2016 Fall Community-Based Course Guide

COMMUNITY-BASED COURSE OPPORTUNITIES

The Center for Social Concerns offers the following kinds of community-based courses:

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.

Community-Based Learning (CBL) courses give students the opportunity to 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.

 

fall SEMESTER 2016 COURSE INDEX

Click on department name to view departmental course listings and descriptions.


COLLEGE OF ARTS AND LETTERS

ARTS AND LETTERS (NON-DEPARTMENTAL)

AL 34002 (CBL) Toledo Internship

  • Toledo Program / International

AFRICANA STUDIES

AFST 20703 (CBL) Introduction to Social Problems

AFST 30237 (EL/CBL) Confronting Homelessness in the U.S.

AFST 33303 (CBL) Equity, Justice, and U.S. Higher Education

AFST 33706 (CBL) Rhetorics of Gender and Poverty

AMERICAN STUDIES

AMST 30110 (sec. 1-3) (EL/CBL) Confronting Homelessness in the U.S.

AMST 30812 (CBL) Rethinking Crime and Justice:  Explorations from the Inside Out

AMST 30913 (CBR) Introduction to Asset-Based Community Development

AMST 40402 (CBR / CBL) Mexican Immigration: A South Bend Case Study

ANTHROPOLOGY

ANTH 30110 (EL/CBL) Confronting Homelessness in the U.S.

ANTH 34320 (CBL) Introduction to Ireland

  • Dublin Program / International

ANTH 34733 (CBL) Approaches to Poverty and Development

  • Santiago Program / International

ANTH 43305  (CBL) Mexican Immigration: A South Bend Case Study

ART, ART HISTORY, AND DESIGN

DESN 40201 (CBR) ID: Collaborative Product Development

DESN 60201 (CBR)  ID: Collaborative Product Development

ENGLISH

ENGL 20171 (CBL) Rhetorics of Gender and Poverty

FIRST YEAR STUDIES

FYS 13992 (CBL) Ethical Leadership

GENDER STUDIES

GSC 33656 (CBL) Rhetorics of Gender and Poverty

GSC 33661 (CBL) Social Concerns Seminar: Human Trafficking: Causes, Responses, and Current Debates 

GSC 35000 (CBL) Internship

GSC 43103 (CBR/CBL) Mexican Immigration: A South Bend Case Study

HISTORY

HIST 34430 (CBL) Introduction to Ireland

  • Dublin Program / International

LATIN AMERICAN STUDIES

LAST 34550 (CBL) Approaches to Poverty and Development

  • Santiago Program / International

LAST 40650 (CBL / CBR) Mexican Immigration: A South Bend Case Study

MUSIC

MUS 20691 (EL) Wind and Percussion Pedagogy

POLITICAL SCIENCE

POLS 30327 (CBL)  The Palestinian-Israeli Conflict: Political and Psychological Underpinnings

POLS 30595 (CBL) International Development in Practice: What Works in Development

POLS 35901 (CBL / CBR) Internships

PSYCHOLOGY

PSY 23096 (CBL) In Their Shoes: Understanding Mental Illness

PSY 23271  (CBL) Autism Spectrum Disorder Practicum I

PSY 25270 (CBL) Autism Spectrum Disorder Practicum II

PSY 30611 (CBL) The Palestinian-Israeli Conflict: Political and Psychological Underpinnings

PSY 33643 (CBR) Using Research to Help Children Learn

PSY 33685 (CBL) Social Factors & Sustainability: Effects of the Built Environment on Health & Well-Being

PSY 33691 (CBL) Rethinking Crime and Justice:  Explorations from the Inside Out

PSY 43230 (CBL) Mental Health and Aging

PSY 43271 (CBL) Autism Spectrum Disorder Practicum I-W

PSY 45270 (CBL) Autism Spectrum Disorder Practicum II-W

PSY 63668 (CBL) Community Engagement and Public Scholarship in Higher Education

ROMANCE LANGUAGES AND LITERATURES

ROSP 20201 (sec. 1-10) (CBL/EL) Intermediate Spanish I

ROSP 20202 (sec. 1-8) (CBL/EL) Intermediate Spanish II

ROSP 20810 (CBL) Community-Based Spanish: Language, Culture, and Community

ROSP 30051 (CBL) Once Upon a Time: Children’s Literature and Community Connections

ROSP 40892 (CBL) Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production

SOCIOLOGY

SOC 20033 (CBL) Introduction to Social Problems

SOC 24400 (CBL) Spain and Immigrants: A Spanish Language and Culture Course based in Community Service

  • Toledo Program / International

SOC 30022  (EL/CBL) Confronting Homelessness in the U.S.

SOC 30082 (CBL) Equity, Justice, and U.S. Higher Education

SOC 33079 (CBL)  Rethinking Crime and Justice:  Explorations from the Inside Out

SOC 34123 (CBL) Introduction to Ireland

  • Dublin Program / International

SOC 33458 (CBL) Mexico-U.S. Border Immersion Seminar 

SOC 34530 (CBL) Approaches to Poverty and Development

  • Santiago Program / International

SOC 43101 (CBL) Telling About Society

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 30047 (CBL) Social Concerns Seminar: Hands of St. Andre: A Seminage to Andre House in Phoenix

THEO 33858 (CBL) Social Concerns Seminar: International Issues

THEO 33931 (CBL) Summer Service Learning Internship:  Social Enterprise and Microfinance Internship

THEO 33932 (CBL) Summer Service Learning Internship: African American

THEO 33933 (CBL) Summer Service Learning: Cross-Cultural Learning Program (CCLP)

THEO 33936 (CBL) Summer Service Learning Program: Kinship on the Margins

THEO 33937 (CBL) Summer Service Learning: Directed Readings in Theology

THEO 33938 (CBL) Summer Service Learning Program:  Confronting Social Issues International

THEO 33950 (CBL) Social Concerns Seminar: Appalachia

THEO 33952 (EL) Social Concerns Seminar: Topics in Social Change

THEO 33961 (EL) Discernment

THEO 33962 (CBL) Social Concerns Seminar: Gospel of Life

THEO 33975 (CBL) Social Concerns Seminar: Poverty and Development in Chile

THEO 34202 (CBL) Approaches to Poverty and Development

  • Santiago Program / International

THEO 40632 (CBL) The Heart’s Desire and Social Change

THEO 60693 (CBL) The Common Good in Haiti:  Poverty, Global Health, and the Preferential Option for the Poor

THEO 60972 (CBL) The Common Good Initiative- Jerusalem:Interreligious Dialogue toward the Common Good in the Holy Land

WRITING AND RHETORIC

WR 13200 (CBL) (sec. 2-3) Community Writing and Rhetoric

 

SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS

CATHOLIC SOCIAL TRADITION

CST 20625 (CBL) Discipleship: Loving Action for Justice

CST 30505 (CBL) Social Entrepreneurship

CST 33458 (CBL) Mexico-U.S. Border Immersion Seminar 

CST 33997 (CBL) Rethinking Crime and Justice: Explorations from the Inside Out  

EDUCATION, SCHOOLING, AND SOCIETY

ESS 23100 (EL) Learning, Design, and Technology

ESS 30611 (CBL) Tutoring in the Community

ESS 30629 (CBR) Early Childhood Policy in the United States: Origin and Current Context

ESS 30670 (CBL) Once Upon a Time: Children’s Literature and Community Connections

ESS 33361 (CBL) Equity, Justice, and U.S. Higher Education

ESS 33627 (CBL) Using Research to Help Children Learn

ESS 34360 (CBL) Toledo Internship

  • Toledo Program / International

ESS 35623 (CBL) Practicum in Developmental Disabilities

ESS 40263 (CBL) Autism

ESS 43640 (sec. 1-3) (CBR) Seminar: Educational Research

ESS 45652 (CBL / CBR) Mexican Immigration: A South Bend Case Study

FRENCH

ROFR 34910 (CBL) Women of the Loire Valley from the Middle Ages through the 20th Century

Angers Program / International

HESBURGH PROGRAM IN PUBLIC SERVICE

HESB 30302 (CBL) Explorations from the Inside Out: Rethinking Crime & Justice

HESB 30595 (CBR) Early Childhood Policy in the United States: Origin and Current Context

INTERNATIONAL DEVELOPMENT STUDIES

IDS 30513 (CBL) International Development in Practice: What Works in Development

IDS 30921 (CBL) Social Entrepreneurship

IRISH STUDIES

IRST 24208 (CBL) Introduction to Ireland

  • Dublin Program / International

POVERTY STUDIES

PS 33400 (CBL) Rhetorics of Gender and Poverty

PS 35002 (CBR) Experiential Learning-Internship

PS 43000 (CBR) Capstone Seminar: Poverty Studies

SUSTAINABILITY

SUS 20350 (CBL) Sustainability at Notre Dame and in the Holy Cross Charism  

 

MENDOZA COLLEGE OF BUSINESS

ACCOUNTANCY

ACCT 40790 (CBL) Accounting and Reporting for Not-for-Profit Organizations

ACCT 76791 (CBL) Accounting and Reporting of Not-for-Profit Organizations

BUSINESS ADMINISTRATION—ENTREPRENEURSHIP

BAEN 30505 (CBL) Social Entrepreneurship

BUSINESS ADMINISTRATION-ETHICS

BAET 30303 (CBL)  Giving Voice to Values

BAET 40300 (CBL) Business Ethics Field Project

BAET 40540 (CBL) Ethical Leadership in the Sustainable Enterprise

BUSINESS ADMINISTRATION-SC

BASC 20200 (EL) Principles of Management

BUSINESS ADMINISTRATION—UNDERGRADUATE

BAUG 30229 (CBL) Social Venturing  Internship

BAUG 30505 (CBR) Social Entrepreneurship

MANAGEMENT

MGT 20200 (EL) Principles of Management 

MGT 30490 (sec.1-2) (EL) Business Problem Solving

MGT 40700 (sec. 1-3)  (EL) Project Management

MGT 60200 (EL) Problem Solving

MARKETING

MARK 30120 (CBR) Marketing Research

 

COLLEGE OF ENGINEERING

AEROSPACE AND MECHANICAL ENGINEERING

AME 30362 (CBL) Design Methodology

CIVIL ENGINEERING

CE 35620 (CBL/CBR) Community-Based Engineering Design Projects 

CE 40701 (EL) Principles of Practice 

COMPUTER SCIENCE AND ENGINEERING

CSE 20600 (sec. 2-4) (CBL / CBR) CSE Service Projects

CSE 40586 (CBL/CBR) Low Vision Mentorship Project in Computer Science Education 

CSE 40600 (sec. 4) (CBL/CBR) CSE Service Projects  

ENGINEERING

EG 10111 (CBL) Introduction to Engineering Systems I (secs 1-12)

 

LAW SCHOOL

LAW SCHOOL

LAW 70726 (CBL) Applied Mediation

LAW 70728 (CBL) Applied Mediation II: Advanced Domestic Relations Mediation

LAW 70730 (CBL) National Immigrant Justice Center Instruction

LAW 70733 (CBL) Public Defender Externship - Instruction

LAW 70736 (CBL) Lawyering Practice Instruction

LAW 70908 (CBL) Intercollegiate Athletics Externship Instruction

LAW 75721 Sec. 1 (CBL) Economic Justice Clinic I

LAW 75721 Sec. 2 (CBL) Community Development Clinic I

LAW 75724 (CBL) Intellectual Property and the Entrepreneur Law Clinic

LAW 75728 (CBL) Intellectual Property Law Clinic II

LAW 75731 (CBL) Legal Externship – Summer

LAW 75732 (CBL) Street Law

LAW 75733 (CBL) Public Defender Externship

LAW 75734 (CBL) National Immigrant Justice Center Externship

LAW 75735 (CBL) Legal Externship – Public Defender

LAW 75736 (CBL) Lawyering Externship Fieldwork

LAW 75737 (CBL) Seventh Circuit Practice Externship

LAW 75800 (CBL) Appalachia Externship

LAW 75908 (CBL) Intercollegiate Athletics Externship

 

COLLEGE OF SCIENCE

BIOLOGICAL SCIENCES

BIOS 40402 (sec. 1-3) (CBL) Developmental Neuroscience 

SCIENCE, TECHNOLOGY, AND VALUES

STV 33401 (CBR) Animal Welfare and the Human-Animal Bond

STV 43101 (CBL)  Telling About Society

 

SCHOOL OF ARCHITECTURE

school of architecture

ARCH 40312 (CBL) Social Factors and Sustainability:  Effects of the Built Environment on Health and Well-Being

ARCH 41111 (sec. 2 and 4) (CBL) Design V

ARCH 81151 (EL) Urban Design II

 

CENTERS AND INSTITUTES

CENTER FOR SOCIAL CONCERNS

CSC 33401 (CBR) Animal Welfare and the Human-Animal Bond CBL Seminar

CSC 33458 (CBL) Mexico-U.S. Border Immersion Seminar 

CSC 33858 (CBL) Social Concerns Seminar: International Issues

CSC 33931 (CBL) Summer Service Learning Internship: Social Enterprise and Microfinance Internship

CSC 33932 (CBL) Summer Service Learning Internship: African-American

CSC 33933 (CBL) Summer Service Learning Internship: Cross-Cultural Learning Program(CCLP)

CSC 33936 (CBL) Summer Service Learning Program: Kinship on the Margins

CSC 33938 (CBL) Summer Service Learning Program: Confronting Social Issues: International

CSC 33950 (CBL) Social Concerns Seminar: Appalachia

CSC 33952 (EL) Social Concerns Seminar: Topics in Social Change

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 33977 (CBL) Social Concerns Seminar: Hands of St. Andre: A Seminage to Andre House in Phoenix

CSC 33984 (CBL) Social Concerns Seminar: Working Side by Side: An Introduction to Service and Learning in the Community

CSC 33985 (CBL) Social Concerns Seminar: Energy, Climate, and Social Change

CSC 33986 (CBL) Social Concerns Seminar: Human Trafficking: Causes, Responses, and Current Debates 

CSC 33987 (CBL) Equity, Justice and U.S. Higher Education

CSC 33988 (CBR)  Introduction to Asset-Based Community Development

CSC 33990 (CBL) Social Concerns Seminar: Winter Service Learning

CSC 33997 (CBL) Rethinking Crime and Justice: Explorations from the Inside Out

CSC 33998 (CBL) In Their Shoes: Understanding Mental Illness

CSC 36991 (sec. 1-2) (CBL / CBR / EL) Directed Readings

CSC 60693: (CBL)  The Common Good in Haiti:  Poverty, Global Health, and the Preferential Option for the Poor

CSC 60696 (CBL) The Common Good in Jerusalem: Interreligious Dialogue toward the Common Good in the Holy Land

CSC 63950 (CBL) Social Concerns Seminar: Appalachia

CSC 63953 (EL) Social Concerns Seminar: Civic Engagement and Social Responsibility

CSC 63954 (CBL) Community Engagement and Public Scholarship in Higher Education

ECK INSTITUTE FOR GLOBAL HEALTH

GH 60595 (CBL) International Development in Practice: What Works in Development

GH 68550 Capstone Seminar

INSTITUTE FOR LATINO STUDIES

ILS 20913 (CBL) Once Upon a Time: Children’s Literature and Community Connections

ILS 25911 (CBL) Community Based Learning: Language, Culture, and Community

ILS 33701 (CBL) Mexico-U.S. Border Immersion Seminar 

ILS 33800 Sec. 3 (CBL) Summer Service Learning Internship: Cross-Cultural Learning Program (CCLP)

ILS 40909 (CBL) Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production

ILS 43103(CBL) Mexican Immigration: A South Bend Case Study

KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES

IIPS 20101 (sec. 1-2) (CBL) Introduction to Peace Studies

IIPS 20729 (CBL) The Askesis of Nonviolence: Theology and Practice

IIPS 30101 (sec. 1-2) (CBL) Introduction to Peace Studies

IIPS 30413 (CBL) The Palestinian-Israeli Conflict: Political and Psychological Underpinnings

IIPS 30924 (CBL) Social Entrepreneurship

IIPS 33905 (CBL) Rethinking Crime and Justice: Explorations from the Inside Out

IIPS 33911 (CBR) Introduction to Asset-Based Community Development

IIPS 43703 (CBL) Telling About Society

GRADUATE EDUCATION

GRED 63954 (CBL) Community Engagement and Public Scholarship in Higher Education

 

FALL semester 2016 COURSE DESCRIPTIONS

 

COLLEGE OF ARTS AND LETTERS

ARTS AND LETTERS (NON-DEPARTMENTAL)

AL 34002 (CBL) 

Toledo Internship

Toledo Program / International

Credit hours: 3

This course must be pre-approved by a Notre Dame department for specific departmental credit within a major.

AFRICANA STUDIES

AFST 20703 / SOC 20033 (CBL)

Introduction to Social Problems
Erika Summers-Effler
Credit hours: 3

Analysis of selected problems in American society such as crime, narcotic addiction, alcoholism, delinquency, racial and ethnic conflict, prostitution, and others. Discussions, debates, films, tapes, and readings.

AFST 30237 / AMST 30110 (sec. 1-3) / ANTH 30110 /S OC 30022 (EL/CBL)

Confronting Homelessness in the U.S.

Benedict Giamo

Credit hours: 3

The purpose of this course is to examine the conditions of extreme poverty and homelessness within the broader context of American culture and society. In order to confront the nature of these conditions, we will draw upon insights from literature, cultural history, documentary film, creative nonfiction, and ethnography. We'll focus on the degree of permanence and change in our approach to both historical and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be analyzed, and the various cultural representations that work to organize social perceptions of the situation will be explored. There will be an experiential or community-based learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to the Center for the Homeless in South Bend (30 hours), write documentary accounts of their experience, and complete a final paper.

AFST 33303 / ESS 33361 / SOC 30082 / CSC 33987 (CBL)

Equity, Justice and U.S. Higher Education 

Tara Hudson

Credit hours: 3

Since the founding of the first college in 1636, U.S. higher education has been a force both for and against social justice and the achievement of equitable outcomes for different socio-cultural groups. In this course we will investigate the following broad questions regarding the role of higher education in U.S. society, using a social justice framework informed by critical theory, Catholic Social Teaching, and other scholarly perspectives:- Whom has U.S. higher education served in the past, and whom does it serve today? Whom does it not serve? Whom should it serve? Does U.S. higher education promote equity for members of marginalized groups, or does it entrench privilege among members of dominant groups? Is it a force for social mobility, or for social stratification?Does U.S. higher education have a social responsibility? What should that responsibility be? How well is it meeting that responsibility?We’ll begin by examining the historical role of U.S. higher education as a force for (in)equity and (in)justice, and then move to examining (in)equities in access to higher education, students? experiences within colleges and universities, and outcomes of higher education. We will also examine the role of higher education as a social institution, including higher education as a public good and the mission and responsibility of higher education.

AFST 33706 / GSC 33656 / PS 33400 / ENGL 20171 (CBL)

Rhetorics of Gender and Poverty

Connie Mick

Credit hours: 3

This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time exploring such representations as: Dorothea Lange's 1936 documentary photograph of the Migrant Mother, Ronald Reagan's 1976 caricature of the Welfare Queen, the 2008 film Slumdog Millionaire, and Katherine Boo's 2012 book Behind the Beautiful Forevers. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? To what extent do these representations not only reflect but shape public opinion and public policy? These questions will be grounded in theories and research on the intersection of gender, poverty, race, and rhetoric. They will also be framed by students' original community-based research supported by local community partners whose social service addresses gender and poverty. Community engagement time is limited and flexible. Final projects may be composed as traditional research or creative works.

AMERICAN STUDIES

AMST 30110 (sec. 1-3) / AFST 30237 / ANTH 30110 / SOC 30022 (EL/CBL)

Confronting Homelessness in the U.S.

Benedict Giamo

Credit hours: 3

The purpose of this course is to examine the conditions of extreme poverty and homelessness within the broader context of American culture and society. In order to confront the nature of these conditions, we will draw upon insights from literature, cultural history, documentary film, creative nonfiction, and ethnography. We'll focus on the degree of permanence and change in our approach to both historical and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be analyzed, and the various cultural representations that work to organize social perceptions of the situation will be explored. There will be an experiential or community-based learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to the Center for the Homeless in South Bend (30 hours), write documentary accounts of their experience, and complete a final paper.

AMST 30812 / CSC 33997 / CST 33997 / HESB 30302 / IIPS 33905 / PSY 33691 (CBL)

Rethinking Crime & Justice: Explorations from the Inside Out

Edward Kelly / Susan Sharpe

Credit hours: 3

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.

AMST 30913 / CSC 33988 / IIPS 33911 (CBR)
Introduction to Asset-Based Community Development 

Danielle Wood
Credit hours: 3

Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words - “community” and “development”. In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies ? with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words “community” and “development”.  In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies - with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.

AMST 40402 / LAST 40650 / ESS 45652 / ANTH 43305 / GSC 43103 / ILS 43103 (CBL/EL)
Mexican Immigration: A South Bend Case Study

Karen Richman
Credit hours: 4

This course uses 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. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.

ANTHROPOLOGY

ANTH 30110 / AFST 30237 / AMST 30110 (sec. 1-3) / SOC 30022 (EL/CBL)

Confronting Homelessness in the U.S.

Benedict Giamo

Credit hours: 3

The purpose of this course is to examine the conditions of extreme poverty and homelessness within the broader context of American culture and society. In order to confront the nature of these conditions, we will draw upon insights from literature, cultural history, documentary film, creative nonfiction, and ethnography. We'll focus on the degree of permanence and change in our approach to both historical and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be analyzed, and the various cultural representations that work to organize social perceptions of the situation will be explored. There will be an experiential or community-based learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to the Center for the Homeless in South Bend (30 hours), write documentary accounts of their experience, and complete a final paper.

ANTH 34320 / HIST 34430 / IRST 24208 / SOC 34123 (CBL)
Introduction to Ireland

Dublin Program / International

Kevin Whelan / Margaret Weber

Credit hours: 3

ND Keough Ctr Course: Prof. Kevin Whelan. Evolution of Irish culture from the eighteenth century to the contemporary period; It aims to give students a foundational understanding of the cultural inheritance of the island. While organized in broadly chronological terms, it will also examine crucial thematic concerns—landscape, history, languages, economy, society, politics and government, literature, music, sport.

ANTH 34733 / THEO 34202 / SOC 34530 (sec. 1 & 2) (CBL)

Approaches to Poverty and Development

Santiago Program / International

Anne Hayes

Credit hours: 3

Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science perspective. Mandatory 2 credit field work component.

ANTH 43305/ HESB 30302/ GSC 43103 / ILS 43103 / AMST 40402 /L AST 40650 / ESS 45652 (CBR/CBL)

Mexican Immigration: A South Bend Case Study

Karen Richman

​Credit hours: 4

This course uses 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. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.

ART, ART HISTORY, AND DESIGN

DESN 40201 / DESN 60201 (CBR)

ID: Collaborative Product Development

Scott Shim

Credit hours: 3

This cross-disciplinary course will develop and harness useful innovation through an association of expertise from business/marketing, management entrepreneurship, chemistry, engineering, anthropology, graphic design, and industrial design. Collaborating teams of graduate and undergraduate students will engage several product development cycles, beginning with an identification of need or opportunity and concluding with comprehensive proof of concept, tests of function, specified manufacturing processes, and an appropriately resolved, aesthetically pleasing product or system. All collaborative team members will be engaged throughout the research and developmental process. Each participant will share in rotating leadership responsibilities, providing direction within their specific areas of expertise and in the context of a sequential course outline.

ENGLISH

ENGL 20171 / AFST 33706 / GSC 33656 / PS 33400 (CBL)

Rhetorics of Gender and Poverty

Connie Mick

Credit hours: 3

This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time exploring such representations as: Dorothea Lange's 1936 documentary photograph of the Migrant Mother, Ronald Reagan's 1976 caricature of the Welfare Queen, the 2008 film Slumdog Millionaire, and Katherine Boo's 2012 book Behind the Beautiful Forevers. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? To what extent do these representations not only reflect but shape public opinion and public policy? These questions will be grounded in theories and research on the intersection of gender, poverty, race, and rhetoric. They will also be framed by students' original community-based research supported by local community partners whose social service addresses gender and poverty. Community engagement time is limited and flexible. Final projects may be composed as traditional research or creative works.

FIRST YEAR OF STUDIES

FYS 13992 (CBL)

Ethical Leadership

Joseph Buttigieg

Credit hours: V

This course for first-year Hesburgh-Yusko scholars is designed as a seminar that generates informed critical reflection on some of the most pressing problems and challenges of our time. The specific topics chosen for discussion?migration, wealth disparity, racism, religious strife, environmental degradation, etc.? often have a local as well as a global dimension. Participants are provided with selected readings in advance of each seminar session and are encouraged to share with their peers articles and essays they deem especially pertinent to the seminar's topic(s). Ideas and views discussed in the seminar are also meant to serve as stimuli or points of departure for the service initiatives and research projects that HYSP scholars typically undertake during their four years in the program. The seminar is one of the many ways in which the HYSP encourages its scholars to become "lifelong learners and collaborative leaders who use their intellect, creativity, and influence to serve their communities and beyond."

GENDER STUDIES

GSC 33656 / PS 33400 / AFST 33706 / ENGL 20171 (CBL)

Rhetorics of Gender and Poverty

Connie Mick

Credit hours: 3

This course explores the rhetorical history and dynamics of what has been called the “feminization of poverty”, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time from Dorothea Lange’s 1936 documentary photograph of the “Migrant Mother” to Ronald Reagan's 1976 reference to the “Welfare Queen” to the 2008 film Slumdog Millionaire. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? These questions will be grounded in theories and research on the intersection of gender, poverty, and rhetoric. They will also be framed by students’ original community-based research supported by local community partners whose social service addresses gender and poverty. Final projects can be composed as traditional research or creative works.

GSC 33661 / CSC 33661 (CBL) 

Social Concerns Seminar: Human Trafficking: Causes, Responses, and Current Debates 

Christine Cervenak

Credit hours: 1

The seminar will explore a number of overarching themes necessary to understand the complex dimensions of human trafficking, both in the United States and around the world. By the end of the course, students should expect to have a foundational understanding of human trafficking and modern-day slavery, especially related to:- Various typologies of slave-like exploitation today, along with forces that promote them;- Legal frameworks, policy initiatives and civil society responses to fight modern slavery; and- Current debates over effective strategies to combat human trafficking and support survivors. Students will have an opportunity to engage state and local governmental officials, activists (especially Catholic religious women), lawyers, and service providers fighting human trafficking in the Midwest, with a focus on Indiana. This course would be particularly relevant for students who may work with or on behalf of vulnerable populations - e.g., migrants, including refugee camp residents, communities in conflict and post-conflict settings, people emerging from natural disasters, those living in extreme poverty.

GSC 35000 (CBL)

Internship

Abigail Palko

Credit hours: 3

In collaboration with the Director of Undergraduate Studies in Gender Studies, students choose an organization or business in the South Bend area for which they serve as a non-paid intern, performing 6-8 hours of internship service per week for their chosen internship site. The hours per week may be spread across several days, or completed in one long block. The student will be expected to complete a minimum of 80 total hours. This course serves an elective in either the Gender Studies supplementary major or the Gender Studies minor.

GSC 43103 / ANTH 43305 / ILS 43103 / AMST 40402 / LAST 40650 /ESS 45652 (CBL/CBR/EL)

Mexican Immigration: A South Bend Case Study

Karen Richman

​Credit hours: 4

This course uses 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. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.

HISTORY

HIST 34430 / ANTH 34320 / IRST 24208 / SOC 34123 (CBL)

Introduction to Ireland

Dublin Program / International

Kevin Whelan / Margaret Weber

Credit hours: 3

ND Keough Ctr Course: Prof. Kevin Whelan. Evolution of Irish culture from the eighteenth century to the contemporary period; It aims to give students a foundational understanding of the cultural inheritance of the island. While organized in broadly chronological terms, it will also examine crucial thematic concerns—landscape, history, languages, economy, society, politics and government, literature, music, sport.

LATIN AMERICAN STUDIES

LAST 34550 (CBL)

Approaches to Poverty and Development

Santiago Program / International

Anne Hayes

Credit hours: 3

Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science perspective.

LAST 40650 / AMST 40402 / ANTH 43305 / ESS 45652 / GSC 43103 / ILS 43103 (CBL/CBR/EL)

Mexican Immigration: A South Bend Case Study

Karen Richman

​Credit hours: 4

This course uses 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. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.

MUSIC

MUS 20691 (EL)

Wind and Percussion Pedagogy

Kenneth Dye / Alison Thigpen

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.

POLITICAL SCIENCE

POLS 30327/ PSY 30611 / IIPS 30413 (CBL)

The Palestinian-Israeli Conflict: Political and Psychological Underpinnings

Laura Miller-Graff/ Regan Patrick

Credit hours: 3

This course will expose students to the complex issues that underlie one of the world’s most intractable conflicts, that between the Palestinians and the Israelis. The core of the class will be built around literature that addresses the underlying causes and consequences of this enduring conflict; this intellectual background will form the foundation for discussions and group interactions. The course will help students to develop an understanding of this particular conflict as well to develop a vehicle for thinking about other social conflicts. The juxtaposition of political and psychological explanations will provide a multidisciplinary, multi-faceted understanding of the conflict and give students many tools and frameworks with which they can conceptualize their community engagement. Examples of course topics may include: the intergenerational effects of trauma on children, the structural conditions that ensure recurring conflict, the enduring economic costs, the power relationships among the actors, and the competing roles for international actors.

POLS 30595 / GH 60595 / IDS 30513 (CBL)
International Development in Practice: What Works in Development

Stephen Reifenberg
Credit hours: 3

This class aspires to develop relevant knowledge and practical skills for students interested in engaging in positive change in a complex world. In this course on international development, students will: 1) examine the processes that bring about individual and societal change in an international context;2) explore the roles, complexities, opportunities and constraints of development projects in areas such as poverty reduction, social development, health and education; and, 3) develop practical skills related to project design, planning, management, negotiations, communications, and the evaluation of international development projects. A central theme of the course is to understand what have we learned over the past decades from systematic research and from experience in the field about "what works." The course makes use of cases studies and draws lessons from instructive stories of failure as well as inspirational stories of change. The course focuses significant attention on "bright spots" in development- specific interventions that have made meaningful contributions. The course aspires to help train students to think like creative, effective, and thoughtful development professionals. A central feature of the course will be the opportunity to work throughout the semester as a member of a "Development Advisory Team" directly with an international development organization client who has identified a specific problem or opportunity. Development clients for the class are organizations in Bangladesh, Chile, Haiti, and India, among others. 

POLS 35901 (CBL/CBR)

Internships

Carolina Arroyo

Credit hours: variable, 1–3

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.

PSYCHOLOGY

PSY 23096 / CSC 33998 (CBL)

In Their Shoes: Understanding Mental Illness

Lisa Anderson / Jay Brandenberger

Credit hours: 1

In the United States alone, over 60 million people are affected with a mental illness in a given year. Fourteen million of those suffer with chronic, serious mental illness. Countless family members, friends and mental health professionals struggle to understand and help those diagnosed with these confusing and often debilitating diseases. Unless we know someone or struggle with similar issues ourselves, the majority of the rest of us know virtually nothing about the confusing "world" of mental illness. This seminar gives students the opportunity to learn about mental illness from the personal perspective of those most directly impacted by it: those living with it, family members, and health care providers. The goals of this seminar are to help students become more knowledgeable about these diseases and develop understanding and compassion for those who suffer from them.

PSY 23271 or 43271 / ESS 40263 (CBL)

Autism Spectrum Disorder Practicum I

Joshua Diehl / Kristin Wier

​Credit hours: 3

This course provides students with the opportunity to conduct educational programs with individuals diagnosed with autism spectrum disorder (ASD) while acquiring an in-depth knowledge of the individual, family, community, and cultural issues surrounding the diagnosis. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a weeks for at least four hours (50 hours over the course of the semester). For the in-class portion of the course, students will meet with the instructors to discuss current research/readings, important topics, and personal experiences related to ASD. It is our hope that through this course you will begin to gain an understanding of individuals with ASD and acquire the skills to support them and their families. In addition, you will continue to develop the communication skills (written and oral) that are crucial to be a successful professional in the field of developmental disabilities. Please note that a version of this course is offered at the 40000 level which has a significant writing requirement (and has additional required coursework, see listing). Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation. Access to a car can be arranged through the Center for Social Concerns.

PSY 25270 / ESS 35623 (CBL)

Practicum in Developmental Disabilities

Kristin Wier / Joshua Diehl

​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 Autism (PSY 23271 or PSY 43271).

PSY 30611/ POLS 30327 / IIPS 30413 (CBL)

The Palestinian-Israeli Conflict: Political and Psychological Underpinnings

Laura Miller-Graff/ Regan Patrick

Credit hours: 3

This course will expose students to the complex issues that underlie one of the world’s most intractable conflicts, that between the Palestinians and the Israelis. The core of the class will be built around literature that addresses the underlying causes and consequences of this enduring conflict; this intellectual background will form the foundation for discussions and group interactions. The course will help students to develop an understanding of this particular conflict as well to develop a vehicle for thinking about other social conflicts. The juxtaposition of political and psychological explanations will provide a multidisciplinary, multi-faceted understanding of the conflict and give students many tools and frameworks with which they can conceptualize their community engagement. Examples of course topics may include: the intergenerational effects of trauma on children, the structural conditions that ensure recurring conflict, the enduring economic costs, the power relationships among the actors, and the competing roles for international actors.

PSY 33643 / ESS 33627 (CBR)

Using Research to Help Children Learn

Andrea Christensen

Credit hours: 3

Students who wish to integrate theory, practice, and empirical evidence in children's learning may choose to participate in a seminar that combines community based service learning and research. Students will meet 75 minutes per week on campus to discuss a set of common readings covering topics including service learning, mentoring, children’s learning and development, and research methods. In addition, students will be required to commit to spending at least two hours per week (one hour each on two weekday afternoons [M/W or T/R] for a total of approximately 25 hours) working with an elementary school child one-on-one in a local after-school literacy program. Students will keep a journal with entries for each visit with their child, and they will conduct research that involves the comparison among instructional techniques, materials, or behavioral management methods. Students will be required to integrate the theory and evidence from course material with their service experience and research findings. This seminar is only offered in the fall; however, students will be encouraged to continue their service to the after-school program during the spring semester through a one-credit ESS service-learning option. *Please note: students may be required to provide their own transportation to/from the after-school program site. Every effort will be made to arrange transportation or to include sites that are within walking distance of campus.

PSY 33685 / ARCH 40312 (CBL)

Social Factors & Sustainability: Effects of the Built Environment on Health & Well-Being

Kimberly Rollings

​Credit hours: 3

This course focuses on the interaction between people and the physical environment on human health, well-being, behavior, and sustainability. Social and physical factors across multiple scales, from specific environments (residential, educational, work, healthcare, and commercial), urban and natural settings, to the planet - are explored. Issues of public health, environmental justice, universal design, and culture are included throughout. Lecture and discussion class with hands-on assignments and quizzes. Upper level undergraduate and graduate students from across the University and especially in architecture, the sustainability minor, design, pre-professional studies, social sciences, and business are encouraged to enroll.

PSY 33691 / AMST 30812 / CSC 33997 / CST 33997 / HESB 30302 / IIPS 33905 (CBL)

Rethinking Crime & Justice: Explorations from the Inside Out

Jay Brandenberger / Edward Kelly / Susan Sharpe

Credit hours: 3

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.

PSY 43230 (CBL)

Mental Health and Aging

Cindy Bergeman

Credit hours: 3

The primary purpose of this course is to expose students to basic issues relevant to the mental health of the elderly, which includes an experiential learning component in the form of volunteer relationships with an older adult. In the classroom, students will be challenged to think critically about the mental health issues associated with later life and are expected to actively participate in class discussions. Topics focused on pathological aging include psychological disorders, assessment, diagnosis, and treatment; resiliency in aging topics include: physical and mental health, social support, personality, coping, and stress. Class presentations, volunteer activities, and the readings will be used to stimulate discussion and critical thinking. Students will also keep a journal for this purpose. The format of the course may include some lecture, but will rely heavily on class discussion and group activities. Students are required to participate in some type of volunteer activity over the course of the semester (i.e., a minimum of one hour/week). Students may generate their own volunteer placement or I can help match you up with one.

PSY  43271 or 23271 / ESS 40263 (CBL)

Autism Spectrum Disorder Practicum I

Joshua Diehl / Kristin Wier

​Credit hours: 3

This 40000 level course has a significant writing requirement (see below). This course provides students with the opportunity to conduct educational programs with individuals diagnosed with autism spectrum disorder (ASD) while acquiring an in-depth knowledge of the individual, family, community, and cultural issues surrounding the diagnosis. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a weeks for at least four hours (50 hours over the course of the semester). For the in-class portion of the course, students will meet with the instructors to discuss current research/readings, important topics, and personal experiences related to ASD. It is our hope that through this course you will begin to gain an understanding of individuals with ASD and acquire the skills to support them and their families. In addition, you will continue to develop the communication skills (written and oral) that are crucial to be a successful professional in the field of developmental disabilities. Writing requirements: Over and above the regular requirements (listed above), you will complete a number critical written reviews of current research on Autism Spectrum Disorder in addition to other course requirements. Please note that this course is also offered at the 2000 without these additional writing requirements (see listing).Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation. Access to a car can be arranged through the Center for Social Concerns.

PSY 45270
Autism Spectrum Disorder Practicum II-W

Joshua Diehl /Kristin Wier

​Credit hours: 3

This course is a upper level (40000 level) continuation of the Autism Spectrum Disorder Practicum I or I-W course (a prerequisite for this course) and as such has a significant writing requirement (see below). This course provides students with the opportunity to conduct educational programs with children diagnosed with autism spectrum disorder (ASD) and other pervasive developmental disabilities. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a weeks for at least four hours (50 hours over the course of the semester). The practicum will be supervised by parents working in conjunction with professional therapists, including your instructor Kristin Wier. In addition, students will meet to discuss their practicum programs and general topics relating to developmental disabilities and particularly autism spectrum disorder. Issues regarding treatment and applied behavior analysis will be discussed, as well as topics concerning the impact of children with developmental disabilities on the family and community. You are welcome to set up meetings with me as needed for additional support. Writing requirements: Over and above the regular requirements (listed above), you will complete a number critical written reviews of current research on Autism Spectrum Disorder and other readings related to Applied Behavior Analysis in addition to other course requirements. Please note that this course is also offered at the 2000 without these additional writing requirements (see listing).Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation. Access to a car can be arranged through the Center for Social Concerns. 

PSY 63668 / CSC 63954 / GRED 63954 (CBL)

Community Engagement and Public Scholarship in Higher Education

Jay Brandenberger

​Credit hours: 1

This interactive seminar provides an opportunity for graduate students from all colleges to examine topics in the evolving field of community engagement and higher education. What is the public mission of colleges and universities? How may faculty incorporate new paradigms of teaching and research that address social challenges? What promising practices (within and beyond the classroom) integrate ethical responsibility and public scholarship? By what means might we assess the impact of such practices on learners, communities, and fields? How might knowledge of community engagement linked to disciplinary expertise be a faculty career catalyst? Such questions will be addressed through dialogue, experiential opportunities, and analyses in the context of each student’s professional trajectory. Resources will be drawn from higher education literature, learning theory, ethics, and discipline-specific writings. Students will have an opportunity to reflect on their sense of public mission and career potentials. Open to doctoral and master’s level students. Participation in the course fulfills requirements for the Graduate Certificate in Community Engagement and Public Scholarship. Contact instructor (jbranden@nd.edu) or Patrena Kedik (pkedik@nd.edu) at the Center for Social Concerns for more information.

ROMANCE LANGUAGES AND LITERATURES - SPANISH

ROSP 20201 (sec. 1-10) (CBL/EL)

Intermediate Spanish I

Tatiana Botero / Beatriz Cobeta / Leonardo Francalanci/ Heather Jones/Bretton Rodriguez

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 (sec. 1-8) (CBL/EL)

Intermediate Spanish II

Tatiana Botero / Elena Mangione-Lora / Beatriz Cobeta / Rachel Parroquin / Andrea Topash-Rios / Emmanuel Ramirez

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 20810 / ILS 25911 (CBL)

Community-Based Spanish: Language, Culture, and Community

Maria Coloma

​Credit hours: 3

This fifth-semester language and culture course is designed for students who want to improve their communication skills in Spanish and broaden their understanding of the Hispanic world through connecting with the local Spanish speaking community. Each section may focus on different topics, such as health care, education, social services, history of immigration, and intercultural competence. The course has a required Community-Based Learning component in which students engage with the Latino community through placements in such areas as health care, youth mentoring or tutoring programs, English as a New Language (ENL) classes, and facilitating educational workshops with parents. In this course, students integrate their service experiences with the academic components of the class through readings, research, reflective writing, and discussion.

ROSP 30051 / ESS 30670 / ILS 20913 (CBL)

Once Upon a Time: Children’s Literature and Community Connections

Rachel Parroquin

​Credit hours: 3

Students will be introduced to Literatura Infantil y Juvenil (LIJ) in the Spanish-speaking world through a combination of considerable reading of LIJ across genres and levels and a critical perspective of LIJ via academic text and articles. Authors will include prolific writers of LIJ like Alma Flor Ada, as well as widely known writers like Cortázar, Paz, Pérez Revérte, Poniatowska, and Vargas LLosa who have also begun writing children?s books. Among genres read will be folklore, narrative, fiction (contemporary, realistic, historical, multicultural), fantasy, short story, poetry, and non-fiction. Students will also learn about various LIJ book awards and their evolution over time. In addition, students will develop criteria for evaluating quality LIJ. Finally, there is a Community-Based Learning (CBL) component where students will share LIJ with the local Latino community through CBL projects and/or a reading program with Latino youth. Pre-requiste: ROSP 20202 or above or placement by exam. This course can count as an advanced elective towards the major.

ROSP 40892 / ILS 40909 (CBL)

Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production

Marisel Moreno

Credit hours: 4

What is a border? Who inhabits the borderlands? What function does the border play in the construction of a national or cultural identity? How do we bridge communities? How are borders represented, established, and challenged in the works of US Latino/a writers? These are some of the questions that this course will address within the context of US Latino/a literature and culture. Most of the course will focus on two geographical areas that we tend to associate with these concepts: the traditional US-Mexico border and the lesser studied Caribbean. Students will watch films and read literary works by Mexican-American, Puerto Rican, Dominican-American and Cuban-American authors in order to gain a deeper understanding of how borders and borderlands inform contemporary discourse and culture. This course has a Community-Based Learning (CBL) requirement. Students are expected to sign up for tutoring at La Casa de Amistad once a week for 2 hours, with either of two programs: Crece Conmigo (meets M-T-W-R, approximately between 2:30-5) or Adelante America (M-T-W-R, approximately between 4:00-6:00). Students should make sure that their schedules allow for this commitment. This course is designed for Spanish majors who have taken other advanced literature courses. The course will be taught in Spanish and is open to advanced non-majors who are very fluent in the language. 

SOCIOLOGY

SOC 20033 / AFST 20703 (CBL)

Introduction to Social Problems

Erika Summers-Effler

Credit hours: 3

Today's society is beset by many serious social problems, for example, crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? In what ways does one's own social background and role in society affect his/her views of these problems? In this course, students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in taking a critical look at their own perceptions of the problems.

SOC 24400 (CBL)

Spain and Immigrants: A Spanish Language and Culture Course based in Community Service

Toledo Program / International

Credit hours: 3

In this course, students will participate in several Toledo institutions related to the immigration phenomenon in Spain, collaborating directly either with the immigrant population or with the Spaniards who are working with them (each student's profile and availability will determine that student's placement). This ongoing exchange and collaboration will continue in the classroom, since the language and culture contents will be built by the students and teacher from readings, work experience, and constant debate. At the end of the course, a workshop day will be held to which collaborating institutions, students, and anyone from Toledo who wants to participate will be invited.

SOC 30022 / AFST 30237 / ANTH 30110 / AMST 30110 (sec. 1-3) (EL/CBL)

Confronting Homelessness in the U.S.

Benedict Giamo

Credit hours: 3

The purpose of this course is to examine the conditions of extreme poverty and homelessness within the broader context of American culture and society. In order to confront the nature of these conditions, we will draw upon insights from literature, cultural history, documentary film, creative nonfiction, and ethnography. We'll focus on the degree of permanence and change in our approach to both historical and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be analyzed, and the various cultural representations that work to organize social perceptions of the situation will be explored. There will be an experiential or community-based learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to the Center for the Homeless in South Bend (30 hours), write documentary accounts of their experience, and complete a final paper.

SOC 30082 / CSC 33987 / AFST 33303 / ESS 33361 (CBL)

Equity, Justice and U.S. Higher Education 

Tara Hudson

Credit hours: 3

Since the founding of the first college in 1636, U.S. higher education has been a force both for and against social justice and the achievement of equitable outcomes for different socio-cultural groups. In this course we will investigate the following broad questions regarding the role of higher education in U.S. society, using a social justice framework informed by critical theory, Catholic Social Teaching, and other scholarly perspectives:- Whom has U.S. higher education served in the past, and whom does it serve today? Whom does it not serve? Whom should it serve?-    Does U.S. higher education promote equity for members of marginalized groups, or does it entrench privilege among members of dominant groups? Is it a force for social mobility, or for social stratification?-    Does U.S. higher education have a social responsibility? What should that responsibility be? How well is it meeting that responsibility?We’ll begin by examining the historical role of U.S. higher education as a force for (in)equity and (in)justice, and then move to examining (in)equities in access to higher education, students? experiences within colleges and universities, and outcomes of higher education. We will also examine the role of higher education as a social institution, including higher education as a public good and the mission and responsibility of higher education.

SOC 33458 / CSC 33458 / ILS 33701 / CST 33458 (CBL)

Mexico-U.S. Border Immersion Seminar

Kraig Beyerlein

​Credit hours: 2

This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion especially Catholic Social Teachings and border and immigration issues. To be eligible, students must complete an application, posted here: http://socialconcerns.nd.edu/academic/winter/BorderIssuesSeminar.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966 / SOC 33066 / ILS 30804 / THEO 33966) cannot take this course.] 

SOC 34123 / HIST 34430 / ANTH 34320 / IRST 24208 (CBL)

Introduction to Ireland

Dublin Program / International

Kevin Whelan / Margaret Weber

Credit hours: 3

ND Keough Ctr Course: Prof. Kevin Whelan. Evolution of Irish culture from the eighteenth century to the contemporary period; It aims to give students a foundational understanding of the cultural inheritance of the island. While organized in broadly chronological terms, it will also examine crucial thematic concerns—landscape, history, languages, economy, society, politics and government, literature, music, sport.

SOC 34530 / ANTH 34733 / THEO 34202 (CBL)

Approaches to Poverty and Development

Santiago Program / International

Anne Hayes

Credit hours: 3

Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science

SOC 43101 / IIPS 4370 3/ STV 43101 (CBL/CBR)

Telling About Society

Terrence McDonnell

Credit hours: 3

How do we see the world? How do these modes of representation determine our social reality? How can we use media to create social change? This rigorous seminar interrogates the lenses through which we see, and more importantly make our world. We open with an interrogation of theories of media, representation, and the sociology of knowledge so as to develop a critical eye towards how these lenses shape our everyday reality. From there we discuss particular modes of representation: photography, ethnography, statistics, journalism, maps, and more. We consider the inherent biases within these ways of seeing, and debate the appropriate uses of these technologies. From this starting point, the course turns its eye to particular historical periods and phenomena: the Great Depression, Vietnam War, the era of HIV/AIDS, and the growing surveillance society. We compare across different media representations of each event to evaluate how different media tell very different kinds of stories about that moment. Ultimately, this class presses students to consider the capacities of these media for encouraging mobilization and change - to redesign the world. To work through these issues, students will engage in fieldwork on a local topic of their choosing. Their final project will consider how different media have shaped our knowledge of a local issue, and in response students will create a final multimedia campaign designed to alter people's "ways of seeing" that topic. In this project, students will persuade their audience using a variety of "lenses" to make their case: from ethnography to documentary film to radio journalism to new media and more.

SOC 45000 (CBL)

Sociology Internships

Ann Marie 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 fieldwork, 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

THEOLOGY

THEO 20625 / CST 20625 (CBL)

Discipleship: Loving Action for Justice

Margaret Pfeil

Credit hours: 3

This course is designed for students who have completed a Summer Service Project Internship (SSLP or ISSLP) or Social Enterprise Microfinance Internship (SEMI). It affords students the opportunity to re-engage their immersion experiences. Students will employ tools of social analysis, theological reflection, and rhetoric relative to both topics such as hunger, homelessness, poverty, incarceration, and immigration, and themes such as freedom, solidarity, mimesis, power, and the preferential option for the poor. The goal of the course is to develop a theology of discipleship to which justice is integral, including considerations of worship, sustainability, social reconciliation and restorative justice. 
Prerequisite: Completion of the SSLP/ISSLP through the Center for Social Concerns
Class limit: 25 students

THEO 20643 / IIPS 20729 (CBL)

The Askesis of Nonviolence: Theology and Practice

Margaret 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 Christian tradition, and Catholic social teaching. 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.  

THEO 30047 / CSC 33977 (CBL)

Social Concerns Seminar: Hands of St. Andre: A Seminage to Andre House in Phoenix

Melissa Marley Bonnichsen

Credit hours: 1

This seminage (seminar/pilgrimage) will examine the life and spirit of St. Andre Bessette and the multiple ways in which humanity is impoverished (financial and spiritual). Students will have the opportunity to travel to Andre House in Phoenix AZ over fall break and bear witness to the Gospel and spirit of Brother Andre by serving the local community through the Andre hospitality houses, reflecting upon our own internal poverty through prayer and reflection, and engaging in a larger conversation around systemic poverty and the need for communal, internal, and societal healing.

THEO 33858 / CSC 33858 (CBL)

Social Concerns Seminar: International Issues

Rachel Tomas Morgan

Credit hours: 1
This course revolves around international experiential learning opportunities, examining the culture, community, and life of the people encountered, including the poor. Students participate in preparation and follow-up sessions.

THEO 33931 / CSC 33931 (CBL)

Summer Service Learning Internship: Social Enterprise and Microfinance Internship

Benjamin Wilson

Credit Hours: 1

This experiential learning course is restricted to those accepted into the Social Enterprise and Microfinance Internship (SEMI), jointly sponsored by the Center for Social Concerns and Mendoza College of Business. Students who are completing their sophomore or junior year in the Mendoza College of Business are eligible for this course. To apply, please visit the SEMI webpage on the Center for Social Concern's website. Applications available from December 15 until February 10. 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 apply 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 33800 Sec. 3 (CBL)

Summer Service Learning Internship: Cross-Cultural Learning Program (CCLP)

Felicia Johnson O’Brien/Karen Richman

Credit hours: 3

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: Kinship on the Margins

Andrea Smith Shappell / Benjamin Wilson

Credit hours: 3

Immersion: Eight week summer service-learning placements This three-credit course of the Summer Service Learning Program takes place before, during, and after student participation in the eight consecutive week summer immersion sponsored by the Center for Social Concerns and the Notre Dame Alumni Association. The goal of the course is to reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through experiential learning, reading, writing and discussions. Writing assignments include journal assignments and a final paper. The course is completed during the first five weeks of fall semester and is graded Satisfactory or Unsatisfactory. Acceptance is based on the student's application and interview. Contact the Center for Social Concerns for more information.

THEO 33937 (CBL)

Summer Service Learning: Directed Readings in Theology (CBL)

Andrea Smith Shappell / Margaret Pfeil

​Credit hours: 3

Students who are theology majors or minors and second-time participants in the Summer Service Learning Program are eligible for this course. Students work individually with a professor in the theology department integrating theological study with questions that arise from the work at the SSLP site. This is a graded course that counts as an elective toward the major or minor. Permission required from the Center for Social Concerns.

THEO 33938 / CSC 33938 (CBL)

Summer Service Learning Program: Confronting Social Issues: 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 multi- dimensionality 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 mandatory day retreat on Monday, August 22, 2016, four re-entry classes meeting on Thursdays 6:30 - 7:45 p.m. on August 25, September 1, 8, and 15, and a final paper/project.

THEO 33950 / CSC 33950 / CSC 63950 (CBL)

Social Concerns Seminar: Appalachia

Kyle Lantz

​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 33952 / CSC 33952 (EL)

Social Concerns Seminar: Topics in Social Change

Melissa Marley Bonnichsen  

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 33961 / CSC 33961 (EL)

Discernment

Michael 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

Melissa Marley Bonnichsen

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

Jimena Holquin

Credit hours: 1

THEO 33975/CSC 33975 (1.0 credit) serves as the required orientation course for all students who will participate in the Approaches to Poverty and Development course offered through the Universidad Alberto Hurtado in Santiago, Chile as part of the Santiago study abroad program. The course will provide students with information regarding many of the themes and topics that will be explored further in the UAH course. This one-credit preparatory course will provide the necessary information to facilitate a richer and more meaningful experience while in Chile. Students must first be accepted into the Santiago semester abroad program through the Office of International Studies before being able to apply for this course. 

THEO 34202 / SOC 34530 / ANTH 34733 (CBL)

Approaches to Poverty and Development

Santiago Program / International

Anne Hayes

Credit hours: 3

Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science perspective. Mandatory 2 credit field work component.

THEO 40632 (CBL)

The Heart’s Desire and Social Change

Daniel Groody

Credit hours: 3

This course will help students to explore their deepest passions and to translate those interests into concrete action through social innovation. The process will begin with discernment about vocation, through the lenses of theology and business. Students will then engage in a design thinking process to develop their interests and determine how these social passions can connect to their work or to an entrepreneurial project.

THEO 60693 / CSC 60693 (CBL)

The Common Good in Haiti:  Poverty, Global Health, and the Preferential Option for the Poor

Kevin Sandberg. C.S.C.

Credit hours: 2

Common Good Initiative-Haiti is a 2-credit, graduate-level, community-based learning seminar that prepares students for, immerses them in, and reflects on the struggle for social justice, with particular attention to issues of global health, education, and development in the context of Haitian poverty. The objective of the course is to formulate personal and structural responses in light of the preferential option for the poor that advance the common good, especially as that takes shape in the amelioration, prevention, and eradication of disease, poverty, and systemic injustice. The course's methodology lies at the nexus of social analysis, theological reflection, and interdisciplinary dialogue, each of which is predicated on the experiential learning of the immersion in Haiti itself (8-10 days). Learning goals include: awareness of beliefs, values, and interests; analysis of complex social realities and points of view; the synthesis and integration of experientially- and textually-based knowledge; and critical reflection on Catholic social tradition.

THEO 60972 / CSC 60696 (CBL)

The Common Good Initiative-Jerusalem: Interreligious Dialogue toward the Common Good in the Holy Land

Kevin Sandberg. C.S.C.

Credit hours: 2

This immersion seminar to Jerusalem enables students to engage with Israelis and Palestinians over joint efforts to foster an adoption of the common good-a foundational principle of Catholic social teaching-as a principal means to overcome the violence, distrust, and enmity that plagues progress toward peace in the Middle East. While on immersion, students will meet with diverse groups, including NGO's and Church-based ministries in the Holy Land after having been prepared during pre-departure sessions that include an introduction to the histories, religions, literatures, and cultures of the peoples at the center of the conflicts. The course objective is to understand the notion of the common good as it functions in Israeli/Palestinian societies, and as it might facilitate reconciliation and peace as these can be construed interpersonally and internationally

WRITING AND RHETORIC

WR 13200 (CBL)

Community Writing and Rhetoric

Elizabeth Capdeville / 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.

SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS

CATHOLIC SOCIAL TRADITION

CST 20625 / THEO 20625 (CBL)

Discipleship: Loving Action for Justice

Kevin Sandberg, C.S.C.

Credit hours: 3

This course is designed for students who have completed a Summer Service Project Internship (SSLP or ISSLP) or Social Enterprise Microfinance Internship (SEMI). It affords students the opportunity to re-engage their immersion experiences. Students will employ tools of social analysis, theological reflection, and rhetoric relative to both topics such as hunger, homelessness, poverty, incarceration, and immigration, and themes such as freedom, solidarity, mimesis, power, and the preferential option for the poor. The goal of the course is to develop a theology of discipleship to which justice is integral, including considerations of worship, sustainability, social reconciliation and restorative justice. 
Prerequisite: Completion of the SSLP/ISSLP through the Center for Social Concerns
Class limit: 25 students

CST 30505 / BAEN 30505 / BAUG 30505/IDS 30921/ IIPS 30924  (CBL)

Social Entrepreneurship

Melissa Paulsen

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 33458 / SOC 33458 / CSC 33458 / ILS 33701 (CBL)

Mexico-U.S. Border Immersion Seminar 

Kraig Beyerlein

​Credit hours: 2

This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion especially Catholic Social Teachings and border and immigration issues. To be eligible, students must complete an application, posted here: http://socialconcerns.nd.edu/academic/winter/BorderIssuesSeminar.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966 / SOC 33066 / ILS 30804 / THEO 33966) cannot take this course.]

CST 33997 / AMST 30812 / CSC 33997 /HESB 30302 / IIPS 33905 / PSY 33691 (CBL)

Rethinking Crime & Justice:  Explorations from the Inside Out

Edward Kelly / Susan Sharpe

Credit hours: 3

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.

EDUCATION

EDU 75630 (CBL)

Internship and Practice I

Christian Dallavis/ Monica Kowalski/ William Watson / Melodie Wyttenbach

Credit hours: 2

This course engages candidates in the application and implementation of the skills and concepts of the domains of school culture, instructional leadership and executive management. Participants are given opportunities to gain leadership experience within the context of their school. As part of this course, candidates complete a leadership internship at their school, increasing their leadership capacity while receiving guided support from their instructors through performance assessments designed to deepen their professional growth and develop best practices as school leaders. Participants will also receive direct support from their on-site supervisor and regular mentoring from experienced professionals in the field.

EDU 75632 (CBL)

Inquiry and Intervention I

Frank O’Linn / Christian Dallavis / Mary Jones / Sandria Morten

Credit hours: 2

This course requires candidates to Participants identify and address a particular challenge facing their school related to student achievement. Over the course of the second year, candidates will use methods from the field of action research to identify an issue, research the literature and best practice, devise an intervention, collect data, conduct an analysis of the findings, and prepare a recommendation for school leaders.

EDUCATION, SCHOOLING, AND SOCIETY

ESS 23100 (EL)

Learning, Design, and Technology

George Ambrose

Credit hours: 3

Technology has always been used for learning--from the chalkboard in the one-room school to video lectures in massive open online courses. Regardless of time or place, the design of effective and innovative learning technologies must be grounded in research-based evidence reflecting what is known about how people learn. Incorporating design, research, and field-based perspectives, students will be tasked with investigating current/emergent learning technologies and theories across a range of applied contexts in education, business, nonprofit, and government. This hybrid course involves an experiential/community-based learning component requiring students to devote one weekly two-hour block of time to service in the local community. One face-to-face class meeting per week will be substituted with asynchronous interactions (i.e., online discussions and video lectures), independent/group studio time, and/or meetings with a community partner. No background in education or technology required.Course Goals:*Evaluate learning theories in terms of applicability to a technologically-enhanced learning environment.*Apply technologies to real world problems in terms of potential impact on learning *Explore the ethical, professional, and social challenges and controversies related to learning technologies (i.e., minors, privacy)*Integrate experiential and community-based learning through the learning technology applications related to the coursework.

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 30629 / CNST 30405 / HESB 30595 (CBR)

Early Childhood Policy in the United States: Origin and Current Context

Rachel Fulcher Dawson

Credit hours: 3

This course covers the various issues relevant to the current early childhood education landscape. This includes theories of early learning and child development, policy development in the United States, the issues of inequality and the achievement gap (particularly related to K-12 Education Reform) and research on interventions or "what works" in early childhood programming. The advantage to understanding the theories of child development, the policy context and the intervention research is that it gives future teachers and future policymakers a foundational premise upon which to grow, analyze, learn and teach. Topics covered will include: Theories of Child Development (Infant Schools to Present), Head Start and the CCDBG, State Preschool, Inequality and the Achievement Gap in the Early Years and Interventions in Early Childhood (HighScope/Perry Preschool, Abecedarian and Chicago Parent Studies, Head Start Research). The goal of this class is to come away with a greater understanding of the language, the history, the goals and the possibilities in this policy area as well as its connections to other social welfare programs and to K-12 schooling. Students will become more fluent in the language of early childhood education and will gain the foundational knowledge of past and current theories, laws, policies and educational interventions.

ESS 30670 / ROSP 30051/ ILS 20913 (CBL)

Once Upon a Time: Children’s Literature and Community Connections

Rachel Parroquin

​Credit hours: 3

Students will be introduced to Literatura Infantil y Juvenil (LIJ) in the Spanish-speaking world through a combination of considerable reading of LIJ across genres and levels and a critical perspective of LIJ via academic text and articles. Authors will include prolific writers of LIJ like Alma Flor Ada, as well as widely known writers like Cortázar, Paz, Pérez Revérte, Poniatowska, and Vargas LLosa who have also begun writing children?s books. Among genres read will be folklore, narrative, fiction (contemporary, realistic, historical, multicultural), fantasy, short story, poetry, and non-fiction. Students will also learn about various LIJ book awards and their evolution over time. In addition, students will develop criteria for evaluating quality LIJ. Finally, there is a Community-Based Learning (CBL) component where students will share LIJ with the local Latino community through CBL projects and/or a reading program with Latino youth. Pre-requiste: ROSP 20202 or above or placement by exam. This course can count as an advanced elective towards the major.

ESS 33361 / SOC 30082 / CSC 33987 / AFST 33303 (CBL)

Equity, Justice and U.S. Higher Education 

Tara Hudson

Credit hours: 3

Since the founding of the first college in 1636, U.S. higher education has been a force both for and against social justice and the achievement of equitable outcomes for different socio-cultural groups. In this course we will investigate the following broad questions regarding the role of higher education in U.S. society, using a social justice framework informed by critical theory, Catholic Social Teaching, and other scholarly perspectives:- Whom has U.S. higher education served in the past, and whom does it serve today? Whom does it not serve? Whom should it serve?-    Does U.S. higher education promote equity for members of marginalized groups, or does it entrench privilege among members of dominant groups? Is it a force for social mobility, or for social stratification?-    Does U.S. higher education have a social responsibility? What should that responsibility be? How well is it meeting that responsibility?We’ll begin by examining the historical role of U.S. higher education as a force for (in)equity and (in)justice, and then move to examining (in)equities in access to higher education, students? experiences within colleges and universities, and outcomes of higher education. We will also examine the role of higher education as a social institution, including higher education as a public good and the mission and responsibility of higher education.

ESS 33627 / PSY 33643 (CBR)

Using Research to Help Children Learn

Andrea Christensen

Credit hours: 3

Students who wish to integrate theory, practice, and empirical evidence in children's learning may choose to participate in a seminar that combines community based service learning and research. Students will meet 75 minutes per week on campus to discuss a set of common readings covering topics including service learning, mentoring, children’s learning and development, and research methods. In addition, students will be required to commit to spending at least two hours per week (one hour each on two weekday afternoons [M/W or T/R] for a total of approximately 25 hours) working with an elementary school child one-on-one in a local after-school literacy program. Students will keep a journal with entries for each visit with their child, and they will conduct research that involves the comparison among instructional techniques, materials, or behavioral management methods. Students will be required to integrate the theory and evidence from course material with their service experience and research findings. This seminar is only offered in the fall; however, students will be encouraged to continue their service to the after-school program during the spring semester through a 1-credit ESS service-learning option. *Please note: students may be required to provide their own transportation to/from the after-school program site. Every effort will be made to arrange transportation or to include sites that are within walking distance of campus.

ESS 34353 / PSY 44272 / SOC 24721 (CBL)

Developmental Disabilities: Integrating Theory and Practice

London Program / International

Vivian Hinchcliffe / Katherine Moore / Christine Pehlivanos / Alice Tyrell / Warren von Eschenbach

​Credit hours: 3

In this course, students learn how knowledge and understanding of developmental psychology inform professional practice in schools for pupils with Autistic Spectrum Disorders and Learning Difficulties. The course examines how children with Autism come to understand their world and how teachers and other school-based professionals devise programmes to meet children and young people's very individual needs .The course is based at Drumbeat School, a state school for children and young people with ASD. Each week, students spend time with pupils and professionals in classrooms. This practical focus is followed by lectures on the Autistic Spectrum; Language and Communication; Challenging Behaviour; Sensory Perception Difficulties, Multidisciplinary Therapeutic Practice and Inclusion, etc. Students have opportunities to meet with parents and families of young people with Autistic Spectrum Disorders. Special Notes: London Undergraduate Program permission required. Application before departure. Course fees: Travel to Drumbeat School will be partially subsidized. The level of travel costs to be paid by the students will be confirmed before the start of the semester. Textbooks: No textbook assigned.

ESS 34360 (CBL)

Toledo Internship

Toledo Program / International

Credit hours: 3

This course must be pre-approved by a Notre Dame department for specific departmental credit within a major.

ESS 35623 / PSY 25270 (CBL)

Practicum in Developmental Disabilities

Kristin Wier / Joshua Diehl

​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 Autism (PSY 23271 or PSY 43271).

ESS 40263 / PSY 23271 or 43271 (CBL)

Autism

Kristin Wier / Joshua Diehl

​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 (sec. 1-3) (CBR)

Seminar: Educational Research

Andrea Christensen

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 43305 / GSC 43103 / ILS 43103 / LAST 40650 (CBL/CBR/EL)

Mexican Immigration: A South Bend Case Study

Karen Richman

​Credit hours: 4

This course uses 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. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.

FRENCH

ROFR 34910 (CBL)

Women of the Loire Valley from the Middle Ages through the 20th Century

Angers Program / International

Odette Menyard

​Credit hours: 3

In this course, we will be researching the role and the image of women of the Loire Valley from the early Middle Ages to the 21st century. Attention will be given to the influence and/or active participation of some major figures in politics, religion, literary production and the arts. Our chronological survey will encompass "femmes fortes", « muses et favorites » , « femmes engagées , « salonières et épistolières », « féministes avant la lettre », and two contemporaries. A special place will be reserved for Jeanne d'Arc, viewed as a patriotic warrior, sorcerer, saint, laic saint and current emblem of the far-right political party in France. We will observe artistic representations of these figures (painting, sculpture, music, film), and read a selection of texts by them, or about them. While analyzing their achievements and failures, and the judgment of their peers and History, we will attempt to find a common denominator to answer the question: how did the expectations of and from the women evolve through the centuries? Some film screenings and on-site visits will be required. Assiduous preparation for class and active participation in discussions are expected. Requirements: one oral presentation, a 6-7 page research paper, a final examination. May replace Survey I or Survey II for French minors. Serves as an elective for French majors.

HESBURGH PROGRAM IN PUBLIC SERVICE

HESB 30302 / AMST 30812 / CSC 33997 / CST 33997 / IIPS 33905 / PSY 33691 (CBL)

Rethinking Crime & Justice: Explorations from the Inside Out

Jay Brandenberger / Edward Kelly / Susan Sharpe

Credit hours: 3

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.

HESB 30595 / CNST 30405 / ESS 30629 (CBR)

Early Childhood Policy in the United States: Origin and Current Context

Rachel Fulcher Dawson

Credit hours: 3

This course covers the various issues relevant to the current early childhood education landscape. This includes theories of early learning and child development, policy development in the United States, the issues of inequality and the achievement gap (particularly related to K-12 Education Reform) and research on interventions or "what works" in early childhood programming. The advantage to understanding the theories of child development, the policy context and the intervention research is that it gives future teachers and future policymakers a foundational premise upon which to grow, analyze, learn and teach. Topics covered will include: Theories of Child Development (Infant Schools to Present), Head Start and the CCDBG, State Preschool, Inequality and the Achievement Gap in the Early Years and Interventions in Early Childhood (HighScope/Perry Preschool, Abecedarian and Chicago Parent Studies, Head Start Research). The goal of this class is to come away with a greater understanding of the language, the history, the goals and the possibilities in this policy area as well as its connections to other social welfare programs and to K-12 schooling. Students will become more fluent in the language of early childhood education and will gain the foundational knowledge of past and current theories, laws, policies and educational interventions.

INTERNATIONAL DEVELOPMENT STUDIES

IDS 30513 / GH 60595 / POLS 30595 (CBL)

International Development in Practice: What Works in Development

Stephen Reifenberg

Credit hours: 3

This class aspires to develop relevant knowledge and practical skills for students interested in engaging in positive change in a complex world. In this course on international development, students will: 1) examine the processes that bring about individual and societal change in an international context;2) explore the roles, complexities, opportunities and constraints of development projects in areas such as poverty reduction, social development, health and education; and, 3) develop practical skills related to project design, planning, management, negotiations, communications, and the evaluation of international development projects. A central theme of the course is to understand what have we learned over the past decades from systematic research and from experience in the field about "what works." The course makes use of cases studies and draws lessons from instructive stories of failure as well as inspirational stories of change. The course focuses significant attention on "bright spots" in development- specific interventions that have made meaningful contributions. The course aspires to help train students to think like creative, effective, and thoughtful development professionals. A central feature of the course will be the opportunity to work throughout the semester as a member of a "Development Advisory Team" directly with an international development organization client who has identified a specific problem or opportunity. Development clients for the class are organizations in Bangladesh, Chile, Haiti, and India, among others. 

IDS 30921/ BAEN 30505 / BAUG 30505 / CST 30505 / IIPS 30924  (CBL)

Social Entrepreneurship

Melissa Paulsen

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. 

IRISH STUDIES

IRST 24208 / SOC 34123 / HIST 34430 / ANTH 34320 (CBL)

Introduction to Ireland

Dublin Program / International

Kevin Whelan / Margaret Weber

Credit hours: 3

ND Keough Ctr Course: Prof. Kevin Whelan. Evolution of Irish culture from the eighteenth century to the contemporary period; It aims to give students a foundational understanding of the cultural inheritance of the island. While organized in broadly chronological terms, it will also examine crucial thematic concerns—landscape, history, languages, economy, society, politics and government, literature, music, sport.

POVERTY STUDIES

PS 33400 / AFST 33706 / GSC 33656/ ENGL 20171 (CBL)

Rhetorics of Gender and Poverty

Connie Mick

Credit hours: 3

This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time exploring such representations as: Dorothea Lange's 1936 documentary photograph of the Migrant Mother, Ronald Reagan's 1976 caricature of the Welfare Queen, the 2008 film Slumdog Millionaire, and Katherine Boo's 2012 book Behind the Beautiful Forevers. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? To what extent do these representations not only reflect but shape public opinion and public policy? These questions will be grounded in theories and research on the intersection of gender, poverty, race, and rhetoric. They will also be framed by students' original community-based research supported by local community partners whose social service addresses gender and poverty. Community engagement time is limited and flexible. Final projects may be composed as traditional research or creative works.

PS 35002 (CBR/CBL/EL)

Experiential Learning: Internship 

Connie Mick

Credit hours: 1–3

Students electing to fulfill the experiential learning requirement through internships in the community (Option B) may do so by enrolling in PS 30002. Students must complete 3 credits total, but may do so in one, two, or three separate internships with corresponding credit, enrolling in PS 30002 each semester they are participating in an internship, or in the fall semester if the internship takes place over the summer. Students will determine credit value with their internship advisor and a Poverty Studies director. For 3 credits, a student must complete 80 to 100 hours total during one semester or approximately 8 to 10 hours per week for 10 weeks, including time at the site and with the internship advisor. A two-credit internship requires 50 to 70 total hours (or 5–7 hours for 10 weeks) and a one-credit internship would involve 30 to 50 total hours (or 3–5 hours for 10 weeks). Students may arrange to intern for more or less than 10 weeks during the semester they are enrolled in PS 30002 and can adjust the weekly hours to correspond to the required total.

PS 43000 (CBR)

Capstone Seminar

Jennifer Warlick

Credit hours: 3

The Capstone Seminar will be topic-oriented drawing on literature from multiple disciplines. The students themselves will be from different majors and will share both the perspectives of their major disciplines as well as their varied experiences in the field thus ensuring that interdisciplinary nature of the inquiry. Experts with diverse perspectives and professional experiences will join the seminar as special guests.

SUSTAINABILITY

SUS 20350 (CBL)

Sustainability at Notre Dame and in the Holy Cross Charism

Rachel Novick / Margaret Pfeill

Credit hours: 2

This course will address sustainability in the context of the local academic community and its institutions. In light of the recent papal encyclical, Laudato Si?, On Care for Our Common Home, this course will provide students interdisciplinary opportunities to explore the challenges of sustainability and to develop collaborative strategies for making our common campus homes more sustainable. This course will be offered concurrently at ND, SMC, and HCC, and will be co-taught by faculty from all three campuses. It will meet in rotation on each of the three campuses once per week for two hours. Students will be invited to examine the course materials in conversation with the mission of the Congregation of Holy Cross through immersion at each of the campuses and encounters with the sisters, brothers, and priests of Holy Cross and with sustainability professionals.

MENDOZA COLLEGE OF BUSINESS

ACCOUNTANCY

ACCT 40790 / ACCT 76791 (CBL)

Accounting and Reporting for Not-for-Profit Organizations

Douglas Kroll

Credit hours: 3

Fund-accounting concepts for nonprofit institutions: current, capital outlay, debt retirement, trust and agency, enterprise, special assessment funds, general fixed asset and general bond-indebtedness group concepts for governmental units. The application of the fund accounting concepts as applied to hospitals, colleges, universities, and health care organizations.

ACCT 76791 / ACCT 40790 (CBL)

Accounting and Reporting of Not-for-Profit Organizations

Doug Kroll

Credit hours: 3

Fund-accounting concepts for nonprofit institutions: current, capital outlay, debt retirement, trust and agency, enterprise, special assessment funds, general fixed asset and general bond-indebtedness group concepts for governmental units. The application of the fund accounting concepts as applied to hospitals, colleges, universities, and health care organizations. 

BUSINESS ADMINISTRATION—ENTREPRENEURSHIP

BAEN 30505 / CST 30505 / IIPS 30924 / IDS 30921 / BAUG 30505 (CBL)

Social Entrepreneurship

Melissa Paulsen

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. 

BUSINESS ADMINISTRATION—ETHICS

BAET 30300 (CBL)

Giving Voice to Values

Jessica McManus Warnell

Credit hours: 1

This course allows students the opportunity to develop a “toolkit” of specific steps toward ethical decision-making and personal response to ethical challenges. Building on the foundational concepts of the BAET 20300 course, the GVV elective explores the "post decision-making" stage. Thus, after one determines the right course of action, how, specifically, does he/she act on it within a given context? The course will explore case studies and “scripts”— through individual and role-playing exercises; students will practice ethical decision-making and action. Students will design their own scenarios and plans to teach ethical action. The course also includes the study of individuals who have contributed to society. What were their specific choices and actions? What were their paths to leadership? Includes a special focus on relevant applications —entry-level positions after graduation, job and other experiences students have already encountered or will soon encounter, and other practical contexts.

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.

BAET 40540 (CBL)

Ethical Leadership in the Sustainable Enterprise

TBA

Credit hours: 3

This course will explore how you can create extraordinary business value through ethical leadership. Previously, ethics has been typically viewed as the right thing to do; however, ethics can also be a strategy that helps business create a competitive advantage. Furthermore, ethics - specifically helping society and the environment - can be a way that you can live out your personal values while also doing good business. The course will be structured such that more than half of the time will be experiential including team-based learning, interviews of leaders in the field, and personal exercises. The primary topics explored in this course will be those related to (a) how human behavior (motivation, creativity, relationships) of key stakeholders is positively influenced when working for/with a sustainable enterprise and (b) how you can become a leader that uses sustainable enterprise strategies to create business value.  

BUSINESS ADMINISTRATION—SCIENCE

BASC 20200 / MGT 20200 (EL)

Principles of Management 

Christopher Stevens

Credit hours: 3

A study of the management process, including planning, organizing, staffing, directing, and controlling. Emphasis is placed on executive leadership, organizational behavior, and management theory.

BUSINESS ADMINISTRATION—UNDERGRADUATE

BAUG 30229 (CBL)

Social Venturing Internship

Melissa Paulsen

Credit hours: 1

By permission only; contact the Gigot Center for Entrepreneurial Studies to register. Junior or senior standing required. Co-requisite THEO 33931/CSC 33931. This course is an experiential- and service-learning opportunity offered in partnership with the Center for Social Concerns to spend up to ten weeks in the field with a micro or social enterprise partner, including ACCION USA, the Aspen Institute, or other similar partner. Students will be required to participate in pre-field orientations, engage in readings relevant to the field of social/micro enterprise, document their experiences via reflection and analysis, as well as participate in an academic analysis/presentation following the field work. Course credit does not count toward an individual's graduation requirements.

BAUG 30505 / BAEN 30305 / CST 30505 / IDS 30921 / IIPS 30924(CBL)

Social Entrepreneurship

Melissa Paulsen

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.

MANAGEMENT

MGT 20200 / BASC 20200 (EL)

Principles of Management 

Christopher Stevens

Credit hours: 3

A study of the management process, including planning, organizing, staffing, directing, and controlling. Emphasis is placed on executive leadership, organizational behavior, and management theory.

MGT 30490 (sec. 1-2) (EL)

Business Problem Solving

Wendy Angst

Credit hours: 3

Just days before Christmas in 1999, Toysrus.com realized that it was not going to be able to fulfill tens of thousands of toy orders that it had promised would arrive before Christmas - even though the inventory was on the shelf! Two days before Christmas, top management decided to issue "We're Sorry" emails to everyone whose package was not shipped. Is this the business decision you would have made? This class will help develop your "corporate street smarts" to leverage your creative and problem solving skills. Through hands-on techniques and exercises you'll learn how to ask the right questions, gather the right data, and use it to improve your judgment and make better decisions. 

MGT 40700 (EL) (secs. 1-3)

Project Management

Todd Hill / Scott Siler / Sharon Hayward

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.

MGT 60200

Problem Solving

Christopher Stevens

Credit hours: 2

This course will introduce students to opportunities to integrate the lessons learned from accounting, finance, marketing, operations, strategy, and organizational behavior in order to solve business problems. Frameworks to assist in framing threats/opportunities, problem diagnosis, solution development, and recommendation implementation will also be discussed.

Students will practice using these integrative frameworks to facilitate problem-solving in at least 7 business cases from identification of problem, to recommendation, to implementation plan. Each of the cases chosen emphasizes different aspects of problem solving and integration including: microeconomics, game theory, finance, market estimation and competitor assessment, customer segmentation and economics, product pricing, positioning and branding, and operations.

MARKETING

MARK 30120 (CBR)

Marketing Research

James Wilkie

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.

COLLEGE OF ENGINEERING

AEROSPACE AND MECHANICAL ENGINEERING

AME 30362 (CBL)

Design Methodology

James Schmiedeler

Credit hours: 3

Modeling and analysis of mechanical systems. Automated design decision process, introduction to statistical methods, material engineering, requirements definition, and product specifications.

CIVIL ENGINEERING

CE 35620 (CBL / CBR)

Principles of Practice

Jay Brockman

Credit hours: Variable

This project-based course focuses on the design of engineering solutions that enhance the quality of life in the South Bend region. The focus of the fall 2015 offering will be on the development of smart, green infrastructure solutions that address water control problems associated with Bowman Creek on the southeast side of South Bend that will help transform this distressed waterway into an asset for the challenged neighborhood surrounding the creek.

CE 40701  (EL)

Principles of Practice

Eric Horvath/Elizabeth Kerr

Credit hours: 1

An integrated, multi-disciplinary civil engineering design experience. The course will include a review of the civil engineering design process, professional considerations and preliminary design aspects.

COMPUTER SCIENCE AND ENGINEERING

CSE 20600 (sec. 2-4) (CBL / CBR)

CSE Service Projects

Paul Brenner / Jay Brockman / Greg Madey

Credit hours: variable, 1–3

Engineering projects in community service

CSE 40586 (CBL)

Low Vision Mentorship Project in Computer Science Education 

Collin McMillan

Credit hours: 3

In this course, Notre Dame Students will be paired with students at the Illinois School for the Visually Impaired (ISVI) who are learning computer programming. ND students will work with the ISVI students to teach computer science, as well as to learn about the barriers to entry faced by low vision students to technology careers. Mentorship activities will be directed and supervised by ND faculty, and course/grade objectives align with outcomes for the ISVI students. 

CSE 40600 Section 4 (CBL)

CSE Service Projects 

Jay Brockman

Credit hours: V

Engineering Projects in Community Service.

ENGINEERING

EG 10111 (ec. 1-12) (CBL)

Introduction to Engineering Systems I

Victoria Goodrich / Leo McWilliams/ Michael Selinger/ Mary-Geraldine Svarovsky/ Brian Smith/Samuel Jones/Peter Ivie

Credit hours: 3

The first of a two-part sequence intended to introduce engineering to first-year intents and to establish a foundation for their studies in any of the engineering disciplines. Team-oriented design projects are used to provide a multidisciplinary view of engineering systems and to present the engineering method. Structured programming is introduced, and computing skills are developed for engineering analysis, synthesis, and technical communication.

LAW SCHOOL

LAW SCHOOL

LAW 70726 (CBL)

Applied Mediation

Michael Jenuwine / Anne Hamilton

Credit hours: 5

This course is open to second- and third-year law students interested in providing mediation services to individuals currently litigating disputes in the courts of St. Joseph and surrounding counties. Through this course, students will have the opportunity to serve as mediators in actual cases involving both civil and domestic relations matters, including child custody, support, parenting time, landlord-tenant disputes, contract disputes, and other matters referred by the courts for mediation. The classroom component of the course will focus on the development of mediation skills and exploration of advanced mediation topics.

LAW 70728 (CBL)

Applied Mediation II: Advanced Domestic Relations Mediation

Michael Jenuwine / Anne Hamilton

Credit hours: variable, 1-3

Applied Mediation II: Advanced Domestic Relations Mediation Allows students who have satisfactorily completed Applied Mediation to progress to more advanced mediation skills as specifically applied to domestic relations cases. Enrollment is by permission of the instructor.

LAW 70730 (CBL)

National Immigrant Justice Center Instruction

Lisa Koop / Anne Hamilton

Credit hours: 1

Four NDLS students will have the opportunity to practice immigration law under the supervision of an experienced NIJC immigration attorney by providing immigration legal services to low-income immigrants in Indiana through NIJC. NIJC will select, screen and house all cases handled through this externship. Students will meet as a class once a week for one hour of instruction on substantive immigration law and lawyering skills, guided discussion and case review. Students will spend an additional eight hours each week conducting casework. Students will handle the representation of one or more NIJC clients and seek immigration benefits before federal agencies and courts. Students will conduct initial intake interviews, identify client eligibility for immigration benefits, complete immigration applications, compile supporting documentation and write legal memoranda. There are no required courses students must take in advance of participating in this externship. However, Administrative Law (70315), Advanced Legal Research (70207), Appellate Advocacy Seminar (73314), Immigration Law (70301), and Introduction to International Human Rights (70417) are recommended. Registration is by permission only. Interested students should submit a cover letter, resume and informal transcript to Lisa Koop at LKoop@heartalliance.org.

LAW 70733 (CBL)

Public Defender Externship Instruction

Gerard Bradley / Anne Hamilton

Credit hours: 1

Involves assisting actual public defenders in representing indigent clients at the St. Joseph County Courthouse - Trial and Misdemeanor Division. Students can expect to represent clients in many capacities, some of which include negotiating plea bargains with prosecutors; preparing and conducting bench trials; interviewing and subpoenaing witnesses; writing and filing discovery motions; and other activities within the administration of justice. Students are expected to work at the courthouse one full morning or afternoon each week. Besides the courtroom experience, students must attend class sessions that feature prosecutors, police officers, public defenders, judges, and probation officers lecturing on their duties as officers of the court. Enrollment: limited each semester at the discretion of the instructor.

LAW 70736 (CBL)

Lawyering Practice Instruction

Robert Jones / Anne Hamilton

Credit hours: 1

The Lawyering Practice Externship Course allows students to perform 8–12 hours of legal work per week in any court, governmental agency, nonprofit organization, or in-house corporate counsel office while participating in a companion weekly seminar. Students earn three credits (two of which are fieldwork credits) for an eight-hour weekly field placement or four credits (three of which are fieldwork credits) for a 12-hour weekly field placement. Placements must involve substantial legal work under the careful supervision of an attorney or judge. Placements are typically in the Michiana area, but students are free to choose placements in other regional cities including Chicago and Indianapolis. Students may not choose placements already offered in existing local externship courses (St. Joseph County Public Defender, South Bend office of the National Immigrant Justice Center, Notre Dame Athletic Department or athletics compliance within Notre Dame’s General Counsel’s Office). All placements must be approved by the instructor and must be finalized before a student may enroll in the course.

LAW 70908 (CBL)

Intercollegiate Athletics Externship Instruction

Edmund Edmonds/ Anne Hamilton

Credit hours: 1

The Intercollegiate Externship will provide an opportunity for law students to gain practical experience and academic credit in intercollegiate athletics administration through a classroom component taught by Law School faculty and senior-level administrator-attorneys from Athletics and via non-classroom externship work. Potential duties include reviewing contracts; assisting in the creation and revision of departmental policy; researching legal issues related to athletics; researching compliance issues; drafting, reviewing and revising compliance education materials; and auditing eligibility and other compliance-related forms.

LAW 75721 – Sec. 1 (CBL)

Economic Justice Clinic I

Judith Fox / Anne Hamilton

Credit hours: 5

This is a 5-credit, letter-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 clients in litigation and transactions. Students represent clients under the close supervision of a clinical faculty member. The case types vary somewhat among the sections, as described below. The classroom component of the course uses a combined lecture and mock exercise format. Students are sometimes required to participate in a community education presentation. Pre- or co-requisite: Professional Responsibility (LAW 70807 or LAW 70808)

LAW 75721 – Sec. 2 (CBL)

Community Development Clinic I

James Kelly / Anne Hamilton

Credit hours: 5

This is a 5-credit, letter-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 clients in litigation and transactions. Students represent clients under the close supervision of a clinical faculty member. The case types vary somewhat among the sections, as described below. The classroom component of the course uses a combined lecture and mock exercise format. Students are sometimes required to participate in a community education presentation. Pre- or co-requisite: Professional Responsibility (LAW 70807 or LAW 70808)

LAW 75724 (CBL)

Intellectual Property and the Entrepreneur Law Clinic

Joanne Clifford / Anne Hamilton

Credit hours: 5

The Intellectual Property and Entrepreneurship Clinic is a 5-credit, letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as substantive law. The classroom component of the course uses an interactive approach including lectures and mock lawyering exercises. Through this course student will work directly with clients on intellectual property issues, such as patentability searches and provisional patent applications, trademark searches and registration, as well as intellectual property license issues and agreements.

LAW 75728 (CBL)

Intellectual Property Law Clinic II

Joanne Clifford / Anne Hamilton

Credit hours: variable, 1-3

The Intellectual Property Clinic is a letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as substantive law. The classroom component of the course uses an interactive approach including lectures and mock lawyering exercises. Through this course student will work directly with clients on intellectual property issues, such as patentability searches and provisional patent applications, trademark searches and registration, as well as intellectual property license issues and agreements.

LAW 75731 (CBL)

Legal Externship – summer

Robert Jones/ Anne Hamilton

Credit hours: 1

One unit of co-curricular academic credit may be awarded for student volunteer legal work of six weeks or more undertaken during the summer months in any court, governmental agency, nonprofit organization, public law office or in-house corporate counsel office. The work must be conducted under faculty supervision, conform to the approved standards of the faculty, and have the advance approval of the associate dean for academic affairs. This one unit of co-curricular credit may count toward graduation requirements as one of the six maximum allowable co-curricular credits, but cannot count toward the minimum hours required during any semester for residency. The credit will be reflected on a student’s transcript.

LAW 75732 (CBL)

Street Law

John Robinson / Anne Hamilton / Debbie Sumption

Credit hours: 2

Students taking this course teach portions of an American Government Course at a local high school twice a week for twelve weeks. Prior to the beginning of their teaching, and again a few weeks into their teaching, they receive some guidance on how best to teach contemporary high-school students. Towards the end of their teaching, they submit a paper that they have written on the successes and failures that they have experienced over the course of the semester in question.

LAW 75733 (CBL)

Public Defender Externship

Gerard Bradley / Anne Hamilton / Gloria Krull / Rodolfo Monterrosa

Credit hours: 1

Involves assisting actual public defenders in representing indigent clients at the St. Joseph County Courthouse-Trial and Misdemeanor Division. Students can expect to represent clients in many capacities, some of which include: negotiating plea bargains with prosecutors; preparing and conducting bench trials; interviewing and subpoenaing witnesses; writing and filing discovery motions; and other activities within the administration of justice. Students are expected to work at the courthouse one full morning or afternoon each week. Besides the courtroom experience, students must attend class sessions once per week that feature prosecutors, police officers, public defenders, judges and probation officers lecturing on their duties as officers of the court. Enrollment: limited each semester at the discretion of the instructor.

LAW 75734 (CBL)

National Immigrant Justice Center Externship

Lisa Koop / Anne Hamilton

Credit hours: 2

Four NDLS students will have the opportunity to practice immigration law under the supervision of an experienced NIJC immigration attorney by providing immigration legal services to low-income immigrants in Indiana through NIJC. NIJC will select, screen and house all cases handled through this externship. Students will meet as a class once a week for one hour of instruction on substantive immigration law and lawyering skills, guided discussion and case review. Students will spend an additional eight hours each week conducting casework. Students will handle the representation of one or more NIJC clients and seek immigration benefits before federal agencies and courts. Students will conduct initial intake interviews, identify client eligibility for immigration benefits, complete immigration applications, compile supporting documentation and write legal memoranda. There are no required courses students must take in advance of participating in this externship. However, Administrative Law (70315), Advanced Legal Research (70207), Appellate Advocacy Seminar (73314), Immigration Law (70301), and Introduction to International Human Rights (70417) are recommended. Registration is by permission only. Interested students should submit a cover letter, resume and informal transcript to Lisa Koop at LKoop@heartalliance.org.

LAW 75735 (CBL)

Legal Externship – Public Defender

Gerard Bradley / Anne Hamilton

Credit hours: 2

Students who have completed the externship requirements of LAW 592A may enroll for additional co-curricular credit. Students may work in the Trial and Misdemeanor division at the St. Joseph County Courthouse, or may assist felony public defenders. Those who work for the felony public defenders must agree to work at least 60 hours over the course of the semester.

LAW 75736 (CBL)

Lawyering Externship Fieldwork

Robert Jones / Anne Hamilton

Credit hours: variable, 2-3

The Lawyering Practice Externship Course allows students to perform 8-12 hours of legal work per week in any court, governmental agency, nonprofit organization, or in-house corporate counsel office while participating in a companion weekly seminar. Students earn three credits (two of which are fieldwork credits) for an eight-hour weekly field placement or four credits (three of which are fieldwork credits) for a 12-hour weekly field placement. Placements must involve substantial legal work under the careful supervision of an attorney or judge. Placements are typically in the Michiana area, but students are free to choose placements in other regional cities including Chicago and Indianapolis. Students may not choose placements already offered in existing local externship courses (St. Joseph County Public Defender, South Bend office of the National Immigrant Justice Center, Notre Dame Athletic Department or athletics compliance within Notre Dame’s General Counsel’s Office). All placements must be approved by the instructor and must be finalized before a student may enroll in the course.

LAW 75737 (CBL)

Seventh Circuit Practice Externship

Robert Jones / Anne Hamilton / Robert Palmer

Credit hours: 2

Students will work on Seventh Circuit cases in this fieldwork course.

LAW 75800 (CBL)

Appalachia Externship

Robert Jones / Anne Hamilton

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.

LAW 75908 (CBL)

Intercollegiate Athletics Externship

Edmund Edmonds / Anne Hamilton

Credit hours: 2

The Intercollegiate Externship will provide an opportunity for law students to gain practical experience and academic credit in intercollegiate athletics administration through a classroom component taught by Law School faculty and senior-level administrator-attorneys from Athletics and via non-classroom externship work. Potential duties include reviewing contracts; assisting in the creation and revision of departmental policy; researching legal issues related to athletics; researching compliance issues; drafting, reviewing and revising compliance education materials; and auditing eligibility and other compliance-related forms.

COLLEGE OF SCIENCE 

BIOLOGICAL SCIENCES

BIOS 40402 (sec. 1-3) (CBL)

Developmental Neuroscience

Nancy Michael

Credit hours: 3

This is an upper level course that is intended provide a deep dive into the field of developmental neuroscience, spanning from embryological development through adolescence. This course will extend students understanding of fundamental biological and biochemical processes through the study of cellular and molecular mechanisms that underlie the initial development of the central nervous system, early life pruning and adolescent reorganization. Students will learn about the major cellular processes involved in central nervous system development, including but not limited to neural tube patterning, cell proliferation, migration and differentiation, axon guidance, programmed cell death as well as critical periods of development through adolescence. This is a discussion and writing intensive course, based in primary literature. 

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.

STV 43101 / SOC 43101 / HESB 43870 / IIPS 43703 (CBL/CBR)

Telling About Society

Terrence McDonnell

Credit hours: 3

How do we see the world? How do these modes of representation determine our social reality? How can we use media to create social change? This rigorous seminar interrogates the lenses through which we see, and more importantly make, our world. We open with an interrogation of theories of media, representation, and the sociology of knowledge so as to develop a critical eye towards how these lenses shape our everyday reality. From there we discuss particular modes of representation: photography, ethnography, statistics, journalism, maps, and more. We consider the inherent biases within these ways of seeing, and debate the appropriate uses of these technologies. From this starting point, the course turns its eye to particular historical periods and phenomena: the Great Depression, Vietnam War, the era of HIV/AIDS, and the growing surveillance society. We compare across different media representations of each event to evaluate how different media tell very different kinds of stories about that moment. Ultimately, this class presses students to consider the capacities of these media for encouraging mobilization and change - to redesign the world. To work through these issues, students will engage in fieldwork on a local topic of their choosing. Their final project will consider how different media have shaped our knowledge of a local issue, and in response students will create a final multimedia campaign designed to alter people's "ways of seeing" that topic. In this project, students will persuade their audience using a variety of "lenses" to make their case: from ethnography to documentary film to radio journalism to new media and more.

SCHOOL OF ARCHITECTURE

SCHOOL OF ARCHITECTURE

ARCH 40312 / PSY 33685 (CBL)

Social Factors & Sustainability: Effects of the Built Environment on Health & Well-Being

Kimberly Rollings

Credit hours: 3

This course focuses on the interaction between people and the physical environment on human health, well-being, behavior, and sustainability. Social and physical factors across multiple scales, from specific environments (residential, educational, work, healthcare, and commercial), urban and natural settings, to the planet - are explored. Issues of public health, environmental justice, universal design, and culture are included throughout. Lecture and discussion class with hands-on assignments and quizzes. Upper level undergraduate and graduate students from across the University and especially in architecture, the sustainability minor, design, pre-professional studies, social sciences, and business are encouraged to enroll.

ARCH 41111 (sec. 2) (CBL)

Design V

John Mellor

Credit hours: 6

Design V involves the design of buildings within urban settings, with a special emphasis on building types in relation to cultural, ethnic, and civic priorities.

ARCH 41111 (sec. 4) (CBL)

Design V

Jose Cornelio Da Silva

Credit hours: 6

Design V involves the design of buildings within urban settings, with a special emphasis on building types in relation to cultural, ethnic, and civic priorities.

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.

CENTERS AND INSTITUTES

CENTER FOR SOCIAL CONCERNS

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 33458 / CST 33458 / ILS 33701 / SOC 33458 (CBL)

Mexico-U.S. Border Immersion Seminar 

Kraig Beyerlein

​Credit hours: 2

This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion especially Catholic Social Teachings and border and immigration issues. To be eligible, students must complete an application, posted here: http://socialconcerns.nd.edu/academic/winter/BorderIssuesSeminar.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966 / SOC 33066 / ILS 30804 / THEO 33966) cannot take this course.]

CSC 33858 / THEO 33858 (CBL)

Social Concerns Seminar: International Issues

Rachel Tomas Morgan

Credit hours: 1

This course revolves around international experiential learning opportunities, examining the culture, community and life of the people encountered, including the poor. Students participate in preparation and follow-up sessions.

CSC 33931 / THEO 33931 (CBL)

Summer Service Learning Internship: Social Enterprise and Microfinance Internship

Benjamin Wilson

Credit Hours: 1

This experiential learning course is restricted to those accepted into the Social Enterprise and Microfinance Internship (SEMI), jointly sponsored by the Center for Social Concerns and Mendoza College of Business. Students who are completing their sophomore or junior year in the Mendoza College of Business are eligible for this course. To apply, please visit the SEMI webpage on the Center for Social Concern's website. Applications available fromDecember 15 until February 10. 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 apply 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 / THEO 33933  / ILS 33800 Sec. 3 (CBL)

Summer Service Learning Internship: Cross-Cultural Learning Program (CCLP)

Felicia Johnson-O’Brien / Karen Richman

Credit hours: 3

Immersion: eight weeks during summer

This is a leadership internship for Cross-cultural/Urban studies working 8 weeks in a multicultural area with organizations dedicated to empowering local communities. Students will work with ILS to build partnerships with the agencies and people involved. Students will complete academic requirements including readings, reflection sessions, and a presentation of a synthesis paper at the end of the internship. Application and interview necessary for participation.

CSC 33936 / THEO 33936 (CBL)

Summer Service Learning Program: Kinship on the Margins

Andrea Smith Shappell / Benjamin Wilson

Credit hours: 3

Immersion: Eight week summer service-learning placements This three-credit course of the Summer Service Learning Program takes place before, during, and after student participation in the eight consecutive week summer immersion sponsored by the Center for Social Concerns and the Notre Dame Alumni Association. The goal of the course is to reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through experiential learning, reading, writing and discussions. Writing assignments include journal assignments and a final paper. The course is completed during the first five weeks of fall semester and is graded Satisfactory or Unsatisfactory. Acceptance is based on the student's application and interview. Contact the Center for Social Concerns for more information.

CSC 33938 / THEO 33938 (CBL)

Summer Service Learning Program: Confronting Social Issues: International

Rachel Tomas Morgan

Credit hours: 3

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 multi- dimensionality 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 mandatory day retreat on Monday, August 22, 2016, four re-entry classes meeting on Thursdays 6:30 - 7:45 p.m. on August 25, September 1, 8, and 15, and a final paper/project.

CSC 33950 / CSC 63950 / THEO 33950 (CBL)

Social Concerns Seminar: Appalachia

Kyle Lantz

​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., education, housing, energy, and environmental issues) at various sites while learning about the region and rural issues.

CSC 33952 / THEO 33952 (EL)

Social Concerns Seminar: Topics in Social Change

Melissa Marley Bonnichsen

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 33961 / THEO 33961 (EL)

Discernment

Michael 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

Melissa Marley Bonnichsen

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

Jimena Holquin

Credit hours: 1

THEO 33975/CSC 33975 (1.0 credit) serves as the required orientation course for all students who will participate in the Approaches to Poverty and Development course offered through the Universidad Alberto Hurtado in Santiago, Chile as part of the Santiago study abroad program. The course will provide students with information regarding many of the themes and topics that will be explored further in the UAH course. This one-credit preparatory course will provide the necessary information to facilitate a richer and more meaningful experience while in Chile. Students must first be accepted into the Santiago semester abroad program through the Office of International Studies before being able to apply for this course. 
 

CSC 33977 / THEO 30047 (CBL)

Social Concerns Seminar: Hands of St. Andre: A Seminage to Andre House in Phoenix

Melissa Marley Bonnichsen 

Credit hours: 1

This seminage (seminar/pilgrimage) will examine the life and spirit of St. Andre Bessette and the multiple ways in which humanity is impoverished (financial and spiritual). Students will have the opportunity to travel to Andre House in Phoenix AZ over fall break and bear witness to the Gospel and spirit of Brother Andre by serving the local community through the Andre hospitality houses, reflecting upon our own internal poverty through prayer and reflection, and engaging in a larger conversation around systemic poverty and the need for communal, internal, and societal healing.

CSC 33984 (CBL)

Social Concerns Seminar: Working Side by Side: An Introduction to Service and Learning in the Community

Melissa Marley Bonnichsen

Credit hours: 1

This new seminar will focus on key elements that make-up the field of service-learning in the 21st century, helping students understand the differences between volunteering, service ?learning, and community-based learning and both the long and short term implications of this work on students and communities. The seminar will take place over an 8-week period with a practicum immersion taking place at fall break. Students will be able to choose between 3-4 different immersion sites this fall:Possible immersion sites: My Brother’s Keeper in Easton Mass, Father McKenna Center/ The Pilgrimage in DC, L’Arche Community local (Midwest), Heifer International Ranch in Arkansas. The course itself will walk students through the key elements of service-learning and community-based learning in the 21st century and implications, and additionally will engage students many of the following topics: Mutually beneficial partnership with communities, Impact (short and long term) on community and students, Right attitudes for service-learning,Consent of communities, The experience of suffering and the other, Process reflection and social analysis, Theological reflection, symbols, and ultimate questions, The importance of a framework ? Catholic Social Teaching, Creative problem solving and the role of innovation, Modern Philanthropy and Innovation: The work of Charity and Justice in the 21st century (what does that look like?), The importance of student participation and leadership in social change.

CSC 33985 (CBL)

Social Concerns Seminar: Energy, Climate, and Social Change

Kyle Lantz

Credit hours: 1

This course will integrate the complex narratives surrounding energy policy and climate change and pursue questions about how these narratives integrate with social change. Students will explore the scientific, environmental, economic, geopolitical, and social implications of current energy technologies, climate adaptation policies, and how these affect the environment - understand as multifaceted in its definition (human life, water, animals, soil, air, etc.). The framing question for the course: How are people and communities affected by energy and climate policies? And, what sorts of efforts and opportunities are there for raising this question to the surface?The course will utilize selected readings, writing assignments, class lectures and discussions, a day long field trip to Chicago (tentative), and a week-long immersion in Washington, DC. During their time in D.C., students will learn to assess the strengths and weaknesses of alternative energy technologies (wind, solar, geothermal, fuel cells, ethanol, improving fossil fuel utilization, etc.), and of the various policies and economics surrounding energy and climate. During the week in Washington, D.C. students will identify the limitations of current energy policies and environmental regulation through visits to industry lobbying groups, policy makers and government officials, environmental organizations, and federal regulatory bodies. Finally, students will begin to understand the relationship between energy consumption and environmental ethics, especially as understood in Catholic social tradition. 

CSC 33986 / GSC 33661 (CBL)

Social Concerns Seminar: Human Trafficking: Causes, Responses, and Current Debates 

Christine Cervenak

​Credit hours: 1

The seminar will explore a number of overarching themes necessary to understand the complex dimensions of human trafficking, both in the United States and around the world. By the end of the course, students should expect to have a foundational understanding of human trafficking and modern-day slavery, especially related to:- Various typologies of slave-like exploitation today, along with forces that promote them;- Legal frameworks, policy initiatives and civil society responses to fight modern slavery; and- Current debates over effective strategies to combat human trafficking and support survivors. Students will have an opportunity to engage state and local governmental officials, activists (especially Catholic religious women), lawyers, and service providers fighting human trafficking in the Midwest, with a focus on Indiana. This course would be particularly relevant for students who may work with or on behalf of vulnerable populations - e.g., migrants, including refugee camp residents, communities in conflict and post-conflict settings, people emerging from natural disasters, those living in extreme poverty.

CSC 3398 7/ AFST 33303 / ESS 33361 / SOC 30082 (CBL)

Equity, Justice and U.S. Higher Education 

Tara Hudson

Credit hours: 3

Since the founding of the first college in 1636, U.S. higher education has been a force both for and against social justice and the achievement of equitable outcomes for different socio-cultural groups. In this course we will investigate the following broad questions regarding the role of higher education in U.S. society, using a social justice framework informed by critical theory, Catholic Social Teaching, and other scholarly perspectives:- Whom has U.S. higher education served in the past, and whom does it serve today? Whom does it not serve? Whom should it serve? Does U.S. higher education promote equity for members of marginalized groups, or does it entrench privilege among members of dominant groups? Is it a force for social mobility, or for social stratification? Does U.S. higher education have a social responsibility? What should that responsibility be? How well is it meeting that responsibility? We’ll begin by examining the historical role of U.S. higher education as a force for (in)equity and (in)justice, and then move to examining (in) equities in access to higher education, students? experiences within colleges and universities, and outcomes of higher education. We will also examine the role of higher education as a social institution, including higher education as a public good and the mission and responsibility of higher education

CSC 33988 / AMST 30913 / IIPS 33911 (CBR)

Introduction to Asset-Based Community Development 

Danielle Wood

Credit hours: 3

Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words - “community” and “development”. In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies ? with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words “community” and “development”.  In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies - with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.

CSC 33990 (CBL)

Social Concerns Seminar: Winter Service Learning

Connie Mick / Melissa Marley Bonnichsen

Credit hours: 1

Only for students who applied to and were accepted into a Winter Social Concerns Seminar and who study abroad that spring semester immediately following the winter immersion.

CSC 33997 / AMST 30812 / CST 33997 / HESB 30302 / IIPS 33905 / PSY 33691  (CBL)

Rethinking Crime & Justice: Explorations from the Inside Out

Edward Kelly / Susan Sharpe

Credit hours: 3

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.

CSC 33998 / PSY 23096 (CBL)

In Their Shoes: Understanding Mental Illness

Lisa Anderson

Credit hours: 1

In the United States alone, over 60 million people are affected with a mental illness in a given year. Fourteen million of those suffer with chronic, serious mental illness. Countless family members, friends and mental health professionals struggle to understand and help those diagnosed with these confusing and often debilitating diseases. Unless we know someone or struggle with similar issues ourselves, the majority of the rest of us know virtually nothing about the confusing "world" of mental illness. This seminar gives students the opportunity to learn about mental illness from the personal perspective of those most directly impacted by it: those living with it, family members, and health care providers. The goals of this seminar are to help students become more knowledgeable about these diseases and develop understanding and compassion for those who suffer from them.

CSC 36991 (sec. 1-2) (CBL/CBR/EL)

Directed Readings

Connie Mick / Jay Brandenberger

Credit hours: variable, 1–3

Research and writing on an approved subject under the direction of a faculty member.

CSC 60693 / THEO 60693 (CBL)

The Common Good in Haiti:  Poverty, Global Health, and the Preferential Option for the Poor

Kevin Sandberg. C.S.C.

Credit hours: 2

Common Good Initiative- Haiti is a 2-credit, graduate-level, community-based learning seminar that prepares students for, immerses them in, and reflects on the struggle for social justice, with particular attention to issues of global health, education, and development in the context of Haitian poverty. The objective of the course is to formulate personal and structural responses in light of the preferential option for the poor that advance the common good, especially as that takes shape in the amelioration, prevention, and eradication of disease, poverty, and systemic injustice. The course's methodology lies at the nexus of social analysis, theological reflection, and interdisciplinary dialogue, each of which is predicated on the experiential learning of the immersion in Haiti itself (8-10 days). Learning goals include: awareness of beliefs, values, and interests; analysis of complex social realities and points of view; the synthesis and integration of experientially- and textually-based knowledge; and critical reflection on Catholic social tradition.

CSC 60696 / THEO 60972 (CBL)

The Common Good Initiative-Jerusalem: Interreligious Dialogue toward the Common Good in the Holy Land

Kevin Sandberg. C.S.C.

Credit hours: 2

This immersion seminar to Jerusalem enables students to engage with Israelis and Palestinians over joint efforts to foster an adoption of the common good-a foundational principle of Catholic social teaching-as a principal means to overcome the violence, distrust, and enmity that plagues progress toward peace in the Middle East. While on immersion, students will meet with diverse groups, including NGO's and Church-based ministries in the Holy Land after having been prepared during pre-departure sessions that include an introduction to the histories, religions, literatures, and cultures of the peoples at the center of the conflicts. The course objective is to understand the notion of the common good as it functions in Israeli/Palestinian societies, and as it might facilitate reconciliation and peace as these can be construed interpersonally and internationally

CSC 63950 / CSC 33950 / THEO 33950 (CBL)

Social Concerns Seminar: Appalachia

Kyle Lantz

​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 (CBL)

Social Concerns Seminar: Civic Engagement and Social Responsibility

Connie Mick / Rachel Tomas Morgan/Melissa Marley Bonnichsen

Credit hours: variable, 1-3

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.

CSC 63954 / GRED 63954 / PSY 63668 (CBL)

Community Engagement and Public Scholarship in Higher Education

Jay Brandenberger

​Credit hours: 1

This interactive seminar provides an opportunity for graduate students from all colleges to examine topics in the evolving field of community engagement and higher education. What is the public mission of colleges and universities? How may faculty incorporate new paradigms of teaching and research that address social challenges? What promising practices (within and beyond the classroom) integrate ethical responsibility and public scholarship? By what means might we assess the impact of such practices on learners, communities, and fields? How might knowledge of community engagement linked to disciplinary expertise be a faculty career catalyst? Such questions will be addressed through dialogue, experiential opportunities, and analyses in the context of each student’s professional trajectory. Resources will be drawn from higher education literature, learning theory, ethics, and discipline-specific writings. Students will have an opportunity to reflect on their sense of public mission and career potentials. Open to doctoral and master’s level students. Participation in the course fulfills requirements for the Graduate Certificate in Community Engagement and Public Scholarship. Contact instructor (jbranden@nd.edu) or Patrena Kedik (pkedik@nd.edu) at the Center for Social Concerns for more information.

ECK INSTITUTE FOR GLOBAL HEALTH

GH 60595 / IDS 30513 / IIPS 30917 / LAST 30319 / POLS 30595 (CBL)

International Development in Practice: What Works in Development

Stephen Reifenberg

​Credit hours: 3

This course on international development has three major purposes: I) to examine diverse approaches to thinking about international development and processes that bring about individual and societal change, II) to explore the role and constraints of development projects in areas such as poverty reduction, social development, health, education, the environment, and emergency relief, and III) to develop practical skills related to project planning and management, negotiations, communications, and the evaluation of international development projects. This class aspires to develop relevant knowledge and practical skill for students interested in engaging in bringing about positive change in a complex world. The class is particularly relevant for students planning international summer service internships, studying abroad, or for those considering careers in areas related to social and economic development. The course will make use of specific case studies from Haiti, Peru, Uganda, Mexico, Bangladesh, Pakistan, and Chile, among others, drawing lessons from instructive stories of failure and inspirational stories of change.

GH 68550 (CBR)

Capstone Seminar

Lacey Ahern/Heidi Beidinger

Credit hours: 1

The Capstone Seminar is required for all MS in Global Health students. The capstone courses span the entire year and are designed to support students as they prepare for and complete their Capstone Project as required in the MS in Global Health program. This semester's course lays the foundation for the Capstone Project and guides students as they develop their project focus. We will discuss program requirements and deadlines with regard to your Capstone Project, including the field research component. There is a focus on scientific writing and students will submit a project proposal to an evaluation committee at the end of the semester. Students are responsible for working with an identified faculty supervisor on their projects during the semester to advance the project and meet all deadlines. 

INSTITUTE FOR LATINO STUDIES

ILS 20913 / ROSP 30051 / ESS 30670 (CBL)

Once Upon a Time: Children’s Literature and Community Connections

Rachel Parroquin

​Credit hours: 3

Students will be introduced to Literatura Infantil y Juvenil (LIJ) in the Spanish-speaking world through a combination of considerable reading of LIJ across genres and levels and a critical perspective of LIJ via academic text and articles. Authors will include prolific writers of LIJ like Alma Flor Ada, as well as widely known writers like Cortázar, Paz, Pérez Revérte, Poniatowska, and Vargas LLosa who have also begun writing children?s books. Among genres read will be folklore, narrative, fiction (contemporary, realistic, historical, multicultural), fantasy, short story, poetry, and non-fiction. Students will also learn about various LIJ book awards and their evolution over time. In addition, students will develop criteria for evaluating quality LIJ. Finally, there is a Community-Based Learning (CBL) component where students will share LIJ with the local Latino community through CBL projects and/or a reading program with Latino youth. Pre-requiste: ROSP 20202 or above or placement by exam. This course can count as an advanced elective towards the major.

ILS 25911 / ROSP 20810 (CBL)

Community Based Learning: Language, Culture and Community

Maria Coloma

Credit hours: 3

This fifth-semester language and culture course is designed for students who want to improve their communication skills in Spanish and broaden their understanding of the Hispanic world through connecting with the local Spanish speaking community. Each section may focus on different topics, such as health care, education, social services, history of immigration, and intercultural competence. The course has a required Community-Based-Learning component in which students engage with the Latino community through placements in such areas as health care, youth mentoring or tutoring programs, English as a New Language (ENL) classes, and facilitating educational workshops with parents. In this course, students integrate their service experiences with the academic components of the class through readings, research, reflective writing, and discussion.

ILS 33701/ CST 33458 / SOC 33458 / CSC 33458 (CBL)

Mexico-U.S. Border Immersion Seminar 

Kraig Beyerlein

​Credit hours: 2

This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion especially Catholic Social Teachings and border and immigration issues. To be eligible, students must complete an application, posted here: http://socialconcerns.nd.edu/academic/winter/BorderIssuesSeminar.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966 / SOC 33066 / ILS 30804 / THEO 33966) cannot take this course.]

ILS 33800 Sec. 3 / CSC 33933 / THEO 33933 (CBL)

Summer Service Learning Internship: Cross-Cultural Learning Program (CCLP)

Felicia Johnson -O’Brien / Karen Richman

Credit hours: 3

Immersion: eight weeks during summer

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 40909 / ROSP 40892(CBL)

Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production

Marisel Moreno

Credit hours: 4

What can literature teach us about the local Latino community? How does immersion in the community enhance your understanding of concepts such as migration and biculturalism? How can literature combined with experience in the "real world" allow you to connect the dots between politics, economics, history, culture, and the arts? Migrant Voices is a course designed to bridge together the study of U.S. Latino/a literature and the pedagogy of community-based learning. Students will read foundational and contemporary works by U.S. Latinos/a authors from various backgrounds and nationalities (Mexican/Chicano, Salvadoran, Dominican, Puerto Rican, Colombian, Peruvian, etc.) that are representative of the local Michiana U.S. Latino population. Issues of race, ethnicity, gender, class, and transnationalism will be central to our discussions and will be examined through both a literary lens and an experiential perspective. For the CBL aspect of the course, students are required to engage in a minimum of 2 consecutive hours of tutoring/mentoring, once a week, at La Casa de Amistad. Programs are available M-T-W-R from 3-5 pm and Mon. and Thurs. from 4-6 pm. The final grade will be calculated based on: class participation, class journal, essays, quizzes, exam, and a final paper. This class will be conducted in Spanish. Only offered to Juniors and Seniors. Cross-listed with: ILS, LAST, AFST.

ILS 43103 / ANTH 43305 / GSC 43103 / AMST 40402 / LAST 40650 / ESS 45652 (CBL/CBR/EL)

Mexican Immigration: A South Bend Case Study

Karen Richman

​Credit hours: 4

This course uses 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. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.

KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES

IIPS 20101 (sec. 1-2) (CBL)

Introduction to Peace Studies

Catherine Bolten / David Cortright

Credit hours: 3

Although the Cold War ended in 1989, civil war, genocide and state repression continue to occur across the globe, while millions barely have the means to survive in the face of overwhelming poverty. Nevertheless, we have also witnessed the emergence of sophisticated civil society networks and social movements to address these challenges, as well as governmental and transnational institutions committed to promoting justice and peace in the aftermath of political violence. This course is designed to introduce students to the various ways scholars and activists define peace and the challenges faced in securing peace. This course surveys: (1) the major causes of direct and structural violence; (2) various definitions of "peace" and the conditions under which it occurs and is sustained; and (3) the comparative success of various strategies such as building peace movements and promoting nonviolent social change.

IIPS 20729 / THEO 20643 (CBL)

The Askesis of Nonviolence: Theology and Practice

Margaret 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 Christian tradition, and Catholic social teaching. 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.  

IIPS 30101 (sec. 1-2) (CBL)

Introduction to Peace Studies

David Cortright/Catherine Bolten

Credit hours: 3

Although the Cold War ended in 1989, civil war, genocide and state repression continue to occur across the globe, while millions barely have the means to survive in the face of crushing poverty. Nevertheless, we have also witnessed the emergence of sophisticated civil society networks and social movements to address these challenges, as well as institutions like truth commissions and international tribunals committed to securing justice and peace in the aftermath of political violence. This course is designed to introduce students to the various ways scholars and activists define peace and the challenges faced in securing peace. This course surveys: (1) the major causes of direct and structural violence; (2) various definitions of "peace" and the conditions under which it occurs and is sustained; and (3) the comparative success of various strategies such as building peace movements and promoting nonviolent social change.

IIPS 30413 / POLS 30327 / PSY 30611 (CBL)

The Palestinian-Israeli Conflict: Political and Psychological Underpinnings

Laura Miller-Graff/ Regan Patrick

Credit hours: 3

This course will expose students to the complex issues that underlie one of the world’s most intractable conflicts, that between the Palestinians and the Israelis. The core of the class will be built around literature that addresses the underlying causes and consequences of this enduring conflict; this intellectual background will form the foundation for discussions and group interactions. The course will help students to develop an understanding of this particular conflict as well to develop a vehicle for thinking about other social conflicts. The juxtaposition of political and psychological explanations will provide a multidisciplinary, multi-faceted understanding of the conflict and give students many tools and frameworks with which they can conceptualize their community engagement. Examples of course topics may include: the intergenerational effects of trauma on children, the structural conditions that ensure recurring conflict, the enduring economic costs, the power relationships among the actors, and the competing roles for international actors.

IIPS 30924 / BAEN 30505 / BAUG 30505 / CST 30505 / IDS 30921 (CBL)

Social Entrepreneurship

Melissa Paulsen

Credit hours: 3

Some of the most dynamic and successful businesses are aspiring to a "double" or "triple bottom line": profitability, beneficial human impact, and environmental sustainability. 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.

IIPS 33905 / AMST 30812 / CSC 33997 / CST 3399 7/ HESB 30302 / PSY 33691 (CBL)

Rethinking Crime & Justice: Explorations from the Inside Out

Jay Brandenberger / Edward Kelly / Susan Sharpe

Credit hours: 3

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as well as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.

IIPS 33911/ CSC 33988 / AMST 30913 (CBR)

Introduction to Asset-Based Community Development 

Danielle Wood

Credit hours: 3

Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words - “community” and “development”. In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies ? with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words “community” and “development”.  In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies ? with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.

IIPS 43703 / STV 4310 1/ SOC 43101 (CBL/CBR)

Telling About Society

Terrence McDonnell

Credit hours: 3

How do we see the world? How do these modes of representation determine our social reality? How can we use media to create social change? This rigorous seminar interrogates the lenses through which we see, and more importantly make, our world. We open with an interrogation of theories of media, representation, and the sociology of knowledge so as to develop a critical eye towards how these lenses shape our everyday reality. From there we discuss particular modes of representation: photography, ethnography, statistics, journalism, maps, and more. We consider the inherent biases within these ways of seeing, and debate the appropriate uses of these technologies. From this starting point, the course turns its eye to particular historical periods and phenomena: the Great Depression, Vietnam War, the era of HIV/AIDS, and the growing surveillance society. We compare across different media representations of each event to evaluate how different media tell very different kinds of stories about that moment. Ultimately, this class presses students to consider the capacities of these media for encouraging mobilization and change - to redesign the world. To work through these issues, students will engage in fieldwork on a local topic of their choosing. Their final project will consider how different media have shaped our knowledge of a local issue, and in response students will create a final multimedia campaign designed to alter people's "ways of seeing" that topic. In this project, students will persuade their audience using a variety of "lenses" to make their case: from ethnography to documentary film to radio journalism to new media and more.

GRADUATE EDUCATION

GRED 63954 / CSC 63954 / PSY 63668 (CBL)

Community Engagement and Public Scholarship in Higher Education

Jay Brandenberger

​Credit hours: 1

This interactive seminar provides an opportunity for graduate students from all colleges to examine topics in the evolving field of community engagement and higher education. What is the public mission of colleges and universities? How may faculty incorporate new paradigms of teaching and research that address social challenges? What promising practices (within and beyond the classroom) integrate ethical responsibility and public scholarship? By what means might we assess the impact of such practices on learners, communities, and fields? How might knowledge of community engagement linked to disciplinary expertise be a faculty career catalyst? Such questions will be addressed through dialogue, experiential opportunities, and analyses in the context of each student’s professional trajectory. Resources will be drawn from higher education literature, learning theory, ethics, and discipline-specific writings. Students will have an opportunity to reflect on their sense of public mission and career potentials. Open to doctoral and master’s level students. Participation in the course fulfills requirements for the Graduate Certificate in Community Engagement and Public Scholarship. Contact instructor (jbranden@nd.edu) or Patrena Kedik (pkedik@nd.edu) at the Center for Social Concerns for more information.