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CEPS Newsletter #072- March 23, 2017

Cultural and Educational Policy Studies, Loyola University Chicago
CEPS Students and Alumni – See below [A.1.] for information about the great set of courses we have coming up in the 2017-2018 academic year! We also are listing here a great set of job opportunities at Loyola [D.2., D.4., D.6.] and in Chicago!  If you have you have announcements to include in a future issue of this newsletter please send them to my graduate assistant Ashley Allen at aallen13@luc.edu.
-Noah W Sobe
~CEPS Program Chair, 2016-2017

CEPS Program Newsletter #072 – March 23, 2017

Table of Contents:

1. CEPS Summer 2017, Fall 2017 and Spring 2018 Courses

2. Upcoming University, SOE & Graduate School Deadlines



1. International Educators of Illinois Annual Conference Thursday and Friday, April 6-7, 2017



1. Call for Proposals: 2017 AESA Conference “Memory, Remembering & Forgetting: Re-Envisioning Educational Worlds” Deadline: April 3, 2017

2. Call for Proposals: 2017 OEH Conference “The Process of Reform and Change in the History of Education” Deadline April 30, 2017



1.Post-Doctoral Associateship in Education Research and Policy at Rutgers, State University of New Jersey-Newark, Newark, NJ Deadline: Until Filled

2. Student Living Assistant International House/Department of Residence Life Office of International Programs at Loyola University, Chicago, IL Deadline: Until Filled

3. Research Assistant II Urban Education Institute at University of Chicago, Chicago, IL Deadline: Until Filled

4. Global Engagement Graduate Assistant Office of International Programs at Loyola University, Chicago, IL Deadline: Until Filled

5. Program Manager Greenheart International, Chicago, IL Deadline: ASAP

6. Sustainability Graduate Assistantship (two years) Institute of Educational Sciences, Loyola University Chicago Deadline: ASAP

7. Study Abroad Graduate Assistant, Office for International Programs at Loyola University Chicago Deadline: ASAP


A1. We are pleased to be offering the following set of graduate level courses within CEPS in the 2017 Summer, 2017 Fall, and 2018 Spring Semesters

ELPS 458 International Education (Jules) WTC Summer A Mondays/Wednesdays 4.15-7:15pm (hybrid class: meeting in-person May 22-June 7 and online June 12-29)

–>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-Arab 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).


ELPS 405 Intro to Educational Policy (Jules) WTC Th 4:15-6:45

ELPS 410 Sociology of Education (Phillippo) WTC T 4:15-6:45

ELPS 420 Philosophy of Education (Shuffelton) WTC W 7:00-9:30

ELPS 456 Education and Democratization (Jules) WTC Th 7:00-9:30

ELPS 514 School as Organization (Phillippo) WTC T 7:00-9:30

–> 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 and contemporary literature in organization theory and organizational behavior, and will develop their ability to apply concepts from organization theory and organizational behavior research to their analysis of educational organizations.​ Course will be blended (1/3 online, 2/3 face-to-face at WTC campus). Assignments will include 2 short papers and a major research project, which will have a series of supporting assignments that culminate in a research paper.

ELPS 520 Philosophy of Education Seminar: Justice (Shuffelton) WTC W 4:15-6:45

–> Many educators express a commitment to “social justice,” but what exactly does social justice mean? What does justice entail; what does it imply about human subjectivity, about the good life for human beings and about a shared public, and what demands does justice place on educational institutions?  Theories of justice have answered these questions differently, and this course will explore their points of agreement and disagreement, their insights and their blind spots, as well as the uses of their ideas in practice.  The course focuses on contemporary theories of justice, starting with John Rawls’s seminal Theory of Justice and considering alternatives to Rawls’s liberal vision offered by communitarians, critical theorists (including feminist and critical race theorists), and capabilities theorists.  Besides engaging with the past half century’s important philosophical writing on justice, students will connect theories of justice to particular injustices in contemporary school systems.  As this is a seminar in philosophy of education, students will also refine their abilities to write conceptual analyses of issues in education policy.

ELPS 412 Sociology of Urban Education (Phillippo) Day&Time: TBD

ELPS 420 Philosophy of Education (Shuffelton) Day&Time TBD

ELPS 444 History of American Education (Sobe)Day&Time:TBD

ELPS 455 Comparative Education (Jules) Day&Time TBD

ELPS 540 Seminar on Global Histories of Childhood (Sobe) Day&Time: TBD

A2. Upcoming University, SOE & Graduate School Deadlines

* March 27 Last day (5:00 p.m.) to withdraw with a grade of “W.”  After this date, the penalty grade of “WF” is assigned

* March 30 Fall Registration Begins


B1. Join international education professionals from across the state to attend a workshop, share best practices, hear case studies, and more at the International Educators of Illinois (IEI) 2017 Annual Conference. This conference offers sessions on Education Abroad, International Student & Staff Services, International Enrollment Management, Teaching & Learning, and Leadership in the field of international education. The conference will be held on April 6th & 7th, 2017 at Kendall College in Chicago. To register go to http://ieillinois.org/iei/iei-annual-conference. For any additional questions contact: IEIConferenceCoord@gmail.com


C1. AESA President-elect Hilton Kelly (Davidson College) and the 2017 Program Committee are pleased to announce the theme for the 2017 Annual Meeting: “Memory, Remembering & Forgetting:  Re-Envisioning Educational Worlds” The Annual Meeting will be held November 1-5, 2017 at the Omni William Penn Hotel in Pittsburgh, Pennsylvania. The ontological vocation of educational studies scholars must be to co-construct, deconstruct, and reconstruct educational worlds (spaces, practices and knowledge) so that schooling experiences become more equitable and just in our democratic society (Freire, 1993, 2000). The problem of memory looms large in our ability to do this work—whether we acknowledge it or not.  Memory work, which includes remembering and forgetting our own educational experiences, shapes every aspect of our jobs as teachers, researchers, and/or activists committed to maintaining public schools and communities that serve us all equitably.  Emerging educational research suggests that teachers’ memories of childhood influence their teaching philosophies, classroom practices, and everyday interpretations in schools (Biklen, 2004; Chang-Kredl, 2015; Chang-Kredl & Wilkie, 2016; Miller & Shifflet,2016).  Linking memory studies to educational studies raises both new and enduring questions.  The 49th annual meeting of the American Educational Studies Association will explore the role of memory, remembering, and forgetting as key features of teaching, learning, and work in and outside of schools. Conference participants might consider the following questions: What is the place of memory, remembering and forgetting in educational research, practice and performance? How do individual and collective memories affect educational innovation in schools and school communities? How do our childhood memories shape our teaching, research, and service? How does autobiographical memory shape experiences of school? How does our society remember watershed moments and teach about them in schools? What are the collective voices of remembering about schooling inequalities (race, ethnicity, class, gender, disability, . . .) in the United States and abroad? How does student or teacher remembering affect student achievement? What are conflicts in memories of educational policies and practices? How do social memories shape current educational policies and practices in classrooms, schools, communities, and cultures? How might remembering facilitate student achievement in STEM? All disciplines? How do both individual and collective remembering affect parental participation, or nonparticipation, in schools? What novel perspectives might we gain from the collective remembering of marginalized groups in classrooms and schools? How does remembering or forgetting impact support for public education? How might the politics of memory impact policy agendas? What is the role of culture in remembering? How might forgetting hinder or facilitate educational innovation? How does forgetting contribute to inequalities in education? How do different generations recall our educational past? How does trauma or tragedy shape experiences of learning and working in schools? What is the potential of cyberspace for remembering and for creating a new educational world? What are forgotten alternatives, policies, and practices that might envision a more equitable and just educational world?  Proposals may be submitted for individual papers, symposia, panels, and alternative format sessions through April 3, 2017. The committee welcomes proposals from a full range of theoretical, disciplinary, and interdisciplinary perspectives that include, but are not limited to, the following:  Social, historical, psychological, and philosophical foundations of education, cultural studies in education, curriculum theory and curriculum studies, comparative and international education, eco-justice and education, labor and education, queer studies in education, educating women and girls, critical race studies in education, critical multiculturalism, disability studies in education and educational policy and leadership. While all proposals that deal with educational studies issues and debates are welcome, especially encouraged are those that specifically address this year’s theme. Submission deadline:  All proposals must be submitted electronically to All Academic Inc., the online conference system that we use, via the AESA website (www.educationalstudies.org) where detailed information on how to submit a proposal can be found.  All Academic will open soon and close on April 3, 2017 (11:59pm CST).  Participants are encouraged to plan ahead as it is not likely that extensions will be granted.  Notifications of acceptance or rejection will sent by July 15, 2017. For more information about AESA and the conference, email aesa2017conference@gmail.com (NOTE: Submit only questions and information.  Conference proposals will not be accepted via this e-mail address).  Before you submit your conference proposal, please make note of the following: Request accessibility and technology requests needs at the time of submission. Register for the conference.  Membership is required for all presenters, and we encourage everyone to seek lodging in the conference hotel. Consider giving a donation to the Graduate Student Fund when you become a member and register for the conference. Consider becoming an institutional sponsor of the conference.  We guarantee free advertisement of your institution, especially graduate programs in educational studies. Remember that participants may only appear on 3 submissions.

C2. The Organization of Educational Historians (OEH) has issued a call for papers for its 2017 annual conference, to be held October 6 and 7th on the campus of North Park University (Chicago IL).  Deadline April 30, 2017.  History of Education,” invites papers/presentations that examine the impact of social, political, economic and cultural reforms on the history of education. Local, national, and international  topics are welcome. Papers are not restricted to topics that focus on the conference theme. However, proposals that relate to the conference theme will be grouped into the topical sessions and presented in the main meeting room to accommodate larger audiences. All papers presented at the annual conference can be submitted for peer review and possible publication in the American Educational History Journal.   Scholars are invited to submit proposals on topics within the field of educational history of the United States and of other parts of the world. Senior scholars have found OEH sessions to be valuable venues to present their work and research. Graduate students also encouraged to present their work within this supportive, yet challenging environment. Proposals must be submitted electronically to the program chair, Theodore G. Zervas, Ph.D., North Park University, by April 30, 2017 for final submissions. Please send the proposal as a Word document attachment in an e-mail addressed to tzervas@northpark.edu. The subject line of the e-mail message should read “OEH 2017 Proposal.” Acceptance notification will be sent by May 31, 2017.  Additional information available at http://www.edhistorians.org/



D1. The Newark City of Learning Collaborative (NCLC) and the School of Public Affairs and Administration (SPAA) are pleased to announce a Postdoctoral Associate position in Education Research and Policy. The Associate will be awarded for a two-year period beginning in April 2017, and include a stipend of $55,000 per year, plus health benefits. Reporting to the Executive Director of NCLC, the Associate will primarily work on research that supports the work of NCLC. NCLC is a citywide post-secondary network in the city of Newark working to increase the percentage of residents holding a post-secondary credential to 25 percent by 2025. More specifically, the Associate will support NCLC’s development of a data management infrastructure to enable the network to collect, analyze, and present data on the city’s progress toward achieving the 2025 target. The Associate will also teach one MPA or undergraduate course during the second year of the Associateship at SPAA.   The individual should demonstrate a deep knowledge and interest in urban education issues important to Newark and the greater metropolitan area.  The successful candidate must have an advanced knowledge and understanding of data collection, statistical analysis, and project management. Facility with SAS and/or relational databases (e.g., Microsoft Access, Filemaker Pro, MySQL, etc.) is highly desirable. Experience with, or interest in, teaching students from diverse cultural backgrounds is also important.   As a major public university in New Jersey’s largest city, Rutgers-University Newark provides students with the knowledge and preparation necessary for leadership roles in an increasingly complex society, with particular attention to its public mission and building a civic dialogue. The campus is the most diverse national university in the United States and is ranked twelfth among doctoral degree-granting small universities in the country. The School of Public Affairs and Administration actively engages with the nonprofit and government communities in the Greater-Newark metro area. The School offers an undergraduate major in public and nonprofit administration, an on-campus M.P.A., a fully online M.P.A., an Executive M.P.A., and a research-oriented Ph.D. Faculty are also involved in nine certificate programs. Total enrollment is more than 1000 degree and non-degree students. Teaching, published research, and community engagement are all important to the School.  Candidates must hold a recently conferred (within 5 years) doctorate in public administration, education, sociology, or a related social science field. Review of applications will begin immediately and will continue until outstanding candidates are found. All qualified applicants will receive consideration for employment without regard to race, religion, sex, sexual orientation, gender identity or expression, national origin, disability, protected veteran status or any other classification protected by law. Women and minorities are especially encouraged to apply. The position is open to all nationalities and disciplines in the social sciences and public health fields. Scholars who hold a recently conferred doctorate within 5 years are eligible to apply.  To ensure full consideration, candidates should submit a letter of interest, curriculum vitae, teaching interests, and list of references via the Rutgers University job portal at https://jobs.rutgers.edu/postings/41680  Review of applications will commence immediately.  Questions should be addressed to: Kimaada Sills at kimaada@rutgers.edu

D2. The International House/Department of Residence Life Office of International Programs at Loyola University is seeking motivated, goal oriented and innovative candidates for Student Living Assistant positions for the 2017-2018 school year. The Student Living Assistant (SLA) is a position within the Office of International Programs that works directly out of the International House. SLAs work with the Director of the International House, as well as the Assistant Resident Director (ARD) and Chicago Center Graduate Assistant. SLAs will live in the building and work as a team to foster a welcoming community for international students and domestic students who live in the International House. Essential Job Functions include:  Duty: Serve in a night time on-call schedule with SLA staff as well as the ARD. This includes monitoring the duty phone and being able to respond to student requests and emergencies. While on duty, rounds must be completed throughout the building. Upholding Community Standards: While on duty, and during hours outside of duty, SLAs must be able to uphold and enforce the University Community Standards. This involves documentation of cases where students are in violation of community standards and then writing up incident reports in the university’s conduct system. Programing: SLA’s are responsible for planning, executing and assessing programs that help create a sense of community and are meet the learning outcomes of the International House. This includes brainstorming program ideas, working with students and staff to plan the program, developing advertisements, successfully executing the program, and evaluating program outcomes. Community Development: Through active and passive programing as well as being a staple in the community, SLAs are responsible for promoting the learning outcomes of the International House and fostering a welcoming and supportive community. During and outside duty hours, it is expected that they get to know residents and be an active member in the community. While each SLA will not be directly involved in all programs, attendance at some programs planned by others is expected. Administrative Functions: In addition, there are other duties that may be assigned that include but are not limited to: hanging up posters and promoting programs and events, helping mitigate a roommate conflicts, and completing other projects as they arise.  Requirements for this position are: Must be a Graduate student at Loyola University Chicago with a desire to connect with undergraduate and graduate students, both international and domestic. Experience in residential life or similar capacity. Strong interpersonal skills and ability to be calm under pressure required. Experience planning and facilitating programs and understanding of how to incorporate learning outcomes into these programs is a must. Ability to be on duty and work during some holidays and breaks, as well as summer. Preferred qualifications include enrollment in Loyola’s Master’s program in Higher Education. Experience studying, living or working abroad or working with international students, or other international populations in a cross-cultural setting.  To apply please send a resume and cover letter to intlhouse@luc.edu

D3. The University of Chicago Consortium on School Research (the Consortium) is one of four units of the Urban Education Institute (UEI) and is looking for an individual with a strong interest in both qualitative and quantitative research, including study design, data collection, data analysis, and report writing for this position, the Research Analyst II. The Consortium conducts research of high technical quality that seeks to identify what matters for school improvement and student success. The Consortium seeks to deepen communication among researchers, policymakers, and practitioners to encourage the use of research in policy action and improvement of practice. As part of this work, the Consortium has developed surveys of teachers and students that measure critical aspects of schools as organizations. These surveys are an important part of both Consortium research and individual school reports created by UChicago Impact, another UEI unit. Chicago and schools across the country use UChicago Impact reports (called 5Essentials survey reports) to support school improvement efforts.   The Research Analyst II will be responsible for : Collecting qualitative data in Chicago Public Schools, including in-person or over-the-phone interviewing, conducting focus groups, and observing activities in an educational setting, Analyzing qualitative data, including reading carefully through interview transcripts, grouping pieces of interview text into ‘codes’ or themes using a qualitative analysis software program, and assigning ‘attributes’ or demographic information to interview transcripts, documents, and/or artifacts, Conducting basic ‘queries’ using NVivo software and pulling out relevant text and pieces of data for further analyses, Writing up summaries of themes and patterns across codes, while using relevant quotes and segments of text as evidence, Helping to design qualitative interview, focus group, and observation instruments, Cleaning large datasets and conducting descriptive statistical and regression analyses, Helping to develop survey questions and analyzing quantitative survey data, Conducting literature reviews and writing literature summaries, Helping to plan research projects, frame research questions, and identify appropriate data and methods, Interpreting results and considering how best to communicate findings to practitioner, policymaker, and researcher audiences, Creating tables, figures, and supporting text to be used in research reports and academic papers, Participating in team meetings and weekly workshops to share findings, review methodological techniques, and provide feedback. Requirements for the positions include: Bachelors with 1-3 years work experience required, Masters degree preferred, Experience with interviewing, Strong attention to detail, Ability to do careful reading of interview text, Work with a certain degree of ambiguity, Patience as qualitative data analysis is an iterative process and Coursework in basic statistics, regression methodology or econometrics.   Experience with designing qualitative studies and/or proposal writing is preferred as well as basic qualitative analysis programs such as NVivo or Atlas ti or equivalent is a preferred.   https://jobopportunities.uchicago.edu/applicants/jsp/shared/position/JobDetails_css.jsp?postingId=667769

D4. The Office for International Programs is currently seeking motivated, goal orientated and innovative candidates for a Graduate Assistantship. The Global Engagement Graduate Assistant is a 12 month (20 hour per week) appointment under the Office for International Programs (OIP) at Loyola University Chicago, beginning July 1. The graduate assistant’s primary function is to coordinate, support, implement and assess programming for international students.  This involves liaising with all units within OIP, specifically the International Students and Scholars Services (ISSS), the International House, and the English Language Learning Program (ELLP). Essential Job Functions: Programming: Creation of new programming, and strengthening of established programming, to promote student engagement and cross-cultural learning. Events include various orientations, Global Mentorship events, weekly Coffee and Conversation Hours, monthly exploring Chicago Neighborhoods, various International House and ELLP events throughout each semester, and the Global Engagement End of Semester Banquet. Marketing and Communications: Development of marketing materials for events and programs in ISS, ELLP, and International House. Assisting with social media and website updates, as well as maintaining a shared programming calendar. Global Mentorship Program: Overseeing all aspects of the Global Mentorship Program including but not limited to: advertising, recruiting, orientation, creating mentor groups, and conducting monthly check-ins with group leaders. Cross-Departmental Coordination: Attending monthly ISSS Subcommittee meetings, weekly I-House Staff Meetings, ISSS planning meetings, and ELLP unit meetings, and sharing information across units.  Seeks opportunities to connect with study abroad events and program, and supports cross-promotion. Assessment: Designing and executing evaluation and assessment tools to gauge international student interests and needs.  Coordinates with all units to establish learning outcomes for specific programming initiatives, measure those learning outcomes, and report findings.  For this position you must be a full-time graduate student at Loyola University Chicago at the time of employment, with preference given to candidates in one of Loyola’s Masters programs in the School of Education. The applicant should have a strong interest in working in international higher education, with an emphasis either on study abroad or international student support. Additional qualifications include: experience in programming development; experience using various social media platforms; a familiarity with graphic design; and experience studying, working or living abroad, or working in a cross-cultural setting.  This position requires attending events that will fall outside of regular work hours such as evenings and weekends.  To apply please send a resume and cover letter to intlhouse@luc.edu

D5. Greenheart International a non-profit committed to connecting people and planet to create a more peaceful and sustainable global community is looking to hire a Program Manager who will work with international sending partners and regional staff. They will manage pre and on program support of high school exchange students, oversee day to day operations of our volunteer initiatives within the program and assist in the everyday administration of the office and program. Some things you might do as a Program Manager: Learn and understand application intake process for a dynamic and engaging exchange program for high school students coming to the U.S. for 5-10 months; Utilize our custom database and maintain student records in the Department of Homeland Security Student Exchange Visitor Information System (SEVIS); Facilitate the lines of communication across the US and the globe between Greenheart, its representatives and international partners including the simultaneous management of multiple expectations; Regular counseling and problem solving with students, host families, our field network and international sending partners; Assisting in the development or revision of CCI Greenheart procedures, policies and program materials; Reviewing and approving student volunteer hours, assisting with locating volunteer projects, recognizing and rewarding students for their volunteer service and Attending annual international conferences and as well as the possibility of additional international travel as needed (less than 10%).  Some qualifications you should have: Bachelor’s degree from a four-year college or university; Minimum of one year administrative experience and/or customer service experience; Efficiency with data entry and a keen eye for detail; Ability to work independently and as a team player; Talent for organizing and prioritizing multiple tasks; Strong leadership skills; Comfort and aptitude learning new software and understanding work flow processes; High level of general computer skills and Microsoft Office Suite proficiency; Ability to communicate professionally and diplomatically over the phone, via e-mail, and in person; Possess a great deal of tact and diplomacy and ability to resolve conflicts that may arise; Outgoing, flexible personality with a willingness to learn; applicant should be an exceptional team player, proactive, diligent, positive and a creative self-starter; Genuine desire to contribute to an organization that promotes cultural exchange and environmental consciousness; Experience living or working in another country or an international setting is a plus; Previous knowledge and understanding of the SEVIS system and exchange visitor visas is ideal.  Please send your resume and customized cover letter in PDF format to Courtney Guengerich, Human Resources and Project Coordinator, at HR(AT)greenheart(DOT)info. A cover letter is required for your application to be considered.

D6. Loyola University Chicago Director of Sustainability, Aaron Durnbaugh is seeking a Graduate Assistant to work on campus sustainability initiatives at Loyola over the next two years. The candidate should possess a passion to make on-campus change around our social justice-focused sustainability programs including the Loyola’s Farmers Market, Waste Reduction and Diversion, Sustainability Metrics and Tracking, Student Programs, Staff/Faculty Support and Community Engagement efforts. The position will be 20 hours per week, year-round starting in the late summer of 2017 and provide a full stipend ($19K) with full tuition remission for two years.  The ideal candidate (Master’s or PhD level) will have an existing line of study or research that includes or aligns with sustainability directly and can find additional research and publishing opportunities from their on-campus work.  Please feel free to contact Aaron directly at adurnbaugh@luc.edu with inquiries.

D7. The Office for International Programs at Loyola University is seeking a Study Abroad Graduate Assistant for a 12 month position (20 hours per week). The Graduate Assistant provides a variety of duties in support of Loyola study abroad. Essential Job Functions include: Faculty-led program support: Assisting in the development of marketing materials (flyers, web pages, new stories, email communications), and the coordination of outreach activities for J-Term, Spring Break and Summer programs. Communicating with faculty leaders regarding marketing, outreach activities, and program enrollments. Marketing and outreach: Assisting with general study abroad marketing and outreach. Organizing study abroad information tables, conducting classroom presentations, presenting initial advising sessions and informational session, and helping with the organization and implementation of program representative visits. Developing marketing materials in support of study abroad, such as creating flyers and posters, managing the Office’s social media platforms, and emailing announcements. Acting as the primary point person for Study Abroad and OIP web site updates, using Loyola’s content management system T4.  May also include support for Global Center events and programming. Curriculum integration: Contributes to the development and ongoing implementation of curriculum integration projects, including curriculum mapping initiatives and creation of marketing materials highlighting programs and course equivalencies.  Communicates regularly with academic partners and faculty. General program support: Collection and analysis of post-study abroad evaluations, and development of semester evaluation outcomes reports. Other projects as assigned.

Requirements for the position are: Must be a graduate student at Loyola University Chicago at the time of employment.  Enrollment in one of Loyola’s masters programs in education preferred. Previous experience having studied, lived or worked abroad, preferably having studied abroad while in college. Strong organizational skills and an understanding of various computer software (e.g. Microsoft Office, social media platforms); and preferably web site design software. Strong written and oral communication skills, and attention to detail. Self-motivated and able to work independently as well as part of a team.

Compensation is a stipend of $15,000 pre-tax for the academic year. Tuition supplement is to be determined. To apply please send a resume and cover letter to studyabroad@luc.edu. Please contact Kelly Heath at kheath2@luc.edu with any questions.