Loyola’s School of Communication, in partnership with the School of Environmental Sustainability, will offer a new program that will enable students to earn an undergraduate and graduate degree in environmental communication in five years.
The new Accelerated Bachelor's to Master's program will allow SOC students to earn their undergraduate degree in their declared major, plus a master’s degree in Environmental Science and Sustainability.
Similarly, SES students will earn their undergraduate degree in their declared major, while also earning a master’s degree from the SOC in either the Digital Media and Storytelling or Global Strategic Communication graduate programs.
The School of Communication and School of Environmental Sustainability spent two years developing this unique Accelerated Bachelor's to Master's program, joining only a handful of universities across the nation offering such a dual degree. The new program will begin in Fall 2022.
The two schools developed the Accelerated Bachelor's to Master's program to train environmental scientists to be better communicators, and communication professionals to better understand environmental science.
While environmental scientists are trained to investigate, analyze data and interpret results, they are not taught how to communicate their results and conclusions in ways that are readily accessible to the general public, CEOs, or legislators.
Equally, while journalists, filmmakers and television producers may have the skills to tell compelling stories, they often lack the scientific background to understand and properly relate the impact of climate change, pollution, and loss of biodiversity.
For students in the School of Communication, the Accelerated Bachelor's to Master's program will help deepen their understanding of complex socio-ecological issues and their connection with sustainable development goals, while also expanding their capacity to communicate environmental science and sustainability issues to the world. Such a program can help develop better-informed journalists, documentary filmmakers, television, radio and podcast producers, public relations and advertising professionals, and social media specialists.
For students in the School of Environmental Sustainability, the Accelerated Bachelor's to Master's program will help them with writing, public speaking, conference presentations, television and radio interviews, and social media messaging.
These 4+1 programs are uniquely applied and strongly interdisciplinary. They integrate basic science concepts, communication theory and practice, and socio-cultural dimensions to cultivate the interdisciplinary problem-solving and communication skills necessary for developing sustainable solutions. The goals of these programs are to:
- Educate students across the sciences, social sciences and humanities, providing knowledge and interdisciplinary perspectives needed to effectively address complex environmental problems through grounding in solid scientific understanding of ecosystem operation.
- Develop skills in environmental and sustainability sciences including GIS, sustainability tracking, and environmental communications as well as important professional skills, such as interdisciplinary thinking, systems thinking, research design, data collection, data analysis, research ethics, technical writing, and communication.
- Improve communication skills by teaching students how to tell stories through enhanced speaking and presentation methods, better writing, video production, recording podcasts, developing blogs and social media.
- Prepare students for advancement in careers in the public and private sectors, including in government agencies, consulting firms, media organizations, businesses, and not-for-profit organizations.
For more information, email: LoyolaSOC@luc.edu
CURRICULUM
Course List
Code |
Title |
Hours |
COMM 100 | SOC Career Prep Seminar | 1 |
COMM 175 | Introduction to Communication | 3 |
COMM 200 | Digital Communication and Society | 3 |
COMM 215 | Ethics & Communication | 3 |
| 6 |
| Media Theory and Criticism | |
| Introduction to Rhetoric | |
| Social Justice & Communication | |
| Game Studies | |
| Persuasion | |
| Intercultural Communication | |
| Interpersonal Communication | |
| Organizational Communication | |
| Media Technology & Society | |
| Communication, Language & Gender | |
| Digital Sustainability | |
| 6 |
| Argumentation & Advocacy | |
| Conflict Management and Communication | |
| Interviewing for Communication | |
| Persuasive Presentations | |
| Small Group Communication | |
| Environmental Advocacy | |
| Communication & Social Movements | |
| Designing Media for Social Change | |
| Remixing Culture | |
| 3 |
| New Media Criticism | |
| Naturalistic Methods Communication Research | |
| Rhetorical Criticism | |
| Ethnographic Research Methods in Communication | |
| 3 |
| Community as Story | |
| Social Justice & Communication | |
| Small Group Communication | |
| Public Service Communication | |
| Video Documentary | |
| Communication Practicum | |
| Communication Studies Internship | |
| 12 |
| Sustainable Systems - Natural Science Perspectives | |
| Sustainable Systems - Social Science Perspectives | |
| Introduction to Environmental Law & Policy | |
| Natural Resources and Land Use Law & Policy | |
| Water Law & Policy | |
| Energy Law & Policy | |
| Introduction to Geographic Information Systems | |
| Advanced GIS Applications | |
| Remote Sensing | |
| Introduction to Sustainability Concepts & Impacts | |
| Sustainability Assessment & Reporting I | |
| Sustainability Assessment & Reporting II | |
| Sustainability Plan Development & Reporting | |
| Introduction to the Circular Economy | |
| Ecological Economics | |
| Design for Circular & Sustainable Business | |
| Sustainable Business Management | |
| |
Total Hours | 64 |
MS Environmental Science & Quantitative Methods Electives
Suggested Sequence of Courses
The below sequence of courses is meant to be used as a suggested path for completing coursework. An individual student’s completion of requirements depends on course offerings in a given term as well as the start term for a major or graduate study. Students should consult their advisor for assistance with course selection.
With MS Law & Policy Track
Plan of Study Grid
First Year |
Fall |
COMM 175 |
Introduction to Communication |
3 |
| Hours | 3 |
Spring |
COMM 200 |
Digital Communication and Society |
3 |
| Hours | 3 |
Second Year |
Fall |
COMM 215
|
Ethics & Communication
or Digital Media Ethics |
3 |
|
3 |
|
3 |
| Hours | 9 |
Spring |
|
3 |
|
3 |
| Hours | 6 |
Third Year |
Fall |
|
3 |
|
3 |
COMM 100 |
SOC Career Prep Seminar |
1 |
| Hours | 7 |
Spring |
|
3 |
|
3 |
| Hours | 6 |
Fourth Year |
Fall |
|
3 |
ENVS 401 |
Sustainable Systems - Natural Science Perspectives |
3 |
| Hours | 6 |
Spring |
|
3 |
ENVS 402 |
Sustainable Systems - Social Science Perspectives |
3 |
| Hours | 6 |
Fifth Year |
Fall |
ENVS 410 |
Introduction to Environmental Law & Policy |
3 |
ENVS 411 |
Natural Resources and Land Use Law & Policy |
3 |
|
3 |
| Hours | 9 |
Spring |
ENVS 412 |
Water Law & Policy |
3 |
ENVS 413 |
Energy Law & Policy |
3 |
|
3 |
| Hours | 9 |
| Total Hours | 64 |
With MS Geographical Information Systems Track
Plan of Study Grid
First Year |
Fall |
COMM 175 |
Introduction to Communication |
3 |
| Hours | 3 |
Spring |
COMM 200 |
Digital Communication and Society |
3 |
| Hours | 3 |
Second Year |
Fall |
COMM 215
|
Ethics & Communication
or Digital Media Ethics |
3 |
|
3 |
|
3 |
| Hours | 9 |
Spring |
|
3 |
|
3 |
| Hours | 6 |
Third Year |
Fall |
|
3 |
|
3 |
COMM 100 |
SOC Career Prep Seminar |
1 |
| Hours | 7 |
Spring |
|
3 |
|
3 |
| Hours | 6 |
Fourth Year |
Fall |
|
3 |
ENVS 401 |
Sustainable Systems - Natural Science Perspectives |
3 |
| Hours | 6 |
Spring |
|
3 |
ENVS 402 |
Sustainable Systems - Social Science Perspectives |
3 |
| Hours | 6 |
Fifth Year |
Fall |
ENVS 480 |
Introduction to Geographic Information Systems |
3 |
ENVS 481 |
Advanced GIS Applications |
3 |
|
3 |
| Hours | 9 |
Spring |
ENVS 482 |
Remote Sensing |
3 |
|
3 |
|
3 |
| Hours | 9 |
| Total Hours | 64 |
With MS Sustainability Assessment & Planning Track
Plan of Study Grid
First Year |
Fall |
COMM 175 |
Introduction to Communication |
3 |
| Hours | 3 |
Spring |
COMM 200 |
Digital Communication and Society |
3 |
| Hours | 3 |
Second Year |
Fall |
COMM 215
|
Ethics & Communication
or Digital Media Ethics |
3 |
|
3 |
|
3 |
| Hours | 9 |
Spring |
|
3 |
|
3 |
| Hours | 6 |
Third Year |
Fall |
|
3 |
|
3 |
COMM 100 |
SOC Career Prep Seminar |
1 |
| Hours | 7 |
Spring |
|
3 |
|
3 |
| Hours | 6 |
Fourth Year |
Fall |
|
3 |
ENVS 401 |
Sustainable Systems - Natural Science Perspectives |
3 |
| Hours | 6 |
Spring |
|
3 |
ENVS 402 |
Sustainable Systems - Social Science Perspectives |
3 |
| Hours | 6 |
Fifth Year |
Fall |
ENVS 451 |
Introduction to Sustainability Concepts & Impacts |
3 |
ENVS 452 |
Sustainability Assessment & Reporting I |
3 |
|
3 |
| Hours | 9 |
Spring |
ENVS 453 |
Sustainability Assessment & Reporting II |
3 |
ENVS 454 |
Sustainability Plan Development & Reporting |
3 |
|
3 |
| Hours | 9 |
| Total Hours | 64 |
With MS Sustainable Business Track
Plan of Study Grid
First Year |
Fall |
COMM 175 |
Introduction to Communication |
3 |
| Hours | 3 |
Spring |
COMM 200 |
Digital Communication and Society |
3 |
| Hours | 3 |
Second Year |
Fall |
COMM 215
|
Ethics & Communication
or Digital Media Ethics |
3 |
|
3 |
|
3 |
| Hours | 9 |
Spring |
|
3 |
|
3 |
| Hours | 6 |
Third Year |
Fall |
|
3 |
|
3 |
COMM 100 |
SOC Career Prep Seminar |
1 |
| Hours | 7 |
Spring |
|
3 |
|
3 |
| Hours | 6 |
Fourth Year |
Fall |
|
3 |
ENVS 401 |
Sustainable Systems - Natural Science Perspectives |
3 |
| Hours | 6 |
Spring |
|
3 |
ENVS 402 |
Sustainable Systems - Social Science Perspectives |
3 |
| Hours | 6 |
Fifth Year |
Fall |
ENVS 433 |
Introduction to the Circular Economy |
3 |
|
3 |
ENVS 435 |
Ecological Economics |
3 |
| Hours | 9 |
Spring |
ENVS 436 |
Design for Circular & Sustainable Business |
3 |
ENVS 463 |
Sustainable Business Management |
3 |
|
3 |
| Hours | 9 |
| Total Hours | 64 |
Guidelines for Accelerated Bachelor’s/Master’s Programs
Terms
- Accelerated Bachelor’s/Master’s programs: In this type of program, students share limited credits between their undergraduate and graduate degrees to facilitate completion of both degrees.
- Shared credits: Graduate level credit hours taken during the undergraduate program and then applied towards graduate program requirements will be referred to as Shared credits.
Admission Requirements
Accelerated Bachelor’s/Master’s programs are designed to enhance opportunities for advanced training for Loyola’s undergraduates. Admission to these programs must be competitive and will depend upon a positive review of credentials by the program’s admissions committee. Accordingly, the admission requirements for these programs may be higher than those required if the master’s degree were pursued entirely after the receipt of a bachelor’s degree. That is, programs may choose to have more stringent admissions requirements in addition to those minimal requirements below.
Requirements:
- Declared appropriate undergraduate major,
- By the time students begin taking graduate courses as an undergraduate, the student has completed approximately 90 credit hours, or the credit hours required in a program that is accredited by a specialty organization,1
- A minimum cumulative GPA for coursework at Loyola that is at or above the program-specific requirements, a minimum major GPA that is at or above the program-specific requirements, and/or appropriate designated coursework for evaluation of student readiness in their discipline.2
Students not eligible for the Accelerated Bachelor’s/Master’s program (e.g., students who have not declared the appropriate undergraduate major) may apply to the master’s program through the regular admissions process. Students enrolled in an Accelerated Bachelor’s/Master’s program who choose not to continue to the master’s degree program upon completion of the bachelor’s degree will face no consequences.3
Ideally, a student will apply for admission (or confirm interest in proceeding towards the graduate degree in opt-out programs) as they approach 90 credit hours. Programs are encouraged to begin advising students early in their major so that they are aware of the program and, if interested, can complete their bachelor’s degree requirements in a way that facilitates completion of the program. Once admitted as an undergraduate, Program Directors should ensure that students are enrolled using the plan code associated with the Accelerated Bachelor’s/Master’s program. Using the plan code associated with the Accelerated Bachelor’s/Master’s program will ensure that students may be easily identified as they move through the program. Students will not officially matriculate into the master’s degree program and be labeled as a graduate student by the university, with accompanying changes to tuition and Financial Aid (see below), until the undergraduate degree has been awarded. Once admitted to the graduate program, students must meet the academic standing requirements of their graduate program as they complete the program curriculum.
Curriculum
Level and progression of courses. The Accelerated Bachelor’s/Master’s programs are designed to be competitive and attractive to our most capable students. Students admitted to Accelerated Bachelor’s/Master’s programs should be capable of meeting graduate level learning outcomes. Following guidance from the Higher Learning Commission, only courses taken at the 400 level or higher (including 300/400 level courses taken at the 400 level) will count toward the graduate program.1,2 Up to 50% of the total graduate level credit hours, required in the graduate program, may come from 300/400 level courses where the student is enrolled in the 400 level of the course. Further, at least 50% of the credit hours for the graduate program must come from courses that are designed for and restricted to graduate students who have been admitted to a graduate program at Loyola (e.g., enrolled in plan code that indicates the Accelerated Bachelor’s/Master’s program, typically ending with the letter “D”).3
In general, graduate level coursework should not be taken prior to admission into the Accelerated Bachelor’s/Master’s program. Exceptions may be granted for professional programs where curriculum for the Accelerated Bachelor’s/Master’s program is designed to begin earlier. On the recommendation of the program’s Graduate Director, students may take one of their graduate level courses before they are admitted to the Accelerated Bachelors/Master’s program if they have advanced abilities in their discipline and course offerings warrant such an exception.4 Undergraduate degree requirements outside of the major are in no way impacted by admission to an Accelerated Bachelor’s/Master’s program.5
Shared credits. Undergraduate courses (i.e., courses offered at the 300 level or below) cannot be counted as shared credits nor count towards the master’s degree. Up to 50% of the total graduate level credit hours, required in the graduate program, may be counted in meeting both the undergraduate and graduate degree requirements. Of those shared credits, students in an Accelerated Bachelor’s/Master’s program should begin their graduate program with the standard introductory course(s) for the program whenever possible. So that students may progress through the Accelerated Bachelor’s/Master’s program in a timely manner, undergraduate programs are encouraged to design their curriculum such that a student can complete some required graduate credit hours while completing the undergraduate degree. For instance, some of the graduate curriculum should also satisfy electives for the undergraduate major.
The program’s Graduate Director will designate credit hours to be shared through the advising form and master’s degree conferral review process. Shared credit hours will not be marked on the undergraduate record as having a special status in the undergraduate program. They will be included in the student’s undergraduate earned hours and GPA. Graduate credit hours taken during the undergraduate program will not be included in the graduate GPA calculation.
Graduation
Degrees are awarded sequentially. All details of undergraduate commencement are handled in the ordinary way as for all students in the School/College/Institute. Once in the graduate program, students abide by the graduation deadlines set forth by the graduate program. Students in these programs must be continuously enrolled from undergraduate to graduate degree program unless given explicit permission by their program for a gap year or approved leave of absence.
SES Shared Learning Outcomes
All SES majors share the following Program Learning Objectives, in addition to their unique major-specific Program Learning Objectives:
- Articulate the foundational principles of natural and social sciences and humanities essential to solving environmental problems.
- Critically evaluate the accuracy and credibility of information relating to environmental topics.
- Employ knowledge and skills to design and implement solutions that contribute to a just and sustainable world.
- Exemplify the values of environmental and social justice through actions to care for our common home and one another.