Home > Faculty and Research > Community-Based Learning Course Guide >Fall 2012
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The following courses are being offered in the fall semester. They have been listed by department. To view the courses click on the department in the index below and you will be directed to the community-based departmental course listings.
Experiential Learning (EL) classes put students in direct contact with some aspect of the issues being studied in their coursework. The off-campus area offers sites for learning, but students don't necessarily engage in service.
Through a Community-Based Learning (CBL) course, students contribute to the community beyond the campus. Their experiences are integrated into class like a reading assignment, providing them with an additional text for consideration during class discussions and in
written assignments.
Community-Based Research (CBR) involves students in an investigation of a question of concern to a non-profit community organization. The results of the study are intended to assist the organization.
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AMERICAN STUDIES
AMST 30901 (CBR) Social Inequities in Mental Health and Health Outcomes
AMST 40402 (CBR/CBL) Mexican Immigration: A South Bend Case Study
ANTHROPOLOGY
ANTH 45030 (CBL/CBR) Mexican Immigration: A South Bend Case Study
ART, ART HISTORY, AND DESIGN
DESN 41103 (CBR) Graphic Design III
COLLEGE SEMINAR
CSEM 23101 (CBR) Culture and Politics
CSEM 23101 (CBR) Dictatorship
CSEM 23101 (CBR) Disability
CSEM 23101 (CBR) Labor, Race, and the Struggle for Dignity
ENGL 20317 (EL) Beauty, Disability and the Novel
GSC 20508 (EL) Beauty, Disability and the Novel
GSC 45103 (CBR/CBL) Mexican Immigration: A South Bend Case Study
LAST 40429 (CBL) Migrant Voices
LAST 40650 (CBL/CBR) Mexican Immigration: A South Bend Case Study
MUSIC
MUS 20691 (EL) Instrumental Pedagogy
POLITICAL SCIENCE
POLS 35901 (CBL/CBR) Internships
PSYCHOLOGY
PSY 25270 (CBL) Practicum in Developmental Disabilities
PSY 23271 / 43271 (CBL) Seminar in Autism
PSY 43247 (CBL) Leadership, Ethics, and Social Responsibility
PSY 43288 (EL) Practicum in Child Maltreatment
PSY 43364 (CBR) Social Inequities in Mental Health and Health Outcomes
ROMANCE LANGUAGES AND LITERATURES
ROSP 20201 (CBL/EL) Intermediate Spanish I
ROSP 20202 (CBL/EL) Intermediate Spanish II
ROSP 20237 (CBL/EL) Conversation and Writing
ROSP 27500 (CBL) Approaches to Hispanic Culture by Writing
ROSP 40875 (CBL) Migrant Voices
SOCIOLOGY
SOC 45000 (CBL) Sociology Internships
THEOLOGY
THEO 20625 (CBL) Discipleship: Loving Action for Justice
THEO 20643 (CBL) The Askesis of Nonviolence: Theology and Practice
THEO 33931 (CBL) Summer Service Learning Internship: Microfinance and Social Venturing
THEO 33932 (CBL) Summer Service Learning Internship: African American
THEO 33933 (CBL) Summer Service Learning Internship: Latino Leadership Intern Program
THEO 33936 (CBL) Summer Service Learning Program: Confronting Social Issues
THEO 33938 (CBL) Summer Service Learning Program: International
THEO 33950 (CBL) Social Concerns Seminar: Appalachia
THEO 33951 (CBL) Social Concerns Seminar: Sustainable Development
THEO 33952 (EL) Social Concerns Seminar: Topics in Social Change
THEO 33954 (CBL) Social Concerns Seminar: Leadership Through Solidarity
THEO 33959 (CBL) Social Concerns Seminar: Latino Community Organizing Against Violence
THEO 33961 (EL) Social Concerns Seminar: Discernment
THEO 33962 (CBL) Social Concerns Seminar: Gospel of Life
THEO 33975 (CBL) Social Concerns Seminar: Poverty and Development in Chile
WR 13200 (CBL) Community Writing and Rhetoric
CST 20625 / THEO 20625 (CBL) Discipleship: Loving Action for Justice
CST 20643 (CBL) The Askesis of Nonviolence: Theology and Practice
CST 30505 (CBL) Social Entrepreneurship
CST 33954 (CBL) Social Concerns Seminar: Leadership Through Solidarity
*This course holds the CST Minor attribute and can be counted toward the CST Minor
EDUCATION, SCHOOLING, AND SOCIETY
ESS 30611 (CBL) Tutoring in the Community
ESS 30623 (CBR) Community-Based Research in Education
ESS 33609 (EL) Emerging Trends in Science Education
ESS 34350 (CBL) Developmental Disabilities: Integrating Theory and Practice
ESS 35623 (CBL) Practicum in Developmental Disabilities
ESS 40263 (CBL) Seminar in Autism
ESS 43640 (CBR) Seminar in Education Research
ESS 45652 (CBL/CBR) Mexican Immigration: A South Bend Case Study
HESBURGH PROGRAM IN PUBLIC SERVICE
HESB 30451 (CBL) Leadership, Ethics, and Social Responsibility
BUSINESS ADMINISTRATION
BAET 40300 (CBL) Business Ethics Field Project
BAUG 30505 (CBL) Social Entrepreneurship
MGMT 40700 (EL) Project Management
MARKETING
MARK 30120 (CBR) Marketing Research
COMPUTER SCIENCE AND ENGINEERING
CSE 20600 (CBL/CBR) Engineering Projects in Community Service
CE 25600 / CE 35600 / CE 45600 (CBL) Civil Engineering Service Projects
LAW SCHOOL
LAW 75721 (CBL) Legal Aid I and Ethics
LAW 75800 (CBL) Appalachia Externship
BIOS 10101 (CBR) Human Genetics and Evolution
SCIENCE, TECHNOLOGY, AND VALUES
STV 33401 (CBR) Animal Welfare and the Human-Animal Bond CBL Seminar
SCHOOL OF ARCHITECTURE
ARCH 51411 (CBR) Research and Documentation of Historical Buildings
ARCH 81151 (EL) Urban Design II
CENTER FOR SOCIAL CONCERNS
CSC 33401 (CBR) Animal Welfare and the Human-Animal Bond CBL Seminar
CSC 33931 (CBL) Summer Service Learning Internship: Microfinance and Social Venturing
CSC 33932 (CBL) Summer Service Learning Internship: African-American
CSC 33933 (CBL) Summer Service Learning Internship: Latino Leadership Intern Program
CSC 33936 (CBL) Summer Service Learning Program: Confronting Social Issues
CSC 33938 (CBL) Summer Service Learning Program: International
CSC 33950 (CBL) Social Concerns Seminar: Appalachia
CSC 33951 (CBL) Social Concerns Seminar: Sustainable Development
CSC 33952 (EL) Social Concerns Seminar: Topics In Social Change
CSC 33954 (CBL) Social Concerns Seminar: Leadership Through Solidarity
CSC 33959 (CBL) Social Concerns Seminar: Latino Community Organizing Against Violence
CSC 33961 (EL) Social Concerns Seminar: Discernment
CSC 33962 (CBL) Social Concerns Seminar: Gospel of Life
CSC 33975 (CBL) Social Concerns Seminar: Poverty and Development In Chile
CSC 33985 (CBL)Social Concerns Seminar: Energy Policy, Environment, and Social Change
CSC 33992 (CBL) Ethical Leadership Through Service and Civic Engagement
CSC 33994 (CBL) Social Concerns Seminar: Advanced Topics in Appalachia
CSC 36991 (CBL/CBR/EL) Directed Readings
CSC 63950 (CBL) Social Concerns Seminar: Appalachia
CSC 63953 (EL) Social Concerns Seminar: Civic Engagement and Social Responsibility
INSTITUTE FOR EDUCATIONAL INITIATIVES
EDU 73886, Sections 01 and 02 (CBR) Action Research in Catholic Schools I
INSTITUTE FOR LATINO STUDIES
ILS 20911 (CBR) Approaches to Hispanic Culture Through Writing
ILS 35801 (CBL) Summer Service Learning Internship: Latino Leadership Intern Program
ILS 40602 (CBR) Social Inequities in Mental Health and Health Outcomes
ILS 40907 (CBL) Migrant Voices
ILS 45103 (CBL/CBR) Mexican Immigration: A South Bend Case Study
KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 20729 (CBL) The Askesis of Nonviolence: Theology and Practice
IIPS 30924 (CBL) Social Entrepreneurship
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AMST 30901 / ILS 40602 / PSY 43364 (CBR)
Social Inequities in Mental Health and Health Outcomes
Irene Park
Credit hours: 3
This seminar will examine the problem of mental health and health disparities in the U.S. and possible solutions for addressing such inequities. Specifically, the course will explore how race, poverty, and other social conditions have contributed to a greater burden of unmet mental health needs and physical illness among ethnic minorities and other underserved populations, primarily using the lens of psychological theory and empirical research. Strategies for addressing these disparities will also be discussed, including an emphasis on improving access to, and quality of, mental health services and psychological interventions for ethnic minorities and other underserved populations in the United States.
AMST 40402 /ANTH 45030 / ESS 45652 / GSC 45103 / ILS 45103 / LAST 40650 (CBR/CBL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
Mexican immigrants are the fastest growing ethnic group in South Bend. Their three-fold increase over the past decade in South Bend and myriad other U.S. cities reflects how deeply institutionalized migration has become as a domestic strategy for escape from the pressure of relentless poverty, rural decline, and underemployment in rural Mexico. Despite their massive exodus, however, Mexican migrants remain connected to their homelands, unlike earlier migrants who eventually severed their ties to their home countries. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly send home about $13 billion annually. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, and law offices throughout the semester. The service settings and the relationships students establish through them will be the basis for ethnographic research. The results of this research will be presented at the end of the term in both written form and in-class presentation.
ANTH 45030 / AMST 40402 / ESS 45652 / GSC 45103 / ILS 45103 / LAST 40650 (CBR/CBL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
Mexican immigrants are the fastest growing ethnic group in South Bend. Their three-fold increase over the past decade in South Bend and myriad other U.S. cities reflects how deeply institutionalized migration has become as a domestic strategy for escape from the pressure of relentless poverty, rural decline, and underemployment in rural Mexico. Despite their massive exodus, however, Mexican migrants remain connected to their homelands, unlike earlier migrants who eventually severed their ties to their home countries. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly send home about $13 billion annually. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, and law offices throughout the semester. The service settings and the relationships students establish through them will be the basis for ethnographic research. The results of this research will be presented at the end of the term in both written form and in-class presentation.
DESN 41103 (CBR)
Graphic Design III
Robert Sedlack, Jr.
Credit hours: 3
This advanced course in visual communication is for students who intend to pursue the field of graphic design after graduation. The class will help prepare students both technically and creatively for professional practice by focusing on research-based projects. Lab fee.
CSEM 23101 (CBR)
Culture and Politics
Tin-bor Hui
Credit hours: 3
The college seminar is a unique one-semester course experience shared by all sophomores majoring in the College of Arts and Letters. The course offers students an introduction to the diversity and distinctive focus of Arts and Letters at the University of Notre Dame. Specific sections of the College Seminar vary in their topics and texts (i.e., there will not be a shared reading list across sections), but all feature an interdisciplinary approach, commitment to engaging important questions, employment of major works, and emphasis on the development of oral skills. Every College Seminar syllabus will include works that approach the topic from the perspective of each of the three divisions of the College: the Arts, Humanities, and Social Sciences. To learn more about the course and to read the specific course descriptions associated with each section, please visit the college seminar website at www.nd.edu/~csem.
CSEM 23101 (CBR)
Dictatorship
Robert Norton
Credit hours: 3
The college seminar is a unique one-semester course experience shared by all sophomores majoring in the College of Arts and Letters. The course offers students an introduction to the diversity and distinctive focus of Arts and Letters at the University of Notre Dame. Specific sections of the College Seminar vary in their topics and texts (i.e., there will not be a shared reading list across sections), but all feature an interdisciplinary approach, commitment to engaging important questions, employment of major works, and emphasis on the development of oral skills. Every College Seminar syllabus will include works that approach the topic from the perspective of each of the three divisions of the College: the Arts, Humanities, and Social Sciences. To learn more about the course and to read the specific course descriptions associated with each section, please visit the college seminar website at www.nd.edu/~csem.
CSEM 23101 (CBR)
Disability
Essaka Joshua
Credit hours: 3
The college seminar is a unique one-semester course experience shared by all sophomores majoring in the College of Arts and Letters. The course offers students an introduction to the diversity and distinctive focus of Arts and Letters at the University of Notre Dame. Specific sections of the College Seminar vary in their topics and texts (i.e., there will not be a shared reading list across sections), but all feature an interdisciplinary approach, commitment to engaging important questions, employment of major works, and emphasis on the development of oral skills. Every College Seminar syllabus will include works that approach the topic from the perspective of each of the three divisions of the College: the Arts, Humanities, and Social Sciences. To learn more about the course and to read the specific course descriptions associated with each section, please visit the college seminar website at www.nd.edu/~csem.
CSEM 23101 (CBR)
Labor, Race, and the Struggle for Dignity
Marty Wolfson
Credit hours: 3
The college seminar is a unique one-semester course experience shared by all sophomores majoring in the College of Arts and Letters. The course offers students an introduction to the diversity and distinctive focus of Arts and Letters at the University of Notre Dame. Specific sections of the College Seminar vary in their topics and texts (i.e., there will not be a shared reading list across sections), but all feature an interdisciplinary approach, commitment to engaging important questions, employment of major works, and emphasis on the development of oral skills. Every College Seminar syllabus will include works that approach the topic from the perspective of each of the three divisions of the College: the Arts, Humanities, and Social Sciences. To learn more about the course and to read the specific course descriptions associated with each section, please visit the college seminar website at www.nd.edu/~csem.
ENGL 20317 / GSC 20508 (EL)
Beauty, Disability and the Novel
Essaka Joshua
Credit hours: 3
The archetypal hero is handsome and the archetypal heroine is beautiful. This course examines the ways in which the novel of the eighteenth and nineteenth centuries attempts to challenge the beauty myth. We will cover topics such as the value of beauty in the bourgeois marriage market, sighted culture, the association of deformity with evil, stigma and punishment, and the feminist social gains associated with female plainness. The course will introduce students to disability-studies approaches to reading and will focus on concepts of bodily identity, impairment, stigma, monstrosity, marginalization, beauty, deviance, and difference. The main texts will be: Henry Fielding, Amelia (1751), Frances Burney, Camilla (1796), Mary Shelley, Frankenstein (1818), Anne Plumptre, Something New (1801), Jane Austen, Persuasion (1818), Mary Shelley, Frankenstein (1818) and Charlotte Brontë, Jane Eyre (1847). Students will be involved in bringing to the stage a play that deals with disability and beauty. No acting experience is necessary and students will be able to audition and to work behind the scenes.
GSC 20508 / ENGL 20317 (EL)
Beauty, Disability and the Novel
Essaka Joshua
Credit hours: 3
The archetypal hero is handsome and the archetypal heroine is beautiful. This course examines the ways in which the novel of the eighteenth and nineteenth centuries attempts to challenge the beauty myth. We will cover topics such as the value of beauty in the bourgeois marriage market, sighted culture, the association of deformity with evil, stigma and punishment, and the feminist social gains associated with female plainness. The course will introduce students to disability-studies approaches to reading and will focus on concepts of bodily identity, impairment, stigma, monstrosity, marginalization, beauty, deviance, and difference. The main texts will be: Henry Fielding, Amelia (1751), Frances Burney, Camilla (1796), Mary Shelley, Frankenstein (1818), Anne Plumptre, Something New (1801), Jane Austen, Persuasion (1818), Mary Shelley, Frankenstein (1818) and Charlotte Brontë, Jane Eyre (1847). Students will be involved in bringing to the stage a play that deals with disability and beauty. No acting experience is necessary and students will be able to audition and to work behind the scenes.
GSC 45103 / AMST 40402 /ANTH 45030 / ESS 45652 / ILS 45103 / LAST 40650 (CBR/CBL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
Mexican immigrants are the fastest growing ethnic group in South Bend. Their three-fold increase over the past decade in South Bend and myriad other U.S. cities reflects how deeply institutionalized migration has become as a domestic strategy for escape from the pressure of relentless poverty, rural decline, and underemployment in rural Mexico. Despite their massive exodus, however, Mexican migrants remain connected to their homelands, unlike earlier migrants who eventually severed their ties to their home countries. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly send home about $13 billion annually. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, and law offices throughout the semester. The service settings and the relationships students establish through them will be the basis for ethnographic research. The results of this research will be presented at the end of the term in both written form and in-class presentation.
LAST 40429 / ILS 40907 / ROSP 40875 (CBL)
Migrant Voices
Marisel Moreno Anderson
Credit hours: 3
This course examines the literary production of U.S. Latinos/as. We will read works by Mexican-American, Puerto Rican, Cuban-American and Dominican-American authors paying close attention to the intersection of race, class, and gender issues. The literature studied will serve as a window into the culture of the local Latino community as students engage in service-learning at Casa de Amistad throughout the semester.
LAST 40650 / AMST 40402 / ANTH 45030 / ESS 45652 / GSC 45103 / ILS 45103 (CBR/CBL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
Mexican immigrants are the fastest growing ethnic group in South Bend. Their three-fold increase over the past decade in South Bend and myriad other U.S. cities reflects how deeply institutionalized migration has become as a domestic strategy for escape from the pressure of relentless poverty, rural decline, and underemployment in rural Mexico. Despite their massive exodus, however, Mexican migrants remain connected to their homelands, unlike earlier migrants who eventually severed their ties to their home countries. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly send home about $13 billion annually. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, and law offices throughout the semester. The service settings and the relationships students establish through them will be the basis for ethnographic research. The results of this research will be presented at the end of the term in both written form and in-class presentation.
MUSIC
MUS 20691 (EL)
Instrumental Pedagogy
Kenneth Dye / Alison Redar
Credit hours: 1
Notre Dame students will learn teaching techniques on their instruments through hands-on instruction of local students in the Bandlink program. Instruction will be in individual lessons and small group rehearsals.
POLS 35901 (CBL/CBR)
Internships
Carolina Arroyo
Credit hours: variable, 1–3
Permission required
The goal of the internship program is to integrate academic learning with the world beyond the classroom. Internships are available throughout the Notre Dame area with a variety of government offices, non-profit agencies and NGOs. Interns work with professionals in their area of interest, explore career options and gain real work experience. Interns are required to work 6–8 hours per week. All internships are unpaid. Internship credits are elective and do not fulfill any major requirements.
PSY 23271 or 43271 / ESS 40263 (CBL)
Seminar in Autism
Thomas Whitman / Kristin Wier
Credit hours: 3
This seminar discusses topics related to developmental disabilities, with a special emphasis on pervasive developmental disorders and autism. Issues regarding their definition, etiology, and treatment are also discussed. (Must have access to own transportation)
PSY 25270 / ESS 35623 (CBL)
Practicum in Developmental Disabilities
Thomas Whitman
Credit hours: 3
Permission required
This practicum/seminar is the logical outgrowth of a long informal relationship that student volunteers have had with families in the Michiana community who have autistic and other special needs children. The practicum aspect of the course will involve students going into a family home and working in a structured program with an autistic child—on average about two times a week for about a total of four to five hours. Requirements: The prerequisite for this course is the Seminar in Autism (PSY 23271 or PSY 43271).
PSY 43247 / HESB 30451 (CBL)
Leadership, Ethics, and Social Responsibility
Jay Brandenberger
Credit hours: 3
This course examines leadership and empowerment issues from multidisciplinary perspectives, focusing on the role of the leader within organizations that promote service, social action, or other forms of social responsibility. Alternative models of leadership are explored, with attention to value and moral implications.
Special permission required: contact Jay Brandenberger at the Center for Social Concerns.
PSY 43288 (EL)
Practicum in Child Maltreatment
Kristin Valentino
Credit hours: 3
This course is intended to expose students to the child welfare system and the effects of child maltreatment and foster care on child development. The seminar portion of the course will include training on mandated reporting, and the child welfare system, and discussion of current research on child maltreatment, foster care, child development, and developmental psychopathology. The practicum portion of the course is designed to give students hands on experience with children in custody of the Department of Child Services in South Bend. Each student in the practicum will be paired with a child who is currently placed in foster care because of substantiated child maltreatment. The student will serve as a mentor to this child, and will spend 1–2 hours with the child twice weekly in the child's foster home.
PSY 43364 / AMST 30901 / ILS 40602 (CBR)
Social Inequities in Mental Health and Health Outcomes
Irene Park
Credit hours: 3
This seminar will examine the problem of mental health and health disparities in the United States and possible solutions for addressing such inequities. Specifically, the course will explore how race, poverty, and other social conditions have contributed to a greater burden of unmet mental health needs and physical illness among ethnic minorities and other underserved populations, primarily using the lens of psychological theory and empirical research. Strategies for addressing these disparities will also be discussed, including an emphasis on improving access to, and quality of, mental health services and psychological interventions for ethnic minorities and other underserved populations in the United States.
ROMANCE LANGUAGES AND LITERATURES
ROSP 20201
Intermediate Spanish I (CBL/EL)
Monica Jancha / Janet Fisher-McPeak / Ivis Menes / Shauna Williams / Maria Coloma
Credit hours: 3
This is an intermediate second-year language sequence with equal focus on oral and writing skills. It includes a review of basic grammar and then transitions into more difficult features of Spanish. Students learn to discuss and write about Hispanic cultural topics, current events, and literary texts.
ROSP 20202
Intermediate Spanish II (CBL/EL)
Maria Coloma / Elena Mangione-Lora / Ivis Menes
Credit hours: 3
This is an intermediate second-year language sequence with equal focus on oral and writing skills. It includes a review of basic grammar and then transitions into more difficult features of Spanish. Students learn to discuss and write about Hispanic cultural topics, current events, and literary texts.
ROSP 20237
Conversation and Writing (CBL/EL)
Geraldine Ameriks
Credit hours: 3
Intended to develop writing proficiency through literary and nonliterary texts from Spain and Spanish America while continuing to promote the development of oral skills in Spanish.
ROSP 27500 / ILS 20911 (CBL)
Approaches to Hispanic Culture Through Writing
Rachel Parroquin
Credit hours: 3
This content-driven course is intended for students who want to further broaden their knowledge of the Spanish language and related cultures, as well as improve both their understanding of the Hispanic world and their communication skills in the Spanish language. Development of advanced structures is achieved through intensive practice in speaking and writing. Each course focuses on a different aspect of Hispanic culture.
ROSP 40875 / ILS 40907 / LAST 40429 (CBL)
Migrant Voices
Marisel Moreno Anderson
Credit hours: 3
This course examines the literary production of U.S. Latinos/as. We will read works by Mexican-American, Puerto Rican, Cuban-American and Dominican-American authors paying close attention to the intersection of race, class, and gender issues. The literature studied will serve as a window into the culture of the local Latino community as students engage in service-learning at Casa de Amistad throughout the semester.
SOC 45000 (CBL)
Sociology Internships
Ann R. Power
Credits: variable, 1–3
Permission required
This is an experiential course designed to give students some practical experience in the area of urban affairs, social welfare, education, health care, or business, in order to test their interest, complement their academic work, or acquire work experience preparatory to future careers. Students are placed in a community agency in the South Bend area and normally work eight hours per week as interns under the supervision of an experienced practitioner. Hours are flexible, usually set to accommodate the intern's availability and the needs of the host agency. While there are no prerequisites, preference is given to Sociology majors, ALPP or SCPP majors, PSIM minors, and students who have had course work in an area related to social concerns. This is a graded course. In addition to field work, academic work includes reading scholarly works related to the field placement, periodic group meetings with the instructor and others in the course, and a final paper. For more information and/or an application, contact Ann Power.
The following is a list of agencies that have accepted interns. Students may also request placement in an agency they find on their own (subject to approval by the instructor).
CASIE Center (Child Abuse Services, Investigation and Education)
Center for Hospice & Palliative Care, St. Joseph County
Early Childhood Development Center
Family Justice Center
Good Shepherd Montessori School
Indiana Legal Services
La Casa de Amistad
Near Northwest Neighborhood Inc.
Neighborhood Development Association
Robinson Community Learning Center
Safe Station (Youth Runaway Shelter)
Salvation Army of St. Joseph County (Social Services)
Sex Offense Services of St. Joseph County
Sr. Maura Brannick Health Center at Chapin Street
Upward Bound College Preparatory Program, UND
Washington High School, South Bend
THEO 20625 / CST 20625 (CBL)
Discipleship: Loving Action for Justice
Margie Pfeil
Credit hours: 3
This course is designed for students who have completed a Summer Service Project Internship (SSLP or ISSLP) through the Center for Social Concerns. The main objective is to afford students the opportunity to combine social analysis with theological reflection. The course material will span a variety of ethical issues, including education, globalization, restorative justice, racial justice, power relations, environmental justice, and structural violence. These topics will be held in conversation with the Catholic social tradition. A major component of the course will entail the presentation and analysis of student-generated research emerging from the SSLP/ISSLP.
Prerequisite: Completion of the SSLP/ISSLP through the Center for Social Concerns
Class limit: 25 students
THEO 20643 / CST 20643 / IIPS 20729 (CBL)
The Askesis of Nonviolence: Theology and Practice
Margie Pfeil
Credit hours: 3
This course will explore the theology and practice of nonviolence as a form of askesis, or spiritual discipline. The material will include readings from Scripture, the early and medieval Christian tradition, Catholic social teaching, readings from the traditional "Peace Churches," Tolstoy, Dorothy Day, and Martin Luther King. Religious sources outside the Christian tradition will include Gandhi, Thich Nhat Hanh, and Badshah Khan. This course will use the method of community-based learning and will require 20 hours of service at particular sites in the South Bend area.
Class limit: 25 students
THEO 33931 / CSC 33931 (CBL)
Summer Service Learning Internship: Social Venturing and Microfinance Internships
Andrea Smith Shappell
Credit Hours: 1 credit THEO, co-requisite BAUG 30200
Application and interview required; 8–10 week summer internships within this three credit course
Students who are completing their junior year in the Mendoza College of Business are eligible for this course. After classroom sessions in the spring semester, students work for 8–10 weeks of the summer with social enterprise organizations, for-profit or not-for-profit organizations that attend to a financial, social and/or environmental bottom line. Students use their business skills to promote economic development initiatives, assist with feasibility or business planning for a new social enterprise, or guide future growth of an ongoing initiative through capacity building and other strategic activities. The experiential learning is complimented with readings from Catholic social thought. Course requirements include classroom sessions in April, reading and writing assignments during the summer, classroom discussions and a presentation in the fall semester.
THEO 33932 / CSC 33932 (CBL)
Summer Service Learning Internship: African-American
Andrea Smith Shappell
Credit hours: 1
This is a leadership internship for African-American students who work 10–12 weeks in an African-American area with organizations dedicated to empowering local communities. Students will complete the requirements of THEO 33932 and work with the Center for Social Concerns to build partnerships with the agencies and people involved. An application and interview are necessary for participation.
THEO 33933 / CSC 33933 / ILS 35801 (CBL)
Summer Service Learning Internship: Latino Leadership Intern Program
Andrea Smith Shappell
Credit hours: 3
Meets during four times during spring semester 2011 and twice in fall 2011.
Immersion: eight weeks during summer 2011
This is a leadership internship for Hispanic studies working 10–12 weeks in a Hispanic/Latino area with organizations dedicated to empowering local communities. Students will complete the requirements of THEO 33931 and work with the Center for Social Concerns to build partnerships with the agencies and people involved.
THEO 33936 / CSC 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell / Margaret Pfeil
Credit hours: 3
Immersion: eight week summer service-learning placements
This three-credit hour service-learning course takes place before, during, and after student participation in eight-week summer service experiences sponsored by the Center for Social Concerns and the Alumni Association. Students in the course reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussions with site supervisors, and facilitated group discussions upon return to campus. Writing assignments include 16 journal entries and a synthesis paper. The course is completed during the first four weeks of the fall semester and is graded Satisfactory or Unsatisfactory.
THEO 33938 / CSC 33938 (CBL)
Summer Service Learning Program: International
Rachel Tomas Morgan
Credit Hours: 3
Prerequisites: THEO 33970
Application required—eight week summer immersion
This course and internship is synonymous with the Center for Social Concerns International Summer Service Learning Program (ISSLP). The course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with persons and grass roots groups working to address the needs of the poor internationally. The learning goals of the course are to gain and understanding of the multidimensionality of poverty in the developing world; analyze root causes, and identify strategies for social development (poverty alleviation); to gain an understanding of international social issues in light of Catholic social teaching; and to strengthen cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a re-entry weekend retreat, four re-entry classes meeting on Thursdays 6:30–7:45 p.m. in September and October, and a final paper/project.
THEO 33950 / CSC 33950 (CBL)
Social Concerns Seminar: Appalachia
Cynthia Toms Smedley
Credit hours: 1
One week immersion required
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes (e.g., rural health care, environmental issues) at various sites while learning about the region and rural issues.
THEO 33951 / CSC 33951 (CBL)
Social Concerns Seminar: Sustainable Development
Cynthia Toms Smedley
Credit hours: 1
This course centers on a trip to Washington, D.C. over spring break during which time students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students participate in preparation and follow-up sessions. Themes (e.g., Educational Reform, Violence in America) vary each year.
THEO 33952 / CSC 33952 (EL)
Social Concerns Seminar: Topics in Social Change
Connie Snyder Mick / Cynthia Toms Smedley
Credit hours: 1
This seminar allows students to participate in an experiential opportunity designed to examine contemporary social problems. Emphasis will be placed on understanding issues/conflicts from the perspective of the various participants. Preparation and follow-up sessions are tailored to the specific opportunity.
THEO 33954 / CSC 33954 / CST 33954
Social Concerns Seminar: Leadership Through Solidarity
Michael Hebbeler
Credit hours: 1
The Leadership through Solidarity Seminar seeks to cultivate an understanding of leadership through the lens of Catholic Social Teaching. This seminar includes an experiential learning component as undergraduate students practice relationship building through prayer and service with the South Bend Catholic Worker community. The principles of solidarity and the common good are explored through faith sharing, service learning, and fellowship at the Worker and in the classroom
THEO 33959 / CSC 33959 (CBL)
Social Concerns Seminar: Latino Community Organizing Against Violence
Connie Snyder Mick
Credit hours: 1
The Latino Community Organizing Against Violence Seminar will examine current efforts among community activists and organizations in favor of violence prevention and intervention. As an active participant, you will be invited to explore the rich cultural heritage of Chicago during a five-day immersion. From the perspectives of the violence prevention and intervention initiatives that you will gain, you will be encouraged to reflect on the challenges and opportunities that go hand in hand with cultural diversity as it is experienced in Chicago and South Bend. In particular, we will explore cultural diversity from the standpoint of the dynamic of immigration and integration that the Latino population—especially its teenagers and young adults—is living through. The seminar is a one-credit hour course graded "S" or "U."
THEO 33961 / CSC 33961 (EL)
Social Concerns Seminar: Discernment
Mike Hebbeler
Credit hours: 1
The Discernment Seminar provides senior-level undergraduate students an opportunity to reflect on their Notre Dame experience and consider postgraduate plans with one another through small-group discussion. Each session is structured to assist the students' exploration and articulation of their respective vocations through a variety of means, including narrative theology, spiritual direction, literature, and the arts.
THEO 33962 / CSC 33962 (CBL)
Social Concerns Seminar: Gospel of Life
Cynthia Toms Smedley
Credit hours: 1
The goal of the Gospel of Life Seminar is to provide students with the opportunity to read and reflect and on a variety of life issues through experiential learning. Exploration begins in the orientation classes where students will become familiar with the issues through reading Roman Catholic Church documents such as The Gospel of Life and by meeting people who work on life-related issues. During the week in Washington, D.C., seminar participants will meet with representatives from the U.S. Conference of Catholic Bishops, elected officials, advocacy groups, legal professionals, and bio ethicists whose work involves life-related concerns. The follow-up classes facilitate analysis and synthesis of insights gained during the week of experiential learning.
THEO 33975 / CSC 33975 (CBL)
Social Concerns Seminar: Poverty and Development in Chile
Annie Cahill Kelly
Credit hours: 1
This seminar serves as the required orientation course for all participants in the international study program in Chile. It will provide an introduction to international issues in developing countries through the lens of Catholic social tradition, preparation and tools for cross-cultural service, opportunities for theological reflection, logistical information necessary for international programs and travel, and general support within the context of a community of colleagues. Other students doing summer internships in developing countries may take the Seminar with permission from the instructor.
WR 13200 (CBL)
Community Writing and Rhetoric
Edward Kelly
Credit hours: 3
In cooperation with the Center for Social Concerns, these sections of composition place students in learning situations in the wider community where they are in contact with people who are dealing with the specific content issue of their section. We welcome students with commitment to social justice and community service to enroll.
CST 20625 / THEO 20625 (CBL)
Discipleship: Loving Action for Justice
Margie Pfeil
Credit hours: 3
This course is designed for students who have completed a Summer Service Project Internship (SSLP or ISSLP) through the Center for Social Concerns. The main objective is to afford students the opportunity to combine social analysis with theological reflection. The course material will span a variety of ethical issues, including education, globalization, restorative justice, racial justice, power relations, environmental justice, and structural violence. These topics will be held in conversation with the Catholic social tradition. A major component of the course will entail the presentation and analysis of student-generated research emerging from the SSLP/ISSLP.
Prerequisite: Completion of the SSLP/ISSLP through the Center for Social Concerns
Class limit: 25 students
CST 20643 / IIPS 20729 / THEO 20643 (CBL)
The Askesis of Nonviolence: Theology and Practice
Margie Pfeil
Credit hours: 3
This course will explore the theology and practice of nonviolence as a form of askesis, or spiritual discipline. The material will include readings from Scripture, the early and medieval Christian tradition, Catholic social teaching, readings from the traditional "Peace Churches," Tolstoy, Dorothy Day, and Martin Luther King. Religious sources outside the Christian tradition will include Gandhi, Thich Nhat Hanh, and Badshah Khan. This course will use the method of community-based learning and will require 20 hours of service at particular sites in the South Bend area.
Class limit: 25 students
CST 30505 / BAUG 30505 / IIPS 30924 (CBL)
Social Entrepreneurship
Melissa Paulsen / Frank Belatti
Credit hours: 3
Social Entrepreneurship (formerly MicroVenturing I) explores the innovative concepts, practices and strategies associated with building, sustaining, and replicating social impact organizations in less developed countries (LDCs) and here in the United States. Many dynamic organizations are aspiring to a "double" or "triple bottom line"—beneficial human impact, environmental sustainability, and profitability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures. In addition, students will analyze various social enterprise business models, including microfinance, microenterprise development, bottom of the pyramid, etc., and will devise strategies and tactics to improve the efficacy of these ventures, as well as engage in research seeking to advance the field of social enterprise at Notre Dame.
CST 33954 / CSC 33954 / THEO 33954 (CBL)
Leadership Through Solidarity
Michael Hebbeler
Credit hours: 1
The Leadership through Solidarity Seminar seeks to cultivate an understanding of leadership through the lens of Catholic Social Teaching. This seminar includes an experiential learning component as undergraduate students practice relationship building through prayer and service with the South Bend Catholic Worker community. The principles of solidarity and the common good are explored through faith sharing, service learning, and fellowship at the Worker and in the classroom.
EDUCATION, SCHOOLING, AND SOCIETY
ESS 30611 (CBL)
Tutoring in the Community
Nancy Masters
Credit hours: 1
ESS 30611 is a one credit seminar for students who are tutoring in the South Bend community. This seminar will provide tutors with an opportunity to explore the social, economic, and cultural forces that influence the lives of their students. Tutoring in the Community will give tutors the tools they need to analyze beliefs and pedagogy, improve instruction, and foster development in South Bend school children in need.
ESS 33609 (EL)
Emerging Trends in Science Education
Karen Morris
Credit hours: 1
The paradigm in science education is moving away from the traditional "lecture-lab" and more towards student engagement - utilizing strategies that help students learn science concepts in the same way that scientists do. In this course, students will study these trends and visit local classrooms to observe the engaging science education strategies as they are implemented in order to gain a broader perspective on this new paradigm in science education. Students who complete this course will be able to reflect in a critical way how science is taught and learned within the structure of this new paradigm and assess how this may impact students in their college and career attainment.
ESS 35623 / PSY 25270 (CBL)
Practicum in Developmental Disabilities
Thomas Whitman
Credit hours: 3
Permission required
This practicum/seminar is the logical outgrowth of a long informal relationship that student volunteers have had with families in the Michiana community who have autistic and other special needs children. The practicum aspect of the course will involve students going into a family home and working in a structured program with an autistic child—on average about two times a week for about a total of four to five hours. Requirements: The prerequisite for this course is the Seminar in Autism (PSY 23271 or PSY 43271).
ESS 40263 / PSY 23271 or 43271 (CBL)
Seminar in Autism
Thomas Whitman / Kristin Wier
Credit hours: 3
This seminar discusses topics related to developmental disabilities, with a special emphasis on pervasive developmental disorders and autism. Issues regarding their definition, etiology, and treatment are also discussed. (Must have access to own transportation)
ESS 43640
Seminar in Education Research (CBR)
Tamo Chattopadhay
Credit hours: 3
Students will learn about both methods and topics in educational research. Students will design and execute an original research study.
ESS 45652 / AMST 40402 / ANTH 45030 / GSC 45103 / ILS 45103 / LAST 40650 (CBR/CBL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
Mexican immigrants are the fastest growing ethnic group in South Bend. Their three-fold increase over the past decade in South Bend and myriad other U.S. cities reflects how deeply institutionalized migration has become as a domestic strategy for escape from the pressure of relentless poverty, rural decline, and underemployment in rural Mexico. Despite their massive exodus, however, Mexican migrants remain connected to their homelands, unlike earlier migrants who eventually severed their ties to their home countries. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly send home about $13 billion annually. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, and law offices throughout the semester. The service settings and the relationships students establish through them will be the basis for ethnographic research. The results of this research will be presented at the end of the term in both written form and in-class presentation.
HESBURGH PROGRAM IN PUBLIC SERVICE
HESB 30451 / PSY 43247 (CBL)
Leadership, Ethics, and Social Responsibility
Jay Brandenberger
Credit hours: 3
This course examines leadership and empowerment issues from multidisciplinary perspectives, focusing on the role of the leader within organizations that promote service, social action, or other forms of social responsibility. Alternative models of leadership are explored, with attention to value and moral implications.
Special permission required: contact Jay Brandenberger at the Center for Social Concerns.
BAET 40300 (CBL)
Business Ethics Field Project
Jessica McManus Warnell
Credit hours: 1
The senior field project in ethics is designed to give the student practical evidence in a social service setting. The objectives of the course are to (1) introduce the student to service experiences outside the university setting, (2) provide a mechanism for enhancing the spiritual and intellectual awareness of students, (3) provide a mechanism for coordinating existing student social service projects with the student's academic work, and (4) interact with people whose values have led them into full-time work in the not-for-profit sector.
BAUG 30505 / CST 30505 / IIPS 30924 (CBL)
Social Entrepreneurship
Melissa Paulsen / Frank Belatti
Credit hours: 3
Social Entrepreneurship (formerly MicroVenturing I) explores the innovative concepts, practices and strategies associated with building, sustaining, and replicating social impact organizations in less developed countries (LDCs) and here in the United States. Many dynamic organizations are aspiring to a "double" or "triple bottom line"—beneficial human impact, environmental sustainability, and profitability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures. In addition, students will analyze various social enterprise business models, including microfinance, microenterprise development, bottom of the pyramid, etc., and will devise strategies and tactics to improve the efficacy of these ventures, as well as engage in research seeking to advance the field of social enterprise at Notre Dame.
MGT 40700 (EL)
Project Management
Corey Angst
Credit hours: 1.5
Whether you become a high-profile real estate developer, an investment banker, or an entrepreneur, in any career you'll need some project management skills to get your job done. Everyone tries to get projects finished on time and under budget, but many critical business projects fail anyway. We'll learn the steps associated with successful project management, examine some optimization techniques, learn how to use the software tools that enhance productivity, and discuss how to avoid the implementation pitfalls that cause good people doing good projects to fail.
MARK 30120 (CBR)
Marketing Research
John Gaski
Credit hours: 3
Required for all marketing majors. A study of the application of scientific method to the definition and solution of marketing problems with attention to research design, sampling theory, methods of data collection and the use of statistical techniques in the data analysis. In several cases, application will be with not-for-profit organizations.
COMPUTER SCIENCE AND ENGINEERING
CSE 20600 (CBL/CBR)
Engineering Projects in Community Service
Paul Brenner / Greg Madey
Credit hours: variable, 0–3
Engineering projects in community service.
CIVIL ENGINEERING
CE 25600 / CE 35600 / CE 45600
Civil Engineering Service Projects
Tracy Kyewski-Correa
Credit hours: 0–10
Civil Engineering Service Projects (CESP) partners students with community organizations to put their engineering skills into service. Currently the community partner is Bridges2Prosperity, a nonprofit organization providing pedestrian bridges to communities worldwide who lack such basic infrastructure. Under the banner of the NDSeed program, six to seven students will be accepted each academic year for this course and will supervise all aspects of bridge design and construction, including fundraising and international study via site surveys over Fall Break and construction in May following the spring semester. To join this course in the fall of any academic year, students must apply and be accepted to NDSeed in the prior spring semester. Students are expected to participate in the course for a full academic year, through bridge construction in May. The project is also affiliated with the Center for Social Concerns International Summer Service Learning Program (ISSLP) and has additional curricular requirements through ISSLP. See www.nd.edu/~ndseed for more information.
LAW 75721 (CBL)
Legal Aid I and Ethics
Robert Jones / Judith Fox / Michael Jenuwine
Credit hours: 5
Legal Aid I and Ethics is a 5-credit, graded course providing training in basic lawyering skills, including interviewing and counseling, as well as ethics, substantive law and procedural law relevant to the representation of low income clients in the courts and administrative agencies. Students represent clients under the close supervision of a clinical faculty member. Students typically represent 2-5 clients during the course of a semester. The classroom component of the course uses a combined lecture and mock exercise format. This course satisfies the upper level ethics requirement.
LAW 75800 (CBL)
Appalachia Externship
Robert Jones and Cynthia Toms Smedley
Credit hours: 1
The Appalachia Externship is a one credit academic externship. Students spend their fall break or spring break providing pro bono legal services at the Appalachian Research and Defense Fund of Kentucky (AppalReD), which is the federal and state-funded low income legal services provider for the Appalachian region of Kentucky. Students also participate in the Appalachia Seminar sponsored by the Center for Social Concerns, which involves several classroom sessions, reading assignments, and written assignments exploring the culture and social issues of the Appalachia region, as well as Catholic Social Teaching. This course does not meet the Skills Requirement.
BIOS 10101 (CBR)
Human Genetics, Evolution and Society
Harvey Bender
Credit hours: 3
(no description)
SCIENCE, TECHNOLOGY, AND VALUES
STV 33401 / CSC 33401 (CBR)
Animal Welfare and the Human-Animal Bond Community Based Learning Seminar
Kay Stewart / Michelle Whaley
Credit hours: 1
Consider the fact that in six short years, one female dog and her offspring can give birth to 67,000 puppies. In seven years, one cat and her young can produce 420,000 kittens. Three to four million dogs and cats are euthanized each year. It is estimated that there are 60 million feral cats in the US. In a society that considers pets as part of their family, watches Animal Planet, and spends millions of dollars on pet products, it is imperative that we acknowledge and educate ourselves on the issues of over population of pet animals in our society. What is our responsibility to these animals, and how can we solve these pressing problems? The focus of this course will be on animal behavior from an evolutionary perspective. The students will learn to recognize both desirable and undesirable behaviors in pet animals. They will learn how to use evolutionary behavior training methods to alter detrimental behaviors and reinforce those that are advantageous. This course will also cover animal welfare issues, and will intimately and meaningfully connect the state of humans, to that of animals. The students will carry out community research projects of their choice and will immerse themselves in an important issue and generate a product that can help the plight of animals (and therefore humans) in our community.
ARCH 51411 (CBR)
Research and Documentation of Historical Buildings
Krupali Uplekar
Credit hours: 3
The course provides a detailed reference to the recording methods and techniques that are fundamental tools for examining any existing structure. It also includes information on recent technological advances such as laser scanning, new case studies, and material on the documentation of historic monuments. The students will get to work on a live project and help serve in saving a historic building in the city of South Bend.
ARCH 81151 (EL)
Urban Design II
Philip Bess
Credit hours: 6
Part two of a two-studio sequence for students concentrating in urban design, entailing an on-site real-world charrette to create a neighborhood or town plan and the graphic documents and legal mechanisms needed to implement it. Location changes every year.
CSC 33401 / STV 33401 (CBR)
Animal Welfare and the Human-Animal Bond Community Based Learning Seminar
Kay Stewart / Michelle Whaley
Credit hours: 1
Consider the fact that in six short years, one female dog and her offspring can give birth to 67,000 puppies. In seven years, one cat and her young can produce 420,000 kittens. Three to four million dogs and cats are euthanized each year. It is estimated that there are 60 million feral cats in the US. In a society that considers pets as part of their family, watches Animal Planet, and spends millions of dollars on pet products, it is imperative that we acknowledge and educate ourselves on the issues of over population of pet animals in our society. What is our responsibility to these animals, and how can we solve these pressing problems? The focus of this course will be on animal behavior from an evolutionary perspective. The students will learn to recognize both desirable and undesirable behaviors in pet animals. They will learn how to use evolutionary behavior training methods to alter detrimental behaviors and reinforce those that are advantageous. This course will also cover animal welfare issues, and will intimately and meaningfully connect the state of humans, to that of animals. The students will carry out community research projects of their choice and will immerse themselves in an important issue and generate a product that can help the plight of animals (and therefore humans) in our community.
CSC 33931 / THEO 33931 (CBL)
Summer Service Learning Internship: Social Venturing and Microfinance Internships
Andrea Smith Shappell
Credit Hours: 1 credit THEO, co-requisite BAUG 30200
Application and interview required; 8–10 week summer internships within this three credit course
Students who are completing their junior year in the Mendoza College of Business are eligible for this course. After classroom sessions in the spring semester, students work for 8–10 weeks of the summer with social enterprise organizations, for-profit or not-for-profit organizations that attend to a financial, social and/or environmental bottom line. Students use their business skills to promote economic development initiatives, assist with feasibility or business planning for a new social enterprise, or guide future growth of an ongoing initiative through capacity building and other strategic activities. The experiential learning is complimented with readings from Catholic social thought. Course requirements include classroom sessions in April, reading and writing assignments during the summer, classroom discussions and a presentation in the fall semester.
CSC 33932 / THEO 33932 (CBL)
Summer Service Learning Internship: African-American
Andrea Smith Shappell
Credit hours: 1
This is a leadership internship for African-American students who work 10–12 weeks in an African-American area with organizations dedicated to empowering local communities. Students will complete the requirements of THEO 33932 and work with the Center for Social Concerns to build partnerships with the agencies and people involved. An application and interview are necessary for participation.
CSC 33933 / ILS 35801 / THEO 33933 (CBL)
Summer Service Learning Internship: Latino Leadership Intern Program
Andrea Smith Shappell
Credit hours: 3
Meets during four times during spring semester 2011 and twice in fall 2011
Immersion: eight weeks during summer 2011
This is a leadership internship for Hispanic studies working 10-12 weeks in a Hispanic/Latino area with organizations dedicated to empowering local communities. Students will complete the requirements of THEO 33931 and work with the Center for Social Concerns to build partnerships with the agencies and people involved.
CSC 33936 / THEO 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell
Credit hours: 3
Immersion: eight week summer service-learning placements
This three-credit hour service-learning course takes place before, during, and after student participation in eight-week summer service experiences sponsored by the Center for Social Concerns and the Alumni Association. Students in the course reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussions with site supervisors, and facilitated group discussions upon return to campus. Writing assignments include 16 journal entries and a synthesis paper. The course is completed during the first four weeks of the fall semester and is graded Satisfactory or Unsatisfactory.
CSC 33938 / THEO 33938 (CBL)
Summer Service Learning Program: International
Rachel Tomas Morgan
Credit hours: 3
Prerequisites: THEO 33970
Application required — eight week summer immersion
This course and internship is synonymous with the Center for Social Concerns International Summer Service Learning Program (ISSLP). The course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with persons and grass roots groups working to address the needs of the poor internationally. The learning goals of the course are to gain and understanding of the multidimensionality of poverty in the developing world; analyze root causes, and identify strategies for social development (poverty alleviation); to gain an understanding of international social issues in light of Catholic social teaching; and to strengthen cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a re-entry weekend retreat, four re-entry classes meeting on Thursdays 6:30–7:45 p.m. in September and October, and a final paper/project.
CSC 33950 / THEO 33950 (CBL)
Social Concerns Seminar: Appalachia
Cynthia Toms Smedley
Credit hours: 1
One week immersion required
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes (e.g., rural health care, environmental issues) at various sites while learning about the region and rural issues.
CSC 33951 / THEO 33951 (CBL)
Social Concerns Seminar: Sustainable Development
Cynthia Toms Smedley
Credit hours: 1
This course centers on a trip to Washington, D.C. over spring break during which time students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students participate in preparation and follow-up sessions. Themes (e.g., Educational Reform, Violence in America) vary each year.
CSC 33952 / THEO 33952 (EL)
Social Concerns Seminar: Topics in Social Change
Connie Snyder Mick
Credit hours: 1
This seminar allows students to participate in an experiential opportunity designed to examine contemporary social problems. Emphasis will be placed on understanding issues/conflicts from the perspective of the various participants. Preparation and follow-up sessions are tailored to the specific opportunity.
CSC 33954 / CST 33954 / THEO 33954 (CBL)
Social Concerns Seminar: Leadership Through Solidarity
Michael Hebbeler
Credit hours: 1
The Leadership through Solidarity Seminar seeks to cultivate an understanding of leadership through the lens of Catholic Social Teaching. This seminar includes an experiential learning component as undergraduate students practice relationship building through prayer and service with the South Bend Catholic Worker community. The principles of solidarity and the common good are explored through faith sharing, service learning, and fellowship at the Worker and in the classroom.
CSC 33959 / THEO 33959 (CBL)
Social Concerns Seminar: Latino Community Organizing Against Violence
Connie Snyder Mick
Credit hours: 1
The Latino Community Organizing Against Violence Seminar will examine current efforts among community activists and organizations in favor of violence prevention and intervention. As an active participant, you will be invited to explore the rich cultural heritage of Chicago during a five-day immersion. From the perspectives of the violence prevention and intervention initiatives that you will gain, you will be encouraged to reflect on the challenges and opportunities that go hand in hand with cultural diversity as it is experienced in Chicago and South Bend. In particular, we will explore cultural diversity from the standpoint of the dynamic of immigration and integration that the Latino population—especially its teenagers and young adults— is living through. The seminar is a one-credit hour course graded "S" or "U."
CSC 33961 / THEO 33961 (EL)
Social Concerns Seminar: Discernment
Mike Hebbeler
Credit hours: 1
The Discernment Seminar provides senior-level undergraduate students an opportunity to reflect on their Notre Dame experience and consider postgraduate plans with one another through small-group discussion. Each session is structured to assist the students' exploration and articulation of their respective vocations through a variety of means, including narrative theology, spiritual direction, literature, and the arts.
CSC 33962 / THEO 33962 (CBL)
Social Concerns Seminar: Gospel of Life
Cynthia Toms Smedley
Credit hours: 1
The goal of the Gospel of Life Seminar is to provide students with the opportunity to read and reflect and on a variety of life issues through experiential learning. Exploration begins in the orientation classes where students will become familiar with the issues through reading Roman Catholic Church documents such as The Gospel of Life and by meeting people who work on life-related issues. During the week in Washington, D.C., seminar participants will meet with representatives from the U.S. Conference of Catholic Bishops, elected officials, advocacy groups, legal professionals, and bio ethicists whose work involves life-related concerns. The follow-up classes facilitate analysis and synthesis of insights gained during the week of experiential learning.
CSC 33975 / THEO 33975 (CBL)
Social Concerns Seminar: Poverty and Development in Chile
Anne Cahill Kelly
Credit hours: 1
This seminar serves as the required orientation course for all participants in the international study program in Chile. It will provide an introduction to international issues in developing countries through the lens of Catholic social tradition, preparation and tools for cross-cultural service, opportunities for theological reflection, logistical information necessary for international programs and travel, and general support within the context of a community of colleagues. Other students doing summer internships in developing countries may take the Seminar with permission from the instructor.
CSC 33985 (CBL)
Social Concerns Seminar: Energy Policy, Environment, and Social Change
Cynthia Toms Smedley
Credit hours: 1
This course examines the role of energy in society and the impact of current energy use on the environment. Upon reviewing the benefits and problems associated with America's dependence on fossil fuels, attention is directed to the opportunities and challenges of transitioning to a more sustainable energy model. During an immersion in Washington, D.C., students will meet with industry leaders, government officials, regulatory agencies, and environmental advocacy groups in their efforts to resolve contemporary energy and environmental issues.
CSC 33992 (CBL)
Ethical Leadership Through Service and Civic Engagement
Connie Snyder Mick
Credit hours: variable, 1–3
This first-year course is designed to continue to develop the key characteristics of Hesburgh-Yusko Scholars: academic excellence, moral character, successful leadership, and commitment to service. Students sharpen their awareness of global social concerns through tracking and analysis of current events informed by interdisciplinary research on the historical causes of and responses to those events. As that understanding deepens, students move into the future tense: how they can propose and participate in solutions to those issues. The UN Millennium Development Goals stand as one framework from which students identify global challenges and opportunities for leadership, focusing on how disciplined foresight can help establish indicators of progress that move communities toward a preferred future, one defined by justice for all. In order to interrogate the nature of service as a form of leadership, students engage in a range of community-based learning-direct service at local agencies, experiential learning through contact with local experts (University and community-based), and a final project employing community-based research methods. This course emphasizes the development of communication skills—written, oral, and multimodal—as central to reflecting on sound decision making, conducting effective community-based research, and persuading stakeholders to invest in proposed solutions. In short, students consider and express the importance of ethical leadership through intellect, action, and word.
CSC 33994 (CBL)
Social Concerns Seminar: Advanced Topics in Appalachia
Cynthia Toms Smedley
Credit hours: 1
This course allows students to explore social issues of the Appalachia region through community-based learning. Students expand on the Appalachia Seminar course through examining the socio-economic, cultural, and policy issues facing the region. The course will feature rotating focal points including: integration of Catholic Social Teaching, healthcare, environmental stewardship, and poverty studies. During the week in Appalachia students learn from individuals and community-based organizations; follow-up classes facilitate analysis and synthesis of insights gained during the week.
CSC 36991
Directed Readings (CBL/CBR/EL)
Connie Snyder Mick / Jay Brandenberger
Credit hours: variable, 1–3
Research and writing on an approved subject under the direction of a faculty member.
CSC 63950 (CBL)
Social Concerns Seminar: Appalachia
Cynthia Toms Smedley
Credit hours: 1
One week immersion required
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes (e.g., rural health care, environmental issues) at various sites while learning about the region and rural issues.
CSC 63593
Social Concerns Seminar: Civic Engagement and Social Responsibility
Connie Snyder Mick / Cynthia Toms Smedley
Credit hours: 1
This seminar allows graduate students to participate in an experiential learning opportunity designed to concentrate on civic engagement and social responsibility. Emphasis will be placed on understanding issues/conflicts from the perspective of the various participants. Preparation and follow-up sessions are tailored to the specific opportunity.
INSTITUTE FOR EDUCATIONAL INITIATIVES
EDU 73886 (CBR)
Action Research in Catholic Schools I
James Frabutt / Anthony Holter / Ronald Nuzzi
Credit hours: 3
Action Research in Catholic Schools I presents concepts, methods, and strategies for conducting classroom-, school-, and parish-based strategic inquiry. Students implement the research plan designed in EDU 73777 (a proposal for self-directed school- or community-based action research in the field), with a specific focus on statement of the research problem, literature review, research design, and data collection. The course is required of Masters of Educational Administration candidates, and open only to those enrolled in this degree program.
ILS 20911 / ROSP 27500 (EL)
Approaches to Hispanic Culture Through Writing
Rachel Parroquin
Credit hours: 3
This content-driven course is intended for students who want to further broaden their knowledge of the Spanish language and related cultures, as well as improve both their understanding of the Hispanic world and their communication skills in the Spanish language. Development of advanced structures is achieved through intensive practice in speaking and writing. Each course focuses on a different aspect of Hispanic culture.
ILS 35801 / CSC 33933 / THEO 33933 (CBL)
Summer Service Learning Internship: Latino Leadership Intern Program
Andrea Smith Shappell
Credit hours: 3
Meets during four times during spring semester 2011 and twice in fall 2011
Immersion: eight weeks during summer 2011
This is a leadership internship for Hispanic studies working 10-12 weeks in a Hispanic/Latino area with organizations dedicated to empowering local communities. Students will complete the requirements of THEO 33931 and work with the Center for Social Concerns to build partnerships with the agencies and people involved.
ILS 40602 / AMST 30901 / PSY 43364 (CBR)
Social Inequities in Mental Health and Health Outcomes
Irene Park
Credit hours: 3
This seminar will examine the problem of mental health and health disparities in the United States and possible solutions for addressing such inequities. Specifically, the course will explore how race, poverty, and other social conditions have contributed to a greater burden of unmet mental health needs and physical illness among ethnic minorities and other underserved populations, primarily using the lens of psychological theory and empirical research. Strategies for addressing these disparities will also be discussed, including an emphasis on improving access to, and quality of, mental health services and psychological interventions for ethnic minorities and other underserved populations in the United States.
ILS 40907 / LAST 40429 / ROSP 40875 (CBL)
Migrant Voices
Marisel Moreno Anderson
Credit hours: 3
This course examines the literary production of U.S. Latinos/as. We will read works by Mexican-American, Puerto Rican, Cuban-American and Dominican-American authors paying close attention to the intersection of race, class, and gender issues. The literature studied will serve as a window into the culture of the local Latino community as students engage in service-learning at Casa de Amistad throughout the semester.
ILS 45103 / AMST 40402 / ANTH 45030 / ESS 45652 / GSC 45103 / LAST 40650 (CBR/CBL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
Mexican immigrants are the fastest growing ethnic group in South Bend. Their three-fold increase over the past decade in South Bend and myriad other U.S. cities reflects how deeply institutionalized migration has become as a domestic strategy for escape from the pressure of relentless poverty, rural decline, and underemployment in rural Mexico. Despite their massive exodus, however, Mexican migrants remain connected to their homelands, unlike earlier migrants who eventually severed their ties to their home countries. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly send home about $13 billion annually. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, and law offices throughout the semester. The service settings and the relationships students establish through them will be the basis for ethnographic research. The results of this research will be presented at the end of the term in both written form and in-class presentation.
KROC INSTITUTE FOR EDUCATIONAL INITIATIVES
IIPS 20729 / CST 20643 / THEO 20643 (CBL)
The Askesis of Nonviolence: Theology and Practice
Margie Pfeil
Credit hours: 3
This course will explore the theology and practice of nonviolence as a form of askesis, or spiritual discipline. The material will include readings from Scripture, the early and medieval Christian tradition, Catholic social teaching, readings from the traditional "Peace Churches," Tolstoy, Dorothy Day, and Martin Luther King. Religious sources outside the Christian tradition will include Gandhi, Thich Nhat Hanh, and Badshah Khan. This course will use the method of community-based learning and will require 20 hours of service at particular sites in the South Bend area.
Class limit: 25 students
IIPS 30924 / BAUG 30505 / CST 30505 (CBL)
Social Entrepreneurship
Melissa Paulsen / Frank Belatti
Credit hours: 3
Social Entrepreneurship (formerly MicroVenturing I) explores the innovative concepts, practices and strategies associated with building, sustaining, and replicating social impact organizations in less developed countries (LDCs) and here in the United States. Many dynamic organizations are aspiring to a "double" or "triple bottom line"—beneficial human impact, environmental sustainability, and profitability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures. In addition, students will analyze various social enterprise business models, including microfinance, microenterprise development, bottom of the pyramid, etc., and will devise strategies and tactics to improve the efficacy of these ventures, as well as engage in research seeking to advance the field of social enterprise at Notre Dame.
