About the Institute
The Institute for Educational Initiatives was established in 1996 to advance the University of Notre Dame’s long-standing commitment to the future of schools.
The Institute's Mission
The Institute for Educational Initiatives strives to improve the education of all children, particularly the underserved, with an emphasis on Catholic schools. Animated by the Gospel call, the Institute’s formation of teachers and school leaders, translational research, and undergraduate and graduate programs advance Notre Dame’s commitment to increase educational opportunities that serve children locally, nationally, and globally.
The Institute's Vision
Inspired by Catholic social teaching, which elevates the God-given dignity of all people and promotes the common good, the Institute will be a global leader in forming exceptional educators and generating useful research to foster excellent schools and systems. The Institute will increase educational opportunities that nurture human flourishing for all children and lead to a more just world.
Our History
Institute for Educational Initiatives
Founded in 1996 under the direction of Prof. Maureen Hallinan, the Institute for Educational Initiatives has grown dramatically in its history. It now provides an intellectual home at Notre Dame for more than 80 Faculty Fellows from a range of academic disciplines who are united by a shared interest in K-12 education. The Institute’s pursuits are fundamentally interdisciplinary, bringing together faculty from many disciplines to study complex questions about education.
This interdisciplinary reach also encourages an innovative and entrepreneurial spirit, which is vital to adequately address the varied and complex challenges facing our schools. Through leadership, research, and innovative practice, Institute Fellows and affiliates strive to improve the education of all young people, particularly the disadvantaged, with a special — though not exclusive — call to sustain, strengthen, and transform elementary and secondary Catholic schools.
The Growth of ACE
ACE, which is housed in the Institute, has grown to include additional formation programs for teachers and school leaders and also offers a range of professional services and outreach initiatives. These seek to strengthen and sustain Catholic schools through research and assessment, as well as educational improvement, innovation, and access.
The Center for Research on Educational Opportunity
The Center for Research on Educational Opportunity was established in 1999 as a center of excellence for the study of educational inequality, the organization of schools, and the effects of school sector on student outcomes. Mark Berends, a distinguished sociologist and author who directs the National Center on School Choice, joined the Institute in 2009 to direct CREO. The founding director was Maureen T. Hallinan.
The Education, Schooling, and Society Minor
The Education, Schooling, and Society interdisciplinary minor was established in 2002 by Stuart Greene, associate professor of English, and Julie Turner, associate professor of psychology. Undergraduates in this minor (one of the University's most popular) learn perspectives on education drawn from a number of fields, including anthropology and history.
The Center for STEM Education
The Center for STEM Education was established in 2013 by Matt Kloser to make a lasting impact in STEM education through its research and the translation of evidence-based findings into programs that have broader impacts on student interest in, identify with and learning of the STEM disciplines.
The Notre Dame Program for Interdisciplinary Educational Research
The Notre Dame Program for Interdisciplinary Educational Research was launched in 2016. This interdisciplinary pre-doctoral training program, the Rev. James A. Burns Fellowship, that prepares students in state-of-the-art quantitative methods to rigorously examine the impact of educational practices, programs and policies.
The Center for Literacy Education
The Center for Literacy Education was established in 2017 by Ernest Morrell with the generous support of a Notre Dame family from Bryn Mawr, Pennsylvania. The Center's goal is to transform literacy scholarship and practice in today's urban and multicultural urban schools.
Fostering Resilience Initiative
The Fostering Resilience Institute joined the Institute in 2018 and is led by Neil Boothby. The interdisciplinary team works to ensure positive outcomes for children and youth facing adversity.
Program Research and Evaluation
Designing comprehensive studies that explore the success and impacts of educational programs.
Berends named Institute Director
Mark Berends, a professor of sociology, the director of the Center for Research on Educational Opportunity (CREO), and an associate vice president for research, was appointed director of the University’s Institute for Educational Initiatives.
Trinter named Acting Institute Director
Chrissy Trinter, director of the ACE Ascent Program and associate professor of the practice for the Alliance for Catholic Education and the Institute for Educational Initiatives was appointed acting director of the Institute for Educational Initiatives.
Teacher Preparation and Licensing: Annual Reports
Title II Section 207 of the Higher Education Act (HEA) requires states, as recipients of HEA funds, and all institutions with teacher preparation programs that enroll students receiving federal financial assistance, to prepare annual reports on teacher preparation and licensing. Please click the following links for the University of Notre Dame's reports.
The Title II reports provide a yearly summary pass rate for all program completers in the Teaching Fellows program who have been reported by the University to the state and federal government. This institutional information is provided alongside the data collected by the state for all of its Educator Preparation Programs (EPP) for purposes of comparison.
Additionally, pass rates for single content and pedagogy tests, which are a requirement for licensure in Indiana, are included. Because of the size of the Teaching Fellows program, many of the single tests have a number of participants (n) that is less than 10. To protect the confidentiality of these test takers, additional data are not available.
The reports included below are provided by the Educating Testing Service and based on data input from the Office of Professional Standards and Accreditation at the University of Notre Dame.
IC 20-28-11.5-9 requires the Indiana Department of Education to provide educator preparation programs (EPPs) with an annual report detailing the most recent 1388 matrix data. This report provides a variety of testing data, principal and teacher survey responses, staff performance evaluation totals, as well as the additional items required of Senate Enrolled Act 562 (SEA 562). Because these reports are specific to active teachers in Indiana, Notre Dame's numbers are often below the reporting threshold (<10).
The Institute for Educational Initiatives at the University of Notre Dame is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on September 8-10, 2025. Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered, ACE Teaching Fellows and the Remick Leadership Program, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
CAEP 1140
19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
• In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
• A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
• Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review.
Alliance for Catholic Education
Strengthening and transforming Catholic education around the country and internationally.
Catholic schools are one of our country’s greatest national treasures, sacred places serving vital civic purposes, and have transformed the lives of countless children. The University of Notre Dame’s Alliance for Catholic Education (ACE) has for more than 25 years sought to strengthen and transform Catholic education around the country and internationally so that Catholic schools can continue to provide an education of the highest quality to as many children as possible.
Nothing is more critical for the future of our nation or our Church than the quality of our schools, and ACE recruits and forms the next generation of teachers and leaders, establishes networks to extend the Catholic school advantage to thousands of new families, and offers an array of programs to strengthen Catholic schools and give disadvantaged children the opportunities they need and deserve.
Since its founding in 1993, ACE has:
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Impacted 1 in 4 Catholic schools throughout the United States
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Reached 70% of United States dioceses
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Formed over 2,000 teachers and leaders
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Affected 180,000 students
Anchored by the ACE Teaching Fellows program, a Notre Dame tradition which combines professional development, community-building, and spiritual growth, ACE’s dynamic programs and services fall into four categories:
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Forming talent to serve in Catholic schools
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Enhancing vitality in Catholic schools
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Increasing access to Catholic schools
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Undertaking innovative research
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About
No single gift is more precious and empowering
than the gift of literacy.
Our Story
Simply put, when students read more, their lives improve. Academic literacy rates are positively correlated with life expectancy, educational outcomes, and earning potential, while low literacy rates are negatively correlated with incarceration, dropping out, and unemployment. To open a book is to unlock a whole host of academic and professional opportunities that might not otherwise be available.
With this in mind, the University of Notre Dame’s Institute for Educational Initiatives founded the Center for Literacy Education (CLE) in 2017 with the generous support of a Notre Dame family from Bryn Mawr, Pennsylvania. The CLE’s goal is to transform literacy scholarship and practice in today's multicultural urban schools. Led by inaugural director Dr. Ernest Morrell, a nationally known expert in literacy studies, the CLE especially targets students from historically marginalized populations attending public and Catholic schools.
Our Beliefs
At Notre Dame’s Center for Literacy Education, we believe that literacy education should be...
Liberatory
Multiple literacies are not merely useful skills, but a vehicle for increased quality of life, particularly for our most vulnerable students.
A Matter of Social Justice
When people have limited literacy skills, their choices are limited. They cannot access all the information that empowers us to act as informed citizens.
Equitable
Our most vulnerable students experience the greatest need for access to excellent literacy instruction and resources. Historically marginalized students (often students of color, those learning English as a new language, and students from economically low resourced communities) are more likely to score lower on literacy assessments, which do not reflect their potential, intelligence, or desire to succeed. Inequitable access to high quality instruction and resources limit choices and opportunities for students.
Holistic
Improving literacy is not simply about earning higher test scores; literacy develops the mind, body, and spirit of each child.
Multicultural
Students should have access to high quality diverse texts; they should read from authors who share their experiences, gain exposure to cultures different from their own, and learn how different social contexts affect characters like and different from themselves.
Our Framework
The model is grounded in 3 areas to create sustainable transformation:
1. Forming talent...
Including teachers and future Ph.D.s
2. Expanding access...
To high-quality literacy instruction in classrooms and out-of-school spaces such as summer camps and community literacy centers, both in the United States and internationally.
3. Conducting research...
To investigate and disseminate findings on effective literacy practices in K-12 classrooms.
Connect with Us
Research | CREO
CREO faculty publish in the top sociology and education university presses. Research productivity has been maintained at high levels, even with the passing of beloved colleague Dr. Maureen Hallinan. Because a department’s reputation and standing is shaped by past as well as recent research productivity, career publications for faculty members in the department remain essential for advancing its mission. While some departments focus primarily on book writing and others primarily on article writing, CREO faculty members publish both books and articles. Figures on citations taken from Google Scholar also indicate that much of CREO faculty’s work is influential in the field, even for newer assistant professors.
About ESS
Program mission, requirements, and events
Director: Dr. Andrea Christensen
Director of Undergraduate Studies: Father Kevin Sandberg, C.S.C., Ph.D.
Assisted By: Dr. Maria McKenna and Dr. Mike Macaluso
Mission
The mission of ESS is threefold:
1) To provide students with the tools needed to critically analyze issues in education and, through their own research, to examine the ways in which policy and design affect teaching, learning, and youth development.
2) To encourage students to use said tools to serve as advocates for children and families, especially those living in poverty, by promoting equality in a democratic society.
3) To develop thoughtful citizens aware of the role education plays in democracy.
Program Description
The primary goal of this interdisciplinary program is to help students acquire diverse perspectives on important questions in education. Education is a complex and challenging aspect of the human experience. It is both an end in itself and a means to many personal, professional, and spiritual goals. Thus, understanding its history and traditions, analyzing its processes, critiquing its goals, and studying its outcomes are of great importance to all of us. The Education, Schooling, and Society (ESS) program uses the tools and resources of a liberal arts perspective to help students reflect on, research, and influence the role of education in society. In addition, the program provides a rich body of resources for students who may want to pursue careers in education or youth facing careers after graduation, including teaching, research, working for non-profits, or policy making.
Beginning with the 2021-22 academic year, the ESS program is now home to both a minor and supplementary major. Typically, students apply for admission to the program in the spring semester of the First Year or during their sophomore year. Contact our Director of Undergraduate Studies, Father Kevin Sandberg, C.S.C., Ph.D, to enroll!
ESS Minor Requirements (15 credit hours)
- Introduction to Education, Schooling, & Society (ESS 33600) and
- Three Electives (9 credits) – Two Education Focused (ESEI-MEDS) and One Education General (ESED-MEDS) and
- Senior Capstone Research (3 credits) - The capstone project provides students with an opportunity to build upon and extend the work they have completed in fulfilling the requirements for the minor. Students may undertake this in one of three ways:
In a one-semester seminar course, students learn research models and methods, discuss the social contexts of education, conduct an independent research project and write a final paper.
This seminar is offered only in the fall, but students have the option to continue their project during the spring semester through a section of ESS 47602 Research Lab for additional credit. Note that students who conduct research at an off-campus site must provide their own transportation, but we make every effort to line up carpools or sites that are within walking distance of campus.
This option is essentially a two-semester independent study. Students first identify a topic and an advisor with whom they will work. This may be an extension of previously conducted research or a new, independent project building on the research techniques and/or content of work in a research lab. You register for 1 credit of ESS 48100 Thesis in ESS in the fall semester, and 2 credits of ESS 48100 Thesis in ESS in the spring semester.
Students who choose this option are required to submit the ESSThesisProposalContract.pdf (in consultation with their supervising faculty members) by April 15 of their junior year.
All ESS theses should be submitted to students' supervisors by the first Friday in April. Final ESS theses should be submitted to Fr. Kevin Sandberg, C.S.C., ksandberg@nd.edu, by the last Friday of spring classes.
For students who are required (or choose) to write a thesis in their major. If you incorporate the study of an educational issue into that thesis, we can count it as fulfilling the ESS research requirement. We cannot double-count the credit hours, however, so students who choose this option must take an additional 3-credit course in ESS. This is a great opportunity to integrate your interests and research in your major department with ESS.
Students who choose this option are required to submit the ESS Thesis Proposal Contract.pdf by April 15 of their junior year. If their primary thesis advisor is not an IEI/ESS faculty member, then ask one of those “core” professors to serve as a second advisor. See ESS Research Professors Brochure.pdf or contact Dr. Andrea Christensen, achrist1@nd.edu, for more information.
All theses should be submitted to students' supervisors by the first Friday in April. Final theses should be submitted to Dr. Andrea Christensen, achrist1@nd.edu, by the last Friday of spring classes.
What are some good first steps into research?
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Read through the ESS research brochure, which lists professors and their areas of research, and reach out to learn if they are taking undergraduates as research assistants.
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If you have a particular area you're interested in studying (e.g., psychology), check out that department's website for research lab opportunities.
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Talk to a professor who teaches a course you find interesting about research in her/his area.
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Visit CUSE (Flatley Center for Undergraduate Scholarly Engagement), which has research advice and workshops galore.
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Ask yourself what interests you (e.g., social justice, ed policy, how children learn) and follow that lead to find a department, professor, and research opportunity.
How can students get involved in the community through academic research?
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ESS offers courses that allow for that:
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ESS 20203 - Introduction to Social Problems (Fall)
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ESS 30401 - Writing Center: Theory and Practice
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ESS 30574 - Indian School and American Culture
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ESS 30641 - CBL: Literacy Tutoring in the Elementary Classroom
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ESS 30670 - CBL: Once Upon a Time
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ESS 33627 - CBL: Literacy Development and Children
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ESS 40263 - Autism Spectrum Disorder (Spring)
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ESS 40631 - Intro to Catechesis
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ESS 43250 - Morality, Parenting, and Nature
- ESS 45652 - Mexican Immigration
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Check out the ESS research brochure to find a professor who does research in the community.
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Visit the Center for Social Concerns
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Academic Engagement folks can help you set up a 1-credit course
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Make an appointment with Danielle Wood, the assistant director for community-based research. She can talk to you about research, find you a faculty partner, help you get enrolled in a course.
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What are some topics that ESS students have studied?
- Understanding Influences on College Students' Reading Practices (Capstone Seminar)
- The Influence of Teacher Attitudes on the Impact of Restorative Justice in School Culture (Capstone Seminar)
- Formation of Catholic Character and Identity in Native American Catholic Schools (ESS Thesis)
- Pediatrician-led Counting and Reading Intentions (ESS Thesis)
- Racial Representation in Classroom Literature (Thesis in Major)
- Self-Esteem and Segregated Schools in Cape Town, South Africa (Thesis in Major)
2020-21 Senior Capstone Seminar
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Julian Bonds, The Color of the Canon: The Representation of African-American Students in Prominent High School English Texts -
Bridey Dages, Extracurricular Activities and Social-Emotional Development -
LanAnh Dinh, Exploring the Impact of School Resource Officers on Student School Belonging -
Ashley Finster, Influential Factors of Successful Spanish Foreign Language Education in United States K-12 Programs -
Abby Hays, Transferring Schools: The Effect of Using a Voucher on Social Adjustment in a Catholic School -
Katie Kubik, How School Values Relate to Sense of Belonging in LGBTQ+ Students -
Emma Mangels, Exploring the Role of Relationships, Meaning, and Accomplishment on Well-Being: An Examination of the PERMA Model in a College Marching Band -
Rachel McClaine, Maternal Autonomy Support in the Reminiscing and Emotion Training intervention -
Patrick McGee, Exploring the Similarities and Differences Between Ratings and Rationale of Classroom Teachers and ACT Raters When Grading ACT Essay Responses -
Annie Morejon, Adversity and Resilience in the Writing Center -
Colleen O'Leary, Understanding Math Identity: The Early Influences and Career Outcomes of the Mathematics Major -
Aqeela Person, Can High School Handbooks Affirm a Successful Learning Environment? -
Elizabeth Puntillo, Examining the Perceptions of Core Counseling Practices Among Counselors and Counselor Educators -
Carly Quast, Effects of College Physical Education Classes on Student Academic Outcomes -
Danny Rogers, Immigrant Parenting Programs -
Megan Schutzen, Experiences of Students of Color at Predominantly White Institutions (PWIs) -
Cynthia Trujillo, Centering Youth Voice in Schools -
Jenna Winebrenner, The Impacts of COVID-19 on Collegiate Athletes
ESS Thesis
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Emma Downing, Catholic Social Teaching in South Bend Grade Schools
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Francisco Hernandez-Guzman, Read Like a Man: Comparing narratives of masculinity in secondary education
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Brady Lefkowitz , LGBTQ Students, Religion, and Schools
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Aiden McFadden, The Educational Properties of LEGO’s, and Their Role in an Emerging Technological World
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Analisa Pines, Lies Your Textbook Told You: American History Textbooks’ Portrayal of Reconstruction and the Civil Rights Movement, 1880s-1990s
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Karli Siefker, Fertile Ground: Sustainability Education as a Restorative Justice Practice
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Chloe Spang, Finding Relevant Context in Word Problems in Middle School Math Textbooks
Thesis in Major
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Elizabeth Allgaier, From Students to Educators: African American Male Teachers' Classroom Experiences Inform Classroom Practices
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Emily Brigham, Understanding Report Discrepancy: Parent and Teacher Reports of Child Adjustment
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Curry Cappel, Latin in the 21st Century: Why and How
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Heather Christman, A Chestertonian Pedagogy: Enchantment in Catholic Education
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Maria D'Ambrose, A New Measure of Science Identity Utilizing A Self-Determination Theory Approach
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Erin Doyle, The Montessori Method and Education Reform: History and Potential
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Caroline Freeman, The Socialist Origins of Public Schools and Our Nation's Shift to a Capitalist Education Model
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Odalis Gonzalez, Bien Unidos-- School and Community Are One: The Educational Experience of Latinx Students in Rural U.S. Public School System
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Lauren Klein, Where Are the Teachers? A Study of the Revolving Door in Education as a Cause and a Consequence
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Meg Murphy, Collab
ESS Supplementary Major Requirements (24 credit hours)
- The completion of all ESS minor requirements listed above (15 credits) and
- An educationally-relevant Community Based Learning course (CBL) (within or outside of ESS with approval) (3 credits). Requirement may be fulfilled by completing an SSLP through the Center for Social Concerns and
- An educationally-relevant research methods course (3 credits) and
- One additional Education Focused elective (3 credits) and
- Community Outreach Requirement: A signed statement by the student and supervising faculty member that the student has engaged in a practical learning experience that involves a minimum of 14 hours of service, research, or structured observation in PK-12 schools or educationally-relevant community organizations serving PK-12 students.
Supplementary major students will focus their coursework within ESS along one of the following three tracks with the help of ESS advisers and the use of course attributes.
Students in the learning sciences track examine the mechanisms involved in learning, thinking, and problem solving in school and non-school settings. They learn basic theories of cognition, learning, and development; expand their methodological toolkit for testing and evaluating said theories; and gain a rich understanding of how to apply empirical research evidence to design innovative learning environments, including those built around new technologies and media. Through this track, student gain a deeper understanding of how the reciprocal relations among mind, brain, behavior, and environment contribute to human learning. They also gain expertise in the design, analysis, and evaluation of formal and informal educational interventions.
Students in the comparative education and policy track examine the policymaking and social programs relevant to mass education. They learn about the historical and contemporary contexts that shape education as well as the underlying philosophical principles and political systems that govern education’s role in social and economic change. Students will have the opportunity to study topics relevant to comparative and international education, including international development education; ethnographic, anthropological, and historical approaches to education; postcolonial thought; learning from high performing systems; and area studies of particular country's education systems, including the United States.
Students in the language, literacy, and culture track critically evaluate the ways in which culture, history, and ideology shape literacy practices in schools, classrooms, and homes. They learn about how children, adolescents, parents, and teachers read, write, speak, and use images to understand and change their world. In the process, students learn, evaluate, and practice strategies for creating culturally-responsive, reciprocal instructional environments. Further, students will have the opportunity to consider literacy and literate practices beyond traditional notions of decoding/encoding, understanding how one’s literacy contributes to their sense-making in/of the world and to their active participation in groups and social and cultural contexts.
General Policies
The ESS program will accept courses marked as “Univ. Req.” via the online Class Search if they are listed/cross-listed with ESS. The program will not accept CSEM courses for credit but will consider education-related USEM courses on a case-by-case basis. ESS will accept no more than one international course for credit toward the minor and two for the supplementary major. It is important to note that ESS students may not count courses that apply to other majors or minors without replacing those credit hours with another elective course within ESS.
ESS faculty work closely with students on undergraduate discernment, research, and postgraduate planning (e.g., employment, graduate or professional school, service opportunities). For more information or to sign up for the supplementary major or minor, contact our Director of Undergraduate Studies, Fr. Kevin Sandberg, C.S.C., ksandberg@nd.edu.
Course Descriptions
Please see InsideND for a complete list of current and past courses.
Events
ESS/SB School Leaders Dinner
ESS Lunch-n-Learn
ESS Senior Research Presentation Night
ESS Graduation Reception
Connect With Us
Father Kevin Sandberg, C.S.C., Ph.D. - ESS Director of Undergraduate Studies
ksandberg@nd.edu | Phone 574.631.4517
ESS Courses
Course Information, both here and abroad
Courses
For a complete listing of course information, description, and cross-list numbers, go to Class Search.
(Check for Availability)
Budapest, Hungary
ESS 34710 Practicum: Experiencing the Hungarian Approach thru Observation/Teaching (3 cr.) Ed-Focused
ESS 34711 Discovery Learning: The Posa Method (3 cr.) Ed-Focused
ESS 34712 Problem Solving in Secondary School Mathematics (3 cr.) Ed-Focused
Dakar, Senegal
ESS 34700 Education and Culture (3 cr.) Ed-Focused
Dublin, Ireland
ESS 34720 Philosophy and Sociology of Education: Essential Information (3 cr.) Ed-Focused
ESS 34721 Irish Educational History and Policy (3 cr.) Ed-Focused
Fremantle, Australia
ESS 34670 Children's Literature (3 cr.) Ed-General
ESS 34671 Development and Learning (3 cr.) Ed-General
ESS 34673 Understanding and Guiding Children’s Behavior (3 cr.) Ed-Focused
ESS 34674 Principles of Primary Religious Education (3 cr.) Ed-Focused
ESS 34675 Families and Partnerships in Teaching and Learning (3 cr.) Ed-Focused
ESS 34676 Child Development 0-8 (3 cr.) Ed-General
ESS 34677 Introduction to Teaching and the Curriculum Framework (3 cr.) Ed-Focused
ESS 34678 Catering for Students with Special Needs (3 cr.) Ed-Focused
London, England
ESS 34352 Directed Rdgs: Catechesis for Children and Families in London (V)
ESS 34354 London Education Internship (3 cr.) Ed-Focused
ESS 44351 Influences on Early Social and Cognitive Development (3 cr.) Ed-General
Nagoya, Japan
ESS 34680 Comparative Education (3 cr.) Ed-Focused
Puebla, Mexico
ESS 34690 Internship in Education (3 cr.) Ed-Focused
ESS 34691 Learning Strategies and Service (3 cr.) Ed-Focused
Rome, Italy
ESS 34660 Developmental Psychology (3 cr.) Ed-General
ESS 35662 Cognitive Psychology (3 cr.) Ed-General
Santiago, Chile
ESS 34650 Education in Our Time (3 cr.) Ed-Focused
ESS 34651 Education and Philosophy (3 cr.) Ed-Focused
ESS 34652 Diversity and Inclusion in Education (3 cr.) Ed-Focused
ESS 34653 Approaches to Poverty and Development (3 cr.) Ed-General
ESS 34654 Education and Society (3 cr.) Ed-Focused
ESS 34655 Education Through Time (3 cr.) Ed-Focused
ESS 34656 Management in Heterogeneous Classrooms (3 cr.) Ed-Focused
Singapore
ESS 34730 Sociology of Education (3 cr.) Ed-Focused
Toledo, Spain
ESS 34360 Education Seminar (with experience in local schools) (3 cr.) Ed-Focused
Washington, DC
ESS 34750 Politics of Education (3 cr.) Ed-Focused
Other courses available upon request. Email Andrea Christensen, achrsit1@nd.edu with questions.
Reminders
- It has worked out best for students to take the Intro class during your junior year.
- Choose at least two electives from the Education Focused category. The third may be either Education Focused or Education General.
- Choose electives from different disciplines; one may be in your major (but cannot be double-counted with your major).
- If you are a major in a course we cross-list, please register as a major, not as an ESS student. Once the semester has started, contact our DUS, Fr. Kevin Sandberg, C.S.C., ksandberg@nd.edu, to count the course for ESS.
- Three credits of Research Lab (ESS 47602) can be counted as one Education Focused elective.
- The Seminar in Educational Research is offered only in the fall of senior year.
- Students who write a Thesis in Major must take an additional Education Focused elective.
- Find information about Directed Readings here.
- ESS will consider, on a case-by-case basis, courses not cross-listed with ESS but that have applicable content. For approval of a course, please contact our DUS, Fr. Kevin Sandberg, ksandberg@nd.edu.
Enrollment
Students must be enrolled in the minor to register for ESS courses. Schedule an appointment with our Director of Undergraduate Studies, Fr. Kevin Sandberg, C.S.C., ksandberg@nd.edu.