L O Y O L A U N I V E R S I T Y C H I C A G O

Core Curriculum
Guide
Third Edition
Anthony Cardoza, PhD
Faculty Director
University Core Curriculum

For current Core information and

course listings, please visit the
Core Curriculum Web site at:
LUC.edu/core
 CONTENTS

I. Introduction to the Core 2

II . R equired Areas of Knowledge 4

College Writing Seminar 5
College Writing Seminar Course 5
Artistic Knowledge and Experience 6
Artistic Knowledge and Experience Courses 6
Historical Knowledge 16
Historical Knowledge Courses 16
Literary Knowledge and Experience 23
Literary Knowledge and Experience Courses 23
Quantitative Analysis 32
Quantitative Analysis Courses 32
Scientific Literacy 34
Scientific Literacy Courses 34
Philosophical Knowledge 41
Philosophical Knowledge Courses 41
Societal and Cultural Knowledge 46
Societal and Cultural Knowledge Courses 46
Theological & Religious Studies Knowledge 54
Theological & Religious Studies Knowledge Courses 54
Ethics 64
Ethics Courses 64

III. V alues Across the Curriculum 68

Understanding Diversity in the United States or the World 69
Diversity Courses 69
Understanding and Promoting Justice 80
Understanding and Promoting Justice Courses 80
Understanding Spirituality or Faith in Action in the World 84
Understanding Spirituality or Faith in Action Courses 84
Promoting Civic Engagement or Leadership 93
Promoting Civic Engagement or Leadership Courses 94

IV. Skills D evelopment 100

V. S atisfying Core outside the Core 106

Core and Your Major 107
Core and Your Minor 109
Loyola undergraduates frequently work
Core, College and School Requirements 111
alongside faculty on research and other Coursework at Other Universities 113
experiments in new and renovated facilities.
VI. I ndex 114

©2008 Loyola University Chicago

 I . I NTRODUCT I ON TO THE CORE

The Loyola University Chicago Core Curriculum seeks to play a key

­educational role in every Loyola student’s undergraduate experience.

The Core Curriculum focuses on learning outcomes in connection with

Knowledge Areas, Values, and Skills. In particular, the Core introduces ­students
to 10 central Knowledge Areas of university learning, with a ­consistent focus
on learning outcomes for those Areas. Core coursework develops students’
­understanding through knowledge and experience in the Knowledge Areas
of artistic, historical, literary, quantitative, scientific, societal and cultural,
­philosophical, theological, and ethical learning, plus written communication.

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.

This booklet provides an overview of Loyola University Chicago’s outcomes-

oriented Core Curriculum.

Anthony Cardoza, Ph.D.

Faculty Director, University Core Curriculum

 
 I I . REQU I RED A RE A S Knowledge Areas
OF K NOWLEDGE
For current Core Information and Knowledge Area
course listings, visit the Core Curriculum Website at:
www.luc.edu/core/coreknowledge.shtml
For more information, e-mail: core@luc.edu.
Required demonstrate effective written communication skills.
Required Areas of Knowledge Core Credit Go To
Courses Hours Page
College Writing Seminar 1 3 5
Artistic Knowledge and Experience 1 3 6
Historical Knowledge 2 6 16
Literary Knowledge and Experience 2 6 23
Quantitative Analysis 1 3 32
Scientific Literacy 2 6 34
Philosophical Knowledge * 2 6 41
Societal and Cultural Knowledge 2 6 46
Theological & Religious Studies Knowledge * 2 6 54
Ethics – * 1 course required among either the * * 64
Philosophical Knowledge or Theological &
Religious Studies Knowledge Areas
TOTAL 15 courses 45 hours
I I . REQU I RED A RE A S OF K NOWLEDGE
 
College Writing Seminar for
First-Year Students (1 course)
Learning Outcome: Demonstrate effective written
communication skills.
Communication is the process of expressing and exchanging ideas, values and
­feelings through a variety of media. Communication is the most powerful tool
that humans possess to promote understanding, knowledge and justice in the
world. The complexity of contemporary global society requires that individuals
Competencies: By way of example, Loyola graduates should be able to:
 Write clearly and effectively using standard written English.

 Effectively use the writing process from brainstorming through peer review to
revision and final editing.
 Articulate, organize, and support positions clearly and persuasively
in written form.
 Use writing effectively as a method of inquiry (i.e., “writing to learn”).
 Read texts carefully and critically (e.g., ability to paraphrase, summarize,
compare, and synthesize).
 Recognize how various perspectives inform interpretations.
 Tailor discourse to specific audiences and to specific rhetorical purposes.
 Recognize the various tasks involved in research, including formulating and
developing a thesis, locating sources and assessing their credibility, and
­incorporating sources as evidence to support or qualify claims.
 Use and document source materials of all kinds appropriately and ethically.
 Recognize the rhetorical dimensions of and requirements for writing in
multiple media.
 Reflect on one’s own development as a writer and as a reader.
College Writing Seminar Courses
College Writing Seminar UCWR 110
This course instructs students in writing composition Skill Area:
at the collegiate level. Communication
(written)
Outcome: Students will be able to produce
college-level papers and demonstrate understanding
of the composition process.
I I . REQU I RED A RE A S OF K NOWLEDGE
 Artistic Knowledge and Experience (1 course)
Learning Outcome: Demonstrate knowledge of, or ­experience in,
artistic traditions and expressions.
The study of art is essential for a complete education of the whole person because
it fosters a search for truth and a respect for the human person. Artistic expression
and knowledge in the core curriculum encourages students to develop critical hab-
its of the mind and ethical standards of behavior in their preparation for life.
The core curriculum will provide students with the opportunity to engage in the
arts, through creative processes as well as through formal study; and to explore
non-linear modes of thinking, problem-solving and expression. “Art” is understood
to encompass any and all forms of artistic expression, including but not limited to,
music, theater, film, and visual and plastic arts.
Competencies: By way of example, Loyola graduates should be able to:
 Study, create, or participate in the creation or performance of some forms of
­artistic expression as a means of exploring human experience and understanding
the creative process.
 Demonstrate visual and aural literacy.
 Acquire the critical and technical vocabulary enabling them to describe and
­analyze, and formulate an argument about, artistic productions.
 Assess how formal qualities of artistic expression are intrinsically tied to an
­audience.
 Examine multiple interpretive possibilities of any artistic production, and know
that such interpretations both reflect the culture that produced them and change
over time.
 Evaluate works of art in light of aesthetic and historic precedent.
 Recognize and participate in the artistic-cultural life of their communities.
 Acquire collaborative skills through group problem-solving and negotiation.
Artistic Knowledge and Experience Courses
The Art of Ancient Greece CLST 306
This course is an introduction to the art Skill Area:
of the ancient Greeks from the Bronze Age Critical thinking
through the Hellenistic period (to c. 50 B.C.E.).
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.
I I . REQU I RED A RE A S OF K NOWLEDGE
 
The Art of the Roman World CLST 307
This course is an introduction to the art of the Roman Skill Area:
world from c. 1000 B.C.E. to about AD 400. Critical thinking
Outcome: Students will be able to better describe and analyze ancient Roman
era art and to formulate arguments and interpretations about how and why such
art was produced and how it may be interpreted.
BALLET I – INTRODUCTION TO BALLET DANC 111
2 credit hours Skill Area:
This course is an introduction to the concepts and Communication
vocabulary at the foundation of classical ballet. An (visual and
introductory dance class provides students with the non-verbal)
opportunity develop cognitive, psychomotor and Critical thinking
affective skills. Psychomotor
Outcome: Students demonstrate competency on an immediate basis as they
physically perform continuously throughout the lesson. Dance refines critical think-
ing skills through ongoing problem solving, arranging and connecting patterns,
experience of cause/effect, understanding the relationship of parts to the whole,
continuous assessment and integration of domains. Students will experience
opportunities for grace and expressiveness in movement communication.
MODERN I – INTRODUCTION TO MODERN DANCE DANC 121
2 credit hours Skill Area:
This course is an introduction to the concepts and Communication
vocabulary at the foundation of classical modern dance (visual and
technique. An introductory dance class provides students non-verbal)
with the opportunity develop cognitive, psychomotor Critical thinking
and affective skills. Psychomotor
Outcome: Students demonstrate competency on an immediate basis as they
physically perform continuously throughout the lesson. Dance refines critical think-
ing skills through ongoing problem solving, arranging and connecting patterns,
experience of cause/effect, understanding the relationship of parts to the whole,
continuous assessment and integration of domains. Students will experience
opportunities for grace and expressiveness in movement communication.
I I . REQU I RED A RE A S OF K NOWLEDGE
 Loyola advances the Jesuit
character of learning through
academic excellence, values-
based ­leadership, global
awareness, service that pro-
motes ­justice, and spiritual
development.
The Writing of Poetry ENGL 317
This course goes in-depth into the reading and writing Skill Area:
of poetry. Critical thinking
Outcome: Students will be able to demonstrate understanding of the critical skills
necessary for discussing, analyzing and formulating arguments about poetry, and
will produce a portfolio of original poems.
The Writing of Fiction ENGL 318
This course will discuss the techniques of fiction writing. Skill Area:
Critical thinking

Outcome: Students will be able to demonstrate understanding of the critical skills

JAZZ I – INTRODUCTION TO JAZZ DANCE DANC 131
2 credit hours Skill Area:
This course is an introduction to the concepts and Communication
vocabulary at the foundation of classical jazz dance (visual and
technique. An introductory dance class provides students non-verbal)
with the opportunity develop cognitive, psychomotor Critical thinking
and affective skills. Psychomotor
Outcome: Students demonstrate competency on an immediate basis as they
physically perform continuously throughout the lesson. Dance refines critical think-
ing skills through ongoing problem solving, arranging and connecting patterns,
experience of cause/effect, understanding the relationship of parts to the whole,
continuous assessment and integration of domains. Students will experience
opportunities for grace and expressiveness in movement communication.
DANCE history ii DANC 250
2 credit hours Skill Area:
This is a course that will introduce students to history Communication
as a discipline by instructing students on the historical (visual and
and cultural influences that shape theatrical dance. It non-verbal)
explores the development of ballet as an art form and its Critical thinking
relationship to the French court of Louis the XIV. Additional
focus is on the forces that shaped the development of
modern dance in America in the 20th century.
Outcome: Students will be able to demonstrate understanding of the history of
dance and will be able to discuss multiple dance forms and the forces which con-
tributed to their development.
necessary for discussing, analyzing and formulating arguments about fiction, and
will produce original short stories.
Design I FNAR 112
Students participate in 2-dimensional artistic production Skill Area:
through the experience of mixed media, including Critical thinking
drawing, painting and computer design. Communication
(written/oral)
Outcome: Students will be able to produce new ideas and explore what it is to be
human through experiential non-discursive learning.
Drawing I FNAR 113
Students participate in artistic production through Skill Area:
the experience of drawing. Communication
(visual)
Outcome: Students will be able to produce new ideas and explore what it is to be
human through experiential non-discursive learning.
Painting I FNAR 114
Students participate in artistic production through Skill Area:
the experience of painting. Communication
(visual)
Outcome: Students will be able to produce new ideas and explore what it is to be
human through experiential non-discursive learning.

Introduction to Film History ENGL 284

This course is an introduction to the history and Skill Area:
aesthetics of film. Critical thinking

Outcome: Students will be able to demonstrate understanding of the history of

film and will be able to engage in close readings of films.

I I . REQU I RED A RE A S OF K NOWLEDGE I I . REQU I RED A RE A S OF K NOWLEDGE

 
 Photography I FNAR 115
Students participate in artistic production through Skill Area:
the experience of photography. Communication
(visual)
Outcome: Students will be able to produce new ideas and explore what it is to be
human through experiential non-discursive learning. Outcome: Students will be able to demonstrate knowledge of, or experience in,
Ceramics I FNAR 120
Students participate in artistic production through Skill Area:
the experience of ceramics. Communication
(visual)
Outcome: Students will be able to produce new ideas and explore what it is to be
human through experiential non-discursive learning.
Art History: Prehistory to Renaissance FNAR 200
This course examines the history of art from its Skill Area:
beginnings, focusing on art of historical periods and Critical thinking
civilizations from ancient times through the medieval
era in the ancient Near East and Western Europe.
artistic traditions and expressions.
Art History: Renaissance to Modern FNAR 201
This course examines the development of art in Skill Area:
Western culture from the Renaissance to the modern Critical thinking
era of the twentieth century.
Outcome: Students will be able to demonstrate knowledge of, or experience in,
artistic traditions and expressions.

CERAMICS WHEELTHROWING FNAR 121

Modern Art FNAR 202
Students participate in artistic production through the Skill Area:
This course examines the origins and development of Skill Area:
experience of ceramics wheelthrowing. Communication
modern art in the late nineteenth and twentieth centuries. Critical thinking
(visual)
Outcome: Students will be able to demonstrate knowledge of, or experience in,
Outcome: Through the study of balance, emphasis, repetition, scale and
artistic traditions and expressions.
composition, students will be able to critically appreciate and evaluate non-verbal
images and objects.
Italian Film genre LITR 264
This course focuses on major Italian films from the period Skill Area:
Sculpture I FNAR 124
between 1947 and 2002 in order to give students an Critical thinking
Students participate in artistic production through the Skill Area:
overview of the dramatic economic, social and political Communication
experience of sculpture. Communication
changes in Italian society over the last 55 years. (visual)
(visual)
Outcome: Students will be able to demonstrate knowledge of the Italian
Outcome: Students will be able to produce new ideas and explore what it is to be
art film tradition.
human through experiential non-discursive learning.

Literature and Opera LITR 285

Art and Visual Culture FNAR 199
This course examines the complex relationships– Skill Area:
This course is an introduction to the principles of art and Skill Area:
sometimes happy, sometimes hostile–between literature Critical thinking
their application to broader visual culture. Critical thinking
and music on the operatic stage. Communication
Communication
(written)
(visual/oral/written)
Outcome: Students will be able to understand and appreciate opera.
Outcome: Students will be able to demonstrate knowledge of, or experience in,
artistic traditions and expressions.

I I . REQU I RED A RE A S OF K NOWLEDGE I I . REQU I RED A RE A S OF K NOWLEDGE

10 11
 The Art of Listening MUSC 101
This course focuses on the acquisition and enhancement Skill Area:
of music listening skills. Critical thinking
Outcome: Students will be able to use musical terminology to identify the
­ rogression of musical events and will be able to recognize various musical styles
p
and genres. Outcome: Students will be able to present a public performance as part of the
Class Piano for Beginners MUSC 102
This course presents the basic theoretic principles of Skill Area:
music and allows students to participate in the creation or Communication
performance of artistic expression as a member of a group. (oral)
Outcome: Students will be able to read/play music in both treble and bass clefs.
Jazz Band MUSC 109
1 credit hour Skill Area:
This ensemble is devoted to the study, rehearsal and Critical thinking
performance of appropriate literature from all periods
and styles.
Jazz Band.
Wind Ensemble MUSC 110
1 credit hour Skill Area:
This ensemble is devoted to the study, rehearsal and Critical thinking
performance of appropriate literature from all periods
and styles.

Class Guitar for Beginners MUSC 103
This course presents the basic theoretic principles Skill Area:
of music and allows students to participate in the Communication
creation or performance of artistic expression as a (oral)
member of a group.
Outcome: Students will be able to read/play music in both treble and bass clefs.
Guitar Ensemble MUSC 106
1 credit hour Skill Area:
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 present a public performance as part of the
Wind Ensemble.
Class Voice for Beginners MUSC 142/
This course presents the basic theoretic principles of THTR 142
music and allows students to participate in the creation Skill Area:
or performance of artistic expression as a member of Communication
a group. (oral)
Outcome: Students will be able to read/play music in both treble and bass clefs.

Outcome: Students will be able to present a public performance as part of the

Guitar Ensemble.

University Chorus MUSC 107

1 credit hour Skill Area:
This ensemble is devoted to the study, rehearsal and Critical thinking
Chicago’s cultural and
performance of appropriate literature from all periods
and styles. arts institutions
Chicago’s serve
cultural andas
rich
arts resources forserve
institutions learning
as
Outcome: Students will be able to present a public performance as part of the beyond our classrooms
rich resources for learning
University Chorus. and campuses.
beyond our classrooms
and campuses.

I I . REQU I RED A RE A S OF K NOWLEDGE I I . REQU I RED A RE A S OF K NOWLEDGE

12 13
 Loyola’s comprehen-
Physics of Music PHYS 106
This course uses physics as a vehicle to introduce students Skill Area:
sive library system
to the fundamental principles, concepts, and knowledge Critical thinking
includes three of the sciences, and introduces them to the methodology Quantitative
­campus libraries, of scientific inquiry. This is a course for any student that analysis &
specialized archives emphasizes the beauty, symmetry, and simplicity of research methods
and virtual libraries, physics through its application to music. The course also
uses music to help students understand the nature and
with more than 1.1
impact of the arts on society. The combination truly
million ­volumes and integrates music and science and how they influence
30,000 print and each other.
online journals.
Outcome: Students will gain a technical understanding of how music is created
and perceived through physical concepts. This course satisfies both the Scientific
Literacy and Artistic Knowledge and Experience areas and develops critical
­thinking, quantitative analytical and technical skills.

Introduction to the Theatrical Experience THTR 100

Applied Guitar MUSC 282
This course is an introductory study of the theatrical art Skill Area:
1 credit hour Skill Area:
form and its contemporary production practice. Critical thinking
This course is designed to provide the Guitar student Critical thinking
Communication
with individual instruction for the study, rehearsal and
(written/oral)
performance of appropriate literature from all
periods and styles.
Outcome: Students will be able to demonstrate knowledge of, and appreciation
for, theatrical performance, and will participate in the production of an original
Outcome: Students will be able to study, create, or participate in the creation or
one-act play.
performance of artistic expression.

Introduction to the Theatrical Design THTR 252

Applied Piano MUSC 284
This course is an introductory studio course in theatrical Skill Area:
1 credit hour Skill Area:
design that teaches students how to make clear, unified Communication
This course is designed to provide the Piano student Critical thinking
decisions using theatrical design as its medium. (oral/visual)
with individual instruction for the study, rehearsal and

performance of appropriate literature from all
Outcome: Students will be able to demonstrate knowledge of, and appreciation
periods and styles.
for, theatrical performance, and will design costumes, scenery and lighting for a
­designated play text.
Outcome: Students will be able to study, create, or participate in the creation or
performance of artistic expression.
Beginning Acting THTR 261
This course is an introduction to contemporary acting Skill Area:
Applied Voice MUSC 285
theories and techniques. Communication
1 credit hour Skill Area:
(oral/visual)
This course is designed to provide the Voice student with Critical thinking
individual instruction for the study, rehearsal and
Outcome: Students will demonstrate knowledge of current theory and
performance of appropriate literature from all
basic ­techniques of creating character for the stage, in addition to developing
periods and styles.
skills in observation, concentration and imagination, as well as critical skills in
script analysis.
Outcome: Students will be able to study, create, or participate in the creation or
performance of artistic expression.

I I . REQU I RED A RE A S OF K NOWLEDGE I I . REQU I RED A RE A S OF K NOWLEDGE

14 15
 Historical Knowledge (2 courses) The World of Classical Greece CLST 275
This course focuses on the history, literature, art, culture Skill Area:
and society of Classical Greece from c. 480 B.C.E. to Communication
Learning Outcome: Demonstrate understanding of history as a form
c. 300 B.C.E., with a necessary focus on Athens. (written/oral)
of inquiry and understanding that encompasses all aspects of the human
Critical thinking
experience.
Outcome: Students will be expected to master the chronology of the period,
History is a form of inquiry and understanding that encompasses all aspects
know its significant political, cultural, and societal events (e.g., Peloponnesian
of the human experience and illuminates how the past causes the present and
War) and the major figures and their significance for the period (e.g., Pericles,
thus the future. Graduates should demonstrate understanding of the importance
Aristophanes, Socrates).
of chronology, sequential development, and geography; be able to evaluate
historical evidence; understand the forces and processes of historical change and
continuity; and have the capacity to handle diverse historical interpretations. The World of Classical Rome CLST 276
This course focuses on the history, literature, art, culture Skill Area:
and society of Rome from earliest times through the Communication
Competencies: By way of example, Loyola graduates should be able to:
2nd century CE. (written/oral)
 Demonstrate the ability to evaluate and explain the forces of historical
 Critical thinking
continuity and change.
 Demonstrate an understanding of the relationships among historical events, Outcome: Students will be expected to master the chronology of the period,
­culture, and social forces. know its significant political, cultural, and societal events (e.g., Punic Wars) and
 Demonstrate an awareness that human values, ideas of justice, and methods the major figures and their significance for the period (e.g., Caesar, Vergil, Nero)
of interpretation influence and are influenced by time, culture, and personal and through which they will trace sequential developments in the systems and
­perspective. ­ideologies of Roman government (e.g., Senatorial authority, tensions between
 Differentiate among historical and contemporary perspectives about the ­aristocracy and populism, etc.)
world with a view to fashioning a humane and just world.

Historical Knowledge Courses

Ancient Worlds ANTH 107

This course explores the cultures and civilizations that Skill Area:
rose and fell in our distant past; its coverage is global in Critical thinking
character and historical in content. The recently
restored Piper Hall
Outcome: Students will understand the varied geographical, historical, and Mansion houses
­cultural contexts in which ancient civilizations rose and fell.
the Gannon

Center for Women
The World of Archaic Greece CLST 274
& Leadership,
This course focuses on the history, as well as the Skill Area:
literature, art, culture and society of Archaic Greece Critical thinking archives of the
(c. 750-480 B.C.E.), the crucible of Classical Greece and former Mundelein
(so) of Western civilization. College and
Loyola’s Women’s
Outcome: Students will be expected to master the chronology of the period,
Studies Program.
know its signature political, cultural and social events (e.g., the Olympic games,
trade and colonization, introduction of science, etc.) and the significance of major
historical figures of the age (e.g., Hesiod, Archilochos, Thales, Croesus, etc.).

I I . REQU I RED A RE A S OF K NOWLEDGE I I . REQU I RED A RE A S OF K NOWLEDGE

16 17
 History of Computing COMP 111
This course will provide a venue for students to learn about Skill Area:
history through the evolution of number systems and Communications
arithmetic, calculating and computing machines, and (written, oral)
advanced communication technology via the Internet. Critical thinking
Evoke, the Office
Students who take this course will attain a degree of Technological literacy
for Mission, technological literacy while studying core historical
Sacramental Life, concepts. The relationships between social organizations,
and University intellectual climate, and technology will be examined
Ministry comprise and stressed.
the Division of
Outcome: Students who complete this course will learn the key vocabulary of the
Mission & Ministry,
computing discipline, which is playing a significant role in modern human thought
which is committed and new media communications. The History of Computing will be organized
to the development around the historical perspective.
of the whole person
through the service American Education ELPS 219
of faith and the This course will examine American education with an Skill Area:
promotion of justice.
emphasis on the history, aims, organization, and control Communication
of public and private schools. (written/oral)
Critical thinking

Outcome: Students will be able to demonstrate understanding of American

­ istory and specifically the history of American education, examine the historical
h
origins of educational policies and practices in the United States, and articulate
how history shapes current and future educational policies and practices.

Art History: Prehistory to Renaissance FNAR 200

The World of Late Antiquity CLST 277 This course examines the history of art from its Skill Area:
This course will investigate the historical development Skill Area: beginnings, focusing on art of historical periods and Critical thinking
of the Roman Empire and adjacent lands in the 3rd to 5th Communication civilizations from ancient times through the medieval
centuries C.E., when the Mediterranean basin and Europe (written/oral) era in the ancient Near East and Western Europe.
re-evaluated their Classical past and decisively set their Critical thinking
course toward Medieval and later governmental, Outcome: Students will be able to explain the historical evolution of visual
religious, and cultural history. forms and ideas as well as how these relate to historical events and social forces
of their time.
Outcome: Students will be expected to master the chronology of the period,
know its significant, political, cultural, and societal events (crisis of the 3rd cent. Art History: Renaissance to Modern FNAR 201
CE., the ­triumph of Christianity, etc.), and the major figures and their significance This course examines the development of art in Western Skill Area:
(e.g., Julian, Augustine, Claudian, etc.). Through these they will trace the sequential culture from the Renaissance to the modern era of the Critical thinking
­developments in the systems and ideologies of the late antique world. twentieth century.

Outcome: Students will be able to explain the historical evolution of visual

forms and ideas as well as how these relate to historical events and social forces
of their time.

I I . REQU I RED A RE A S OF K NOWLEDGE I I . REQU I RED A RE A S OF K NOWLEDGE

18 19
 Modern Art FNAR 202
This course examines the origins and development of Skill Area:
modern art in the late nineteenth and twentieth centuries. Critical thinking

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.

The Evolution of Western Ideas and HIST 102

Institutions from the 17th Century Skill Area:
This course is an introduction to history as a discipline, Critical thinking
and an analysis of the development and structure of
Western civilization from the 17th century to the
present day.

Outcome: Students will be able to demonstrate historical understanding of the

period and to conduct historical investigations. Modern Western Civilization: HIST 106
The Humanities in Context Skill Area:
American Pluralism HIST 103 This course surveys Western cultural and intellectual Communication
This course is an introduction to history as a discipline, Skill Area: history from the seventeenth through the twentieth (written/oral)
and an analysis of the origins, development, and structure Communication century and, taking a historical approach to major Critical thinking
of the United States as a pluralistic and multiracial (written/oral) cultural trends, associates each with the social, political,
society from 1609 to the present. Critical thinking and military developments of its times.

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.

I I . REQU I RED A RE A S OF K NOWLEDGE I I . REQU I RED A RE A S OF K NOWLEDGE

20 21
 United States to 1865 HIST 111
This course is an introduction to the history of the Skill Area:
United States from the colonial era through the Communication
Civil War. (written/oral)
Critical thinking
Outcome: Students will be able to demonstrate historical understanding of
the growth and development of democratic government, the formation of a
diverse society; the expansion of the national territory; and the crisis over slavery
and secession.
U.S. History Since 1865 HIST 112
This course is an introduction to the history of the Skill Area:
United States from the end of the Civil War to the present. Communication
(written/oral)
Critical thinking
Outcome: Students will be able to demonstrate historical understanding of the
growth and development of modern industrial society; the development of the
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
of the United States.  Assess how formal qualities of literary productions determine the nature of the
I I . REQU I RED A RE A S OF K NOWLEDGE
22
Literary Knowledge and Experience (2 courses)
Learning Outcome: Demonstrate knowledge of, or experience in,
­literary traditions and expressions.
Throughout time, individuals have demonstrated the desire to know more about
one’s self, one’s environment, and others, and to express this through literature.
Literary knowledge and experience examine ways that literary expression is mani-
fested in different types of texts. The study of literary traditions and expressions
could focus on what is commonly considered traditional literary texts, as well as
on classical rhetoric and textual analysis. The term “text” also includes film, televi-
sion, magazines, newspapers, essays, and more. Students will have the opportunity
to explore literary expression through formal study and creative processes, and
to explore literary expression from a variety of perspectives and multiple cultures,
including non-Western or non-dominant cultures.
Competencies: By way of example, Loyola graduates should be able to:
 Study, create, or participate in the creation of some forms of literary production as

a means of exploring human experience and understanding the creative process.
 Acquire the critical and technical vocabulary enabling them to describe and
­analyze, and formulate an argument about, literary productions.
experience offered and affect the response of the audience.
 Examine multiple interpretive possibilities of any literary work, and know that
such interpretations both reflect the culture that produce[d] them and change
over time.
 Assess the relationships of works of literature to the cultural-historical nexus
that produce[d] and use[d] them.
Literary Knowledge and Experience Courses
Classical Mythology CLST 271
This course explores the fundamental myths of the Skill Area:
ancient Greeks and Romans through study of literature Communication
involving myth in its historical, social, and cultural context. (written/oral)
Critical thinking
Outcome: Students will be able to demonstrate understanding of the
fundamental myths of the ancient Greeks and Romans, their language and
possible meanings.
I I . REQU I RED A RE A S OF K NOWLEDGE
23
 Ancient Romance Novel CLST 280
This course explores the psychology of love, human Skill Area:
sexuality, the relation of lovers to family and society as Critical thinking
well as philosophical thought on human erotics in
While Loyola’s Ancient Greek and Roman literature.
John Felice Rome
Outcome: Students will be able to demonstrate understanding of human
Center is the most ­experience, namely, love, sexuality, and psychology as well as cultural institutions
popular study- like marriage, the relation of the genders, and the relation of the individual
abroad ­destination, to society.
­students also can
choose from 69 Classical Comedy and Satire CLST 283
other programs This course explores the great literary works of the Skill Area:
ancient world that combine social criticism with humor. Critical thinking
in 29 countries,
including The Outcome: Students will be able to demonstrate understanding of various modes
Beijing Center for of political and social criticism and how humor has worked in the past and how it
Chinese Studies. works for us now.

Criticism and Theory ENGL 270

This course explores a range of critical approaches and Skill Area:
literary theories, including reader-response, new criticism, Critical thinking
gender theory (including feminism and theories of
masculinity), Marxism, new historicism and psychoanalysis.

Outcome: Students will be able to describe, analyze, and formulate an argument

about literary productions using the critical and technical vocabulary.
Heroes and Classical Epics CLST 272
This course examines the Homeric Iliad and Odyssey and Skill Area: Introduction to Poetry ENGL 271
Vergil’s Aeneid and endeavors to place these epic poems Critical thinking This course focuses on the understanding, appreciation, Skill Area:
into their historical, social, and cultural contexts. and criticism of poetry; extensive readings and several Critical thinking
critical analyses are required.
Outcome: Students will be able to demonstrate understanding of the epic as a
l­iterary genre and how this genre was presented and evolved to reflect audiences Outcome: Students will be able to demonstrate understanding of poetry’s
and times. ability to express the deepest and most complex feeling of human beings, how
a poem comes to be, and be able to use the technical vocabulary necessary for
understanding poetry.
Classical Tragedy CLST 273
This course introduces students to ancient Greek and Skill Area:
Roman tragedy, the authors of those tragedies, their social, Critical thinking
historical, and cultural contexts, and to the performance-
circumstances of extant Greek drama.

Outcome: Students will be able to relate the mythical story presented on

the stage to moral, social and political issues, as well as to assess the formal
and aesthetic properties of the very different plays from Aeschylus’ “Agamemnon”
to Seneca’s “Thyestes.”

I I . REQU I RED A RE A S OF K NOWLEDGE I I . REQU I RED A RE A S OF K NOWLEDGE

24 25

A new destina-
tion for students is
Millennium Park,
an award-winning
­center for art, music,
architecture and
landscape design.
Its popular Cloud
Gate ­sculpture is
also known as
“the bean.”
Introduction to Drama ENGL 272
This course focuses on the understanding, appreciation, Skill Area:
and criticism of drama; extensive readings and several Critical thinking
critical analyses are required.
Outcome: Students will be able to demonstrate understanding of drama’s ability
to express the deepest and most complex feelings and concerns of human beings
as individuals, as family members, and as members of society: the individual’s place
in the universe, in relation to others, and in relation to the socio-political system
that he or she inhabits. Students will also be able to demonstrate understanding
of how plays are constructed in different ways to serve different purposes.
Introduction to Fiction ENGL 273
This course focuses on the understanding, appreciation, Skill Area:
and criticism of prose fiction. Critical thinking
Outcome: Students will be able to demonstrate understanding of fiction as a
means of exploring human experience and understanding the creative process,
and be able to use the technical vocabulary necessary for understanding fiction.
Introduction to Shakespeare ENGL 274
This course focuses on the works of Shakespeare as Skill Area:
literature and as theatre, covering at least three of the Critical thinking
four genres (comedy, history, tragedy, romance).
Outcome: Students will be able to demonstrate understanding of the theatrical
and poetic works of Shakespeare, such elements of drama as plot, character, theme,
imagery, and verse forms, as well as the personal, political and theatrical world in
which Shakespeare lived and worked.
II. REQUIRED AREAS OF KNOWLEDGE
26
Chief American Writers to 1865 ENGL 277
This course focuses on the study of selected American Skill Area:
writers from the earlier period; these may include Thoreau, Critical thinking
Emerson, Melville, Douglass.
Outcome: Students will be able to demonstrate understanding of the history
of ­literary production in America from its earlier times and how writers moved
­generally from non-fiction to fiction and poetry forms.
Chief American Writers: 1865 - Present ENGL 278
This course focuses on the study of fiction, poetry, and Skill Area:
drama produced in America from 1865 to the present. Critical thinking
Outcome: Students will be able to demonstrate understanding of the personal,
cultural, and political experience of America’s diverse population as it is reflected
in the literature of the period.
Introduction to Medieval Culture ENGL 279
The chief objective of this course is to introduce students Skill Area:
to texts and ideas characteristic of medieval culture, with a Critical thinking
special focus on works in English read in translation. It is
a basic assumption of the course that a familiarity with
some of critical terms useful in cultural analysis, including
literary analysis, will assist in the process.
Outcome: Students will receive training in the understanding, appreciation,
and criticism of works of medieval culture; extensive readings and several critical
analyses are required.
African American Literature ENGL 282
This course focuses on the study of texts written by and/or Skill Area:
about African Americans; authors may include Douglass, Critical thinking
Wright, Baldwin, Hughes, Hurston, Morrison, and Walker.
Outcome: Students will be able to demonstrate understanding of the particular
significance of literacy and writing to African Americans, a group for whom textual
production served a variety of purposes.
Women in Literature ENGL 283
This course focuses on the representation of women in Skill Area:
literature, as discussed in a variety of literary works. Critical thinking
Outcome: Students will be able to demonstrate understanding of the
r­ epresentations of women in various periods of literary history and
diverse cultural contexts.
II. REQUIRED AREAS OF KNOWLEDGE
27
 Nature in Literature ENGL 288
This course focuses on the relationship of human Skill Area:
beings and the environment in which they function, as Critical thinking
represented in a variety of literary works.
Outcome: Students will be able to demonstrate understanding of the
r­ epresentations of “nature” in various periods of literary history and
diverse cultural contexts. Outcome: Students will be able to demonstrate understanding of literary
Society and Literature ENGL 289
This variable topics course focuses on the relationship Skill Area:
between literature and society. Each semester the course Critical thinking
focuses on a particular social issue and a selection of
literary texts that deal with the issue.
Outcome: Students will be able to recognize the ways literary form
complicates the meaning of literary representations of society, and demonstrate
understanding of the basic critical terms used to recognize and describe the
­meaning of literary form.
Human Values in Literature ENGL 290
This variable topics course focuses on a perennial Skill Area:
psychological or philosophical problem facing the Critical thinking
individual as exemplified in literary works, e.g., the passage
from innocence to experience, the problem of death,
and the idea of liberty.
Outcome: Students will be able to demonstrate understanding of the ability of
l­iterature to express the deepest and most abiding concerns of human beings, and
how literary works come to be.
European Novel LITR 202
This course focuses on major European novels of the Skill Area:
19th century in order to give students an overview of the Communication
literary production of representative European novelists. (written)
Outcome: Students will be able to demonstrate understanding of literary
­technique and structure, while maintaining an acute awareness of its function
and its effects in a particular cultural and historical setting.
II. REQUIRED AREAS OF KNOWLEDGE
28
European DRAMA LITR 203
This course focuses on major works in Western theatrical Skill Area:
tradition. It also makes use of literary and critical texts to Communication
provide analytic skills to discuss major themes, dramatic (written)
structure, and the conventions of classic, neo-classic,
and modern theatre
t­ echnique and structure, while maintaining an acute awareness of its function
and its effects in a particular cultural and historical setting.
Latina Writers LITR 211
This course focuses on selected works that belong to the Skill Area:
rich, diverse, and ever-growing field of Latina literature. Critical thinking
Outcome: Students will be able to demonstrate understanding of the principal
differences and similarities, both thematic and formal, which characterize today’s
Latina writing.
Polish Authors LITR 221
This course focuses on the major Polish writers from the Skill Area:
Renaissance through the Enlightenment and Romantic Critical thinking
periods, and into the modern era.
Outcome: Students will be able to demonstrate understanding of the major
Polish writers and the aesthetic movements that underpin each writer’s work,
such as the Enlightenment, Romantic Period, and Positivism on through to
Postmodernism, and their relevant societal and cultural issues (e.g., the social
structure of Polish ­feudalism, with its system of manor houses and serfs).
Russian Literary Masterpieces LITR 225
This course focuses on 18th, 19th, and 20th century Skill Area:
Russian literature, including poetry, drama, and fiction. Communication
(written)
Outcome: Students will be able to demonstrate understanding of literary
t­ echnique and structure, while maintaining an acute awareness of its function
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 be able to demonstrate understanding of literary
t­ echnique and structure, while maintaining an acute awareness of its function and
its effects in a particular cultural and historical setting.
II. REQUIRED AREAS OF KNOWLEDGE
29
 Arabic Literature LITR 238
This course focuses on the detailed study of the Skill Area:
primary literary source of our knowledge about the life Communication
and times of Muhammad. (written)
Outcome: Students will be able to conduct an independent, critical review of the
Prophet’s biography, rather than accept the constructions of the Prophet that have
been shaped by two groups over the centuries.
South Asian Literature in Translation LITR 243
This course examines literary and historical readings to Skill Area:
provide an overview of South Asian society and culture, Communication
and focuses on issues of caste, communalism, and (written)
gender in South Asia.
Outcome: Students will be able to demonstrate understanding of literary
t­ raditions and expressions of South Asia.
Japanese Literature LITR 245
We will read selections of Japanese literature in a variety Skill Area:
of genres, including myth and poetry derived from oral Critical thinking
traditions, Classical Japanese prose, plays from the feudal
period, early modern novels and short stories, and
contemporary fiction and personal histories that have
gained critical acclaim and wide popular success. All
reading, writing, and discussion will be in English, but
students will learn enough about the structure and history
of the Japanese language to be able to consider the
conceptual and technical demands of translation.
Outcome: Students will show knowledge of Japanese literary traditions and
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.
Masterpieces of Italian Literature LITR 260
This course focuses on the major masterpieces of Italian Skill Area:
literature from Petrarch to the 20th century. Communication
(written)
Outcome: Students will be able to demonstrate understanding of literary
­technique and structure, while maintaining an acute awareness of its function
and its effects in a particular cultural and historical setting.
II. REQUIRED AREAS OF KNOWLEDGE
30
Masterpieces of European Literature LITR 280
This course focuses on major literary works of Europe, Skill Area:
from medieval romance through the modern novel and Communication
short story. (written)
Outcome: Students will be able to demonstrate understanding of how literary
masterpieces interpret human interaction and social organization.
Dante LITR 283
This course will examine the Divine Comedy as the Skill Area:
masterpiece of Dante Alighieri and of all of Italian Critical thinking
literature. We will see how Dante’s allegorical and
mystical journey to God unfolds through a series of
precise descriptions of characters and settings and
concrete episodes that comprise the vast and world
of the great narrative Poem.
Outcome: Students will acquire the means for comprehending Dante’s epic poem
and minor works and they will demonstrate the ability to analyze such elements of
a narrative poem as plot, character, or thematic development. In addition they will
be taught to consider the complex relation of the events referred to in the poem in
the late medieval religious-cultural-historical context.
Literature and Opera LITR 285
This course examines the complex relationships– Skill Area:
sometimes happy, sometimes hostile–between literature Communication
and music on the operatic stage. (written)
Critical thinking
Outcome: Students will be able to understand and appreciate opera.
Loyola is among only 8%
of all U.S. colleges and
­universities to host a
Phi Beta Kappa chapter.
II. REQUIRED AREAS OF KNOWLEDGE
31
 Quantitative Analysis (1 course)
Learning Outcome: Demonstrate understanding of and the ability
to analyze quantitative information presented in a variety of formats.
Quantitative analysis enables one to understand and analyze quantitative
­information presented in various formats. It involves reasoning by symbolic,
­numerical, or geometrical means; determining various ways to solve problems;
and predicting possible consequences.
Competencies: By way of example, Loyola graduates should be able to:
 Represent and interpret quantitative information symbolically, graphically,
 data are useful - from definition of the managerial problem Quantitative analysis
­numerically, verbally, and in written form.
 Recognize the limitations of mathematical and statistical models.
Develop an understanding of the nature and history of mathematics, its role in
scientific inquiry and technological progress, and its importance in dealing with
issues in the public realm.
 Develop an understanding of the rudiments of statistics, including sampling and
hypothesis testing, and the uses of statistical reasoning in everyday life.
Quantitative Analysis Courses
VISUAL INFORMATION PROCESSING COMP 125
This course provides an introduction to computer Skill Area:
programming using a language well-suited to beginning Information literacy
programmers and practical applications, for example Quantitative analysis
Visual Basic .Net. Analysis
Technological literacy
Outcome: Students will be able to represent and interpret quantitative
information symbolically, graphically, numerically, verbally, and in written form.
Introduction to Computing COMP 150
This course will introduce both majors and non-majors to Skill Area:
the range of studies, experimentation, and practice Critical thinking
embodied in computer science. Information literacy
Quantitative analysis
Technological literacy
Outcome: Students will understand the field and foundations of computer
s­ cience, and be able to demonstrate basic tools of the field.
II. REQUIRED AREAS OF KNOWLEDGE
32
Discrete Structures COMP 163
This course will cover topics in discrete mathematics relevant Skill Area:
to computer science, with particular emphasis on foundational Critical thinking
knowledge needed for design and analysis of algorithms. Quantitative analysis
Technological literacy
Outcome: Students will understand the field and foundations of computer
­science, and be able to demonstrate basic tools of the field.
Business Statistics ISOM 241
This course examines the steps and procedures required to Skill Area:
solve problems in science, social science, and business where Critical thinking
to the use of statistical analysis to address the problem.
Outcome: Students will be able to demonstrate understanding of statistical
t­ hinking and data analysis techniques for decision-making purposes.
Quantitative Literacy MATH 108
This course covers material selected from the mathematics Skill Area:
of the management sciences, statistics, the digital Quantitative analysis
revolution, social choice, and consumer finance models.
Outcome: Students will be able to demonstrate understanding of particu-
lar ­topics, including: networks, planning and scheduling, linear programming,
­generating and analyzing statistical data, probability, statistical inference,
­identification numbers, data encryption, voting procedures, weighted voting
­systems, fair division, apportionment, and models for saving and for borrowing.
Logic PHIL 174
This course is a detailed study of the methods and principles Skill Area:
of correct reasoning, both deductive and inductive, and Critical thinking
from both the traditional and modern points of view. Quantitative analysis
Outcome: Students will be able to demonstrate a complete, symbolic formal
­system utilizing a comprehensive and entirely symbolic language and containing
a complete set of formal laws of logic.
Fundamentals of Statistics STAT 103
This course is an introduction to the fundamentals of Skill Area:
descriptive and inferential statistics. Quantitative analysis
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.
II. REQUIRED AREAS OF KNOWLEDGE
33
 Scientific Literacy (2 courses)
Learning Outcome: Demonstrate literacy in the fundamental
­principles, concepts, and knowledges of the sciences and the methodology
of scientific inquiry.
Scientific literacy provides individuals with fundamental principles, concepts, and
knowledge of the sciences, and introduces them to the methodology of scien-
tific inquiry. It prepares them to make reasoned and ethical judgments about the
impact of science on the individual, community and society.
Competencies: By way of example, Loyola graduates should be able to:
 Perceive the basic philosophical and historical foundations of
contemporary ­science.
 Demonstrate an understanding of the fundamental principles, concepts,
and knowledge of the sciences.
 Participate in a direct experience of scientific inquiry using the methodologies
and tools of science, whenever possible, in a laboratory or field setting.
 Use cognitive and mathematical skills employed by scientists.
 Demonstrate the capacity to make reasoned and ethical judgments about
the impact of science on the individual, community, and society.
 Demonstrate the capacity to utilize scientific knowledge to promote the
health and well-being of the individual, community, and society.
 Demonstrate an understanding of the interconnection among the various
­components of Earth’s biosphere and the impact of human activity.
Scientific Literacy Courses
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
establishment of food producing societies. Quantitative analysis
Qualitative analysis
Outcome: Students will be able to demonstrate understanding of basic biological
principles (heredity, physiology, evolutionary mechanisms, adaptation, ecology)
in the context of their application to the human condition, as well as the role of
­cultural behavior in defining the distinctiveness of that condition. integrates biology and art through the creation of artworks
Biological Basis for Human Social Behavior ANTH 103
This course examines the possible biological bases of Skill Area:
modern human behavior, from a strongly scientific and Critical thinking
multi-disciplinary perspective. Ethical awareness
Outcome: Students will be able to demonstrate understanding of the process
of how science is conducted, and the interactions between science and culture,
­especially given the controversial history of the subject matter.
II. REQUIRED AREAS OF KNOWLEDGE
34
Humans and Their Natural Environment: ANTH 104
Past and Present Skill Area:
This course is an introduction to global human ecology Critical thinking
and concentrates on how we as humans affect global Ethical awareness
ecosystems and how these changes can impact our Information literacy
behavior, health, economics, and politics.
Outcome: Students will be able to draw connections between basic ecological
processes and the global patterns of human population growth, health and disease,
inequality and poverty, subsistence strategies, and land use and technology.
Modern Human Biology and Behavior ANTH 105
This course examines the history of the concept of the Skill Area:
biological race, the emergence and role of scientific Critical thinking
racism, as well as the current scientific research
objectives and methodologies.
Outcome: Students will be able to demonstrate understanding of the assessment
and explanations for human interpopulational differences such as skin color, nasal
shape, eye color, hair color and form, disease resistance, and blood polymorphisms.
Sex, Science, and Anthropological Inquiry ANTH 106
This course examines the issues of sex and gender within Skill Area:
physical/biological anthropology. Critical thinking
Outcome: Students will be able to demonstrate understanding of human
­ 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.
Biology through Art BIOL 110
Focusing on fundamental principles and concepts in Skill Areas:
several areas in the biological sciences from molecular Critical thinking
biology to human anatomy, this course covers the Technological lit-
eracy
scientific method, the basics of experimental design, and
putting these concepts into practice in the laboratory, and
in a laboratory/studio. Students view microorganisms, use
DNA as an artistic medium, create music based on DNA
sequence, and see anatomy as art. The course culminates
in students creating their own biological self-portrait.
Outcome: Students will be able to understand the fundamental principles,
c­ oncepts, and knowledge of the sciences; participate in a direct experience of
­scientific inquiry using the methodologies and tools of science; and develop the
capacity to utilize scientific knowledge to promote the health and well being
of the individual, community, and society.
II. REQUIRED AREAS OF KNOWLEDGE
35
 Loyola under-
graduates are taught
by senior ­faculty
who are ­recognized
scholars, scientists
and researchers. Our
­student/faculty
ratio is 14:1.
Life and Inquiry NTSC 103
This course examines the concepts and characteristics of Skill Area:
life as a series of biochemical and biophysical processes Critical thinking
at the molecular, cellular, systems and organismal levels.
Outcome: Students will be able to demonstrate understanding of the unity
and diversity of life, the structure of matter, energy and its transformations, cell
structure and physiology, general cell biochemistry, and form and function in
­physiological systems.
Evolution and Genetics NTSC 104
This course examines the major scientific discoveries (laws Skill Area:
and theories), from the beginning of the 19th century to Critical thinking
modern times, that have helped develop the basic under­-
pinnings of evolutionary theory.
Outcome: Students will be able to demonstrate understanding of cell division,
gamete formation, genetics, gene locus, gene frequency analyses, DNA structure
and replication, protein synthesis, point mutations, law of superposition, radio­
active dating mechanisms, evidence for evolution and mechanisms of evolution.
Motion NTSC 105
The concept of motion is central to the field of physics. Skill Area:
The intent in this course will be to give students a broad Critical thinking
view of the historical development of this concept, its Quantitative analysis
derived regularities and their applications to a variety of
natural phenomena. The evolution of this concept will be
traced from the classical Greek views of Aristotle, through
Galileo and Newton to modern theories of planetary motion.
Students will use both cognitive and quantitative skills in
this course as students analyze primary data, apply derived
mathematical regularities to everyday observations and
draw valid, logical conclusions regarding these phenomena.
Outcome: Students will also be introduced to the thinking and methodology
of this field as they follow the logical progression that has led to its structure of
­theories and laws.
II. REQUIRED AREAS OF KNOWLEDGE
36
Matter NTSC 106
This course traces the historical development of what Skill Area:
is meant by “matter” beginning with the early Greek Critical thinking
philosophers, proceeding through the concept of the
atom and concluding with the quantum theory of matter.
Outcome: Students will gain an understanding of how science builds a logical
structure of theories and laws and how these constructs are then applied. Students
will learn how to draw valid, logical conclusions regarding various observed phe-
nomena, utilizing skills such as scientific notation, reasoning based on orders of
magnitude, scaling, proportionality, deduction, induction, cause and effect and
reduction ad absurdum.
Plants and Civilization NTSC 107
This course examines the structure, function, ecology, and Skill Area:
diversity of plants, and allows evaluation of the importance Critical thinking
of plants to human civilization on multiple levels.
Outcome: Students will be able to demonstrate understanding of plant biology
and the critical role of plants in the biosphere, as well as direct linkages between
plants and human society.
Human Heredity NTSC 108
This course is a comprehensive overview of the field of Skill Area:
human heredity with an emphasis on genetic disorders. Ethical awareness
Outcome: Students will be able to demonstrate understanding of the
critical ­concepts, principles, and knowledge needed to understand the origin,
transmission, characteristics, and treatment of genetic diseases.
Human Reproduction NTSC 109
This course examines the fundamental principles and Skill Area:
knowledge in the field of human reproduction. Ethical awareness
Outcome: Students will be able to demonstrate understanding of the
­physiological processes of reproduction, the molecular and cellular foundations
of these ­processes, major threats to reproductive health/success in humans and
the various technologies and public policies that have arisen around this field.
II. REQUIRED AREAS OF KNOWLEDGE
37
 Earth Science: The Changing Planet NTSC 113
This course is an introduction to the earth sciences Skill Area:
concentrating on the features and processes found at the Critical thinking
surface of the Earth and in its interior. Quantitative analysis
Outcome: Students will be able to demonstrate understanding of different
approaches to the study of Earth Science, as well as the laws and priorities that
have changed the Earth.
Weather and Climatology NTSC 114
This course is an introduction to the topic of Weather and Skill Area:
Climatology, exploring the interactions between earth- Critical thinking
atmosphere-ocean systems and their relationship to Quantitative analysis
weather and climate
Outcome: Students will be able to demonstrate understanding of the
­fundamental principles, concepts, and knowledge of the sciences, and use
cognitive and mathematical skills to represent and interpret quantitative
­information symbolically, graphically, and in written form. by human activity.
Planetary and Solar System Astronomy NTSC 117
This course examines the development of planetary and Skill Area:
solar system astronomy from Galileo to the modern day. Critical thinking
Quantitative analysis
Outcome: Students will be able to demonstrate understanding of the scientific
revolution of solar system astronomy and its characteristics. This course examines the fundamental principles, concepts Skill Area:
Environmental Sustainability NTSC 180
This course examines the area of environmental science Skill Area:
relative to the impact that humans as consumers have on Critical thinking
the environment and how these interactions affect the
probability of establishing sustainability for human and
non-human inhabitants of planet Earth.
Outcome: Students will be able to analyze specific environmental issues related to
sustainability and to reflect upon how and to what extent our individual behaviors
impact the problem and the potential for individual change and civic engagement.
II. REQUIRED AREAS OF KNOWLEDGE
38
ENERGY AND ENVIRONMENT NTSC 273
This course will introduce the basic knowledge that has Skill Area:
been developed, as well as the underlying processes and Critical thinking
laws, that govern the nature of energy and its interactions.
This will include an introduction to fundamental physics
concepts including work, power, motion, forces, heat,
and energy.
Outcome: Students will be introduced to the thinking and methodology used
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
requires that students use both cognitive and quantitative skills. There will be
opportunities to analyze data in this field allowing students to draw valid, logical
conclusions regarding various observed phenomena.
Human Impact on the Environment NTSC 281
This course examines how ecological systems work and Skill Area:
how the structure and function of these systems is altered Critical thinking
Outcome: Students will be able to demonstrate understanding of the diversity,
complexity, and functioning of natural ecosystems through examination of species
interactions, energy flow, and elemental cycles, and how these vary with natural
environmental variation.
The Human Environment NTSC 282
and knowledge in the area of environmental science Critical thinking
relative to the impact that current environmental
conditions have on the health and well being of humans.
Outcome: Students will be able to demonstrate understanding of the interplay
between matter and energy for both physical and life-sustaining processes.
Philosophy of Science PHIL 173
This course examines the nature of scientific knowledge Skill Area:
and its claim to possess a distinctive method of inquiry. Critical thinking
Outcome: Students will be able to demonstrate understanding of the mode of
inquiry which is the scientific method.
Liberal Arts Physics PHYS 101
This course uses physics as a vehicle to introduce students Skill Area:
to the fundamental principles, concepts, and knowledge Critical thinking
of the sciences, and introduces them to the methodology Quantitative analysis
of scientific inquiry.
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
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

Outcome: Students will be able to demonstrate understanding of the foundation,

methodology, theory, and phenomena of the fields of physiological, perceptual,
cognitive, social, clinical, and developmental psychology.

II. REQUIRED AREAS OF KNOWLEDGE II. REQUIRED AREAS OF KNOWLEDGE

40 41
 Metaphysics PHIL 172
This course examines the fundamental principles by which Skill Area:
the nature of reality can be explained. Critical thinking
The most
frequently Outcome: Students will be able to demonstrate understanding of the central
declared fields issues surrounding the field of metaphysics.
of study for
­undergraduates Philosophy of Science PHIL 173
are biology, This course examines the nature of scientific knowledge Skill Area:
business and and its claim to possess a distinctive method of inquiry. Critical thinking
­psychology.
Outcome: Students will be able to demonstrate understanding of the mode of
inquiry which is the scientific method.

Theory of Knowledge PHIL 175

This course examines both the nature and the reliability Skill Area:
of human knowledge. Critical thinking

Outcome: Students will be able to demonstrate understanding of the various

approaches to the study of knowledge.
Philosophy of Education ELPS 302
This course explores the philosophy of teaching, learning, Skill Area:
Aesthetics PHIL 177
and schooling. Critical thinking
This course will explore one or more of the following Skill Area:
Ethical awareness
philosophical questions in aesthetics: What is art? What is Critical thinking
Communication
good art (art evaluation or critical theory)? What is beauty?
(written/oral)
What is it about human nature that allows us to
experience beauty?
Outcome: Students will be able to demonstrate understanding of the
f­ undamental questions of educational philosophy: is it possible to attain
Outcome: Students will be able to demonstrate understanding of the various
­knowledge; how can claims about human excellence be justified; how are
approaches to the philosophical study of beauty and the arts.
­distributions of social benefits justified; how is the tension between
individual freedom and the interests of society negotiated?
Judgment and Decision-making PHIL 179
This course examines the philosophical and psychological Skill Area:
Philosophy of Religion PHIL 171
foundations of decision-making. Critical thinking
This course explores the development, not only of some Skill Area:
classic positions within the philosophy of religion, but also Critical thinking
Outcome: Students will be able to demonstrate understanding of the principles
of how these views have affected the formulation of more
of reasoning and decision-making.
contemporary discussions

Outcome: Students will be able to demonstrate understanding of the enterprise

of using reason, broadly construed, to articulate issues arising out of religious belief
and practice and to formulate and defend positions with respect to those issues.

II. REQUIRED AREAS OF KNOWLEDGE II. REQUIRED AREAS OF KNOWLEDGE

42 43
 Being Human: Philosophical Perspectives PHIL 180
The course examines the way philosophy looks for Skill Area:
fundamental characteristics that identify life as a properly Critical thinking
human life, asks about its ultimate meaning or purpose, Communication
and raises questions about what counts as a good life. (written)
Ethical awareness
Outcome: Students will be able to demonstrate understanding of the various
approaches of the philosophical question of what it means to be human. Ethics and Education PHIL 186
Ethics PHIL 181
This course is a general introduction to ethics or Skill Area:
moral philosophy. Critical thinking
Ethical awareness
Outcome: Students will be able to demonstrate understanding of criteria for
choosing between conflicting ethical theories, moral disagreement, the justification
of moral judgments, and the application of ethical standards to practical decision-
making and ethical questions that arise in everyday life. views on the relationship between humans and the Critical thinking
Social & Political Philosophy PHIL 182
This course will investigate one of the central questions of Skill Area:
philosophy and social theory: How should we, as human Critical thinking
beings, live together? Ethical awareness
Outcome: Students will be able to demonstrate understanding of the major
­philosophical questions in the area of social philosophy with attention to the
­historical and conceptual development of these questions, and be able to articulate
some of the major problems and responses central to this area of philosophy.
Health Care Ethics PHIL 184
This course studies philosophical ethics as practiced in Skill Area:
the health care setting. Critical thinking
Ethical awareness
Outcome: Students will be able to demonstrate understanding of traditional
moral theories in a health care framework, as well as the varieties of ethical
­challenges facing contemporary health care. history of political thought. Ethical awareness
II. REQUIRED AREAS OF KNOWLEDGE
44
Business Ethics PHIL 185
This course is an introduction to ethics which focuses on Skill Area:
ethical issues in the world of business and commerce. Critical thinking
Ethical awareness
Outcome: Students will be able to examine and assess various ethical theories
and apply those theories to ethical issues in business.
This course examines philosophical ethics as it informs Skill Area:
and guides the activity of teaching. Critical thinking
Ethical awareness
Outcome: Students will be able to examine and assess various ethical theories,
and apply those theories to ethical issues in teaching.
ENVIRONMENTAL ETHICS PHIL 187
The course will look at various philosophical and ethical Skill Area:
natural world. Topics may include: pollution, animal rights, Ethical awareness
and natural resources.
Outcome: Students will develop critical thinking skills and gain knowledge
in the areas of philosophy and ethics. Students will have opportunities to analyze,
evaluate, work as team members, and engage with the community on environmental
topics and so will be able to engage civic and leadership activities.
Culture and Civilization PHIL 188
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 the various
approaches to the philosophical study of human culture and civilization.
Political Theory PLSC 100
This course introduces students to the study of the Skill Area:
perennial questions, traditions and concepts in the Critical thinking
Outcome: Students will be able to demonstrate understanding of the major
c­ oncepts that organize and inform theoretical reflection on politics: human nature
and the human good, theory and practice, natural law and natural rights, power
and authority, consent and obligation, and so on.
II. REQUIRED AREAS OF KNOWLEDGE
45
 Societal and Cultural Knowledge (2 courses)
Learning Outcome: Demonstrate cultural, societal and
self understanding.
The study of societies, cultures and self involves learning about the social
sciences. Graduates should understand: the beliefs, rituals, structures and values
that constitute the human condition and collective as a society; the political,
­economic, and social systems of states and societies; and the forms of expression
that make them understandable to themselves and others as a culture. Knowledge
of one’s own development, self, identify, culture, and state, as well as a global and
international perspective, are important to societal and cultural understanding.
Competencies: By way of example, Loyola graduates should be able to:
Demonstrate an understanding of the relationships among cultural, economic,
political, and social forces, and their impact on human behavior.
Demonstrate an understanding of the processes and components of
societies, states, and cultures.
Demonstrate an understanding of differences of class, gender, and race
in societies, states, and cultures.
Demonstrate an awareness that human values and behavior, ideas of justice,
and methods of interpretation are influenced by culture and time.
Differentiate among historical and contemporary perspectives about
the world with a view to fashioning a humane and just world.
Demonstrate an understanding of how our individual self concepts form
as a complex interaction of the biological, familial, societal, and cultural
contexts in which we develop.
Societal and Cultural Knowledge Courses
Introduction to Cultural Anthropology ANTH 102
This course studies how many factors (beliefs, rituals, Skill Area:
social structure, economic structure, political structure) Communication
integrate to define culture in the broad sense and how (written)
they vary in the context of different cultures (or societies) Critical thinking
in a more narrow sense. Ethical awareness
Qualitative analysis
Outcome: Students will be able to demonstrate the skills necessary for the
study of culture, including the completion of an ethnography.
II. REQUIRED AREAS OF KNOWLEDGE
46
Biological Basis for Human Social Behavior ANTH 103
This course examines the possible biological bases of Skill Area:
modern human behavior, from a strongly scientific and Critical thinking
multi-disciplinary perspective. Ethical awareness
Outcome: Students will be able to demonstrate understanding of the
­relationships among cultural, economic, political, and social forces, and their
impact on human behavior.
World Cultures ANTH 271
This course is a study of cultural diversity on a global scale, Skill Area:
and investigates humans as cultural and social beings. Critical thinking
Communication
(written/oral)
Outcome: Students will be able to demonstrate understanding of the historic
and contemporary relationships between cultures and societies, and to understand
how cultures change over time.
Explorations in Asian Studies ASIA 101
This variable topics course introduces students both to Asia Skill Area:
as a geographical region and to the field of Asian Studies. Critical thinking
Outcome: Students will be able to demonstrate skills for evaluating, describing,
and critically thinking about the Asian region.
War and War Experience, Ancient and Modern CLST 281
This course focuses upon the institution of war and the Skill Area:
effects that war has upon individuals, especially in Critical thinking
ancient Greece and in modern times.
Outcome: Students will be able to demonstrate understanding of how war has an
ongoing impact upon individual and societal identities, forging collective identity,
while at the same time destroying individual identity.
Women in the Classical World CLST/WOST 295
This course will investigate the social roles available to Skill Area:
women in the ancient Greek and Roman worlds, together Critical thinking
with beliefs, behaviors, and cultural expressions supporting
ancient Greek and Roman constructions of womanhood.
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.
II. REQUIRED AREAS OF KNOWLEDGE
47
 Communication Practices CMUN 160
This course studies public communication as a social Skill Area:
practice that takes place within specific historical, cultural, Critical thinking
social, economic, and political contexts. Communication
(written/oral)
Outcome: Students will be able to demonstrate understanding of the three
main modes of address that have characterized human interaction throughout
­history (orality, literacy, and post-literacy or videocy), and the distinct practices
and cultures that these shifting communication modes have produced. Masterpieces of German Literature LITR 230
Adolescent Development CPSY 337
This course examines the social and cultural influences on Skill Area:
human development and identity formation during the Critical thinking
period of life called adolescence as it is experienced in Communication
Western and non-Western cultures. (written/oral)
Outcome: Students will be able to demonstrate understanding of the way
in which culture shapes the development of self, identity, worldview, and
­relationships, particularly during the age of adolescence. This course focuses on the detailed study of the primary Skill Area:
Principles of Microeconomics ECON 201
This course studies the economic environment’s impact Skill Area:
on the individual and on the firm. Critical thinking
Quantitative analysis
Qualitative analysis
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.
Principles of Macroeconomics ECON 202
This course studies the economic environment of the Skill Area:
nation and measures growth, unemployment, inflation, Critical thinking
fiscal and monetary policies of the government to Quantitative analysis
ultimately understand economic stability and the Qualitative analysis
welfare of the individual citizen.
Outcome: Students will be able to demonstrate understanding of the numerous
variables that lead to economic stability and the welfare of the individual citizen.
II. REQUIRED AREAS OF KNOWLEDGE
48
Russian Literary Masterpieces LITR 225
This course focuses on 18th, 19th, and 20th century Skill Area:
Russian literature, including poetry, drama, and fiction. Communication
(written)
Outcome: Students will be able to demonstrate understanding of literary
­masterpieces and their ability to help us develop a critical consciousness
of our experience–personal, social, cultural, historical, as well as aesthetic.
This course focuses on the major German literary works Skill Area:
of the 20th Century. Communication
(written)
Outcome: Students will be able to demonstrate understanding of literary
­ asterpieces and their ability to help us develop a critical consciousness of
m
our experience–personal, social, cultural, historical, as well as aesthetic.
Arabic Literature LITR 238
literary source of our knowledge about the life and Communication
times of Muhammad. (written)
Outcome: Students will be able to demonstrate understanding of the
broader social, cultural and geographic backdrop of the rise of Islam during
the life of Muhammad.
Loyola continues to
add new programs to
respond to emerging
needs in society. Recently
added programs include
journalism, math and
­science education, and
bilingual education.
II. REQUIRED AREAS OF KNOWLEDGE
49
 South Asian Literature in Translation LITR 243
This course examines literary and historical readings to Skill Area:
provide an overview of South Asian society and culture, Communication
and focuses on issues of caste, communalism and (written)
gender in South Asia.
Outcome: Students will be able to demonstrate understanding of
South Asian culture, society, politics and self-understanding in colonial and
post-independence times. International Politics PLSC 102
Italian Film genre LITR 264
This course focuses on major Italian films from the period Skill Area:
between 1947 and 2002 in order to give students an Critical thinking
overview of the dramatic economic, social and political Communication
changes in Italian society over the last 55 years. (visual)
Outcome: Students will be able to demonstrate knowledge of the Italian
art film tradition.
Masterpieces of European Literature LITR 280
This course focuses on major literary works of Europe, Skill Area:
from medieval romance through the modern novel Communication
and short story. (written)
Outcome: Students will be able to demonstrate understanding of literary
­masterpieces and their ability to help us develop a critical consciousness of
our experience–personal, social, cultural, historical, as well as aesthetic. cognitive, social, clinical, and developmental psychology.
Social & Political Philosophy PHIL 182
This course will investigate one of the central questions Skill Area:
of philosophy and social theory: How should we, as Critical thinking
human beings, live together? Ethical awareness
Outcome: Students will be able to demonstrate understanding of the
complex structures involved in social existence, sensitivity to the way different
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
Culture and Civilization PHIL 188
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 the various
approaches to the philosophical study of human culture and civilization.
II. REQUIRED AREAS OF KNOWLEDGE
50
American Politics PLSC 101
This course examines the foundations and processes of Skill Area:
the American political system. Information literacy
Outcome: Students will be able to demonstrate understanding of the American
federal system, its political processes, patterns of political and social behavior and
participation, institutions of governance, and public policy making processes.
This course examines the interrelationships among nations, Skill Area:
groups and peoples in the contemporary global system. Critical thinking
Ethical awareness
Outcome: Students will be able to demonstrate understanding of the main
ways of studying international politics; to compare and contrast major compet-
ing approaches to the field; to examine individual regions and countries from the
­perspective of these approaches; and to achieve an understanding of such major
substantive issues as interstate war, terrorism, arms control, international political
economy, and sustainable development.
General Psychology PSYC 101
This course explores the scientific study of the brain, Skill Area:
mental events, and behavior. Critical thinking
Outcome: Students will be able to demonstrate understanding of the foundation,
methodology, theory, and phenomena of the fields of physiological, perceptual,
Gender and Sex Differences and Similarities PSYC/WOST 238
This course focuses on the development of cultural, Skill Area:
societal, and self-understanding (societal and cultural Critical thinking
knowledge) by exploring the complexity of culture-
specific social constructions of gender and how these
constructions influence our ideas about what it means
to be a man or woman in contemporary society.
context influences science, and how context-specific political forces shape what is
thought of as “scientific knowledge.”
II. REQUIRED AREAS OF KNOWLEDGE
51
 Social Psychology PSYC 275
This course is an introduction to the field of social Skill Area:
psychology, which seeks to understand human behavior Critical thinking
by viewing it within its social and cultural context.
Outcome: Students will be able to demonstrate understanding of cultural and
social group differences, which is critical to the development of inter-cultural
­understanding and the reduction of inter-group (or inter-cultural) conflict. Outcome: Students will be able to demonstrate understanding of the social
The Sociological Perspective: An Introduction SOCL 101
This course is an introduction to the distinctively Skill Area:
sociological perspective of analyzing people, societies, Critical thinking
and their structures and cultures.
Outcome: Students will be able to demonstrate understanding of themselves
as human beings and how different forces and ideas affect their own society
and culture.
Social Problems SOCL 121
This course is an opportunity to examine major issues Skill Area:
facing society. Quantitative analysis
Outcome: Students will be able to critically examine the impact of a social
­problem and its possible solutions, to integrate knowledge gleaned from a variety
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
means of applying workable solutions for the issues facing society. The first of two courses in the Social Welfare Policy and Skill Area:
Race and Ethnic Relations SOCL 122
This course examines the development of culture, Skill Area:
society, and self-understanding by exploring the social Critical thinking
construction of race in the United States of America,
and how these ideas of race affect interpersonal relations
and, most importantly, influence laws, policies, and practices
which differently affect racial and ethnic communities.
Outcome: Students will be able to demonstrate understanding of the condi-
tions which have, historically, worsened racial tensions, as well as when and how
social movements have been successful at eradicating racially oppressive laws and
­working towards a just society.
II. REQUIRED AREAS OF KNOWLEDGE
52
Mass Media and Popular Culture SOCL/WOST 123
This course examines the connections between the media Skill Area:
of mass communication and multiple forms of popular Critical thinking
art and culture. Communication
(written/visual)
Information literacy
­relationships between mass media and the general population.
Chicago: Growth of a Metropolis SOCL 125
This course explores the development of the Chicago Skill Area:
region from the 1830s to the present day. Communication
Outcome: Students will be able to demonstrate understanding of the geography,
history, and people of Chicago.
Sociology of Sex and Gender SOCL 271/
This course explores the social organization of WOST 371
sex and gender. Skill Area:
Critical thinking
Outcome: Students will be able to situate their pre-conceived experiences of
the naturalness of gender in a particular historical and cultural context.
Social Welfare and Services I SOWK 201
Services component, this course stresses the societal Critical thinking
and institutional forces and structures which influence Ethical awareness
the practice and profession of social work in Communication
contemporary United States and other Western (written/oral)
industrialized societies.
Outcome: Students will be able to demonstrate understanding of how different
contexts and historical factors have shaped the emergence of the modern welfare
state and the social service professions.
Issues in Feminism WOST 201
This course is an introduction to women’s studies, Skill Area:
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.
II. REQUIRED AREAS OF KNOWLEDGE
53
 Theological and Religious Religion and Society SOCL 245
Studies Knowledge (2 courses) This course examines how religion and society interact. Skill Area:
Critical thinking
Communication
Learning Outcome: Demonstrate an understanding of the
(written/oral)
­theological and religious questions and traditions.
Outcome: Students will be able to demonstrate understanding of how
This area of study promotes critical thinking and informed reflection on theology
individual behavior, organizations, and society as a whole are affected by religious
and religion. Students ought to develop familiarity with the basic content of,
ideas and institutions, and how religion is itself changed by its encounter with
and modes of scholarly inquiry into, selected theological and religious systems,
changing social circumstances.
including forms of religious ethics, and to develop productive intellectual
attitudes to guide them in their search.
Introduction to Theology THEO 100
This course is an introduction to reflection on and analysis Skill Area:
Competencies: By way of example, Loyola graduates should be able to:
of the Christian theological tradition. Critical thinking
Analyze and interpret religious texts, beliefs, and practices using standard
­scholarly methods and tools.
Outcome: Students will be able to demonstrate understanding of the tasks
Demonstrate knowledge, with attention to historical development, of the ­
of Christian theology in its efforts to understand the human situation from the
central texts, beliefs, ethical understandings, and practices of at least one
­perspective of faith, various challenges to theology in the contemporary world,
religious tradition.
and will focus on one or more current theological issues.
Demonstrate knowledge of the intersections between religion and selected
­contemporary issues, including ethics, social, political, economic, or cultural
issues. The Theology of Faith THEO 101
Evaluate one’s own religious perspective and the religious perspectives of others. This course studies multiple dimensions of religious belief Skill Area:
Demonstrate knowledge of central ethical teachings and perspectives of a as a phenomenon. Critical thinking
­religious tradition.
Outcome: Students will be able to demonstrate understanding of the nature,
grounds, and implications of Christian faith as a particular form of belief, and
Theological and Religious Studies Courses ­consider this phenomenon in light of questions posed in a variety of eras about
the meaning and credibility of religious belief.
Ancient Greek Religion CLST 371
This course examines the beliefs and practices in ancient Skill Area: Jesus Christ THEO 104
Greek religion by studying the written, artistic, and Critical thinking This course examines the life of Jesus Christ, utilizing the Skill Area:
archaeological evidence for their forms and functions Gospels, the writings of Paul and other biblical authors, Critical thinking
and the environment in which they flourished. the early ecumenical councils, and the history of church
doctrine, including contemporary scholarship.
Outcome: Students will be able to demonstrate understanding of ancient
Greek religion. Outcome: Students will be able to demonstrate understanding of the nature of
Jesus Christ as both human and divine, what this might mean, how this formulation
was derived, and the varieties of understanding of Christ within the Scriptures, the
Philosophy of Religion PHIL 171
church, and modern scholarship.
This course explores the development, not only of some Skill Area:
classic positions within the philosophy of religion, but also Critical thinking
of how these views have affected the formulation of more
contemporary discussions.

Outcome: Students will be able to demonstrate understanding of the enterprise

of using reason, broadly construed, to articulate issues arising out of religious belief
and practice and to formulate and defend positions with respect to those issues.

II. REQUIRED AREAS OF KNOWLEDGE II. REQUIRED AREAS OF KNOWLEDGE

54 55

Madonna della
Strada Chapel at
the Lake Shore
Campus embodies
the university’s
Jesuit traditions
and heritage.
The Church and the World THEO 105
This course provides an introduction to ways in which Skill Area:
the Christian churches, and primarily the Roman Catholic Critical thinking
Church, understand and enact their identity in relation
to the secular world of culture, economics, and politics,
both nationally and globally.
Outcome: Be able to analyze and interpret contrasting Christian understand-
ings of the notion of original sin, and demonstrate knowledge, with attention to
­historical development, of the central texts, beliefs, ethical understandings, and
practices of at least one religious tradition. Outcome: Be able analyze and interpret various ways in which religious traditions
Theology of Sacraments THEO 106
This course studies the realities of Christian faith life as Skill Area:
expressed and celebrated in the concrete rituals of the Critical thinking
Christian communities.
Outcome: Demonstrate how a sacramental system of aesthetics is often
­embedded in cultural artifacts such as poetry, music, painting, literature, and film,
and recognize and interpret the impact of history and cultures on the development
of Christian doctrine and practices. Christianity, and have, in turn, created lasting testimonies
Introduction to the Bible THEO 110
This course provides an overview of the Bible, and Skill Area:
examines the contents and major theological themes Critical thinking
that have shaped the religious traditions of Christianity. Communication
(written/oral)
Outcome: Students will be able to demonstrate understanding of central texts,
beliefs, ethical understanding, and practices of Christianity, insofar as the Bible is
universally acknowledged to be the foundational religious text of Christianity.
II. REQUIRED AREAS OF KNOWLEDGE
56
Old Testament/Hebrew Scriptures THEO 111
This course provides an introduction to the Skill Area:
Old Testament/Tanakh (Hebrew Scriptures). Critical thinking
Outcome: Students will be able to demonstrate understanding of central texts,
beliefs, ethical understanding, and practices of Judaism and Christianity.
Introduction to the New Testament THEO 112
This course is an introduction to the historical and Skill Area:
theological reading of the various documents of early Critical thinking
Christianity known as the New Testament.
Outcome: Students will be able to demonstrate understanding of the
various ­literary genres found in the New Testament and explain why the
­recognition of genre is essential to the interpretation of the New Testament,
as well as the importance of how the New Testament documents have reached
their present form.
Introduction to the Study of Religion THEO 170
This course is an introduction to the contemporary field Skill Area:
of religious studies. Focusing on both the theoretical ­ Critical thinking
investigations of religious traditions, as well as on the
study of selected religious texts and practices (such as
creation stories, sacred biographies, sacred scriptures of
a religious tradition, rituals, ritual taboos, religiously
motivated behaviors.)
intersect with contemporary issues, such plural and conflicting ethical behaviors,
the creation of social roles and organizations, the impact of religious perspectives
on the political and economic order, and the mutual influence of religion, culture
and language.
Great Christian Thinkers THEO 171
This course studies the ideas and contributions of a select Skill Area:
group of writers, thinkers, artists, and activists, all of whom Critical thinking
have been significantly shaped by their encounter with
of significant cultural value because of that encounter.
Outcome: Students will be able to assess how various configurations of a
r­ eligious worldview can both expand and foreshorten the way human thinking
has gone on.
II. REQUIRED AREAS OF KNOWLEDGE
57

Nationwide, as many as
four out of five students
change their majors at
least once; up to 30%
change majors three or
more times.
Introduction to Classical Judaism THEO 172
This course provides an introduction to Classical Judaism. Skill Area:
Critical thinking
Outcome: Students will be able to name and discuss some of the most impor-
tant Jewish scriptures, articulate the general outline of the historical evolution of
Classical Judaism, and define and discuss key concepts, terms, values, and religious
practices foundational to Classical Judaism.
The Orthodox Christian Tradition THEO 173
This course provides an introduction to Skill Area:
Orthodox Christianity. Critical thinking
Outcome: Students will be able to name and discuss some of the most
important Orthodox Christian scriptures, articulate the general outline of
the ­historical evolution of the Orthodox Christian Tradition, and define and
discuss ­concepts, terms, values, and religious practices foundational to
Orthodox Christianity. important world religions, including at least one Western (Abrahamic) and one
II. REQUIRED AREAS OF KNOWLEDGE
58
Religion in America THEO 174
This course provides an introduction to religion in the Skill Area:
United States of America and explores the impact of the Critical thinking
American culture upon very diverse religious traditions
and religious movements as well as the contributions
of various faith traditions to the American culture.
Outcome: Students will be able to demonstrate understanding of the
numerous religions practiced in the United States of America, as well as the
American context and the ways “world” religions have adapted to this context.
Students will also be able to demonstrate understanding of the relationship
between religion and politics and culture in the contemporary U.S.
Contemporary Protestantism THEO 175
This course provides an introduction to Skill Area:
contemporary Protestantism. Critical thinking
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.
African American Religious Experience THEO 176
This course is an introduction to the study of Skill Area:
African American religious traditions which examines Critical thinking
African American religious experiences through an
examination of history, culture, and the experiences
of African American leaders.
Outcome: Students will be able to analyze and interpret the lives, beliefs
and ­practices which are shaping the development of African-American reli-
gious ­traditions. They will be able to demonstrate knowledge of the historical
­development of these religious traditions, as well as knowledge of the intersec-
tions between the religious experiences of the African American communities and
­various social, political, economic, cultural and ethical issues.
World Religions THEO 177
This course will provide introduction to major Skill Area:
world religions. Critical thinking
Communication
(written/oral)
Outcome: Students will be able to demonstrate understanding of at least four
Eastern (Indian or Chinese) tradition.
II. REQUIRED AREAS OF KNOWLEDGE
59
 Women and Religion THEO 178
This course will study the role of women in at least Skill Area:
one (if not more) of the major world religious traditions. Critical thinking
Outcome: Students will be able to demonstrate understanding of the influence
f religion on gender roles, and how women in the contemporary world are
­reinterpreting their religious traditions. serves as a primary case study which provides practice
Roman Catholicism THEO 179
This course provides an introduction to Roman Catholicism. Skill Area:
Critical thinking
Outcome: Students will be able to demonstrate understanding of the most
­important Roman Catholic beliefs; the historical evolution of Roman Catholicism;
the key Roman Catholic concepts, terms, values, and religious practices; and the
main lines of current Roman Catholic debates about its identity in today’s world.
THEOLOGY & INTERDISCIPLINARY STUDY THEO 180
There are two guiding features of the course: a) that it Skill Area:
present knowledge from the field of theological and/or Critical thinking
religious studies focused on a topic of importance to an
undergraduate student body; b) that in the consideration
of this topic it take an interdisciplinary approach.
Outcome: The student who successfully completes this course will be able
to demonstrate knowledge about religion and its intersections with selected
­contemporary ethical, social, political, economic, or cultural issues.
Christianity Through the Ages THEO 181
The course examines the history of Christian thought. Skill Area:
The primary goal of this course is to investigate the major Critical thinking
interactions between Christian thought and practice and
the cultures that it has been a part of in its two thousand
year history.
Outcome: Students will be able to demonstrate understanding of the important
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
II. REQUIRED AREAS OF KNOWLEDGE
60
Moral Problems: Medical Issues THEO 182
This course offers both an exploration into U.S. Skill Area:
healthcare and medical issues, especially as they relate Critical thinking
to racial/ethnic and socio-economic disparities. It also Ethical awareness
offers an introduction to methods in ethics. In particular,
the problem of U.S. healthcare quality and access disparities
in the steps of moral deliberation and the incorporation
of various ethical theories that are possible to use.
Outcome: Students will be able to demonstrate understanding of ethical compre-
hension, analysis, and decision-making within the context of select theological and
religious traditions.
MORAL PROBLEMS: WAR AND PEACE THEO 183
This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
regarding war and peace. Ethical awareness
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.
MORAL PROBLEMS: ECOLOGY THEO 184
This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
regarding ecology. Ethical awareness
Outcome: Students will be able to demonstrate understanding of ethical
­comprehension, analysis, and decision-making within the context of select
­theological and religious traditions.
Moral Problems THEO 192
This variable topics course provides an introduction to Skill Area:
theological and religious ethics through attention to a Critical thinking
select number of moral problems. Ethical awareness
c­ omprehension, analysis, and decision-making within the context of select
­theological and religious traditions.
II. REQUIRED AREAS OF KNOWLEDGE
61

Loyola’s School
of Education serves
more than 1,000
students enrolled
in undergraduate,
master’s, certification,
educational specialist
and doctoral degree
programs.
Christian Marriage THEO 193
This course examines the Christian understanding Skill Area:
of marriage. Critical thinking
Outcome: Students will be able to demonstrate understanding of ethical
­principles used to evaluate particular issues relevant to the understanding of the
Christian tradition of marriage, such as homologous in vitro fertilization, artificial
birth control, indirect abortion (pregnant woman seeking treatment for cancer), etc.
Introduction to Islam THEO 195
This course will provide an introduction to Islam. Skill Area:
Critical thinking
Outcome: Students will be able to demonstrate understanding of the most
­important Muslim scriptures, the general outline of the historical evolution of Islam,
the key Islamic concepts, terms, values, and religious practices, and the diversity
within Islam in terms of sectarian, regional, and historical developments.
II. REQUIRED AREAS OF KNOWLEDGE
62
Introduction to Hinduism THEO 196
This course provides an introduction to Hinduism. Skill Area:
Critical thinking
Outcome: Students will be able to demonstrate understanding of the most
­important Hindu scriptures; the general outline of the historical evolution of
Hinduism; the key Hindu concepts, terms, values, and religious practices; 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. Skill Area:
Critical thinking
Outcome: Students will be able to demonstrate understanding of the most
­important Buddhist scriptures, the general outline of the historical evolution of
Buddhism, including its different major branches, and the key Buddhist concepts,
terms, values, and religious practices.
Jews and Judaism in the Modern World THEO 198
This course examines the reshaping of Judaism in response Skill Area:
to the challenges of modernity, focusing primarily on Critical thinking
one hundred fifty years of European 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.
Outcome: Students will be able to demonstrate understanding of the central
texts, beliefs, ethical understandings, and practices of Modern, as distinct from
Classical, Judaism. In particular, students will be able to demonstrate understanding
of the nature of “modernity” and Jewish responses to it, the changes that Judaism
underwent in the Modern period, and some of the most important individuals
and ideas of Modern Judaism.
Religions of Asia THEO 199
This course provides an introduction to Asian Skill Area:
religious traditions. Critical thinking
Outcome: Students will be able to demonstrate understanding of the central
texts, beliefs, ethical understandings, and practices of at least three Asian religions.
II. REQUIRED AREAS OF KNOWLEDGE
63
 Ethics
(1 course required among courses in either the Philosophical
Knowledge or Theological and Religious Studies Knowledge Areas)
Learning Outcome: Demonstrate ethical awareness, the ability
to do ethical reflection and the ability to apply ethical principles in
decision-making.
Developing a student’s ethical awareness, reflection, and decision-making ability
is central to a Core Curriculum. Ethics enables a student to use specific capacities
and skills to make moral decisions. Students should develop, demonstrate and act
out their ethical abilities. This will occur as a student learns to recognize when situ-
ations call for ethical judgment and how to use the language and distinctions of
ethics to respond ethically to those situations.
Competencies: By way of example, Loyola graduates should be able to:
Recognize the need for ethical judgment.
Distinguish alternative courses of action.
Articulate the relevant ethical values, principles, rights, and virtues from
the point of view of each stakeholder.
Formulate and support an ethical judgment.
Compare and contrast ethical theories and evaluate them in terms
of strengths and weaknesses.
Ethics Courses
Ethics and Communication CMUN 217
This course introduces students to the study of the ethical Skill Area:
choices inherently involved in every intentional act Critical thinking
of communication. Ethical awareness
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.
Ethics PHIL 181
This course is a general introduction to ethics or Skill Area:
moral philosophy. Critical thinking
Ethical awareness
Outcome: Students will be able to demonstrate understanding of criteria
for choosing between conflicting ethical theories, moral disagreement, the
­justification of moral judgments, and the application of ethical standards to
­practical decision-making and ethical questions that arise in everyday life. topics and so will be able to engage civic and leadership activities.
II. REQUIRED AREAS OF KNOWLEDGE
64
Social & Political Philosophy PHIL 182
This course will investigate one of the central questions Skill Area:
of philosophy and social theory: How should we, as Critical thinking
human beings, live together? Ethical awareness
Outcome: Students will be able to demonstrate understanding of the major
­philosophical questions in the area of social philosophy with attention to the
­historical and conceptual development of these questions, and be able to articulate
some of the major problems and responses central to this area of philosophy.
Health Care Ethics PHIL 184
This course studies philosophical ethics as practiced in Skill Area:
the health care setting. Critical thinking
Ethical awareness
Outcome: Students will be able to demonstrate understanding of traditional
moral theories in a health care framework, as well as the varieties of ethical
­challenges facing contemporary health care.
Business Ethics PHIL 185
This course is an introduction to ethics which focuses on Skill Area:
ethical issues in the world of business and commerce. Critical thinking
Ethical awareness
Outcome: Students will be able to examine and assess various ethical theories
and apply those theories to ethical issues in business.
Ethics and Education PHIL 186
This course examines philosophical ethics as it informs Skill Area:
and guides the activity of teaching. Critical thinking
Ethical awareness
Outcome: Students will be able to examine and assess various ethical theories,
and apply those theories to ethical issues in teaching.
ENVIRONMENTAL ETHICS PHIL 187
The course will look at various philosophical and ethical Skill Area:
views on the relationship between humans and the Critical thinking
natural world. Topics may include: pollution, animal rights, Ethical awareness
and natural resources.
Outcome: Students will develop critical thinking skills and gain knowledge in
the areas of philosophy and ethics. Students will have opportunities to analyze,
evaluate, work as team members, and engage with the community on environmental
II. REQUIRED AREAS OF KNOWLEDGE
65
 Moral Problems: Medical Issues THEO 182
This course offers both an exploration into U.S. Skill Area:
healthcare and medical issues, especially as they relate Critical thinking
to racial/ethnic and socio-economic disparities. It also Ethical awareness
offers an introduction to methods in ethics. In particular,
the problem of U.S. healthcare quality and access disparities
serves as a primary case study which provides practice
in the steps of moral deliberation and the incorporation
of various ethical theories that are possible to use.

Outcome: Students will be able to demonstrate understanding of ethical compre-

hension, analysis, and decision-making within the context of select theological and
religious traditions.

MORAL PROBLEMS: WAR AND PEACE THEO 183

This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
regarding war and peace. Ethical awareness

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.

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

Outcome: Students will be able to demonstrate understanding of ethical

­comprehension, analysis, and decision-making within the context of select
­theological and religious traditions.

Moral Problems THEO 192

This variable topics course provides an introduction to Skill Area:
theological and religious ethics through attention to a Critical thinking
select number of moral problems. Ethical awareness

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.

II. REQUIRED AREAS OF KNOWLEDGE

66 67
 III. V
 ALUES ACROSS V A L U E S A reas
THE CURRICULUM understanding diversity in the
united STATES OR THE WORLD (1 course)
For current Core Information and Values Area Learning Outcome: Demonstrate an understanding of diversity (i.e.,
course listings, visit the Core Curriculum Website at: race, ethnicity, gender, sexuality, etc.) in the United States and the world;
www.luc.edu/core/corevalues.shtml become a knowledgeable, responsible citizen with a critical and informed
familiarity with Western, non-Western, and non-dominant cultures.
For more information, e-mail: core@luc.edu.
The topic of diversity takes on many forms in curricular development because of its
broad scope (i.e. race, ethnicity, gender, sexuality, etc.). Students ought to become
Required knowledgeable, responsible citizens with a critical and informed familiarity with
Required Areas of Knowledge Core Credit Go To contemporary Western, non-Western, and non-dominant cultures. This learning
Courses Hours Page ­outcome should be addressed throughout the university, and students should be
Understanding Diversity in the afforded opportunities to explore diversity in depth and in its many various forms.
United States or the World 1 3 69
Competencies: By way of example, Loyola graduates should be able to:
Understanding and Promoting Justice 1 3 80
Demonstrate knowledge of contemporary Western, non-Western, and
Understanding Spirituality or Faith non-dominant cultures.
in Action in the World 1 3 84 Recognize that human diversity is complex and variegated.
Distinguish the various factors that inform and impact individual
Promoting Civic Engagement identity formation.
or Leadership 1 3 93 Comprehend how group identities are formed in a heterogeneous society.
TOTAL 4 courses 12 hours Identify distinctive patterns of thought and behavior that contribute to
the formation of a culture different from one’s own.
Perceive the interdependence of cultures in domestic and global terms.

Incoming transfer students should consult with their Loyola Advisors for an Diversity Courses
explanation of how Loyola credit is awarded for previous values courses.

Human Origins ANTH 101

This course explores the study of the biological history Value:
of the human species, from its emergence through the Diversity in the
establishment of food producing societies. U.S. or world

Outcome: Students will be able to demonstrate understanding of basic biological

principles (heredity, physiology, evolutionary mechanisms, adaptation, ecology)
in the context of their application to the human condition, as well as the role
of cultural behavior in defining the distinctiveness of that condition.

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.

Outcome: Students will be able to demonstrate understanding of the

­relationships among cultural, economic, political, and social forces, and their
impact on human behavior.
Explorations in Asian Studies ASIA 101

This variable topics course introduces students both Value:
Modern Human Biology and Behavior ANTH 105
to Asia as a geographical region and to the field Diversity in the
This course examines the history of the concept of the Value:
of Asian Studies. U.S. or world
biological race, the emergence and role of scientific Diversity in the
racism as well as the current scientific research U.S. or world
Outcome: Students will be able to demonstrate skills for evaluating, describing,
objectives and methodologies.
and critically thinking about the Asian region.
Outcome: Students will be able to demonstrate understanding of the assessment
and explanations for human interpopulational differences such as skin color, nasal Adolescent Development CPSY 337
shape, eye color, hair color and form, disease resistance, and blood polymorphisms. This course examines the social and cultural influences on Value:
human development and identity formation during the Diversity in the
period of life called adolescence as it is experienced in U.S. or world
Sex, Science, and Anthropological Inquiry ANTH 106
Western and non-Western cultures.
This course examines the issues of sex and gender Value:
within physical/biological anthropology. Diversity in the
Outcome: Students will be able to demonstrate understanding of the way
U.S. or world
in which culture shapes the development of self, identity, worldview, and
relationships, particularly during the age of adolescence.
Outcome: Students will be able to demonstrate understanding of human
­genetics, patterns of human heredity, the mechanisms of biological evolution,
the nature/nurture debate, primate taxonomy and behavior, and early human Philosophy of Education ELPS 302
fossil evidence and interpretation. This course explores the philosophy of teaching, Value:
learning, and schooling. Diversity in the

U.S. or world
World Cultures ANTH 271
This course is a study of cultural diversity on a global scale, Value:
Outcome: Students will be able to demonstrate understanding of the
and investigates humans as cultural and social beings. Diversity in the
­fundamental questions of educational philosophy: is it possible to attain
U.S. or world
­knowledge; how can claims about human excellence be justified; how are
­distributions of social benefits justified; how is the tension between
Outcome: Students will be able to demonstrate understanding of the historic
individual freedom and the interests of society negotiated?
and contemporary relationships between cultures and societies, and to understand
how cultures change over time.

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.

Outcome: Students will be able to demonstrate historical understanding of

the development of the Modern World and to conduct historical investigations.

East Asia in the Emergence

of the Modern World HIST 108
This course explores the roles and contributions of the Value:
major East Asian States during the formation of the Diversity in the
modern world from the sixteenth century to the present. U.S. or world
Major classes seldom
Outcome: Students will be able to demonstrate historical understanding exceed 30 students, and
of the development of the Modern World in East Asia and to conduct emphasize interaction
historical investigations.
and research.

III. VALUES ACROSS THE CURRICULUM III. VALUES ACROSS THE CURRICULUM
72 73

Nearly 120,000
Loyola alumni are
located in all 50
states and in 120
foreign countries.
Japanese Literature LITR 245
This course focuses on selections of Japanese literature Value:
in a variety of genres, including myth and poetry derived Diversity in the
from oral traditions, Classical Japanese prose, plays from U.S. or world
the feudal period, early modern novels and short stories,
and contemporary fiction and personal histories that have
gained critical acclaim and wide popular success. All
reading, writing, and discussion will be in English, but
students will learn enough about the structure and history
of the Japanese language to be able to consider the
conceptual and technical demands of translation.
Outcome: Students will show knowledge of Japanese literary traditions and 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.
International Management MGMT 315
This course examines cross-cultural and international Value:
management issues, and analyzes the problems of Diversity in the
managing in an international marketplace. U.S. or world
Outcome: Students will be able to recognize the complexity of human diversity
across societies, identify factors contributing to the development of cultures, and
to understand the interdependence of cultures and their connection to the global
business organizations.
III. VALUES ACROSS THE CURRICULUM
74
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
Outcome: Students will be able to demonstrate understanding of cultural and
social group differences, which is critical to the development of inter-cultural
understanding and the reduction of inter-group (or inter-cultural) conflict.
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.
Outcome: Students will be able to demonstrate understanding of how historical
context influences science, and how context-specific political forces shape what is
thought of as “scientific knowledge.”
The Sociological Perspective: An Introduction SOCL 101
This course is an introduction to the distinctively Value:
sociological perspective of analyzing people, societies, Diversity in the
and their structures and cultures. U.S. or world
Outcome: Students will be able to demonstrate understanding of themselves
as human beings and how different forces and ideas affect their own society
and culture.
Social Problems SOCL 121
This course is an opportunity to examine major issues Value:
facing society. Diversity in the
U.S. or world
Outcome: Students will be able to critically examine the impact of a social
­problem and its possible solutions, to integrate knowledge gleaned from a variety
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
means of applying workable solutions for the issues facing society.
III. VALUES ACROSS THE CURRICULUM
75
 Race and Ethnic Relations SOCL 122
This course examines the development of cultural, society, Value:
and self-understanding by exploring the social construction Diversity in the
of race in the United States of America, and how these U.S. or world
ideas of race affect interpersonal relations and, most
importantly, influence laws, policies, and practices which
differently affect racial and ethnic communities.
Outcome: Students will be able to demonstrate understanding of the condi-
tions which have, historically, worsened racial tensions, as well as when and how
social movements have been successful at eradicating racially oppressive laws and
­working towards a just society.
Chicago: Growth of a Metropolis SOCL 125
This course explores the development of Chicago region Value:
from the 1830s to the present day. Diversity in the
U.S. or world
Outcome: Students will be able to demonstrate understanding of the
geography, history, and people of Chicago.
Religion and Society SOCL 245
This course examines how religion and society interact. Value:
Diversity in the
U.S. or world
Outcome: Students will be able to demonstrate understanding of how individual
behavior, organizations, and society as a whole are affected by religious ideas and
institutions, and how religion is itself changed by its encounter with changing
social circumstances.
Sociology of Sex & Gender SOCL 271
This course explores how sex, gender, and sexuality are Value:
socially constructed, and examines the relationship Diversity in the
between gender, gender inequalities, and major social U.S. or world
institutions including education, the media, the work place,
and the family.
Outcome: Students will be able to situate their pre-conceived experiences
of the naturalness of gender in a particular historical and cultural context. U.S. or world
III. VALUES ACROSS THE CURRICULUM
76
Religion in America THEO 174
This course provides an introduction to religion in the Value:
United States of America and explores the impact of the Diversity in the
American culture upon very diverse religious traditions U.S. or world
and religious movements as well as the contributions of
various faith traditions to the American culture.
Outcome: Students will be able to demonstrate understanding of the numerous
religions practiced in the United States of America, as well as the American context
and the ways “world” religions have adapted to this context. Students will also
be able to demonstrate understanding of the relationship between religion and
­politics and culture in the contemporary U.S.
African American Religious Experience THEO 176
This course is an introduction to the study of African Value:
American religious traditions which examines African Diversity in the
American religious experiences through an examination U.S. or world
of history, culture, and the experiences of African
American leaders.
Outcome: Students will be able to analyze and interpret the lives, beliefs,
and ­practices which are shaping the development of African-American reli-
gious ­traditions. They will be able to demonstrate knowledge of the historical
­development of these religious traditions, as well as knowledge of the
intersections between the religious experiences of the African American
­communities and various social, political, economic, cultural, and ethical issues.
World Religions THEO 177
This course will provide introduction to major Value:
world religions. Diversity in the
U.S. or world
Outcome: Students will be able to demonstrate understanding of at least
four important world religions, including at least one Western (Abrahamic)
and one Eastern (Indian or Chinese) tradition.
Women and Religion THEO 178
This course will study the role of women in at least one Value:
(if not more) of the major world religious traditions. Diversity in the
Outcome: Students will be able to demonstrate understanding of the influence
of religion on gender roles, and how women in the contemporary world are
­reinterpreting their religious traditions.
III. VALUES ACROSS THE CURRICULUM
77
 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.

Outcome: Students will be able to demonstrate understanding of the central

texts, beliefs, ethical understandings, and practices of Modern, as distinct from
Classical, Judaism. In particular, students will be able to demonstrate understanding
of the nature of “modernity” and Jewish responses to it, the changes that Judaism
underwent in the Modern period, and some of the most important individuals and
ideas of Modern Judaism.

III. VALUES ACROSS THE CURRICULUM III. VALUES ACROSS THE CURRICULUM
78 79
 Understanding and Promoting Justice (1 course)
Learning Outcome: Develop a broad understanding of the
origins and characteristics of issues relating to economic, political, and
social justice and their effects on humanity and the environment;
know how to promote justice in the world.
The understanding and pursuit of justice includes many areas: economic,
­environmental, political, and social. Students should be able to develop a broad
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
­curriculum’s broad outcomes ought to allow many opportunities for faculty in all
disciplines to teach, and students from any major to learn, about contemporary
issues of justice.
Competencies: By way of example, Loyola graduates should be able to:
Demonstrate an understanding of diverse fields of intellectual thought regarding
ideal and actual societies and the goals, values, virtues, and conceptions
of justice.
Analyze and appraise the functions and impacts of specific social practices,
­organizations, and policies established in the name of social justice.
Articulate a personal philosophy of responsibility to promote a more just
and humane society within a sustainable global environment.
Recognize the challenges and opportunities offered by scientific, technological,
and industrial developments, as well as population trends, and their implications
for us as engaged national and global citizens.
Develop a broad understanding of the origins and characteristics of
­contemporary issues relating to economic, political, and social injustice and
their effects on humanity and the environment.
Understanding and Promoting Justice Courses
Humans and Their Natural Environment:
Past and Present ANTH 104
This course is an introduction to global human ecology Value:
and concentrates on how we as humans affect global Understanding and
ecosystems and how these changes can impact our promoting justice
behavior, health, economics, and politics.
Outcome: Students will be able to draw connections between basic ecological
processes and the global patterns of human population growth, health and disease,
inequality and poverty, subsistence strategies, and land use and technology.
III. VALUES ACROSS THE CURRICULUM
80
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
and creatively about the moral implications and promoting justice
presuppositions of science and technology.
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-
es of justice, their ability to thoroughly analyze justice implications, and their willing-
ness to make recommendations for how to practice science in the most just way.
Ethics and Communication CMUN 217
This course introduces students to the study of the Value:
ethical choices inherently involved in every intentional Understanding and
act of communication. promoting justice
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.
Human Values in Literature ENGL 290
This variable topics course focuses on a perennial Value:
psychological or philosophical problem facing the Understanding and
individual as exemplified in literary works, e.g., the promoting justice
passage from innocence to experience, the problem of
death, and the idea of liberty.
Outcome: Students will be able to demonstrate understanding of the ability
of literature to express the deepest and most abiding concerns of human beings,
and how literary works come to be.
The Evolution of Western Ideas and HIST 102
Institutions from the 17th Century Value:
This course is an introduction to history as a discipline, and Understanding and
an analysis of the development and structure of Western promoting justice
civilization from the 17th century to the present day.
Outcome: Students will be able to demonstrate historical understanding of the
period and to conduct historical investigations.
Social & Political Philosophy PHIL 182
This course will investigate one of the central questions of Value:
philosophy and social theory: How should we, as human Understanding and
beings, live together? promoting justice
Outcome: Students will be able to demonstrate understanding of the major
­philosophical questions in the area of social philosophy with attention to the
­historical and conceptual development of these questions, and be able to articulate
some of the major problems and responses central to this area of philosophy.
III. VALUES ACROSS THE CURRICULUM
81
 Health Care Ethics PHIL 184
This course studies philosophical ethics as practiced in Value:
the health care setting. Understanding and
promoting justice
Outcome: Students will be able to demonstrate understanding of traditional
moral theories in a health care framework, as well as the varieties of ethical
­challenges facing contemporary health care.
Ethics and Education PHIL 186
This course examines philosophical ethics as it informs Value:
and guides the activity of teaching. Understanding and
promoting justice
Outcome: Students will be able to examine and assess various ethical theories,
and apply those theories to ethical issues in teaching.
Culture and Civilization PHIL 188
This course examines the nature, causes, and possible Value:
future development of human culture and civilization. Understanding and
promoting justice
Outcome: Students will be able to demonstrate understanding of the various
approaches to the philosophical study of human culture and civilization.
Political Justice PLSC 301
This course explores what justice requires through the Value:
works of several important contemporary theorists. Our Understanding and
primary focus will be the problem of distributive justice– promoting justice
who should get what, and how much–but we will also
examine the provisions of just war theory.
Outcome: Students will be able to demonstrate an understanding of diverse
fields of intellectual thought regarding ideal and actual societies and the goals,
­values, virtues, and conceptions of justice.
Psychology and Law PSYC 372
This course introduces the student to the areas of overlap Value:
between psychology and law. Topics such as the role of Understanding and
psychologists in legal settings, the accuracy of eyewitness promoting justice
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.
Outcome: Students will be able to demonstrate an understanding of the
U.S. justice system, legal issues, and the legal process in a social justice context.
III. VALUES ACROSS THE CURRICULUM
82
Moral Problems: Medical Issues THEO 182
This course offers both an exploration into U.S. Skill Area:
healthcare and medical issues, especially as they relate Critical thinking
to racial/ethnic and socio-economic disparities. It also Ethical awareness
offers an introduction to methods in ethics. In particular,
the problem of U.S. healthcare quality and access disparities
serves as a primary case study which provides practice
in the steps of moral deliberation and the incorporation
of various ethical theories that are possible to use.
Outcome: Students will be able to demonstrate understanding of ethical compre-
hension, analysis, and decision-making within the context of select theological and
religious traditions.
MORAL PROBLEMS: WAR AND PEACE THEO 183
This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
regarding war and peace. Ethical awareness
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.
MORAL PROBLEMS: ECOLOGY THEO 184
This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
regarding ecology. Ethical awareness
Outcome: Students will be able to demonstrate understanding of ethical
­comprehension, analysis, and decision-making within the context of select
­theological and religious traditions.
Moral Problems THEO 192
This variable topics course provides an introduction to Value:
theological and religious ethics through attention to a Understanding and
select number of moral problems. promoting justice
Outcome: Students will be able to demonstrate understanding of ethical
­comprehension, analysis, and decision-making within the context of select
­theological and religious traditions.
III. VALUES ACROSS THE CURRICULUM
83
 Understanding Spirituality or
Faith in Action in the World (1 course)
Learning Outcome: Evaluate the significance of faith traditions
and spiritual formation in life-long actions and decisions; assist each
­student to better understand his or her own beliefs or faith traditions
intellectually and in practice; overcome cultural barriers that hinder
his or her faith journey and spiritual growth; and search for his or her
­calling or vocation in life.
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
appreciation and application of faith traditions and actively pursuing the ideal of
living as a person for others. The curriculum ought to assist each student to better
understand his or her own beliefs or faith traditions intellectually and in practice, to
overcome cultural barriers that hinder his or her faith journey and spiritual growth,
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
beliefs or faith traditions and to teach the impact of one’s own beliefs on life-long
actions and decisions.
Competencies: By way of example, Loyola graduates should be able to:
Demonstrate knowledge of and capacity to articulate the foundations
of one’s own and others’ beliefs or faith traditions.
Demonstrate how faith traditions or belief systems have been or can
be elated to intellectual and cultural life.
Develop an ability to reflect upon the applications of one’s beliefs or
faith traditions to decisions in one’s personal, professional, and civic life.
Spirituality and Faith in Action courses
Ancient Greek Religion CLST 371
This course examines the beliefs and practices in ancient Value:
Greek religion by studying the written, artistic, and Spirituality or
archaeological evidence for their forms and functions Faith in action
and the environment in which they flourished.
Outcome: Students will be able to demonstrate understanding of ancient
Greek religion.
III. VALUES ACROSS THE CURRICULUM
84
Nursing as Vocation GNUR 110
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
spirituality and how it will affect their calling.
Outcome: Students will be able to identify nursing as their “calling;” identify the
roles of the nurse in the health of the community; explore the profession of nursing
in light of personal gifts, values, skills, and desires; discover the impact a professional
nurse can have on the well-being of the whole person, and identify ethical issues
and trends in nursing today.
Philosophy of Religion PHIL 171
This course explores the development, not only of some Value:
classic positions within the philosophy of religion, but also Spirituality or
of how these views have affected the formulation of Faith in action
more contemporary discussions.
Outcome: Students will be able to demonstrate understanding of the enterprise
of using reason, broadly construed, to articulate issues arising out of religious belief
and practice and to formulate and defend positions with respect to those issues.
Culture and Civilization PHIL 188
This course examines the nature, causes, and possible Value:
future development of human culture and civilization. Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the various
approaches to the philosophical study of human culture and civilization.
Religion and Society SOCL 245
This course examines how religion and society interact. Value:
Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of how individual
behavior, organizations, and society as a whole are affected by religious ideas and
institutions, and how religion is itself changed by its encounter with changing
social circumstances.
III. VALUES ACROSS THE CURRICULUM
85

A baccalaureate
education at Loyola
emphasizes the
significance of a
faith tradition
shaping lifelong
actions and
decisions.
Introduction to Theology THEO 100
This course is an introduction to reflection on and analysis Value:
of the Christian theological tradition. Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the tasks
of Christian theology in its efforts to understand the human situation from the
­perspective of faith, various challenges to theology in the contemporary world,
and will focus on one or more current theological issues.
The Theology of Faith THEO 101
This course studies multiple dimensions of religious belief Value:
as a phenomenon. Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the nature,
grounds, and implications of Christian faith as a particular form of belief, and
­consider this phenomenon in light of questions posed in a variety of eras about
the meaning and credibility of religious belief. of genre is essential to the interpretation of the New Testament, as well as the
III. VALUES ACROSS THE CURRICULUM
86
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.
Outcome: Students will be able to analyze and interpret contrasting Christian
understandings of the notion of original sin, and demonstrate knowledge,
with attention to historical development, of the central texts, beliefs, ethical
understandings, and practices of at least one religious tradition.
Theology of Sacraments THEO 106
This course studies the realities of Christian faith life as Value:
expressed and celebrated in the concrete rituals of the Spirituality or
Christian communities. Faith in action
Outcome: Students will be able to demonstrate how a sacramental system
of aesthetics is often embedded in cultural artifacts such as poetry, music, painting,
literature, and film, and recognize and interpret the impact of history and cultures
on the development of Christian doctrine and practices.
Introduction to the Bible THEO 110
This course provides an overview of the Bible, and examines Value:
the contents and major theological themes that have Spirituality or
shaped the religious traditions of Christianity. Faith in action
Outcome: Students will be able to demonstrate understanding of central texts,
beliefs, ethical understanding, and practices of Christianity, insofar as the Bible is
universally acknowledged to be the foundational religious text of Christianity.
Old Testament/Hebrew Scriptures THEO 111
This course provides an introduction to the Old Testament/ Value:
Tanakh (Hebrew Scriptures). Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of central texts,
beliefs, ethical understanding, and practices of Judaism and Christianity.
Introduction to the New Testament THEO 112
This course is an introduction to the historical and Value:
theological reading of the various documents of early Spirituality or
Christianity known as the New Testament. Faith in action
Outcome: Students will be able to demonstrate understanding of the various
­literary genres found in the New Testament and explain why the recognition
­importance of how the New Testament documents have reached their present form.
III. VALUES ACROSS THE CURRICULUM
87
 Introduction to the Study of Religion THEO 170
This course is an introduction to the contemporary field Value:
of religious studies. It focuses on both the theoretical Spirituality or
investigations of religious traditions, as well as on the Faith in action
study of selected religious texts and practices (such
as creation stories, sacred biographies, sacred scriptures
of a religious tradition, rituals, ritual taboos, religiously
motivated behaviors.)
Outcome: Students will be able to analyze and interpret various ways in which
religious traditions intersect with contemporary issues, such plural and conflict-
ing ethical behaviors, the creation of social roles and organizations, the impact
of ­religious perspectives on the political and economic order, and the mutual
­influence of religion, culture, and language.
Great Christian Thinkers THEO 171
This course studies the ideas and contributions of a select Value:
group of writers, thinkers, artists, and activists, all of whom Spirituality or
have been significantly shaped by their encounter with Faith in action
Christianity, and have, in turn, created lasting testimonies
of significant cultural value because of that encounter.
Outcome: Students will be able to assess how various configurations of a religious
worldview can both expand and foreshorten the way human thinking has gone on.
Introduction to Classical Judaism THEO 172
This course provides an introduction to Classical Judaism. Value:
Spirituality or
Faith in action
Outcome: Students will be able to name and discuss some of the most impor-
tant Jewish scriptures, articulate the general outline of the historical evolution of
Classical Judaism, and define and discuss key concepts, terms, values, and religious
practices foundational to Classical Judaism.
The Orthodox Christian Tradition THEO 173
This course provides an introduction to Value:
Orthodox Christianity. Spirituality or
Faith in action
Outcome: Students will be able to name and discuss some of the most
important Orthodox Christian scriptures, articulate the general outline of
the ­historical evolution of the Orthodox Christian Tradition, and define and
discuss concepts, terms, values, and religious practices foundational to
Orthodox Christianity. Eastern (Indian or Chinese) tradition.
III. VALUES ACROSS THE CURRICULUM
88
Religion in America THEO 174
This course provides an introduction to religion in the Value:
United States of America and explores the impact of the Spirituality or
American culture upon very diverse religious traditions Faith in action
and religious movements as well as the contributions
of various faith traditions to the American culture.
Outcome: Students will be able to demonstrate understanding of the numerous
religions practiced in the United States of America, as well as the American context
and the ways “world” religions have adapted to this context. Students will also
be able to demonstrate understanding of the relationship between religion and
politics and culture in the contemporary U.S.
Contemporary Protestantism THEO 175
This course provides an introduction to contemporary Value:
Protestantism. Spirituality or
Faith in action
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.
African American Religious Experience THEO 176
This course is an introduction to the study of African Value:
American religious traditions which examines African Spirituality or
American religious experiences through an examination Faith in action
of history, culture, and the experiences of African
American leaders.
Outcome: Students will be able to analyze and interpret the lives, beliefs,
and ­practices which are shaping the development of African-American reli-
gious ­traditions. They will be able to demonstrate knowledge of the historical
­development of these religious traditions, as well as knowledge of the intersec-
tions between the religious experiences of the African American communities and
­various social, political, economic, cultural, and ethical issues.
World Religions THEO 177
This course will provide introduction to major Value:
world religions. Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of at least four
important world religions, including at least one Western (Abrahamic) and one
III. VALUES ACROSS THE CURRICULUM
89
 Women and Religion THEO 178
This course will study the role of women in at least one Value:
(if not more) of the major world religious traditions. Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the
influence of religion on gender roles, and how women in the contemporary
world are reinterpreting their religious traditions.
Roman Catholicism THEO 179
This course provides an introduction to Roman Catholicism. Value:
Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the most
­important Roman Catholic beliefs; the historical evolution of Roman Catholicism;
the key Roman Catholic concepts, terms, values, and religious practices; and the
main lines of current Roman Catholic debates about its identity in today’s world.
THEOLOGY & INTERDISCIPLINARY STUDY THEO 180
This course has two guiding features: a) that it present Skill Area:
knowledge from the field of theological and/or religious Critical Thinking
studies focused on a topic of importance to an
undergraduate student body; b) that in the consideration
of this topic it take an interdisciplinary approach.
Outcome: The student who successfully completes this course will be able
to demonstrate knowledge about religion and its intersections with selected
­contemporary ethical, social, political, economic, or cultural issues.
Christianity Through the Ages THEO 181
This course examines the history of Christian thought. The Value:
primary goal of this course is to investigate the major Spirituality or
interactions between Christian thought and practice and Faith in action
the cultures that it has been a part of in its two
thousand year history.
Outcome: Students will be able to demonstrate understanding of the important
figures, periods, central texts, beliefs, ethical understandings, and practices of the
Christian tradition, as well as Christianity’s role in the contemporary world. This course will provide an introduction to Islam. Value:
III. VALUES ACROSS THE CURRICULUM
90
MORAL PROBLEMS: WAR AND PEACE THEO 183
This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
regarding war and peace. Ethical awareness
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.
MORAL PROBLEMS: ECOLOGY THEO 184
This course provides an introduction to theological and Skill Area:
religious ethics through attention to ethical issues Critical thinking
regarding ecology. Ethical awareness
Outcome: Students will be able to demonstrate understanding of ethical
­comprehension, analysis, and decision-making within the context of select
­theological and religious traditions.
Moral Problems THEO 192
This variable topics course provides an introduction to Value:
theological and religious ethics through attention to a Spirituality or
select number of moral problems. Faith in action
Outcome: Students will be able to demonstrate understanding of ethical
­comprehension, analysis, and decision-making within the context of select
­theological and religious traditions.
Christian Marriage THEO 193
This course examines the Christian understanding Value:
of marriage. Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of ethical
­principles used to evaluate particular issues relevant to the understanding of the
Christian tradition of marriage, such as homologous in vitro fertilization, artificial
birth control, indirect abortion (pregnant woman seeking treatment for cancer), etc.
Introduction to Islam THEO 195
Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the most
­important Muslim scriptures; the general outline of the historical evolution of Islam;
the key Islamic concepts, terms, values, and religious practices; and the diversity
within Islam in terms of sectarian, regional, and historical developments.
III. VALUES ACROSS THE CURRICULUM
91
 Introduction to Hinduism THEO 196
This course provides an introduction to Hinduism. Value:
Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the most
­important Hindu scriptures, the general outline of the historical evolution of
Hinduism, the key Hindu concepts, terms, values, and religious practices, 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:
Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the most
­important Buddhist scriptures; the general outline of the historical evolution of
Buddhism, including its different major branches; and the key Buddhist
concepts, terms, values, and religious practices. Demonstrate an understanding of the ethical responsibilities of leadership and its
Jews and Judaism in the Modern World THEO 198
This course examines the reshaping of Judaism in response Value:
to the challenges of modernity, focusing primarily on one Spirituality or
hundred fifty years of European Jewish history, from Faith in action
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.
Outcome: Students will be able to demonstrate understanding of the central
texts, beliefs, ethical understandings, and practices of Modern, as distinct from
Classical, Judaism. In particular, students will be able to demonstrate understanding
of the nature of “modernity” and Jewish responses to it, the changes that Judaism
underwent in the Modern period, and some of the most important individuals and
ideas of Modern Judaism. engaged in history-related projects. engagement or
Religions of Asia THEO 199
This course provides an introduction to Asian Value:
religious traditions. Spirituality or
Faith in action
Outcome: Students will be able to demonstrate understanding of the central
texts, beliefs, ethical understandings, and practices of at least three Asian religions.
III. VALUES ACROSS THE CURRICULUM
92
Promoting Civic Engagement
or Leadership (1 course)
Learning Outcome: Promote leadership development and civic
engagement so that students have the knowledge, skills, and abilities
to become ethical and innovative members of the workforce; assume
leadership roles in their chosen organizations; and make a positive
­difference in the workplace and their communities.
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.
Consistent with that heritage, the curriculum should provide students, regardless
of major, with the knowledge, skills, and abilities that will prepare them to become
ethical and innovative members of the workforce; to assume leadership roles in
their chosen organizations; and to make a positive difference in the work place and
their communities through civic engagement.
Competencies: By way of example, Loyola graduates should be able to:
Identify models of leadership and civic engagement, both current and historical.
relationship to the Jesuit tradition.
Apply analytical and reflective tools to assess situations and recognize leadership
possibilities and opportunities for civic engagement.
Articulate a vision that can empower and inspire others.
Demonstrate effective team-building skills.
Evaluate the leadership style of self and others.
Engage in the community through activities effecting positive change in society
and the environment.
Civic Engagement and Leadership Courses
History Internship HIST 398
This course provides students with valuable professional Value:
experience as an intern in public and private institutions Promoting civic
leadership
Outcome: Students will learn models of leadership on-site from the role models
provided by supervisors who are leaders in their areas of expertise; demonstrate
understanding of the ethical responsibilities of leadership and its relationship to
the Jesuit mission; demonstrate effective team-building skills; and use their skills
and knowledge as historians to serve a variety of contemporary needs.
III. VALUES ACROSS THE CURRICULUM
93
 International Studies Internship INTS 370
This course permits students to gain professional Value:
experience in non-profit organizations, government Promoting civic
agencies and private companies that deal with engagement or
international issues. leadership
Outcome: Students will be able to demonstrate understanding of the ethical
responsibilities of leadership and its relationship to the Jesuit mission, and engage
in the community through activities effecting positive change in society and
the environment.
Math for Elementary Teachers I MATH 147/CIEP 104
This is the first of a two course sequence which provides Value:
the fundamental knowledge base for teaching elementary Promoting civic
school mathematics. engagement or
leadership
Outcome: Students will gain the knowledge, skills, and abilities that will pre-
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
­children through civic engagement. by scientists in this field to gain an understanding of how science builds a logical
Microenterprise Consulting MGMT 335
This is a service-learning course for students majoring in Value:
business. This course is an introduction to the concept of Promoting civic
microenterprise as an economic development strategy, engagement or
the craft and ethics of consulting, building a business leadership
plan, and the field of microfinance.
Outcome: Students will be able to demonstrate improved communication skills
needed for effective business consulting, acquisition and improvement of skills
needed for a full range of consulting client-based services, improved team skills,
and individual and shared reflection about the service-learning experience.
Human Heredity NTSC 108
This course is a comprehensive overview of the field of Value:
human heredity with an emphasis on genetic disorders. Promoting civic
engagement or
leadership
Outcome: Students will be able to demonstrate understanding of the
critical ­concepts, principles, and knowledge needed to understand the origin,
transmission, characteristics, and treatment of genetic diseases.
III. VALUES ACROSS THE CURRICULUM
94
Environmental Sustainability NTSC 180
This course examines the area of environmental science Value:
relative to the impact that humans as consumers have on Promoting civic
the environment and how these interactions affect the engagement or
probability of establishing sustainability for human and leadership
non-human inhabitants of planet Earth.
Outcome: Students will be able to analyze specific environmental issues related to
sustainability and to reflect upon how and to what extent our individual behaviors
impact the problem and the potential for individual change and civic engagement.
ENERGY AND ENVIRONMENT NTSC 273
This course will introduce the basic knowledge that has Skill Area:
been developed, as well as the underlying processes and Critical thinking
laws, that govern the nature of energy and its interactions.
This will include an introduction to fundamental physics
concepts including work, power, motion, forces, heat,
and energy.
Outcome: Students will be introduced to the thinking and methodology used
structure of theories and laws, and how these constructs are then applied. This
requires that students use both cognitive and quantitative skills. There will be
opportunities to analyze data in this field allowing students to draw valid, logical
conclusions regarding various observed phenomena.
Loyola is consistently
ranked a top
national ­university
by U.S. News
& World Report.
III. VALUES ACROSS THE CURRICULUM
95
 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.

Urban Semester Seminar SOCL/PLSC 335

This course allows students to explore urban issues Value:
through texts, lectures and guest speakers, visits to Promoting civic
community organizations, and participation in collaborative engagement or
research with community groups. leadership

Ethics and Education PHIL 186
This course examines philosophical ethics as it informs Value:
and guides the activity of teaching. Promoting civic
engagement or
leadership
Outcome: Students will be able to examine and assess various ethical theories,
and apply those theories to ethical issues in teaching.
ENVIRONMENTAL ETHICS PHIL 187
This course will look at various philosophical and ethical Value:
views on the relationship between humans and the natural Promoting civic
world. Topics may include: pollution, animal rights, and engagement and
natural resources. leadership
Outcome: Students will develop their capacity to understand current realities;
gain the preparation to become better citizens of the urban world; demonstrate
effective team-building skills; engage in the community through activities effecting
positive change in society and the environment; identify models of leadership and
civic engagement; and demonstrate understanding of the ethical responsibilities
of leadership and its relationship to the Jesuit mission.
SOCIAL WORK PRACTICE II SOWK 340
This course will give students experience in the practice of Value:
social work, with attention to its inherent values, such as Promoting civic
civic engagement and leadership. engagement or
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.

III. VALUES ACROSS THE CURRICULUM III. VALUES ACROSS THE CURRICULUM
96 97
 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.

seminar in community-based service UNIV 290

and leadership Value:
This course is a seminar course focusing on community- Promoting civic
based service and leadership through service-learning. engagement or
As a service-learning course, students will work a minimum leadership
of 40 hours over the semester at a non-profit organization,
while reflecting on their service experience in the context
of asset-based community development, civic engagement,
social justice, leadership in the community, and service
for the common good. IV . S K ILLS D EVELO P MENT
internship seminar: organizational change UNIV 390
and community leadership Value:
This course is a seminar course focusing on organizational Promoting civic
leadership and change through an internship experience engagement or
with a non-profit organization, government agency, or leadership
business. As an internship course, students will work a
minimum of 10 hours per week at an organization, for a
total of 100 hours over the course of the semester.
Students will reflect on their work experience in the
context of organizational leadership theory, civic
engagement, asset-based community development,
and leadership in the community.

III . VALUES ACROSS T H E CURRICULUM

98

IV . S K ILLS D EVELO P MENT
For more information, e-mail: core@luc.edu.
Core Curriculum courses are expected to reinforce development
of the following skills:
Go To Communication Skills
Skills Development Page
Communication Skills 101
Critical Thinking 102
Ethical Awareness 102
Information Literacy 103
Quantitative and Qualitative Analysis and Research Methods 103
Technological Literacy 104
IV . S K ILLS D EVELO P MENT
100
The Sullivan Center
for Student Services
houses 14 differ-
ent offices in one
­location, ranging
from academic
advising to under-
graduate admission.
Learning Outcome: Demonstrate effective written, oral, and visual
communication skills and sensitivities.
Communication is the process of expressing and exchanging ideas, values, and
­feelings through a variety of verbal and non-verbal media, including speech,
written text, and the multimedia language of the screen. Communication is the
most powerful tool that humans possess to promote understanding, knowledge,
and justice in the world. The complexity of contemporary global society requires
that individuals understand how to use these various forms of communication, as
well as be conversant in more than one language, in order to actively engage in
personal, professional, and civic discourse.
Competencies: By way of example, Loyola graduates should be able to:
Write clearly and effectively.
Effectively articulate, organize, and support positions extemporaneously.
Evaluate and edit multiple versions of texts in order to compose an effective
­message according to the conventions of the medium used.
Create effective messages via verbal and nonverbal systems of communication,
including print media, electronic media, visual arts, music, live performances, and
personal interactions.
Perform research and communicate the results; including developing a thesis,
locating sources, and assessing their credibility; integrating sources as evidence
to support or qualify claims; and practicing appropriate documentation.
Understand the nature, scope, and power of communication processes and the
ways in which they create, perpetuate, and/or challenge social relationships,
­practices, institutions, and organizations.
Discern what is necessary to be communicated at any given time and to construct
and adapt messages appropriately for diverse audiences, contexts, and purposes.
Communicate in an ethical manner.
Recognize and have the ability to act on their obligation to contribute to
civic discourse and effect beneficial social change.
IV . S K ILLS D EVELO P MENT
101
 Critical Thinking Skills and Dispositions
Learning Outcome: Demonstrate effective critical thinking skills
and dispositions.
Critical thinking is, from many varied viewpoints, the measure of a liberal
education. Critical thinking serves as the foundation for all intellectual activity,
including problem solving, inquiry, and decision-making. Opportunities to acquire
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:
Comprehend, paraphrase, summarize, and contextualize the meaning of varying
forms of communication, including, but not limited to: written work (fiction and
nonfiction), speech, film, visual art, multimedia, and music.
Analyze relationships among statements, questions, concepts, descriptions, or
other forms of representation intended to express beliefs, judgments, experience,
reasons, information, or opinions.
Evaluate the strengths and weaknesses of varying points of view.
Generate new ideas, hypotheses, opinions, theories, questions, and proposals;
and develop strategies for seeking and synthesizing information to support an
argument, make a decision, or resolve a problem.
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.
Monitor individual thinking or behavior in order to question, confirm, validate,
or correct it.
Ethical Awareness and Decision-Making
Learning Outcome: Demonstrate ethical awareness, the ability
to do ethical reflection, and the ability to apply ethical principles in
­decision-making.
Ethics enables a student to use specific capacities and skills to make
moral decisions. Students should develop, demonstrate, and act out their
ethical abilities.
Competencies: By way of example, Loyola graduates should be able to:
Recognize the need for ethical judgment.
Distinguish alternative courses of action.
Articulate the relevant ethical values, principles, rights, and virtues from
the point of view of each stakeholder.
Formulate and support an ethical judgment.
Compare and contrast ethical theories and evaluate them in terms of
strengths and weaknesses.
IV . S K ILLS D EVELO P MENT
102
Information Literacy
Learning Outcome: Demonstrate information literacy.
Information literacy is the foundation of lifelong learning. The rapidly changing
world of technology and the proliferation of information sources make information
literacy an essential ability if individuals are to be able to function successfully
in society.
Competencies: By way of example, Loyola graduates should be able to:
Demonstrate competency locating, evaluating, and using information obtained
from a variety of sources according to the following criteria: authority, accuracy,
objectivity, currency, and coverage.
Demonstrate competence in using computer technologies (e.g. word
processing, online discussion groups, software tools, library databases, and
other research resources).
Demonstrate knowledge of and ability to use a variety of methods, techniques,
and databases in researching a topic.
Apply computer skills to information retrieval and communication in the
process of problem solving, and decision-making.
Articulate an understanding of the positive and negative social impacts
of modern information systems.
Quantitative and Qualitative Analysis
and Research Methods
Learning Outcome: Demonstrate understanding of quantitative
and qualitative analysis and research methods.
Quantitative analysis enables one to understand and analyze quantitative informa-
tion presented in various formats. It involves reasoning by symbolic, ­numerical, or
geometrical means; determining various ways to solve problems;
and predicting possible consequences. Qualitative analysis enables inquiry into
many aspects of society and the world that may be effectively measured through
qualitative methods appropriate to a discipline.
Competencies: By way of example, Loyola graduates should be able to:
Represent and interpret quantitative information symbolically, graphically,
­numerically, verbally, and in written form.
Recognize the limitations of mathematical and statistical models.
Develop an understanding of the nature and history of mathematics, its role
in scientific inquiry and technological progress, and its importance in dealing
with issues in the public realm.
Develop an understanding of the rudiments of statistics, including sampling
and hypothesis testing, and the uses of statistical reasoning in everyday life.
Recognize theories that underlie qualitative research.
Apply reliable and valid qualitative research methods.
IV . S K ILLS D EVELO P MENT
103
 Technological Literacy

Learning Outcome: Demonstrate technological literacy.

Technology, as an outgrowth of scientific invention, reaches far beyond the

­disciplines of science and affects every human life. Technological literacy offers the
possibility for all to work toward an open and just society that protects the health
and well-being of the individual as well as the planet, with the knowledge that
technology is inextricably linked to our society.

Competencies: By way of example, Loyola graduates should be able to:

Demonstrate knowledge of the operation, application, and limitations of
­technologies important to his/her discipline.
Select tools of technology appropriately in decision-making or to solve
a problem.
Demonstrate the capacity to make reasoned and ethical judgments about the
impact of science and technology on the individual, community, and society.

V . SATISFYING CORE OUTSI D E T H E CORE

IV . S K ILLS D EVELO P MENT

104 105

V . SATISFYING CORE
­OUTSI D E T H E CORE
Core AND YOUR MAJOR
Some Core Knowledge Areas can be satisfied by virtue of completing a major
program of study, given the extensive work a student must do in a knowledge
area in virtue of a major program of study.
The following concern only Core requirements, and not major requirements.
Please see your major advisor for details about your major requirements.
See also: http://www.luc.edu/academics/programs.shtml .
For further information about school requirements, please review the chart of
school requirements and overlaps.
Go To
Schools Page
College of Arts and Sciences 107
School of Nursing 108
School of Business Administration 108
For questions or more information, e-mail: core@luc.edu.
V . SATISFYING CORE OUTSI D E T H E CORE
106
College of Arts and Sciences
Major Program of Study Knowledge Area satisfied
Anthropology
Biology
Societal
Scientific and Quantitative
Classical Studies Literary
Chemistry Scientific and Quantitative
Computer Science Quantitative
Criminal Justice Societal
Economics Quantitative and Societal
English Literary
Environmental Sciences Scientific and Quantitative
Environmental Studies Scientific
Fine Arts Artistic
French Literary
Greek Literary
History Historical
Human Services Quantitative and Societal
Italian Literary
Latin Literary
Mathematics Quantitative
Music Artistic
Philosophy Philosophical and Ethics
Physics Scientific and Quantitative
Political Science Societal
Psychology
 atural Science Emphasis
N Societal, Scientific,
and Quantitative
Social Science Emphasis Societal, Quantitative
Human Services Emphasis Societal, Quantitative
Religious Studies Theological
Sociology Societal and Quantitative
Spanish Literary
Statistics Quantitative
Theatre Artistic
Theology Theological
V . SATISFYING CORE OUTSI D E T H E CORE
107
 School of Nursing
Major Program of Study Knowledge Area satisfied
BSN Societal, Scientific, Actuarial Science Quantitative
and Quantitative
School of Business ADMINISTRATION
Major Program of Study Knowledge Area satisfied
BBA Quantitative, 1 Philosophical, Black World Studies Societal
and Ethics
Core and Your Minor
Some Core Knowledge Area Requirements can be satisfied by virtue of
­completing a minor program of study, given the extensive work a student must
do in a knowledge area in virtue of a minor program of study.
The following concern only core requirements, and not minor requirements.
Please see your minor advisor for details about your minor requirements.
See also: http://www.luc.edu/academics/programs.shtml
This is an incomplete list of how Core Knowledge Areas are satisfied by
minors across campus. If you have questions about how a minor not listed
will satisfy Core Knowledge Areas, please contact the Core Office at:
core@luc.edu
For questions or more information, contact core@luc.edu.
Go To
Schools Page
College of Arts and Sciences 109
School of Business Administration 110
School of Social Work 110
V . SATISFYING CORE OUTSI D E T H E CORE
108
College of Arts and Sciences
Minor Program of Study Knowledge Area satisfied
Anthropology Societal
Biology Scientific
Bioethics Scientific and Ethics
Biostatistics Quantitative
Catholic Studies Theological
Classical Studies Literary
Chemistry Scientific and Quantitative
Comparative Literature Literary
Computer Science Quantitative
Criminal Justice Societal
Economics Societal
English Literary
Environmental Sciences Scientific and Quantitative
Environmental Studies Scientific
Ethics and Moral Philosophy Philosophical and Ethics
Fine Arts Artistic
French Language and Literature Literary
Greek Language and Literature Literary
History Historical
International Studies Societal
Italian Language and Literature Literary
Latin Language and Literature Literary
Mathematics Quantitative
Music Artistic
Natural Science Scientific
Neurosciences Scientific
Operations Research Quantitative
Peace Studies Societal
Philosophy Philosophical
Physics Scientific and Quantitative
Political Science Societal
V . SATISFYING CORE OUTSI D E T H E CORE
109
 Student athletes
participate in
Loyola’s club
and intramural
­programs,
ranging from the
traditional—
baseball, volleyball,
and basketball—to
the unconvention-
al—Frisbee, polo,
and cycling.

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

School of Business Administration

Accounting Information Systems Quantitative
Economics Societal
Information Systems Quantitative

School of Social Work

Social Work Societal

V . SATISFYING CORE OUTSI D E T H E CORE

110
 Core, College and School Requirements
For specific requirements for Loyola degree programs, including majors and minors, see: http://www.luc.edu/academics/programs.shtml. Effective Fall 2005.

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.
Students cannot take 2 writing-intensive courses in the same semester.
2. CAS Foreign Language: Students must demonstrate proficiency, through testing
or instruction, equivalent to 102-level coursework.
3. SBA Writing Intensive: 3 hours from either ENGL 310, Advanced Business Writing or an
approved SBA WI course, plus any 3-hour WI course.
4. SOE Writing Intensive: 3 hours in major
5. SON Writing Intensive: 3 hours in major
6. SPS Writing: ENGL 310 is Advanced Writing: Business and Professional Writing
7. SSW Writing Intensive: 3 hours in major, plus 3 hours within a student’s
undergraduate studies (Core, major, minor, elective)
8. The School of Education requires specific core courses by major. Please check the following
website for more information: http://www.luc.edu/education/academics_core_curriculum.shtml
Chart approved by AAUPC and Provost, 11/9/04. Revised 4/7/05.
For more information, e-mail: core@luc.edu.

V . S ATI S F YING C ORE OUT S IDE THE C ORE

111
 OTHER Requirements

College and school requirements with credit hours in parens.

Each College or school has
specific requirements for its
students which are listed here.
These courses do not count
for Core for Fall 2005. Contact
your college advisor
for more information.
PSYC 273 (3)
Credit Communication (SOC) Business Professional
Hours Arts & Sciences (CAS) Administration (SBA) Education (SOE) Nursing (SON) Studies (SPS) Social Work (SSW)
Writing Writing Writing Writing Writing
Intensive (6) 1 Intensive (6) 3 Intensive (3) 4 Intensive (3) 5 ENGL310 (3) 6 Intensive (6) 7
Foreign language CMUN101 (3) CMUN101 (3) CMUN101 (3) CRMJ316 or
proficiency PSYC304 or
comparable to SOCL301
completion of
102-level (0-6) 2
MATH131 or PSYC304 (3)
MATH161 (3)
CHEM152 (4)
BIOL152 (4)
BIOL153 (4)
CMUN150 (3)

Values across the curriculum

Diversity 3 May be fulfilled through coursework in Core, School Requirements, Major, Minor, or Electives
Justice 3 May be fulfilled through coursework in Core, School Requirements, Major, Minor, or Electives
Civic Engagement or Leadership 3 May be fulfilled through coursework in Core, School Requirements, Major, Minor, or Electives
Spirituality or Faith in Action 3 May be fulfilled through coursework in Core, School Requirements, Major, Minor, or Electives
Total for Values 12

Notes:
1. CAS Writing Intensive (WI): 2 courses designated as writing-intensive.
Students cannot take 2 writing-intensive courses in the same semester.
2. CAS Foreign Language: Students must demonstrate proficiency, through testing
or instruction, equivalent to 102-level coursework.
3. SBA Writing Intensive: 3 hours from either ENGL 310, Advanced Business Writing or an
approved SBA WI course, plus any 3-hour WI course.
4. SOE Writing Intensive: 3 hours in major
5. SON Writing Intensive: 3 hours in major
6. SPS Writing: ENGL 310 is Advanced Writing: Business and Professional Writing
7. SSW Writing Intensive: 3 hours in major, plus 3 hours within a student’s
undergraduate studies (Core, major, minor, elective)
8. The School of Education requires specific core courses by major. Please check the following
website for more information: http://www.luc.edu/education/academics_core_curriculum.shtml
Chart approved by AAUPC and Provost, 11/9/04. Revised 4/7/05.
For more information, e-mail: core@luc.edu.

V . S ATI S F YING C ORE OUT S IDE THE C ORE

112
 Coursework at Other Universities
Policy on Prior Permission to Take Coursework at Other Universities

1. Limit on courses. Undergraduate students are limited to a total of 12 hours of

study elsewhere after they matriculate to Loyola. This includes those who matriculate
as freshmen or as transfer students. However, transfer students who ­transferred in with
60 or more hours may not take any additional courses elsewhere.
2. Study Abroad exception. Students may receive prior approval for taking more
than 12 hours from another institution when they have been approved to participate in
a Loyola-sponsored study abroad program.
3. Prior permission required. Students must obtain permission to take a course
at another institution prior to enrolling in such. Prior permission will be granted by
Other Side of Special pull-out Chart goes here ­advisors or dean/chair/director as outlined below.
4. Summer study. Students who wish to take courses during summer session are to be
encouraged to take summer courses offered at LUC.
THIS PAGE IN THIS FILE DOES NOT PRINT OUT a. Prior permission may be granted to take a course at another institution only if a
­comparable course is not offered during LUC’s summer sessions. (Financial reasons
(e.g. course is less expensive at JCC than at LUC) alone are not sufficient for approval.)
b. An academic advisor may approve courses to fulfill elective credits. A dean,
­chairperson, or program director may approve courses to fulfill major/minor
­requirements or electives within major/minor requirements.
5. Core curriculum credits. Because of the nature of Loyola’s new outcomes-
based university core curriculum and the pedagogical integration of learning on
­knowledge, skills, and values, all Core classes must be taken at Loyola. Special
­circumstances for ­granting exceptions to this policy will be the responsibility of the
Director of the Core Curriculum.
6. Completing a request for approval. In all cases, the student and the academic
advisor (or dean/chairperson/director) must complete the form: “Permission to take a
non-Loyola Course,” which can be found on the Academic Affairs website. The student
should meet with their academic advisor to discuss requests for permission to take
courses at another institution in the summer. The form must be submitted in time to
secure permission prior to enrolling in a course at another institution.

Effective January 1, 2006

V . SATISFYING CORE OUTSI D E T H E CORE

113
 VI. Index

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
Navy Pier’s ferris
wheel dominates
the skyline of world-
class Chicago, a
great American
city that offers
Loyola students
unparalleled
­opportunities for
the arts, theatre,
music, dining,
sports, and more.


 Water Tower Campus
820 N. Michigan Ave.
Chicago, IL 60611

Lake Shore Campus

1032 W. Sheridan Rd.
Chicago, IL 60660

LOYOLA UNIVERSITY CHICAGO

LUC.edu/core
core @ luc.edu