisors. At least one letter should be from someone who can address your experience working with children.
- A 3-to-4 page statement of professional goals and reasons for seeking admission to this concentration. Some things to consider mentioning when writing your statement are your reasons for applying, experiences that sparked your interest, goals for the program and experiences you hope to take away from the program, how your program will relate to your career goals and whar are your experiences with, and beliefs about working with children/youth in urban environments.