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Core Curriculum
Guide
Third Edition
Anthony Cardoza, PhD
Faculty Director
University Core Curriculum
In addition, the Core reinforces the development of six skills crucial to facing
the challenges of contemporary society. Each Core course promotes at least one
of the following skills: communication, critical thinking, ethical awareness and
decision-making, information literacy, quantitative and qualitative analysis and
research methods, and technological literacy.
I I . REQU I RED A RE A S OF K NOWLEDGE
Finally, the Core integrates the understanding and promoting of four values
essential to a Loyola education: understanding diversity in the U.S. or the world;
understanding and promoting justice; understanding spirituality or faith in
action in the world; and promoting civic engagement or leadership. The values
requirements in these four areas can be satisfied inside or outside the Core proper.
Working with advisors, students can plan their Core learning to enhance their
benefits from the overall Loyola curriculum. They can learn, for instance, how to
integrate their Core learning with their areas of undergraduate focus. In particular,
they will see how their Core learning can offer opportunities for multiple majors
and minors, for dual-degrees, and for genuine interdisciplinary work.
I I . REQU I RED A RE A S Knowledge Areas
OF K NOWLEDGE College Writing Seminar for
First-Year Students (1 course)
For current Core Information and Knowledge Area Learning Outcome: Demonstrate effective written
course listings, visit the Core Curriculum Website at: communication skills.
www.luc.edu/core/coreknowledge.shtml
Communication is the process of expressing and exchanging ideas, values and
feelings through a variety of media. Communication is the most powerful tool
For more information, e-mail: core@luc.edu.
that humans possess to promote understanding, knowledge and justice in the
world. The complexity of contemporary global society requires that individuals
Required demonstrate effective written communication skills.
Required Areas of Knowledge Core Credit Go To
Courses Hours Page
Competencies: By way of example, Loyola graduates should be able to:
College Writing Seminar 1 3 5 Write clearly and effectively using standard written English.
Artistic Knowledge and Experience 1 3 6 Effectively use the writing process from brainstorming through peer review to
revision and final editing.
Historical Knowledge 2 6 16 Articulate, organize, and support positions clearly and persuasively
Literary Knowledge and Experience 2 6 23 in written form.
Use writing effectively as a method of inquiry (i.e., “writing to learn”).
Quantitative Analysis 1 3 32 Read texts carefully and critically (e.g., ability to paraphrase, summarize,
compare, and synthesize).
Scientific Literacy 2 6 34
Recognize how various perspectives inform interpretations.
Philosophical Knowledge * 2 6 41 Tailor discourse to specific audiences and to specific rhetorical purposes.
Recognize the various tasks involved in research, including formulating and
Societal and Cultural Knowledge 2 6 46
developing a thesis, locating sources and assessing their credibility, and
Theological & Religious Studies Knowledge * 2 6 54 incorporating sources as evidence to support or qualify claims.
Use and document source materials of all kinds appropriately and ethically.
Ethics – * 1 course required among either the * * 64 Recognize the rhetorical dimensions of and requirements for writing in
Philosophical Knowledge or Theological & multiple media.
Religious Studies Knowledge Areas Reflect on one’s own development as a writer and as a reader.
TOTAL 15 courses 45 hours
Outcome: Students will be able to better focus in, observe, describe and analyze
objects of ancient Greek art, to introduce thoughtfully the considered views of
others, and to formulate their own fresh interpretations and viewpoints about how
and why such art was produced and what it means.
Class Guitar for Beginners MUSC 103 Outcome: Students will be able to present a public performance as part of the
This course presents the basic theoretic principles Skill Area: Wind Ensemble.
of music and allows students to participate in the Communication
creation or performance of artistic expression as a (oral) Class Voice for Beginners MUSC 142/
member of a group. This course presents the basic theoretic principles of THTR 142
music and allows students to participate in the creation Skill Area:
Outcome: Students will be able to read/play music in both treble and bass clefs. or performance of artistic expression as a member of Communication
a group. (oral)
Guitar Ensemble MUSC 106
1 credit hour Skill Area: Outcome: Students will be able to read/play music in both treble and bass clefs.
This ensemble is devoted to the study, rehearsal and Critical thinking
performance of appropriate literature from all periods
and styles.
Outcome: Students will be able to explain the historical evolution of visual Chicago is home
forms and ideas as well as how these relate to historical events and social forces to more than
of their time. 300,000 businesses,
107 corporate
The Evolution of Western Ideas and HIST 101 headquarters,
Institutions to the 17th Century Skill Area:
35 Fortune 500
This course is an introduction to history as a discipline, and Communication
an analysis of the origins, early development and structure (written/oral) companies,
of Western civilization from the ancient world to the Critical thinking 500 U.S. banks,
17th century. major financial
exchanges and
Outcome: Students will be able to demonstrate historical understanding of the
world-renowned
period and to conduct historical investigations.
cultural institutions.
Outcome: Students will be able to demonstrate historical understanding Outcome: Students will be able to coordinate knowledge derived from every
of the development of the United States as a pluralistic society and to conduct area of their collegiate curriculum with a historical framework by offering a
historical investigations. comprehensive, synthetic approach to Western art, literature, and music as
sources for historical study.
Global Perspectives on History from HIST 104
1500 to the Present Skill Area: East Asia in the Emergence HIST 108
This course deals with the emergence of the modern Communication of the Modern World Skill Area:
world by describing and analyzing the encounters and (written/oral) This course explores the roles and contributions of the Communication
interactions between and among various political entities, Critical thinking major East Asian States during the formation of the (written/oral)
cultures, and societies that have over the last several modern world from the sixteenth century to the present. Critical thinking
centuries produced this world.
Outcome: Students will be able to demonstrate historical understanding
Outcome: Students will be able to demonstrate historical understanding of the of the development of the Modern World in East Asia and to conduct
development of the Modern World and to conduct historical investigations. historical investigations.
Outcome: Students will be able to recognize the ways literary form Outcome: Students will be able to demonstrate understanding of the principal
complicates the meaning of literary representations of society, and demonstrate differences and similarities, both thematic and formal, which characterize today’s
understanding of the basic critical terms used to recognize and describe the Latina writing.
meaning of literary form.
Polish Authors LITR 221
Human Values in Literature ENGL 290 This course focuses on the major Polish writers from the Skill Area:
This variable topics course focuses on a perennial Skill Area: Renaissance through the Enlightenment and Romantic Critical thinking
psychological or philosophical problem facing the Critical thinking periods, and into the modern era.
individual as exemplified in literary works, e.g., the passage
from innocence to experience, the problem of death, Outcome: Students will be able to demonstrate understanding of the major
and the idea of liberty. Polish writers and the aesthetic movements that underpin each writer’s work,
such as the Enlightenment, Romantic Period, and Positivism on through to
Outcome: Students will be able to demonstrate understanding of the ability of Postmodernism, and their relevant societal and cultural issues (e.g., the social
literature to express the deepest and most abiding concerns of human beings, and structure of Polish feudalism, with its system of manor houses and serfs).
how literary works come to be.
Russian Literary Masterpieces LITR 225
European Novel LITR 202 This course focuses on 18th, 19th, and 20th century Skill Area:
This course focuses on major European novels of the Skill Area: Russian literature, including poetry, drama, and fiction. Communication
19th century in order to give students an overview of the Communication (written)
literary production of representative European novelists. (written)
Outcome: Students will be able to demonstrate understanding of literary
Outcome: Students will be able to demonstrate understanding of literary t echnique and structure, while maintaining an acute awareness of its function
technique and structure, while maintaining an acute awareness of its function and its effects in a particular cultural and historical setting.
and its effects in a particular cultural and historical setting.
Masterpieces of German Literature LITR 230
This course focuses on the major German literary works Skill Area:
of the 20th Century. Communication
(written)
Outcome: Students will show knowledge of Japanese literary traditions and Outcome: Students will be able to understand and appreciate opera.
be able to recognize and understand the different uses of these genres and
the social and personal conditions that allow these works to be produced in
a variety of settings.
Introduction to Computing COMP 150 Outcome: Students will be able to demonstrate a complete, symbolic formal
This course will introduce both majors and non-majors to Skill Area: system utilizing a comprehensive and entirely symbolic language and containing
the range of studies, experimentation, and practice Critical thinking a complete set of formal laws of logic.
embodied in computer science. Information literacy
Quantitative analysis
Fundamentals of Statistics STAT 103
Technological literacy
This course is an introduction to the fundamentals of Skill Area:
descriptive and inferential statistics. Quantitative analysis
Outcome: Students will understand the field and foundations of computer
s cience, and be able to demonstrate basic tools of the field.
Outcome: Students will be able to demonstrate understanding of particular
t opics, including: design of experiments, observational studies, histograms, the
average and standard deviation, normal approximations, chance error and bias,
basic probability, chance processes, expected value and standard error, probability
histograms, surveys, accuracy of percentages and averages, tests of significance,
and correlation and regression.
Competencies: By way of example, Loyola graduates should be able to: Modern Human Biology and Behavior ANTH 105
Perceive the basic philosophical and historical foundations of This course examines the history of the concept of the Skill Area:
contemporary science. biological race, the emergence and role of scientific Critical thinking
Demonstrate an understanding of the fundamental principles, concepts, racism, as well as the current scientific research
and knowledge of the sciences. objectives and methodologies.
Participate in a direct experience of scientific inquiry using the methodologies
and tools of science, whenever possible, in a laboratory or field setting. Outcome: Students will be able to demonstrate understanding of the assessment
Use cognitive and mathematical skills employed by scientists. and explanations for human interpopulational differences such as skin color, nasal
Demonstrate the capacity to make reasoned and ethical judgments about shape, eye color, hair color and form, disease resistance, and blood polymorphisms.
the impact of science on the individual, community, and society.
Demonstrate the capacity to utilize scientific knowledge to promote the
Sex, Science, and Anthropological Inquiry ANTH 106
health and well-being of the individual, community, and society. This course examines the issues of sex and gender within Skill Area:
Demonstrate an understanding of the interconnection among the various
physical/biological anthropology. Critical thinking
components of Earth’s biosphere and the impact of human activity.
Outcome: Students will be able to demonstrate understanding of human
Scientific Literacy Courses enetics, patterns of human heredity, the mechanisms of biological evolution,
g
the nature/nurture debate, primate taxonomy and behavior, and early human
fossil evidence and interpretation.
Human Origins ANTH 101
This course explores the study of the biological history of Skill Area:
the human species, from its emergence through the Critical thinking Biology through Art BIOL 110
establishment of food producing societies. Quantitative analysis Focusing on fundamental principles and concepts in Skill Areas:
Qualitative analysis several areas in the biological sciences from molecular Critical thinking
biology to human anatomy, this course covers the Technological lit-
Outcome: Students will be able to demonstrate understanding of basic biological eracy
principles (heredity, physiology, evolutionary mechanisms, adaptation, ecology) scientific method, the basics of experimental design, and
in the context of their application to the human condition, as well as the role of putting these concepts into practice in the laboratory, and
cultural behavior in defining the distinctiveness of that condition. integrates biology and art through the creation of artworks
in a laboratory/studio. Students view microorganisms, use
DNA as an artistic medium, create music based on DNA
Biological Basis for Human Social Behavior ANTH 103
sequence, and see anatomy as art. The course culminates
This course examines the possible biological bases of Skill Area:
in students creating their own biological self-portrait.
modern human behavior, from a strongly scientific and Critical thinking
multi-disciplinary perspective. Ethical awareness
Outcome: Students will be able to understand the fundamental principles,
c oncepts, and knowledge of the sciences; participate in a direct experience of
Outcome: Students will be able to demonstrate understanding of the process
scientific inquiry using the methodologies and tools of science; and develop the
of how science is conducted, and the interactions between science and culture,
capacity to utilize scientific knowledge to promote the health and well being
especially given the controversial history of the subject matter.
of the individual, community, and society.
Planetary and Solar System Astronomy NTSC 117 Outcome: Students will be able to demonstrate understanding of the diversity,
This course examines the development of planetary and Skill Area: complexity, and functioning of natural ecosystems through examination of species
solar system astronomy from Galileo to the modern day. Critical thinking interactions, energy flow, and elemental cycles, and how these vary with natural
Quantitative analysis environmental variation.
Outcome: Students will be able to demonstrate understanding of the scientific The Human Environment NTSC 282
revolution of solar system astronomy and its characteristics. This course examines the fundamental principles, concepts Skill Area:
and knowledge in the area of environmental science Critical thinking
Environmental Sustainability NTSC 180 relative to the impact that current environmental
This course examines the area of environmental science Skill Area: conditions have on the health and well being of humans.
relative to the impact that humans as consumers have on Critical thinking
the environment and how these interactions affect the Outcome: Students will be able to demonstrate understanding of the interplay
probability of establishing sustainability for human and between matter and energy for both physical and life-sustaining processes.
non-human inhabitants of planet Earth.
Philosophy of Science PHIL 173
Outcome: Students will be able to analyze specific environmental issues related to This course examines the nature of scientific knowledge Skill Area:
sustainability and to reflect upon how and to what extent our individual behaviors and its claim to possess a distinctive method of inquiry. Critical thinking
impact the problem and the potential for individual change and civic engagement.
Outcome: Students will be able to demonstrate understanding of the mode of
inquiry which is the scientific method.
Outcome: Students will be able to make reasoned judgments about the impact
of science on the individual, community and society.
II. REQUIRED AREAS OF KNOWLEDGE II. REQUIRED AREAS OF KNOWLEDGE
38 39
Planetary and Solar System Astronomy PHYS 103 Philosophical Knowledge (2 courses)
This course examines the development of planetary and Skill Area:
solar system astronomy from the time of the Copernican Critical thinking
Learning Outcome: Demonstrate an understanding of philosophical
revolution through current issues in planetary science. Quantitative analysis
questions and traditions.
Outcome: Students will be able to demonstrate understanding of the scientific
Philosophical learning promotes informed reflection on various areas, topics, and
revolution of solar system astronomy and its characteristics.
figures in philosophy. Students should become familiar with influential philosophical
questions, positions, and methods of inquiry, and they should develop intellectual
Astronomy of Stars & Galaxies PHYS 104 attitudes that enable them to identify and assess implicit presuppositions, and to
This course for non-science majors examines the Skill Area: formulate and defend solutions to philosophical issues, including ethical issues.
astronomy of Stars & Galaxies, i.e., the study of the basic Critical thinking
concepts about the birth, evolution and death of stars, Quantitative analysis
Competencies: By way of example, Loyola graduates should be able to:
the clustering of stars and galaxies, the expanding
universe and cosmology. Demonstrate an understanding of major philosophical questions with careful
attention to the historical and conceptual development of these questions
Outcome: Students will be able to demonstrate understanding of laws of classi- and to the contributions they make to human understanding.
cal mechanics, physics of the visible and the invisible part of the electromagnetic Articulate some of the major problems and responses central to philosophical
spectrum and its interaction with matter, and various other tools of astronomy inquiry, including questions concerning truth and knowledge, reality, and
and an introduction to the philosophy and methods of science. moral values and social justice.
Demonstrate an understanding of the importance of philosophical inquiry for
examining and assessing the theoretical foundations and assumptions underlying
Physics of Music PHYS 106
major disciplines of knowledge (such as, for example, in the areas of philosophy
This course uses physics as a vehicle to introduce students Skill Area:
of science, philosophy of religion, and social and political philosophy).
to the fundamental principles, concepts, and knowledge Critical thinking Demonstrate the ability to provide reasoned argument in support of their
of the sciences, and introduces them to the methodology Quantitative
ideas, to assess judiciously the underlying assumptions of their positions, and to
of scientific inquiry. This is a course for any student that analysis &
provide fair and reasonable evaluations of alternative positions.
emphasizes the beauty, symmetry, and simplicity of research methods
physics through its application to music. The course also
uses music to help students understand the nature and
Philosophical Knowledge Courses
impact of the arts on society. The combination truly
integrates music and science and how they influence
each other. Ethics and Communication CMUN 217
This course introduces students to the study of the ethical Skill Area:
Outcome: Students will gain a technical understanding of how music is choices inherently involved in every intentional act Critical thinking
created and perceived through physical concepts. This course satisfies both the of communication. Ethical awareness
Scientific Literacy and Artistic Knowledge and Experience areas and develops
critical thinking, quantitative analytical and technical skills. Outcome: Students will be able to discern ethical communication issues, describe
how moral principles play out in actual situations, and articulate and understand
the thinking process in such matters.
General Psychology PSYC 101
This course explores the scientific study of the brain, Skill Area:
mental events, and behavior. Critical thinking
Introduction to Cultural Anthropology ANTH 102 Outcome: Students will be able to demonstrate understanding of how war has an
This course studies how many factors (beliefs, rituals, Skill Area: ongoing impact upon individual and societal identities, forging collective identity,
social structure, economic structure, political structure) Communication while at the same time destroying individual identity.
integrate to define culture in the broad sense and how (written)
they vary in the context of different cultures (or societies) Critical thinking Women in the Classical World CLST/WOST 295
in a more narrow sense. Ethical awareness This course will investigate the social roles available to Skill Area:
Qualitative analysis women in the ancient Greek and Roman worlds, together Critical thinking
with beliefs, behaviors, and cultural expressions supporting
Outcome: Students will be able to demonstrate the skills necessary for the ancient Greek and Roman constructions of womanhood.
study of culture, including the completion of an ethnography.
Outcome: Students will be able to demonstrate understanding of how biology,
gender, class, culture, philosophy, politics, history, and economics articulate social
difference and influence human behavior, including self-formation and interaction
with others.
Outcome: Students will be able to model the different economic orders of the
society and how individuals are impacted by them, and be able to demonstrate
understanding of global and international perspectives on trade, immigration
and capital flows.
Outcome: Students will be able to demonstrate understanding of literary Outcome: Students will be able to demonstrate understanding of the foundation,
masterpieces and their ability to help us develop a critical consciousness of methodology, theory, and phenomena of the fields of physiological, perceptual,
our experience–personal, social, cultural, historical, as well as aesthetic. cognitive, social, clinical, and developmental psychology.
Social & Political Philosophy PHIL 182 Gender and Sex Differences and Similarities PSYC/WOST 238
This course will investigate one of the central questions Skill Area: This course focuses on the development of cultural, Skill Area:
of philosophy and social theory: How should we, as Critical thinking societal, and self-understanding (societal and cultural Critical thinking
human beings, live together? Ethical awareness knowledge) by exploring the complexity of culture-
specific social constructions of gender and how these
Outcome: Students will be able to demonstrate understanding of the constructions influence our ideas about what it means
complex structures involved in social existence, sensitivity to the way different to be a man or woman in contemporary society.
views of the social good affect judgments of their worth and effectiveness, and
an understanding of the way these structures affect the life of the individual. Outcome: Students will be able to demonstrate understanding of how historical
context influences science, and how context-specific political forces shape what is
Culture and Civilization PHIL 188 thought of as “scientific knowledge.”
This course examines the nature, causes, and possible Skill Area:
future development of human culture and civilization. Critical thinking
Outcome: Students will be able to demonstrate understanding of themselves Outcome: Students will be able to demonstrate understanding of the geography,
as human beings and how different forces and ideas affect their own society history, and people of Chicago.
and culture.
Sociology of Sex and Gender SOCL 271/
Social Problems SOCL 121 This course explores the social organization of WOST 371
This course is an opportunity to examine major issues Skill Area: sex and gender. Skill Area:
facing society. Quantitative analysis Critical thinking
Outcome: Students will be able to critically examine the impact of a social Outcome: Students will be able to situate their pre-conceived experiences of
problem and its possible solutions, to integrate knowledge gleaned from a variety the naturalness of gender in a particular historical and cultural context.
of disciplines, to find and utilize relevant data and research in defining issues and
solutions, and to view social problems from macro and micro perspectives as a Social Welfare and Services I SOWK 201
means of applying workable solutions for the issues facing society. The first of two courses in the Social Welfare Policy and Skill Area:
Services component, this course stresses the societal Critical thinking
Race and Ethnic Relations SOCL 122 and institutional forces and structures which influence Ethical awareness
This course examines the development of culture, Skill Area: the practice and profession of social work in Communication
society, and self-understanding by exploring the social Critical thinking contemporary United States and other Western (written/oral)
construction of race in the United States of America, industrialized societies.
and how these ideas of race affect interpersonal relations
and, most importantly, influence laws, policies, and practices Outcome: Students will be able to demonstrate understanding of how different
which differently affect racial and ethnic communities. contexts and historical factors have shaped the emergence of the modern welfare
state and the social service professions.
Outcome: Students will be able to demonstrate understanding of the condi-
tions which have, historically, worsened racial tensions, as well as when and how Issues in Feminism WOST 201
social movements have been successful at eradicating racially oppressive laws and This course is an introduction to women’s studies, Skill Area:
working towards a just society. exploring the nature, function, and scope of the field. Critical thinking
Outcome: Students will be able to demonstrate understanding of the ideas
that gender is a social construction; that gender is necessarily a critical factor
in personal identity, human relationships, and social power; the historical
subordination of women; the intersection of gender, race, and class; and
the praxis of this knowledge and a commitment to social justice.
Outcome: Students will be able to articulate the general outline of the histori-
cal evolution of the Protestant tradition, including key individuals, transitions, and
points of controversy, and define and discuss key Protestant concepts, ideals, and
values, as well as Protestant debates about these.
Christianity Through the Ages THEO 181 Outcome: Students will be able to demonstrate understanding of ethical
The course examines the history of Christian thought. Skill Area: comprehension, analysis, and decision-making within the context of select
The primary goal of this course is to investigate the major Critical thinking theological and religious traditions.
interactions between Christian thought and practice and
the cultures that it has been a part of in its two thousand Moral Problems THEO 192
year history. This variable topics course provides an introduction to Skill Area:
theological and religious ethics through attention to a Critical thinking
Outcome: Students will be able to demonstrate understanding of the important select number of moral problems. Ethical awareness
figures, periods, central texts, beliefs, ethical understandings, and practices of the
Christian tradition, as well as Christianity’s role in the contemporary world. Outcome: Students will be able to demonstrate understanding of ethical
c omprehension, analysis, and decision-making within the context of select
theological and religious traditions.
Outcome: Students will be able to demonstrate understanding of the most Outcome: Students will be able to demonstrate understanding of the central
important Muslim scriptures, the general outline of the historical evolution of Islam, texts, beliefs, ethical understandings, and practices of at least three Asian religions.
the key Islamic concepts, terms, values, and religious practices, and the diversity
within Islam in terms of sectarian, regional, and historical developments.
Competencies: By way of example, Loyola graduates should be able to: Outcome: Students will be able to demonstrate understanding of traditional
Recognize the need for ethical judgment. moral theories in a health care framework, as well as the varieties of ethical
Distinguish alternative courses of action. challenges facing contemporary health care.
Articulate the relevant ethical values, principles, rights, and virtues from
the point of view of each stakeholder. Business Ethics PHIL 185
Formulate and support an ethical judgment. This course is an introduction to ethics which focuses on Skill Area:
Compare and contrast ethical theories and evaluate them in terms ethical issues in the world of business and commerce. Critical thinking
of strengths and weaknesses. Ethical awareness
Outcome: Students will be able to examine and assess various ethical theories
Ethics Courses and apply those theories to ethical issues in business.
Ethics and Communication CMUN 217 Ethics and Education PHIL 186
This course introduces students to the study of the ethical Skill Area: This course examines philosophical ethics as it informs Skill Area:
choices inherently involved in every intentional act Critical thinking and guides the activity of teaching. Critical thinking
of communication. Ethical awareness Ethical awareness
Outcome: Students will be able to discern ethical communication issues, Outcome: Students will be able to examine and assess various ethical theories,
describe how moral principles play out in actual situations, and articulate and and apply those theories to ethical issues in teaching.
understand the thinking process in such matters.
ENVIRONMENTAL ETHICS PHIL 187
Ethics PHIL 181 The course will look at various philosophical and ethical Skill Area:
This course is a general introduction to ethics or Skill Area: views on the relationship between humans and the Critical thinking
moral philosophy. Critical thinking natural world. Topics may include: pollution, animal rights, Ethical awareness
Ethical awareness and natural resources.
Outcome: Students will be able to demonstrate understanding of criteria Outcome: Students will develop critical thinking skills and gain knowledge in
for choosing between conflicting ethical theories, moral disagreement, the the areas of philosophy and ethics. Students will have opportunities to analyze,
justification of moral judgments, and the application of ethical standards to evaluate, work as team members, and engage with the community on environmental
practical decision-making and ethical questions that arise in everyday life. topics and so will be able to engage civic and leadership activities.
MORAL PROBLEMS: ECOLOGY THEO 184 III. VALUES ACROSS THE CURRICULUM
This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
regarding ecology. Ethical awareness
Incoming transfer students should consult with their Loyola Advisors for an Diversity Courses
explanation of how Loyola credit is awarded for previous values courses.
III. VALUES ACROSS THE CURRICULUM III. VALUES ACROSS THE CURRICULUM
68 69
Introduction to Cultural Anthropology ANTH 102 The Marcella Niehoff
This course studies how many factors (beliefs, rituals, Value: School of Nursing
social structure, economic structure, political structure) Diversity in the
is the largest Jesuit
integrate to define culture in the broad sense and how U.S. or world
they vary in the context of different cultures (or societies) nursing school in
in a more narrow sense. the nation, and
offers top-rated
Outcome: Students will be able to demonstrate the skills necessary for the nursing programs
study of culture, including the completion of an ethnography.
at all levels, as well
as programs in
Biological Basis for Human Social Behavior ANTH 103
dietetics and
This course examines the possible biological bases of Value:
modern human behavior, from a strongly scientific and Diversity in the health systems
multi-disciplinary perspective. U.S. or world management.
III. VALUES ACROSS THE CURRICULUM III. VALUES ACROSS THE CURRICULUM
70 71
African American Literature ENGL 282 U.S. History Since 1865 HIST 112
This course focuses on the study of texts written by and/or Value: This course is an introduction to the history of the United Value:
about African Americans; authors may include Douglass, Diversity in the States from the end of the Civil War to the present. Diversity in the
Wright, Baldwin, Hughes, Hurston, Morrison, and Walker. U.S. or world U.S. or world
Outcome: Students will be able to demonstrate understanding of the particular Outcome: Students will be able to demonstrate historical understanding of the
significance of literacy and writing to African Americans, a group for whom textual growth and development of modern industrial society; the development of the
production served a variety of purposes. general welfare state; the emergence of the United States as a world power; the
debate over civil rights and civil liberties; and the evolution of the political culture
American Pluralism HIST 103 of the United States.
This course is an introduction to history as a discipline, Value:
and an analysis of the origins, development, and structure Diversity in the South Asian Literature in Translation LITR 243
of the United States as a pluralistic and multiracial society U.S. or world This course examines literary and historical readings to Value:
from 1609 to the present. provide an overview of South Asian society and culture, Diversity in the
and focuses on issues of caste, communalism, and U.S. or world
Outcome: Students will be able to demonstrate historical understanding gender in South Asia.
of the development of the United States as a pluralistic society and to conduct
historical investigations. Outcome: Students will be able to demonstrate understanding of literary
traditions and expressions of South Asia.
Global Perspectives on History
from 1500 to the Present HIST 104
This course deals with the emergence of the modern Value:
world by describing and analyzing the encounters and Diversity in the
interactions between and among various political entities, U.S. or world
cultures, and societies that have over the last several
centuries produced this world.
III. VALUES ACROSS THE CURRICULUM III. VALUES ACROSS THE CURRICULUM
72 73
Social Psychology PSYC 275
This course is an introduction to the field of social Value:
psychology, which seeks to understand human behavior Diversity in the
by viewing it within its social and cultural context. U.S. or world
Nearly 120,000
Outcome: Students will be able to demonstrate understanding of cultural and
Loyola alumni are social group differences, which is critical to the development of inter-cultural
located in all 50 understanding and the reduction of inter-group (or inter-cultural) conflict.
states and in 120
foreign countries. Gender and Sex Differences and Similarities PSYC/WOST 238
This course focuses on the development of cultural, Value:
societal, and self-understanding (societal and cultural Diversity in the
knowledge) by exploring the complexity of culture-specific U.S. or world
social constructions of gender and how these constructions
influence our ideas about what it means to be a man or
woman in contemporary society.
III. VALUES ACROSS THE CURRICULUM III. VALUES ACROSS THE CURRICULUM
74 75
Race and Ethnic Relations SOCL 122 Religion in America THEO 174
This course examines the development of cultural, society, Value: This course provides an introduction to religion in the Value:
and self-understanding by exploring the social construction Diversity in the United States of America and explores the impact of the Diversity in the
of race in the United States of America, and how these U.S. or world American culture upon very diverse religious traditions U.S. or world
ideas of race affect interpersonal relations and, most and religious movements as well as the contributions of
importantly, influence laws, policies, and practices which various faith traditions to the American culture.
differently affect racial and ethnic communities.
Outcome: Students will be able to demonstrate understanding of the numerous
Outcome: Students will be able to demonstrate understanding of the condi- religions practiced in the United States of America, as well as the American context
tions which have, historically, worsened racial tensions, as well as when and how and the ways “world” religions have adapted to this context. Students will also
social movements have been successful at eradicating racially oppressive laws and be able to demonstrate understanding of the relationship between religion and
working towards a just society. politics and culture in the contemporary U.S.
Chicago: Growth of a Metropolis SOCL 125 African American Religious Experience THEO 176
This course explores the development of Chicago region Value: This course is an introduction to the study of African Value:
from the 1830s to the present day. Diversity in the American religious traditions which examines African Diversity in the
U.S. or world American religious experiences through an examination U.S. or world
of history, culture, and the experiences of African
Outcome: Students will be able to demonstrate understanding of the American leaders.
geography, history, and people of Chicago.
Outcome: Students will be able to analyze and interpret the lives, beliefs,
Religion and Society SOCL 245 and practices which are shaping the development of African-American reli-
This course examines how religion and society interact. Value: gious traditions. They will be able to demonstrate knowledge of the historical
Diversity in the development of these religious traditions, as well as knowledge of the
U.S. or world intersections between the religious experiences of the African American
communities and various social, political, economic, cultural, and ethical issues.
Outcome: Students will be able to demonstrate understanding of how individual
behavior, organizations, and society as a whole are affected by religious ideas and World Religions THEO 177
institutions, and how religion is itself changed by its encounter with changing This course will provide introduction to major Value:
social circumstances. world religions. Diversity in the
U.S. or world
Sociology of Sex & Gender SOCL 271
This course explores how sex, gender, and sexuality are Value: Outcome: Students will be able to demonstrate understanding of at least
socially constructed, and examines the relationship Diversity in the four important world religions, including at least one Western (Abrahamic)
between gender, gender inequalities, and major social U.S. or world and one Eastern (Indian or Chinese) tradition.
institutions including education, the media, the work place,
and the family. Women and Religion THEO 178
This course will study the role of women in at least one Value:
Outcome: Students will be able to situate their pre-conceived experiences (if not more) of the major world religious traditions. Diversity in the
of the naturalness of gender in a particular historical and cultural context. U.S. or world
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Introduction to Islam THEO 195 Religions of Asia THEO 199
This course will provide an introduction to Islam. Value: This course provides an introduction to Asian Value:
Diversity in the religious traditions. Diversity in the
U.S. or world U.S. or world
Outcome: Students will be able to demonstrate understanding of the most Outcome: Students will be able to demonstrate understanding of the central
important Muslim scriptures; the general outline of the historical evolution of Islam; texts, beliefs, ethical understandings, and practices of at least three Asian religions.
the key Islamic concepts, terms, values, and religious practices; and the diversity
within Islam in terms of sectarian, regional, and historical developments. Issues in Feminism WOST 201
This course is an introduction to women’s studies, Value:
Introduction to Hinduism THEO 196 exploring the nature, function, and scope of the field. Diversity in the
This course provides an introduction to Hinduism. Value: U.S. or world
Diversity in the
U.S. or world Outcome: Students will be able to demonstrate understanding of the ideas
that gender is a social construction; that gender is necessarily a critical factor
Outcome: Students will be able to demonstrate understanding of the in personal identity, human relationships, and social power; the historical
most important Hindu scriptures; the general outline of the historical evolution subordination of women; the intersection of gender, race, and class; and the
of Hinduism; the key Hindu concepts, terms, values, and religious practices; praxis of this knowledge and a commitment to social justice.
and the basic narratives and imagery associated with some of the most important
Hindu deities.
Introduction to Buddhism THEO 197
This course provides an introduction to Buddhism. Value:
Diversity in the
U.S. or world
Outcome: Students will be able to demonstrate understanding of the most Loyola is the U.S.
important Buddhist scriptures; the general outline of the historical evolution of host university for
Buddhism, including its different major branches; and the key Buddhist concepts, the Beijing Center, which
terms, values, and religious practices. provides Jesuit univer-
sity students with premier
Jews and Judaism in the Modern World THEO 198 comprehensive education
This course examines the reshaping of Judaism in Value:
about China.
response to the challenges of modernity, focusing Diversity in the
primarily on one hundred and fifty years of European U.S. or world
Jewish history, from the mid-eighteenth century to the
turn of the twentieth century, in order to study the
foundations of religious, intellectual, and social trends
characteristic of modern Judaism.
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Understanding and Promoting Justice (1 course) Bioethics Interdisciplinary Seminar BIET 395
This course aims to enable students to connect the Value:
disciplines of science and ethics and to think critically Understanding and
Learning Outcome: Develop a broad understanding of the
and creatively about the moral implications and promoting justice
origins and characteristics of issues relating to economic, political, and
presuppositions of science and technology.
social justice and their effects on humanity and the environment;
know how to promote justice in the world.
Outcome: Students will learn various conceptions of justice and will be able exhibit
their awareness and sensitivity to justice concerns, their familiarity with various sens-
The understanding and pursuit of justice includes many areas: economic,
es of justice, their ability to thoroughly analyze justice implications, and their willing-
environmental, political, and social. Students should be able to develop a broad
ness to make recommendations for how to practice science in the most just way.
understanding of the origins and characteristics of contemporary issues relating
to economic, political, and social justice; their effects on humanity and the
environment; and to know how to promote justice in the modern world. The Ethics and Communication CMUN 217
curriculum’s broad outcomes ought to allow many opportunities for faculty in all This course introduces students to the study of the Value:
disciplines to teach, and students from any major to learn, about contemporary ethical choices inherently involved in every intentional Understanding and
issues of justice. act of communication. promoting justice
Competencies: By way of example, Loyola graduates should be able to: Outcome: Students will be able to discern ethical communication issues, describe
Demonstrate an understanding of diverse fields of intellectual thought regarding how moral principles play out in actual situations, and articulate and understand
ideal and actual societies and the goals, values, virtues, and conceptions the thinking process in such matters.
of justice.
Analyze and appraise the functions and impacts of specific social practices, Human Values in Literature ENGL 290
organizations, and policies established in the name of social justice. This variable topics course focuses on a perennial Value:
Articulate a personal philosophy of responsibility to promote a more just psychological or philosophical problem facing the Understanding and
and humane society within a sustainable global environment. individual as exemplified in literary works, e.g., the promoting justice
Recognize the challenges and opportunities offered by scientific, technological, passage from innocence to experience, the problem of
and industrial developments, as well as population trends, and their implications death, and the idea of liberty.
for us as engaged national and global citizens.
Develop a broad understanding of the origins and characteristics of Outcome: Students will be able to demonstrate understanding of the ability
contemporary issues relating to economic, political, and social injustice and of literature to express the deepest and most abiding concerns of human beings,
their effects on humanity and the environment. and how literary works come to be.
The Evolution of Western Ideas and HIST 102
Understanding and Promoting Justice Courses Institutions from the 17th Century Value:
This course is an introduction to history as a discipline, and Understanding and
Humans and Their Natural Environment: an analysis of the development and structure of Western promoting justice
Past and Present ANTH 104 civilization from the 17th century to the present day.
This course is an introduction to global human ecology Value:
and concentrates on how we as humans affect global Understanding and Outcome: Students will be able to demonstrate historical understanding of the
ecosystems and how these changes can impact our promoting justice period and to conduct historical investigations.
behavior, health, economics, and politics.
Social & Political Philosophy PHIL 182
Outcome: Students will be able to draw connections between basic ecological This course will investigate one of the central questions of Value:
processes and the global patterns of human population growth, health and disease, philosophy and social theory: How should we, as human Understanding and
inequality and poverty, subsistence strategies, and land use and technology. beings, live together? promoting justice
Outcome: Students will be able to examine and assess various ethical theories, MORAL PROBLEMS: WAR AND PEACE THEO 183
and apply those theories to ethical issues in teaching. This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
Culture and Civilization PHIL 188 regarding war and peace. Ethical awareness
This course examines the nature, causes, and possible Value:
future development of human culture and civilization. Understanding and Outcome: Students will be able to demonstrate understanding of ethical
promoting justice c omprehension, analysis, and decision-making within the context of select
theological and religious traditions.
Outcome: Students will be able to demonstrate understanding of the various
approaches to the philosophical study of human culture and civilization. MORAL PROBLEMS: ECOLOGY THEO 184
This course provides an introduction to theological and Skill Area:
Political Justice PLSC 301 religious ethics through attention to ethical issues Critical thinking
This course explores what justice requires through the Value: regarding ecology. Ethical awareness
works of several important contemporary theorists. Our Understanding and
primary focus will be the problem of distributive justice– promoting justice Outcome: Students will be able to demonstrate understanding of ethical
who should get what, and how much–but we will also comprehension, analysis, and decision-making within the context of select
examine the provisions of just war theory. theological and religious traditions.
Outcome: Students will be able to demonstrate an understanding of diverse Moral Problems THEO 192
fields of intellectual thought regarding ideal and actual societies and the goals, This variable topics course provides an introduction to Value:
values, virtues, and conceptions of justice. theological and religious ethics through attention to a Understanding and
select number of moral problems. promoting justice
Psychology and Law PSYC 372
This course introduces the student to the areas of overlap Value: Outcome: Students will be able to demonstrate understanding of ethical
between psychology and law. Topics such as the role of Understanding and comprehension, analysis, and decision-making within the context of select
psychologists in legal settings, the accuracy of eyewitness promoting justice theological and religious traditions.
testimony, jury processes, disorders such as Rape Trauma
syndrome and Battered Spouse Syndrome, the effects of
pre-trial publicity, the accuracy of polygraph examinations,
and the insanity defense will be discussed.
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Understanding Spirituality or Nursing as Vocation GNUR 110
Faith in Action in the World (1 course) This course examines the practice of professional nursing Value:
as a “calling,” and students will have the opportunity Spirituality or
through reflection and discussion to identify their own Faith in action
Learning Outcome: Evaluate the significance of faith traditions
spirituality and how it will affect their calling.
and spiritual formation in life-long actions and decisions; assist each
student to better understand his or her own beliefs or faith traditions
Outcome: Students will be able to identify nursing as their “calling;” identify the
intellectually and in practice; overcome cultural barriers that hinder
roles of the nurse in the health of the community; explore the profession of nursing
his or her faith journey and spiritual growth; and search for his or her
in light of personal gifts, values, skills, and desires; discover the impact a professional
calling or vocation in life.
nurse can have on the well-being of the whole person, and identify ethical issues
and trends in nursing today.
The Jesuit Catholic tradition emphasizes the role of spirituality and faith in
shaping the person. It is part of the heritage of the Jesuit Catholic educational
experience to assist students in their spiritual growth and faith journey by fostering Philosophy of Religion PHIL 171
appreciation and application of faith traditions and actively pursuing the ideal of This course explores the development, not only of some Value:
living as a person for others. The curriculum ought to assist each student to better classic positions within the philosophy of religion, but also Spirituality or
understand his or her own beliefs or faith traditions intellectually and in practice, to of how these views have affected the formulation of Faith in action
overcome cultural barriers that hinder his or her faith journey and spiritual growth, more contemporary discussions.
and to search for his or her calling or vocation in life. These overarching objectives
are designed both to assist students in recognizing and living out their personal Outcome: Students will be able to demonstrate understanding of the enterprise
beliefs or faith traditions and to teach the impact of one’s own beliefs on life-long of using reason, broadly construed, to articulate issues arising out of religious belief
actions and decisions. and practice and to formulate and defend positions with respect to those issues.
Competencies: By way of example, Loyola graduates should be able to: Culture and Civilization PHIL 188
Demonstrate knowledge of and capacity to articulate the foundations This course examines the nature, causes, and possible Value:
of one’s own and others’ beliefs or faith traditions. future development of human culture and civilization. Spirituality or
Demonstrate how faith traditions or belief systems have been or can Faith in action
be elated to intellectual and cultural life.
Develop an ability to reflect upon the applications of one’s beliefs or Outcome: Students will be able to demonstrate understanding of the various
faith traditions to decisions in one’s personal, professional, and civic life. approaches to the philosophical study of human culture and civilization.
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The Church and the World THEO 105
This course provides an introduction to ways in which Value:
the Christian churches, and primarily the Roman Catholic Spirituality or
Church, understand and enact their identity in relation to Faith in action
the secular world of culture, economics, and politics, both
nationally and globally.
A baccalaureate Outcome: Students will be able to analyze and interpret contrasting Christian
education at Loyola understandings of the notion of original sin, and demonstrate knowledge,
emphasizes the with attention to historical development, of the central texts, beliefs, ethical
significance of a understandings, and practices of at least one religious tradition.
faith tradition
shaping lifelong
Theology of Sacraments THEO 106
This course studies the realities of Christian faith life as Value:
actions and
expressed and celebrated in the concrete rituals of the Spirituality or
decisions. Christian communities. Faith in action
Outcome: Students will be able to name and discuss some of the most impor- Outcome: Students will be able to analyze and interpret the lives, beliefs,
tant Jewish scriptures, articulate the general outline of the historical evolution of and practices which are shaping the development of African-American reli-
Classical Judaism, and define and discuss key concepts, terms, values, and religious gious traditions. They will be able to demonstrate knowledge of the historical
practices foundational to Classical Judaism. development of these religious traditions, as well as knowledge of the intersec-
tions between the religious experiences of the African American communities and
The Orthodox Christian Tradition THEO 173 various social, political, economic, cultural, and ethical issues.
This course provides an introduction to Value:
Orthodox Christianity. Spirituality or World Religions THEO 177
Faith in action This course will provide introduction to major Value:
world religions. Spirituality or
Outcome: Students will be able to name and discuss some of the most Faith in action
important Orthodox Christian scriptures, articulate the general outline of
the historical evolution of the Orthodox Christian Tradition, and define and Outcome: Students will be able to demonstrate understanding of at least four
discuss concepts, terms, values, and religious practices foundational to important world religions, including at least one Western (Abrahamic) and one
Orthodox Christianity. Eastern (Indian or Chinese) tradition.
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Women and Religion THEO 178 MORAL PROBLEMS: WAR AND PEACE THEO 183
This course will study the role of women in at least one Value: This course provides an introduction to theological and Skill Area:
(if not more) of the major world religious traditions. Spirituality or religious ethics through attention to ethical issues Critical thinking
Faith in action regarding war and peace. Ethical awareness
Outcome: Students will be able to demonstrate understanding of the Outcome: Students will be able to demonstrate understanding of ethical
influence of religion on gender roles, and how women in the contemporary c omprehension, analysis, and decision-making within the context of select
world are reinterpreting their religious traditions. theological and religious traditions.
Roman Catholicism THEO 179 MORAL PROBLEMS: ECOLOGY THEO 184
This course provides an introduction to Roman Catholicism. Value: This course provides an introduction to theological and Skill Area:
Spirituality or religious ethics through attention to ethical issues Critical thinking
Faith in action regarding ecology. Ethical awareness
Outcome: Students will be able to demonstrate understanding of the most Outcome: Students will be able to demonstrate understanding of ethical
important Roman Catholic beliefs; the historical evolution of Roman Catholicism; comprehension, analysis, and decision-making within the context of select
the key Roman Catholic concepts, terms, values, and religious practices; and the theological and religious traditions.
main lines of current Roman Catholic debates about its identity in today’s world.
Moral Problems THEO 192
THEOLOGY & INTERDISCIPLINARY STUDY THEO 180 This variable topics course provides an introduction to Value:
This course has two guiding features: a) that it present Skill Area: theological and religious ethics through attention to a Spirituality or
knowledge from the field of theological and/or religious Critical Thinking select number of moral problems. Faith in action
studies focused on a topic of importance to an
undergraduate student body; b) that in the consideration Outcome: Students will be able to demonstrate understanding of ethical
of this topic it take an interdisciplinary approach. comprehension, analysis, and decision-making within the context of select
theological and religious traditions.
Outcome: The student who successfully completes this course will be able
to demonstrate knowledge about religion and its intersections with selected Christian Marriage THEO 193
contemporary ethical, social, political, economic, or cultural issues. This course examines the Christian understanding Value:
of marriage. Spirituality or
Christianity Through the Ages THEO 181 Faith in action
This course examines the history of Christian thought. The Value:
primary goal of this course is to investigate the major Spirituality or Outcome: Students will be able to demonstrate understanding of ethical
interactions between Christian thought and practice and Faith in action principles used to evaluate particular issues relevant to the understanding of the
the cultures that it has been a part of in its two Christian tradition of marriage, such as homologous in vitro fertilization, artificial
thousand year history. birth control, indirect abortion (pregnant woman seeking treatment for cancer), etc.
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Introduction to Hinduism THEO 196 Promoting Civic Engagement
This course provides an introduction to Hinduism. Value: or Leadership (1 course)
Spirituality or
Faith in action
Learning Outcome: Promote leadership development and civic
engagement so that students have the knowledge, skills, and abilities
Outcome: Students will be able to demonstrate understanding of the most
to become ethical and innovative members of the workforce; assume
important Hindu scriptures, the general outline of the historical evolution of
leadership roles in their chosen organizations; and make a positive
Hinduism, the key Hindu concepts, terms, values, and religious practices, and
difference in the workplace and their communities.
the basic narratives and imagery associated with some of the most important
Hindu deities.
A significant element of Loyola’s Jesuit Catholic heritage is a focus on develop-
ing within each student the capacity for leadership expressed in service to others.
Introduction to Buddhism THEO 197 Consistent with that heritage, the curriculum should provide students, regardless
This course provides an introduction to Buddhism. Value: of major, with the knowledge, skills, and abilities that will prepare them to become
Spirituality or ethical and innovative members of the workforce; to assume leadership roles in
Faith in action their chosen organizations; and to make a positive difference in the work place and
their communities through civic engagement.
Outcome: Students will be able to demonstrate understanding of the most
important Buddhist scriptures; the general outline of the historical evolution of Competencies: By way of example, Loyola graduates should be able to:
Buddhism, including its different major branches; and the key Buddhist Identify models of leadership and civic engagement, both current and historical.
concepts, terms, values, and religious practices. Demonstrate an understanding of the ethical responsibilities of leadership and its
relationship to the Jesuit tradition.
Jews and Judaism in the Modern World THEO 198 Apply analytical and reflective tools to assess situations and recognize leadership
This course examines the reshaping of Judaism in response Value: possibilities and opportunities for civic engagement.
to the challenges of modernity, focusing primarily on one Spirituality or Articulate a vision that can empower and inspire others.
hundred fifty years of European Jewish history, from Faith in action Demonstrate effective team-building skills.
the mid-eighteenth century to the turn of the twentieth Evaluate the leadership style of self and others.
century, in order to study the foundations of religious, Engage in the community through activities effecting positive change in society
intellectual, and social trends characteristic of and the environment.
modern Judaism.
Outcome: Students will be able to demonstrate understanding of the central Civic Engagement and Leadership Courses
texts, beliefs, ethical understandings, and practices of Modern, as distinct from
Classical, Judaism. In particular, students will be able to demonstrate understanding History Internship HIST 398
of the nature of “modernity” and Jewish responses to it, the changes that Judaism This course provides students with valuable professional Value:
underwent in the Modern period, and some of the most important individuals and experience as an intern in public and private institutions Promoting civic
ideas of Modern Judaism. engaged in history-related projects. engagement or
leadership
Religions of Asia THEO 199
This course provides an introduction to Asian Value: Outcome: Students will learn models of leadership on-site from the role models
religious traditions. Spirituality or provided by supervisors who are leaders in their areas of expertise; demonstrate
Faith in action understanding of the ethical responsibilities of leadership and its relationship to
the Jesuit mission; demonstrate effective team-building skills; and use their skills
Outcome: Students will be able to demonstrate understanding of the central and knowledge as historians to serve a variety of contemporary needs.
texts, beliefs, ethical understandings, and practices of at least three Asian religions.
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International Studies Internship INTS 370 Environmental Sustainability NTSC 180
This course permits students to gain professional Value: This course examines the area of environmental science Value:
experience in non-profit organizations, government Promoting civic relative to the impact that humans as consumers have on Promoting civic
agencies and private companies that deal with engagement or the environment and how these interactions affect the engagement or
international issues. leadership probability of establishing sustainability for human and leadership
non-human inhabitants of planet Earth.
Outcome: Students will be able to demonstrate understanding of the ethical
responsibilities of leadership and its relationship to the Jesuit mission, and engage Outcome: Students will be able to analyze specific environmental issues related to
in the community through activities effecting positive change in society and sustainability and to reflect upon how and to what extent our individual behaviors
the environment. impact the problem and the potential for individual change and civic engagement.
Math for Elementary Teachers I MATH 147/CIEP 104 ENERGY AND ENVIRONMENT NTSC 273
This is the first of a two course sequence which provides Value: This course will introduce the basic knowledge that has Skill Area:
the fundamental knowledge base for teaching elementary Promoting civic been developed, as well as the underlying processes and Critical thinking
school mathematics. engagement or laws, that govern the nature of energy and its interactions.
leadership This will include an introduction to fundamental physics
concepts including work, power, motion, forces, heat,
Outcome: Students will gain the knowledge, skills, and abilities that will pre- and energy.
pare them to become ethical and innovative teachers; assume leadership roles
in education; and learn to make a positive difference in the lives of underserved Outcome: Students will be introduced to the thinking and methodology used
children through civic engagement. by scientists in this field to gain an understanding of how science builds a logical
structure of theories and laws, and how these constructs are then applied. This
Microenterprise Consulting MGMT 335 requires that students use both cognitive and quantitative skills. There will be
This is a service-learning course for students majoring in Value: opportunities to analyze data in this field allowing students to draw valid, logical
business. This course is an introduction to the concept of Promoting civic conclusions regarding various observed phenomena.
microenterprise as an economic development strategy, engagement or
the craft and ethics of consulting, building a business leadership
plan, and the field of microfinance.
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Political Science Internship PLSC 370
This course allows students to earn course credit toward Value:
the major or minor in Political Science while gaining Promoting civic
valuable professional experience as an intern in engagement or
governmental or private (profit and non-profit) leadership
The Loyola
institutions serving the public.
Undergraduate
Research Outcome: Students will be able to demonstrate an understanding of the ethical
Opportunities responsibilities of civic engagement in its relationship to the Jesuit tradition and to
Program (LUROP) engage in the community through activities effecting positive social change.
strives to engage
students, regardless Internship in Human Services PSYC 390
This course requires students to complete at least Value:
of major or academic
100 clock hours of work on site at an organization or Promoting civic
standing, in a wide community agency that provides a human service. engagement or
range of research leadership
efforts with the
support of faculty Outcome: Students will demonstrate knowledge of many forms of human
service; understand ethical dilemmas they may encounter in human service work;
mentors.
understand how human service agencies operate; enhance interpersonal skills;
and draw connections between theory and practice.
Ethics and Education PHIL 186 Outcome: Students will develop their capacity to understand current realities;
This course examines philosophical ethics as it informs Value: gain the preparation to become better citizens of the urban world; demonstrate
and guides the activity of teaching. Promoting civic effective team-building skills; engage in the community through activities effecting
engagement or positive change in society and the environment; identify models of leadership and
leadership civic engagement; and demonstrate understanding of the ethical responsibilities
of leadership and its relationship to the Jesuit mission.
Outcome: Students will be able to examine and assess various ethical theories,
and apply those theories to ethical issues in teaching.
SOCIAL WORK PRACTICE II SOWK 340
This course will give students experience in the practice of Value:
ENVIRONMENTAL ETHICS PHIL 187 social work, with attention to its inherent values, such as Promoting civic
This course will look at various philosophical and ethical Value: civic engagement and leadership. engagement or
views on the relationship between humans and the natural Promoting civic leadership
world. Topics may include: pollution, animal rights, and engagement and
natural resources. leadership Outcome: Students will reflect on and apply classroom theory, and integrate this
with beginning practical skills in a social agency setting to effect change in the
communities and individuals the agency serves.
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Play Direction THTR 375
The course requires the application of skills accumulated Value:
through the completion of the Theatre Major requirements Promoting civic
to the multifaceted leadership role of the director in the engagement or
theatrical process. Students will direct a monologue, select leadership
a play script for production, develop a production concept,
stage a twenty-minute scene using student peers as actors,
and develop a detailed director’s promptbook.
Outcome: Students will be able to identify the basic concepts and skills in stage
directing; demonstrate an understanding of the social value and impact of writing,
acting, and production choices in a play; and gain an understanding of the various
choices and responsibilities involved in the direction of a play.
Learning Outcome: Demonstrate effective critical thinking skills Learning Outcome: Demonstrate information literacy.
and dispositions.
Information literacy is the foundation of lifelong learning. The rapidly changing
Critical thinking is, from many varied viewpoints, the measure of a liberal world of technology and the proliferation of information sources make information
education. Critical thinking serves as the foundation for all intellectual activity, literacy an essential ability if individuals are to be able to function successfully
including problem solving, inquiry, and decision-making. Opportunities to acquire in society.
and develop the cognitive skills and affective dispositions necessary for critical
thinking need to pervade the educational experience. Competencies: By way of example, Loyola graduates should be able to:
Demonstrate competency locating, evaluating, and using information obtained
Competencies: By way of example, Loyola graduates should be able to: from a variety of sources according to the following criteria: authority, accuracy,
Comprehend, paraphrase, summarize, and contextualize the meaning of varying objectivity, currency, and coverage.
forms of communication, including, but not limited to: written work (fiction and Demonstrate competence in using computer technologies (e.g. word
nonfiction), speech, film, visual art, multimedia, and music. processing, online discussion groups, software tools, library databases, and
Analyze relationships among statements, questions, concepts, descriptions, or other research resources).
other forms of representation intended to express beliefs, judgments, experience, Demonstrate knowledge of and ability to use a variety of methods, techniques,
reasons, information, or opinions. and databases in researching a topic.
Evaluate the strengths and weaknesses of varying points of view. Apply computer skills to information retrieval and communication in the
Generate new ideas, hypotheses, opinions, theories, questions, and proposals; process of problem solving, and decision-making.
and develop strategies for seeking and synthesizing information to support an Articulate an understanding of the positive and negative social impacts
argument, make a decision, or resolve a problem. of modern information systems.
Construct cases, adapted to appropriate audiences, contexts, fora, and media, in
support of reasoned judgments, and to engage in a process of argument and
counterargument in order to express and test those judgments. Quantitative and Qualitative Analysis
Monitor individual thinking or behavior in order to question, confirm, validate, and Research Methods
or correct it.
Learning Outcome: Demonstrate understanding of quantitative
and qualitative analysis and research methods.
Ethical Awareness and Decision-Making
Quantitative analysis enables one to understand and analyze quantitative informa-
Learning Outcome: Demonstrate ethical awareness, the ability tion presented in various formats. It involves reasoning by symbolic, numerical, or
to do ethical reflection, and the ability to apply ethical principles in geometrical means; determining various ways to solve problems;
decision-making. and predicting possible consequences. Qualitative analysis enables inquiry into
many aspects of society and the world that may be effectively measured through
Ethics enables a student to use specific capacities and skills to make qualitative methods appropriate to a discipline.
moral decisions. Students should develop, demonstrate, and act out their
ethical abilities. Competencies: By way of example, Loyola graduates should be able to:
Represent and interpret quantitative information symbolically, graphically,
Competencies: By way of example, Loyola graduates should be able to: numerically, verbally, and in written form.
Recognize the need for ethical judgment. Recognize the limitations of mathematical and statistical models.
Distinguish alternative courses of action. Develop an understanding of the nature and history of mathematics, its role
Articulate the relevant ethical values, principles, rights, and virtues from in scientific inquiry and technological progress, and its importance in dealing
the point of view of each stakeholder. with issues in the public realm.
Formulate and support an ethical judgment. Develop an understanding of the rudiments of statistics, including sampling
Compare and contrast ethical theories and evaluate them in terms of and hypothesis testing, and the uses of statistical reasoning in everyday life.
strengths and weaknesses. Recognize theories that underlie qualitative research.
Apply reliable and valid qualitative research methods.
Psychology Societal
Psychology of Crime and Justice Societal
Religious Studies Theological
Sociology Societal Special pull-out Chart goes here
Spanish Language and Literature Literary
Statistics Quantitative THIS PAGE IN THIS FILE DOES NOT PRINT OUT
Theatre Artistic
Theology Theological
Women’s Studies Societal
College and school requirements with credit hours in parens. Courses in bold have been approved for the
University Core and may double-count for Core and school requirements.
University Credit Communication (SOC) Business Education Professional
Core Requirements Hours Arts & Sciences (CAS) Administration (SBA) (SOE) Nursing (SON) Studies (SPS) Social Work (SSW)
College Writing Seminar
(& Written Communications) 3
Artistic Knowledge or Experience 3
Historical Knowledge 6 ELPS 219 (3) 8
Literary Knowledge or Experience 6
Quantitative Literacy 3 BBA students have 8 Nursing students STAT103 (3)
a Core exception have a Core exception See below for
for this requirement. for this requirement. non-Core
See required See required options.
course below. course below.
Philosophical Knowledge * 6 ELPS302 (3) 8
Scientific Literacy 6 8 Nursing students PSYC101 (3) and
have a Core exception NTSC103
for this requirement. or NTSC104 (3)
See required or NTSC109 (3)
course below.
Societal and Cultural Understanding 6 ECON201 (3) 8 PSYC101 (3) PLSC101 (3)
ECON202 (3) Nursing students SOCL101 (3)
are exempted from
the 2nd course.
See required
course below.
Theological & Religious Studies Knowledge * 6
*Ethics (courses must also be approved
within asteriked* areas above) 3 PHIL185 (3) 8
Total 45
Notes:
1. CAS Writing Intensive (WI): 2 courses designated as writing-intensive. 5. SON Writing Intensive: 3 hours in major
Students cannot take 2 writing-intensive courses in the same semester. 6. SPS Writing: ENGL 310 is Advanced Writing: Business and Professional Writing
2. CAS Foreign Language: Students must demonstrate proficiency, through testing 7. SSW Writing Intensive: 3 hours in major, plus 3 hours within a student’s
or instruction, equivalent to 102-level coursework. undergraduate studies (Core, major, minor, elective)
3. SBA Writing Intensive: 3 hours from either ENGL 310, Advanced Business Writing or an 8. The School of Education requires specific core courses by major. Please check the following
approved SBA WI course, plus any 3-hour WI course. website for more information: http://www.luc.edu/education/academics_core_curriculum.shtml
4. SOE Writing Intensive: 3 hours in major
Chart approved by AAUPC and Provost, 11/9/04. Revised 4/7/05.
For more information, e-mail: core@luc.edu.
Each College or school has Credit Communication (SOC) Business Professional
Hours Arts & Sciences (CAS) Administration (SBA) Education (SOE) Nursing (SON) Studies (SPS) Social Work (SSW)
specific requirements for its
students which are listed here.
Writing Writing Writing Writing Writing
These courses do not count
Intensive (6) 1 Intensive (6) 3 Intensive (3) 4 Intensive (3) 5 ENGL310 (3) 6 Intensive (6) 7
for Core for Fall 2005. Contact
Foreign language CMUN101 (3) CMUN101 (3) CMUN101 (3) CRMJ316 or
your college advisor
proficiency PSYC304 or
for more information. comparable to SOCL301
completion of
102-level (0-6) 2
MATH131 or PSYC304 (3)
MATH161 (3)
CHEM152 (4)
BIOL152 (4)
BIOL153 (4)
PSYC 273 (3)
CMUN150 (3)
Notes:
1. CAS Writing Intensive (WI): 2 courses designated as writing-intensive. 5. SON Writing Intensive: 3 hours in major
Students cannot take 2 writing-intensive courses in the same semester. 6. SPS Writing: ENGL 310 is Advanced Writing: Business and Professional Writing
2. CAS Foreign Language: Students must demonstrate proficiency, through testing 7. SSW Writing Intensive: 3 hours in major, plus 3 hours within a student’s
or instruction, equivalent to 102-level coursework. undergraduate studies (Core, major, minor, elective)
3. SBA Writing Intensive: 3 hours from either ENGL 310, Advanced Business Writing or an 8. The School of Education requires specific core courses by major. Please check the following
approved SBA WI course, plus any 3-hour WI course. website for more information: http://www.luc.edu/education/academics_core_curriculum.shtml
4. SOE Writing Intensive: 3 hours in major
Chart approved by AAUPC and Provost, 11/9/04. Revised 4/7/05.
For more information, e-mail: core@luc.edu.
Artistic Knowledge and Experience 6 Quantitative and Qualitative Analysis and Research Methods 103
Quantitative Analysis 32
Artistic Knowledge and Experience Courses 6 Quantitative Analysis Courses 32
Request for Approval of Outside Coursework 113
College of Arts and Sciences Majors 107
Required Areas of Knowledge 4
College of Arts and Sciences Minors 109
Satisfying Core Outside the Core 106
College Writing Seminar 5
School of Business Administration Minors 110
College Writing Seminar Courses 5
School of Business Administration Majors 108
Communication Skills 101
School of Nursing Majors 108
Core Contact Information Back Cover
School of Social Work Minors 110
Core and Your Major 106
School Writing Intensive Requirements 111-112
Core and Your Minor 108
Scientific Literacy 34
Core, College, and School Requirements 111
Scientific Literacy Courses 34
Coursework at Other Universities 113
Skills Development 100
Critical Thinking Skills and Dispositions 102
Societal and Cultural Knowledge 46
Understanding in the US or World Diversity Courses 68
Societal and Cultural Knowledge Courses 46
Ethical Awareness and Decision-making Skills 102
Technological Literacy 104
Ethics 64
Theological and Religious Studies Knowledge 54
Ethics Courses 64
Theological and Religious Studies Knowledge Courses 54
Historical Knowledge 16
Understanding Diversity in the U.S. or World 69
Historical Knowledge Courses 16
Understanding and Promoting Justice 80
Information Literacy Skills 103
Understanding and Promoting Justice Courses 80
Introduction to the Core 2
Understanding Spirituality or Faith in Action 84
Knowledge Areas 5
Understanding Spirituality or Faith in Action Courses 84
Knowledge Area Requirements 5
Values Across the Curriculum 68
Limits on Outside Coursework 113
Values Areas 69
Literary Knowledge and Experience 23
Values Area Requirements 68
Literary Knowledge and Experience Courses 23
Majors Satisfying Core Areas 107
Minors Satisfying Core Areas 109
Philosophical Knowledge 41 LUC.edu/core core @ luc.edu
Philosophical Knowledge Courses 41
Promoting Civic Engagement or Leadership 93
Promoting Civic Engagement or Leadership Courses 93
114 115
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