Environmental Science: Environmental Health/Digital Media and Storytelling (BS/MC)
The new Accelerated Bachelor's/Master's (ABM) program allows SES students to 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 program trains environmental scientists to be better communicators. 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. For students in the School of Environmental Sustainability, the ABM program will help them with writing, public speaking, conference presentations, television and radio interviews, and social media messaging.
CURRICULUM
Students studying Environmental Health develop a solid foundation in environmental science, environmental economics and policy, and the societal issues associated with environmental degradation.
Code | Title | Hours |
---|---|---|
BS Requirements | ||
Core Curriculum | ||
ENVS 137 | Foundations of Environmental Science I | 3 |
BIOL 101 | General Biology I | 3 |
BIOL 111 | General Biology I Lab | 1 |
CHEM 160 | Chemical Structure and Properties | 3 |
CHEM 161 | Chemical Structure and Properties Laboratory | 1 |
BIOL 102 | General Biology II | 3 |
BIOL 112 | General Biology II Lab | 1 |
CHEM 180 | Chemical Reactivity I | 3 |
CHEM 181 | Chemical Reactivity I Lab | 1 |
ENVS 200 | Environmental Careers and Professional Skills | 1 |
ENVS 203 | Environmental Statistics | 3 |
ENVS 274 | Chemistry of the Natural Environment | 3 |
ENVS 275 | Chemistry of the Environment Lab | 1 |
ENVS 280 | Principles of Ecology | 3 |
ENVS 286S | Principles of Ecology Lab | 1 |
PLSC 392 | Environmental Politics | 3 |
ENVS 300 | Introduction to Public Health | 3 |
ENVS 301 | Environmental Health | 3 |
ENVS 303 | Introduction to Epidemiology | 3 |
Justice and Ethics Choice | ||
Select one of the following: | 3 | |
Environmental Justice | ||
Environmental Ethics | ||
Religious Ethics and the Ecological Crisis | ||
Economics Choice | ||
ENVS 335 | Ecological Economics | 3 |
or ECON 328 | Environmental Economics | |
Engaged Learning Choice | ||
Select one of the following: | 3 | |
Science & Conservation of Freshwater Ecosystems | ||
Bird Conservation and Ecology | ||
Energy and The Environment | ||
Environmental Sustainability | ||
Natural History of Belize | ||
Conservation and Sustainability of Neotropical Ecosystems | ||
Solutions to Environmental Problems: Water | ||
Solutions to Environmental Problems: Biogas | ||
Solutions to Environmental Problems: Climate Action | ||
Solutions to Environmental Problems: Food Systems | ||
Environmental Research | ||
Environmental Internship | ||
Capstone Choice | ||
Select one of the following: | 3 | |
Integrative Seminar | ||
Independent Environmental Research (Capstone) | ||
Environmental Internship (Capstone) | ||
Electives | 15 | |
See designated elective categories below | ||
MC Requirements | ||
COMM 400 | Designing for Digital Environments | 3 |
COMM 405 | Story Development and Production | 3 |
COMM 410 | Media Law for Inclusive Digital Storytelling | 3 |
COMM 415 | Data-Powered Digital Storytelling | 3 |
COMM 420 | Digital Production: Storytelling with Impact | 3 |
COMM 425 | Digital Marketing and Analytics | 3 |
COMM 430 | 2D Design for Print and the Web | 3 |
COMM 450 | Capstone II | 3 |
Elective Courses from List of Electives for DMST | 12 | |
Total Hours | 106 |
BS Electives
Code | Title | Hours |
---|---|---|
Environmental Health and Society | ||
Select one of the following: | 3 | |
Gender, Health & Environment | ||
Climate and History | ||
Environmental Justice | ||
North American Environmental History | ||
Special Topics (with SES approval) | ||
Introduction to Environmental Law & Policy | ||
Natural Resources and Land Use Law & Policy | ||
Water Law & Policy | ||
Energy Law & Policy | ||
Ecological Economics | ||
Climate Change and Human Health | ||
Natural History of Belize | ||
Solutions to Environmental Problems: Water | ||
Solutions to Environmental Problems: Biogas | ||
Solutions to Environmental Problems: Climate Action | ||
Solutions to Environmental Problems: Food Systems | ||
Sustainable Business Management | ||
Human Dimensions of Conservation | ||
Ecological Risk Assessment | ||
Environmental Research (with SES approval) | ||
Environmental Internship (with SES approval) | ||
Special Topics (with SES approval) | ||
Directed Readings (with SES approval) | ||
Public Speaking & Critical Thinking | ||
Environmental Journalism | ||
Organizational Communication | ||
Environmental Advocacy | ||
Digital Sustainability | ||
Environmental Economics | ||
Nature in Literature | ||
Managing People and Organizations | ||
Environmental Ethics | ||
Global Environmental Politics | ||
Environmental Psychology | ||
Science, Technology, & Society | ||
Global Inequalities | ||
Environmental Sociology | ||
The Sociology and Politics of Food | ||
Global Health | ||
Religious Ethics and the Ecological Crisis | ||
Theology and Ecology | ||
Environmental Science Electives | ||
Select four of the following: | 12 | |
Gender, Health & Environment | ||
Plants and Civilization | ||
Biodiversity & Biogeography | ||
Soil Ecology | ||
Climate & Climate Change | ||
Science & Conservation of Freshwater Ecosystems | ||
Environmental Sustainability | ||
Special Topics (with SES approval) | ||
Invasive Species | ||
Environmental Microbiology | ||
Sustainable Agriculture | ||
Agroecosystems | ||
Food Systems Analysis | ||
Restoration Ecology | ||
Climate Change and Human Health | ||
Solutions to Environmental Problems: Water | ||
Solutions to Environmental Problems: Biogas | ||
Solutions to Environmental Problems: Climate Action | ||
Solutions to Environmental Problems: Food Systems | ||
Introduction to Geographic Information Systems | ||
Advanced GIS Applications | ||
Remote Sensing | ||
Introduction to Global Health | ||
Principles of Ecotoxicology | ||
Applied Environmental Statistics | ||
Ecological Risk Assessment | ||
Environmental Research (with SES approval) | ||
Environmental Internship (with SES approval) | ||
Special Topics (with SES approval) | ||
Directed Readings (with SES approval) | ||
The Human Ecological Footprint | ||
People and Conservation | ||
BIOL, CHEM, PHYS 300-level courses (with SES approval) | ||
Total Hours | 15 |
Electives for Digital Media and Storytelling
Code | Title | Hours |
---|---|---|
Advertising/Public Relations | ||
COMM 422 | Global and Multicultural Audiences and Stakeholders | 3 |
COMM 432 | Nonprofit Communication | 3 |
COMM 433 | Corporate Communication | 3 |
COMM 437 | Advertising/PR Multimedia Commercial Production | 3 |
COMM 463 | Intermediate Advertising Design | 3 |
COMM 464 | Mobile Advertising | 3 |
Film and Production | ||
COMM 439 | Video Documentary | 3 |
COMM 455 | Animation | 3 |
COMM 459 | Advanced Post Production | 3 |
COMM 494 | Film & Digital Media Internship | 3 |
Multimedia Journalism | ||
COMM 458 | Newscasting and Producing | 3 |
COMM 473 | Digital Storytelling Abroad | 3 |
COMM 492 | Multimedia Journalism Internship | 3 |
Other | ||
COMM 416 | Special Topics in Digital Media & Storytelling | 3 |
COMM 479 | Digital Sustainability | 3 |
COMM 498 | Directed Study for Graduate Students | 1-3 |
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.
Year One | ||
---|---|---|
Fall | Hours | |
BIOL 101 | General Biology I | 3 |
BIOL 111 | General Biology I Lab | 1 |
CHEM 160 | Chemical Structure and Properties | 3 |
CHEM 161 | Chemical Structure and Properties Laboratory | 1 |
ENVS 137 | Foundations of Environmental Science I | 3 |
Hours | 11 | |
Spring | ||
BIOL 102 | General Biology II | 3 |
BIOL 112 | General Biology II Lab | 1 |
CHEM 180 | Chemical Reactivity I | 3 |
CHEM 181 | Chemical Reactivity I Lab | 1 |
ENVS 200 | Environmental Careers and Professional Skills | 1 |
ENVS 203 | Environmental Statistics | 3 |
Hours | 12 | |
Year Two | ||
Fall | ||
ENVS 280 | Principles of Ecology | 3 |
ENVS 286S | Principles of Ecology Lab | 1 |
Public Health & Environmental Science Elective | 3 | |
Hours | 7 | |
Spring | ||
ENVS 274 | Chemistry of the Environment | 3 |
Justice & Ethics Choice | 3 | |
ENVS 275 | Chemistry of the Environment Lab | 1 |
Hours | 7 | |
Year Three | ||
Fall | ||
ENVS 300 |
Introduction to Public Health or Environmental Health or Introduction to Epidemiology |
3 |
ENVS 335 or ECON 328 |
Ecological Economics or Environmental Economics |
3 |
PLSC 392 | Environmental Politics | 3 |
Hours | 9 | |
Spring | ||
ENVS 300 |
Introduction to Public Health or Environmental Health or Introduction to Epidemiology |
3 |
Engaged Learning Choice | 3 | |
Public Health & Environmental Science Elective | 3 | |
Hours | 9 | |
Year Four | ||
Fall | ||
ENVS 300 |
Introduction to Public Health or Environmental Health or Introduction to Epidemiology |
3 |
COMM 405 | Story Development and Production | 3 |
COMM 420 | Digital Production: Storytelling with Impact | 3 |
COMM 306 or COMM 379 |
Environmental Advocacy or Digital Sustainability |
3 |
Hours | 12 | |
Spring | ||
Capstone Choice | 3 | |
Public Health & Environmental Science Elective | 3 | |
COMM 425 | Digital Marketing and Analytics | 3 |
COMM 430 | 2D Design for Print and the Web | 3 |
COMM 306 or COMM 379 |
Environmental Advocacy or Digital Sustainability |
3 |
Hours | 15 | |
Year Five | ||
Fall | ||
COMM 400 | Designing for Digital Environments | 3 |
COMM 410 | Media Law for Inclusive Digital Storytelling | 3 |
DMST Elective | 3 | |
DMST Elective | 3 | |
Hours | 12 | |
Spring | ||
COMM 415 | Data-Powered Digital Storytelling | 3 |
COMM 450 | Capstone II | 3 |
DMST Elective | 3 | |
DMST Elective | 3 | |
Hours | 12 | |
Total Hours | 106 |
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.
- 1
Programs that have specialized accreditation will adhere to the admissions criteria provided by, or approved by, their specialized accreditors.
- 2
The program will identify appropriate indicators of student readiness for graduate coursework (e.g., high-level performance in 300 level courses). Recognizing differences between how majors are designed, we do not specify a blanket requirement.
- 3
If students choose not to enroll in the Accelerated Bachelor’s/Master’s program, they still must complete all of the standard requirements associated with the undergraduate degree (e.g., a capstone).
For more information on Admissions requirements, visit here.
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.
- 1
If students wish to transfer credits from another university to Loyola University Chicago, the program’s Graduate director will review the relevant syllabus(es) to determine whether it meets the criteria for a 400 level course or higher.
- 2
Programs with specialized accreditation requirements that allow programs to offer graduate curriculum to undergraduate students will conform to those specialized accreditation requirements.
- 3
In rare cases, the Graduate Director may authorize enrollment in a 400-level course for a highly qualified and highly motivated undergraduate, ensuring that the undergraduate's exceptional participation in the graduate class will not diminish in any way the experience of the graduate students regularly enrolled.
- 4
For example, if a particular course is only offered once every 2-3 years, and a student has demonstrated the necessary ability to be successful, the Graduate Director may allow a student to take a graduate level course to be shared prior to the student being formally admitted to the graduate program. See, also, footnote 3.
- 5
Students should not, for example, attempt to negotiate themselves out of a writing intensive requirement on the basis of admission to a graduate program.
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.
LEARNING OUTCOMES
- Examine the sources of environmental degradation and their impacts on health.
- Apply the tools of public health to characterize the impacts on community health using a planetary health perspective.
- Integrate environmental regulatory policies to evaluate the health impacts at local and global scales.
- Incorporate critical public health and environmental health justice perspectives into environmental and human dimensions.
SES Shared Learning Outcomes
All SES majors share the following Program Learning Objectives, in addition to their unique major-specific Program Learning Objectives:
1. Articulate the foundational principles of natural and social sciences and humanities essential to solving environmental problems.
2. Critically evaluate the accuracy and credibility of information relating to environmental topics.
3. Employ knowledge and skills to design and implement solutions that contribute to a just and sustainable world.
4. Exemplify the values of environmental and social justice through actions to care for our common home and one another.