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Community Based Course Opportunities: Fall `07
The following courses are being offered in the Fall Semester 2007. They have been listed by department. To view the course description, click on the college or course in the index below.
FYC 13200 (CBL) Bridging the Gap: Community and the Rhetoric of Idealism
FYC 13200 (CBL) Rhetoric, Community, and Citizenship
ARTS AND LETTERS, NONDEPARTMENTAL
CSEM 23101 Section 26 (EL) Labor, Race, and the Struggle for Dignity
AMERICAN STUDIES
AMST 40500 (EL) Ethnicity in America
ANTHROPOLOGY
ANTH 33300 (CBL)
ANTH 35588 (CBR) Archaeology Field School (Undergraduate)
ANTH 40025 (EL) Ethnicity in America
ANTH 40855 (CBL) Cultural Difference and Social Change
ANTH 45030 (CBR) Mexican Immigration: A South Bend Case Study
ANTH 45855 (CBL) Archaeology and Material Culture
ANTH 65588 (CBR) Archaeology Field School (Graduate)
ART, ART HISTORY, AND DESIGN
DESN 41103 (CBR) Graphic Design III
PHILOSOPHY
PHIL 43308 (CBR) Environmental Justice
POLITICAL SCIENCE
POLS 37906 (CBL) Social Concerns Seminar: Washington, D.C.
PSYCHOLOGY
PSY 25270 (CBL) Practicum in Developmental Disabilities
PSY 43247 (CBR) Leadership, Ethics, and Social Responsibility
PSY 43271 (CBL) Seminar in Autism
SOCIOLOGY
SOC 33062 (EL) Social Concerns Seminar: Cultural Diversity
SOC 43037 (CBR) Leadership, Ethics, and Social Responsibility
SOC 43825 (EL) Ethnicity in America
SOC 45096 (CBL) Sociology Internships: Fall
THEOLOGY
THEO 13183 (CBL) Theology University Seminar
THEO 33931 (CBL) Summer Service Learning Intern: ACCION
THEO 33932 (CBL) Summer Service Learning: African-American Leadership Internship
THEO 33933 (CBL) Summer Service Learning Internship: Hispanic Leadership
THEO 33936 (CBL) Summer Service Learning: Confronting Social Issues
THEO 33937 (CBL) Summer Service Learning: Directed Readings in Theology
THEO 33938 (CBL) Summer Service Learning Program: International
THEO 33939 (CBL) Summer Service Learning: NYSP
THEO 33950 (CBL) Social Concerns Seminar: Appalachia
THEO 33951 (CBL) Social Concerns Seminar: Washington, D.C.
THEO 33954 (CBL) Social Concerns Seminar: Leadership Issues
THEO 33959 (EL) Social Concerns Seminar: Cultural Diversity
THEO 33961 (CBL) Social Concerns Seminar: Discernment -- Call, Compassion and Commitment
THEO 33962 (CBL) Social Concerns Seminar: Gospel of Life
THEO 33970 (CBL) Social Concerns Seminar: International Issues
SUPPLEMENTARY MAJORS, MINORS AND SPECIAL PROGRAMS
AFRICANA STUDIES
AFAM 43704 (EL) Ethnicity in America
COMPUTER APPLICATIONS PROGRAM
CAPP 40260 (CBL) Information Security
INTERDISCIPLINARY MINORS
EDUCATION, SCHOOLING, AND SOCIETY
ESS 30611 (CBL) Tutoring in the Community
ESS 30615 (CBR) Ideas that Shaped Catholic Education
GENDER STUDIES
GSC 40265 (EL) Ethnicity in America
HESBURGH PROGRAM IN PUBLIC SERVICE
HESB 30408 (EL) Ethnicity in America
HESB 30451 (CBR) Leadership, Ethics, and Social Responsibility
LATINO STUDIES
ILS 40103 (CBR) Mexican Immigration: A South Bend Case Study
PEACE STUDIES
IIPS 50801 (EL) Nonviolent Social Change
CENTERS AND INSTITUTES
CENTER FOR SOCIAL CONCERNS
CSC 33300 (CBL) Introduction to Community-Based Participatory Research Methods
CSC 33931 (CBL) Summer Service Learning Intern: ACCION
CSC 33932 (CBL) Summer Service Learning: African-American Leadership Internship
CSC 33933 (CBL) Summer Service Learning Internship: Hispanic Leadership
CSC 33936 (CBL) Summer Service Learning: Confronting Social Issues
CSC 33937 (CBL) Summer Service Learning: Directed Readings in Theology
CSC 33938 (CBL) Summer Service Learning Program: International
CSC 33939 (CBL) Summer Service Learning: NYSP
CSC 33950 (CBL) Social Concerns Seminar: Appalachia
CSC 33951 (CBL) Social Concerns Seminar: Washington, D.C.
CSC 33954 (CBL) Social Concerns Seminar: Leadership Issues
CSC 33959 (EL) Social Concerns Seminar: Cultural Diversity
CSC 33962 (CBL) Social Concerns Seminar: Gospel of Life
CSC 33970 (CBL) Social Concerns Seminar: International Issues
ACCOUNTING
ACCT 30210 (CBR) Accounting for Decision Making & Control
BUSINESS ADMINISTRATION
ACADEMIC CENTERS AND SPECIAL INITIATIVES
CENTER FOR ETHICS AND RELIGIOUS VALUES IN BUSINESS
BAET 40300 (CBL) Business Ethics Field Project
GIGOT CENTER FOR ENTREPRENEURIALSTUDIES
BAMG 30505 (CBL) Micro-Venturing
MGTE 30500 (CBR) Introduction to Entrepreneurship
FANNING CENTER FOR BUSINESS COMMUNICATION
MBCM 60460 (CBL) Listening and Responding
CIVIL ENGINEERING
CE 25600 (CBL) Civil Engineering Service Projects (CESP)
CE 35600 (CBL) Civil Engineering Service Projects (CESP)
CE 45600 (CBL) Civil Engineering Service Projects (CESP)
COMPUTER SCIENCE AND ENGINEERING
CSE 20600 (CBR) Computer Science and Engineering Service Projects
CSE 30600 (CBR) Computer Science and Engineering Service Projects
CSE 40600 (CBR) Computer Science and Engineering Service Projects
BIOLOGICAL SCIENCES
BIOS 50544 (CBR) Environmental Justice
CHEMISTRY AND BIOCHEMISTRY
CHEM 30331 (CBR) Chemistry in Service of the Community
ARCH 34212 (CBL) Roman Urbanism and Architecture
COURSE DESCRIPTIONS
Bridging the Gap: Community and the Rhetoric of Idealism
Ed Kelly
Credit Hours: 4
This course focuses on critical reading and writing, community
building, and service. It asks students to use close reading skills and
experience in community and volunteer service to ground and inform
the argumentative essays they generate. In addition to standard
FYC goals, there are three others for this course: 1) to foster a
genuine spirit of community in the classroom; 2) to deepen student
understanding of selected social justice issues; and 3) to promote learning through service. Service opportunities include tutoring local students (including the homeless and detained) or working with the
elderly.
First Year Composition
Nicole MacLaughlin
Credit Hours: 4
Rhetoric, Community, and Citizenship
Through reading, research, lively discussions, and written reflection, students will explore debates about community and citizenship in contemporary America. Students have the opportunity to focus much of their research and writing on a social justice-related issue of their choice. In addition, we explore community service as a way to engage meaningfully and develop relationships in the community. Students perform fifteen hours of community service at an agency of their choice, and they receive assistance and guidance in developing a valuable community service experience.
AFAM 43704/AMST 40500/ANTH 40025/GSC 40265/HESB 30408/ SOC 43825* (EL)
Ethnicity in America
Leonard Chrobot
Credit Hours: 3
Students in this course will study the dynamic and continual process of the formation and development of the United States as a nation by its cultural, religious, ethnic, and racial diversity. They will also review the history and theory of inter-ethnic relations and their manifestation in the basic institutions of family, education, religion, economics, and government. Students are encouraged to conduct research in the South Bend area.
Introduction to Community-Based Participatory Research Methods
Naomi Penney
Center for Social Concerns
Overview:
This interdisciplinary seminar focuses on the ways in which researchers and community members collaborate to conduct research that leads to community change and improvement in the quality of community life. The purpose of this seminar is to introduce students to Community-Based Participatory Research as a method for conducting community research and as an introduction to quantitative and qualitative research methods. The seminar is offered through the collaboration of the Center for Social Concerns and the Department of Anthropology.
Objectives: By the end of this course students will be able to:
Explain and describe CBPR
Explain when quantitative or qualitative methods are best used in a given circumstance
Discuss the role partners play in question identification, feedback, interpretation and application of research results
Discuss the challenges and rewards of conducting research using this method
Course Requirements:
Attendance at all class sessions
Assigned readings
Participation community project
Selection: Open to first 10 students from across disciplines. No previous research methods classes required.
Cultural Difference and Social Change
Vassiliki Tsitsopoulou
Pre-requisites: Overseas study or service in the developing world, permission.
This course is designed especially for students returning from summer service projects or study abroad programs in the developing world. In this class, students will have the opportunity to revisit and reflect on their overseas experiences while exploring the concept of citizenship in a global context. The central question we will engage is whether the “developed” world can be usefully involved in addressing the social problems of less developed countries in the absence of an internationally valid definition of citizenship. Do we need such a definition if we believe that social problems of “developing” countries are also in some ways the problems of the entire world community? And can there be true reciprocity between developed and developing countries when it comes to identifying these problems and confronting them? During the semester, students will examine these questions from the perspectives of ethical and political philosophy, history, economics, and literary/cultural studies
Archaeology Field School (Undergraduate)
Archaeology Field School (Graduate)
Deborah Rotman
Maximum enrollment: 12
Credit Hours: 3
May 29-June 14, 2007
We will meet Monday thru Thursday 8:30 am 6:30 pm
This module will consist of practical instruction in the methods and theory of archaeological survey, excavation, and laboratory analysis.? Students learn field techniques and apply them to investigations of both prehistoric and historic archaeological materials by working with artifacts collected during the field course
Archaeology and Material Culture
Deborah Rotman
Maximum enrollment
Credit Hours: 3
June 18- July 5, 2007
We will meet Monday thru Thursday 9:00 am 5:00 pm
This module will be an archaeology lab class which will provide an activity-based setting to explore the meanings and interpretations of archaeological artifacts.? It will provide an in-depth introduction to basic laboratory methods for the organization, curation, and analysis of artifacts.
Information Security
Mike Chapple
Credit Hours: 3
This course provides students with a working knowledge of information security topics through a focus on best practices, applications and implementation strategies. Students will learn the fundamental principles of information security and explore contemporary topics in the field, including access control methodologies, business continuity/disaster recovery planning, firewalls, network security, operating system security, intrusion detection, cryptography and incident handling. Students will participate in a community-based learning project assisting local non-profit organizations with information security issues.
Labor, Race, and the Struggle for Dignity
Marty Wolfson
Credit Hours: 3
This course will examine the lives of workers and people of color
in America by examining their struggles for dignity and respect,
especially as they come together in our nation’s workplaces. The
perspective will be on people’s own stories about the conditions of
their daily lives as expressed in nonfiction, novels, films, and oral
histories. The course will also examine the methods that have been
used in the struggle for dignity, especially through the roles of unions
and nonviolent campaigns.
The content of the course will focus on three areas: 1) the African-
American Civil Rights Movement, especially as it linked up with
workers’ lives in the campaign of the Memphis sanitation workers
in 1968; 2) the Farmworkers’ campaign led by Cesar Chavez and
influenced by the philosophy of the nonviolent direct action of
Mahatma Gandhi and Dr. Martin Luther King, Jr.; and 3) the struggles
of workers in the meatpacking industry as representative of current
labor developments, and especially as related to the issues of
interracial conflict and unity.
A requirement of the course is to conduct an oral history with a
worker and/or person of color in order to understand their life
experiences in the context of the issues discussed in the course.
Art, Art History, and Design
Graphic Design III: Transpo Publicity Campaign
Robert Sedlack
Credit Hours: 3
Each semester two projects of four in the Graphic Design 3 class are an organizational identity projects and an identity/publicity campaign project. For the organizational identity, students identify a not-for-profit in South Bend or in their hometown and design a new logo, business papers (letterhead, envelope, and business card), as well as an additional communications piece (poster, brochure, web site, etc.). This project lasts one-third of the semester.
The other project covers the entire semester. Students work with a local organization (SB Transpo, Memorial Hospital, Potawatomi Zoo) and identify areas in which better graphic communication could make a demonstrable difference for the selected organization. Last semester students worked with the zoo and addressed a variety of challenges, including interior and exterior signage (public street signage and didactic panels), publicity (newspaper, magazine, billboards), environmental design (banners, kiosks, etc.), general identity (logo and applications), and the zoo web site.
You should approach this project with a very open attitude regarding what the final deliverable products will be. While website design, billboards, signage, and newspaper ads are certainly viable solutions, do not exclude atypical and even unusual ways to connect to your audience. Budgetary restraints will become a driving force for the final selection, but initial ideas should not be restricted by cost or scale. This is a complex project that will create multiple challenges. Students will breakup into teams to address various issues as they develop.
Tutoring in the Community
Nancy Masters
Credit Hours: 1
This seminar will provide tutors with an opportunity to explore the social, economic, and cultural forces that influence the lives of the students they tutor. This course will enable tutors to expand their knowledge and improve their skills in the areas of literacy instruction, discipline, management, multiculturalism, and motivation. Additionally, students will receive advanced training in reading instruction that will support the growth and development of their students as literacy learners. This course will provide information to help tutors plan and implement successful tutoring sessions, including models, resources, sample training sessions, assessment tools, and handouts.
Ideas that Shaped Catholic Education
Rev. Ronald J. Nuzzi
Credit Hours: 3
Catholic elementary and secondary schools contribute to the common good of civic society while advancing the evangelical mission of the Catholic Church. This course focuses on the historical successes of Catholic schools in the United States, surveys current research, and analyzes trends in theology, history, and philosophy that have shaped the current structure of the K-12 Catholic school system. Participants will conduct observations at local Catholic schools in order to identify unique, constitutive elements of Catholic identity as discussed in class and discovered in course readings. Requirements include a field-based experience at a local Catholic school.
Nonviolent Social Change
David Cortright
Credit Hours: 3
This course will help students understand and participate more effectively in movements for nonviolent social change. Students will become familiar with both the theories of nonviolence and social action and the practice of effective social organizing. Topics to be addressed include the religious roots and philosophy of nonviolence, recent cases of nonviolent social struggle, principles of strategy, and the techniques and methods of nonviolent action, including media communications, fundraising, lobbying, grassroots organizing, and coalition building. Relevant historical and contemporary examples will be reviewed to illustrate how movements for social change work in practice. Course work will consist of readings, lectures, videos, and class discussions on the identified topics. In addition, students will be asked to participate in class activities and team-learning exercises on- and off- campus. Two team-learning exercises are scheduled during the semester.
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit Hours: 3
Mexican immigrants are the fastest growing ethnic group in
South Bend. Their three-fold increase over the past decade in South
Bend and myriad other U.S. cities reflects how deeply
institutionalized migration has become as a domestic strategy for
escape from the pressure of relentless poverty, rural decline, and
underemployment in rural Mexico. Despite their massive exodus,
however, Mexican migrants remain connected to their homelands, unlike
earlier migrants who eventually severed their ties to their home
countries. Kinship networks, economic relations, political
activities and religious practices simultaneously involve Mexicans in
home and diaspora locations. Mexican migrants allegedly send home
about $13 billion annually. The Mexican government encourages the
mobility of its people and offers novel ways to unify those abroad in
a borderless nation.
This course combines service and experiential learning
in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances
separating South Bend and their homeland. At the beginning of the
semester, we tour the Mexican immigrant neighborhood of South Bend,
visiting the agencies and organizations that provide services to
these newcomers. Students apply to volunteer as tutors, assistants
and interpreters at selected sites, including schools, clinics, law
offices throughout the semester. The service settings and the
relationships students establish through them will be the basis for
ethnographic research. The results of this research will be
presented at the end of the term in both written form and in-class
presentation.
Internships
Carolina Arroyo
Permission Required
Credit Hours: 3
The goal of the internship program is to provide opportunities to integrate courses with work experience. Internships are available throughout the local area with a variety of government offices, nonprofit organizations, and NGO’s. Students can explore career options while working with professionals in their field of interest. Interns are required to work six-eight hours per week. All internships are unpaid. Please visit the Internship Program website at www.nd.edu/~gointern for complete details.
Autism
Thomas Whitman
Permission Required
Credit Hours: 3
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 approximately two times a week for a total of about four hours. In addition, students will meet in class once a week for discussions on a range of topics relating to autism, including issues regarding its definition, assessment, etiology, and treatment; as well as topics regarding the impact of autism on the family, community resources, and social policy. A number of classes will feature discussions led by parents of autistic children. This class is particularly recommended for students interested in child clinical psychology, counseling, education, developmental psychology, medicine, social work, and occupational therapy. This course is open to non majors. Students who enroll must have access to a car in order to attend their practicum. The requirements of this course include regular attendance (practicum setting and class), completion of a practicum diary, active class participation, and some short writing assignments.
Practicum in Developmental Disabilities
Thomas Whitman
Pre-Requisites: Autism course at the 300 or 400 level
Permission Required
Credit Hours: 3
This practicum provides the opportunity for students to learn about
and implement early intervention programs for children with autism.
Supervision is provided by the course instructor, other professionals,
and parents. This course is open to non majors.
PSY 43271 (CBL)
Seminar in Autism
Thomas Whitman
Permission Required
Credit Hours: 3
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 approximately about two times a week for about
a total of four to five hours. In addition, students will meet in class
once a week for discussions on a range of topics relating to autism,
including issues regarding its definition, assessment, etiology, and
treatment; as well as topics regarding the impact of autism on the
family, community resources, and social policy. A number of classes
will feature discussions led by parents of autistic children. This class
is particularly recommended for students interested in child clinical
psychology, counseling, education, developmental psychology,
medicine, social work, physical therapy, and occupational therapy. This seminar differs from the Autism (PSY 23271) course in that a
term paper is required. Students who enroll must be majors and have
access to a car in order to attend their practicum. The requirements
of this course include regular attendance (practicum setting and
class), completion of a practicum diary, active class participation, and
a term paper on some topic related to autism.
Practicum in Developmental Disabilities
Thomas Whitman
Pre-Requisites: Autism course at the 300 or 400 level
Permission Required
Credit Hours: 3
This practicum provides the opportunity for students to learn about and implement early intervention programs for children with autism. Supervision is provided by the course instructor, other professionals, and parents. This course is open to non majors.
PSY 43247/ HESB 30451/ SOC 43037 (CBL)
Leadership, Ethics, and Social Responsibility
Dr. Jay Brandenberger
Credit Hours: 3
This course examines leadership and empowerment issues from various disciplinary perspectives, focusing on the role of the leader within organizations that promote service, social action, or other forms of social responsibility. Alternative models of leadership are explored, with attention to ethical and moral implications. Sample topics include: historical/ cultural paradigms of leadership, organizational theory, leadership and gender, and the like. The course is interdisciplinary and draws students from various majors and campus student organizations. Readings will be drawn from a variety of sources and discussed in a seminar format. A group community research project will be central to the learning experience.
The course is designed for students involved in a leadership position or initiative during the 2007/08 academic year. Relevant domains include service/social action student groups, student government, sport teams, residence life, and the like.
Special permission required: contact the instructor, or Patty Flynn or Rise Nelson at the Center for Social Concerns (631-5293).
Sociology Internships - Fall
Ann R. Power
Permission Required
3 credits; or variable
This is an experiential course designed to give students practical experience in the area of urban affairs, poverty, social welfare, education, health care, or business, in order to test their interest, complement their academic work, or acquire work experience preparatory for future careers. Students are placed with a community agency in the South Bend area and normally work six 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.
There are no prerequisites; however, preference is given to Sociology majors, ESS minors, and students who have had course work in a related area. This is a graded course. In addition to field work, academic work includes reading scholarly works related to the field placement, a few small writing assignments, and a final paper. Contact Ann Power for more information and/or an application, at Power.4@nd.edu.
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).
The CASIE Center
Center for the Homeless
Home Management Resources
La Casa de Amistad
Near Northwest Neighborhood Inc.
Neighborhood Development Association
Safe Station (Youth Runaway Shelter)
Sex Offense Services, Madison Center
South Bend Department of Community and Economic Development
South Bend Housing Authority
Early Childhood Development Center
Good Shepherd Montessori School
Robinson Community Learning Center
Upward Bound
Washington High School, South Bend
Aids Ministry
Hospice of St. Joseph County
St. Joseph Medical Center’s Chapin Street Health Center
Indiana Legal Services
St. Joseph County Police Department
St. Joseph County Prosecutor’s Office
South Bend Police Department
THEO 13183 (CBL)
Theology University Seminar
Tim Matovina
Credit Hours: 3
This seminar offers a critical study of the Bible, the person of Jesus,
contemporary depictions of Jesus in film, and the significance of
Christianity’s theological foundations for contemporary Christian
life and theology. The course has a particular focus on the themes
of vocation and calling in the scriptures, the Christian tradition, and
Christian life today. An optional service-learning project provides
students with an opportunity to reflect upon the meaning of vocation
in contemporary Christian life.
Summer Service Learning Intern: ACCION
Andrea Smith Shappell/Carl Ackermann
1 Credit THEO, 2 Credits BA
Application and Interview Required. 10 week internship program.
Taken with BA 30200
The ACCION Internship is a 10-week internship with domestic ACCION offices offered to Notre Dame business students who have completed the Junior year. ACCION is a non-profit micro-lending organization with over 40 years experience reducing poverty and creating employment in the Americas. Students learn about micro-lending through marketing, information sessions, reconciling accounts, meeting with clients and visiting client's places of business. To earn 2 credits in Business and 1 credit in Theology, the Interns attend orientation sessions in April,complete readings and writing assignments during the summer and make a power point presentation when they return to campus.
Summer Service Learning: African-American Leadership Internship
Andrea Smith Shappell
Credit Hours: 3
Application and Interview Required. 8 week immersion experience.
This leadership internship for African-American students includes an 8 week immersion in an African-American community with organizations dedicated to building the capacity of the local communities. Students will complete the requirements of THEO 33936 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.
Summer Service Learning: Confronting Social Issues
Credit Hours: 3
Andrea Smith Shappell
The Summer Service Learning Program is an eight-week service-learning course for over 200 students each year. The participating students work with agencies across the United States, reaching out in multiple ways to people in need. As a three-credit Theology course, the SSLP requires students to participate in two orientation sessions, complete the reading and writing assignments during the summer, and participate in follow-up discussions during the fall semester. This course does not fulfill the first or second theology course requirement. Acceptance is based on the student’s application and interview.
Summer Service Learning: Directed Readings in Theology
Margaret Pfeil
Credit Hours: 3
Application and Interview Required. 8 week immersion experience.
This is a graded course for Theology majors or minors who participate in the Summer Service Learning Program. In addition to the requirements of the SSLP, students complete a major research paper on an issue related to the work of their SSLP site.
Summer Service Learning: NYSP
Rebecca Pettit/ Jay Brandenberger
Credit Hours: 1
The National Youth Sports Program runs for four weeks on the Notre Dame campus. Students work with low-income children from the South Bend area in educational enrichment and recreation. Same requirements as THEO 360.
THEO 33959/SOC 33062/CSC 33959
Social Concerns Seminar: Cultural Diversity
Iris Outlaw/Rebecca Pettit
The purpose of this course is to begin to analyze the positive aspects of ethnic and cultural diversity as well as related tensions, including racism. Students spend five days in Chicago during break at selected sites that provide an orientation to culturally diverse communities and allows students to engage in discussions on relevant issues with local residents and community leaders. Students participate in preparation and follow-up sessions.
Social Concerns Seminar: Appalachia
Angela Miller McGraw
Credit Hours: 1
1 week immersion required
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes (e.g., rural health care, environmental issues) at various sites while learning about the region and rural issues.
THEO 33951/POLS 37906/CSC33951
Social Concerns Seminar: Washington, D.C.
Angela Miller McGraw
Credit Hours: 1
1week immersion required
This course centers on a trip to Washington, D.C. over Fall break during which time students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students participate in preparation and follow-up sessions. Themes (e.g., Educational Reform, Violence in America, Elections) vary each year.
Social Concerns Seminar: Gospel of Life
Angela Miller McGraw
Credit Hours: 1
1 week immersion required
The Gospel of Life Seminar provides opportunities to read, reflect and be of service on a variety of life issues through service and experiential learning. Exploration begins in the orientation classes where students will become familiar with the issues through reading Church documents such as The Gospel of Life and through meeting people of the South Bend and Notre Dame communities that work on pro-life issues. During the week of service and experiential learning in Washington D.C. over Fall break, the seminar participants will learn from Church and government leaders, various agencies, and individuals. The follow-up classes facilitate analysis and synthesis of insights gained during the week in Washington D.C.
Social Concerns Seminar: Discernment -- Call, Compassion and Commitment
Liz Mackenzie
Credit Hours: 1
This seminar focuses on students discerning and envisioning the integration of faith/theology and social concerns into their lives beyond Notre Dame. The objective is to provide students the opportunity to integrate their experience with the insights of speakers, peers and authors, emphasizing the Catholic Social Tradition, in written and oral expression.
Social Concerns Seminar: International Issues
Rachel Tomas Morgan
Meets Thursdays 6:30-7:45 pm
This seminar serves as the required orientation course for all Center for Social Concerns’ International Summer Service Learning Program and THEO 33938: International Service-Learning Program participants. It will provide students with an introduction to international issues in developing countries through the lens of Catholic social tradition, guidance in independent country/area study, preparation and tools for cross-cultural service, opportunities for theological reflection, logistical information necessary for international programs and travel, and general support within the context of a community of colleagues. Other students doing summer internships or research in developing countries may take the seminar with permission from the instructor.
Summer Service Learning Program: International
Rachel Tomas Morgan
Credit Hours: 3
Prerequisites: THEO 33970
Application required. Eight week summer immersion.
This course and internship is synonymous with the Center for Social Concerns International Summer Service Learning Program (ISSLP). The course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with persons and grass roots groups working to address the needs of the poor internationally. The learning goals of the course are to gain and understanding of the multidimensionality of poverty in the developing world; analyze root causes, and identify strategies for social development (poverty alleviation); to gain an understanding of international social issues in light of Catholic social teaching; and to strengthen cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a re-entry weekend retreat, and four re-entry classes meeting on Thursdays 6:30-7:45 pm in September and October, 2007.
THEO 33933*/CSC 33933
Summer Service Learning Internship: Hispanic Leadership
Rosie McDowell
Meets during four times during spring semester 2008 and twice in fall 2008.
Immersion: Eight weeks during Summer 2008
This is a leadership internship for fluent Spanish speakers with a commitment to learning and serving in Latino communities. After a series of course meetings in the spring semester, students work 8 weeks during the summer in Chicago with organizations dedicated to empowering local Latino communities. Students will learn and practice leadership skills while deepening their understanding of the issues facing Latino communities. Assignments include readings and reflection on course topics, written assignments during the summer and discussions during the first weeks of the fall semester.
Acceptance to this course is based on application and interview of candidates, Application deadline November 1st.
Social Concerns Seminar: Leadership Issues
Rosie McDowell
Credit Hours: 1
Meets on 8 Monday evenings during the fall semester.
This course is open to student leaders of various campus organizations focused on community service and social action (e.g., student groups affiliated with the Center for Social Concerns, Social Concerns Commissioners of dorms, etc.). It will examine leadership and empowerment issues from a multi-disciplinary perspective, focusing on the role of the leader within organizations promoting community service, social awareness, and action for justice and peace. Practical application and group discussion are key components of the course work.
Accounting for Decision Making & Control
Margaret Shackell-Dowell
Credit Hours: 3
The course takes information within and outside the firm and compiles it for decision makers. Topics include budgeting, cost allocation, and the Balanced Scorecard, among others. There is an optional service-learning component. Students provide “consulting” on decision-making information to non-profit organizations in the community.
ACCION
Carl Ackermann
1 Credit THEO, 2 Credits BA
Application and Interview Required. 10 week internship program.
Taken with THEO 33931/CSC 33931
The ACCION Internship is a 10-week internship with domestic ACCION offices offered to Notre Dame business students who have completed the Junior year. ACCION is a non-profit micro-lending organization with over 40 years experience reducing poverty and creating employment in the Americas. Students learn about micro-lending through marketing, information sessions, reconciling accounts, meeting with clients and visiting client's places of business. To earn 2 credits in Business and 1 credit in Theology, the Interns attend orientation sessions in April,complete readings and writing assignments during the summer and make a power point presentation when they return to campus.
Business Ethics Field Project
Jessica McManus Warnell
Credit Hours: 1
This course is designed to provide practical experience in a community-based, social-service setting. Students work with and learn from staff and clients of local organizations over the five-week period. Course requirements include class attendance, a comprehensive journal of the volunteer experience, an assignment and discussions relating the experience to ethical theory, a three-page final paper, and completion of the service project. Students may select from a predetermined list of project-based placements, or may choose to complete 12 hours at the site of their choice from a list provided by the instructor. Discussions address incorporating community stewardship into a business or other professional career. The course is an exciting way to apply community-based learning to the business-education experience.
Micro-Venturing
Jim Davis/Frank Belatti
Credit Hours: 3
The purpose of this course is to promote the creation of sustainable communities equipped with the tools to improve lives and reinforce their commitment to the betterment of society by equipping college students with adequate seed capital and training to make lasting contributions to the creation or expansion of select small businesses. The purpose of this course is to learn the essential elements of small business development and social entrepreneurship. Students will concentrate on defining the role of social entrepreneurship in solving the larger problems of domestic and global poverty. The fundamentals of finance, law, marketing, and management will be introduced and applied to practical projects with the intent of creating viable business solutions in the marketplace.
MGTE 30500 (CBR)
Introduction to Entrepreneurship
John Fitzmartin
Credit Hours: 3
Entrepreneurs are passionate about their ideas but often lack research skills, time, or access to market data. Since 1998, student teams from this course have completed Feasibility Analyses for local entrepreneurs recommended by Jim Gregar of the Small Business Development Center. The student teams provide objectivity to balance the entrepreneur’s passion. The program provides real-time cases for students. Students interview their entrepreneur as the project begins and meet with her/ him several more times throughout the project. The entrepreneurs attend the student team’s oral, in-class presentation and receive a written feasibility analysis.
Listening and Responding
Sandra D. Collins
Credit Hours: 3
This course helps students develop their listening skills through an
examination of individual barriers to good listening, personal
strategies to overcome them, and an exploration of feedback
techniques that facilitate effective communication. The course
explores strategic listening practices in the work environment with
a focus on particularly challenging listening situations, such as
listening in teams and during conflict. To gain practical experience
in applying listening strategies, students form teams and select a
nonprofit organization. The teams compete in a fundraising project
for the nonprofit that requires them to have team meetings with
specific goals that present different sorts of listening challenges,
such as brainstorming or reaching consensus on a solution. The
communication process for the team is evaluated after each meeting.
At the end of the course, students complete anonymous feedback
forms on the listening strengths and weaknesses of their team
members. That feedback is compiled and given to each student.
MBCM 60490 (CBL)
Persuasion
Sandra D. Collins
Credit Hours: 3
This course introduces students to the dynamics of social influence. Students learn how to craft persuasive messages, evaluate the attempts of others to influence them, and recognize unethical attempts at persuasion. Students will learn about classic and contemporary research and how organizations are putting these findings into practice through readings and lectures. Students engage in community-based learning as they apply what they are being taught in the classroom in an effort to help a local nonprofit organization achieve a social influence goal. Student teams of four to six members work with a single non-profit organization on an issue identified by the non-profit.
CE 25600/CE 35600/CE 45600 (CBL)
Civil Engineering Service Projects (CESP)
Lloyd H. Ketchum, Jr.
Permission Required
Credit Hours: variable, usually 1 or 2
Civil Engineering Service Projects (CESP) is a course that partners teams of students with local community service organizations. Projects involve strong technical content, significant design, and multidisciplinary effort and a strong communication component. These projects have a civil engineering emphasis, but benefit from enrollment of most other undergraduate majors. CESP brings sophomores, juniors, and seniors together to form multidisciplinary teams across the curriculum. Students may enroll for variable credits in more than one semester, for example, one credit per semester during the first three years and for two credits as a senior. It is unusual for a student to enroll for three credits for only one semester. Seniors assume leadership of the teams
This is a Community-Based Learning (CBL) course with current clients: South Bend Potawatomi Zoo and YMCA Camp Eberhart. The zoo projects focus on developing preliminary plans for exhibits, improvement of utilities and existing facilities, development of educational units, and preparation of proposals for used by the zoo staff to seek external funding. The current Camp Eberhart project, which will be the major focus for several semesters, seeks to develop a nature walk near wetlands and uplands areas. The plan may result in one or more construction weekends to complete the path with wheelchair access, a boardwalk and outdoor learning center in the wetlands, observation areas, and numerous nature educational signs and modules. A second project involves assisting the camp staff to improve the electrical system design.
Other clients and projects may develop during the summer. For more information, visit the web site: http://www.nd.edu/~cegeos/Service/Local.htm or contact Lloyd H. Ketchum, Jr. (ketchum@nd.edu).
CSE 20600/CSE 30600/CSE 40600 (CBR)
Dr Gregory R Madey
Computer Science and Engineering Service Projects
Credit Hours: 1
Permission Required
Habitat for Humanity – This project will provide database design and
implementation for the local chapter of Habitat for Humanity. This
database project will develop tools for the Habitat organization to
trace materials, donors, and other information related to the mission
of Habitat.
Autism Resource Site – This project will provide database, website, and networking support for a national resource site for Autism. Current projects include the design and implementation of online surveys, discussion groups, news feeds, secure registration, and general website design.
Toys Group – This project involves the configuring of toys and other electrical powered items for use by the therapists at the Logan Center and St. Joseph's Hospital. With the modified items, the therapists will be able to work more effectively with the mentally and physically challenged youth.
Montessori School Technology – This project involves the support, analysis, tutoring and planning for information technology at a local Montessori school.
Biological Sciences
Environmental Justice
Kristin Shrader-Frechette
Credit Hours: 3
Students in this course will study the phenomenon of environmental injustice as it relates to how poor people, minorities, and children are most affected by pollution and usually endure much higher pollution levels. For example, hazardous-waste sites are disproportionately surrounded by black and Latino communities. The course examines some of the scientific ways polluters get away with this injustice and some of the ethical reasons for correcting it. It also shows students how their research and service can help correct it. Main coursework is project based: analyzing ethical or scientific flaws in impact statements, regulations, or policy decisions that disproportionately affect the poor and minorities. Students will work with the communities to analyze their health and environmental materials and obtain a statement of the problem. They will be analyzing draft government impact assessments to show whether they meet the scientific or ethical standards necessary to protect poor people and minorities. Students supply the results of their analyses to the affected communities as well as to legislators. In the past, this research has been used to protect children and poor people in many areas of the US and abroad.
Chemistry in Service of the Community
Dennis Jacobs
Credit Hours: 1
Lead poisoning presents a serious risk to the neurological development of young children. Chemistry, biochemistry, and chemical engineering majors have the opportunity to join community partners in assessing lead contamination in area homes. Students will interact with residents in local neighborhoods, provide information on the health risks associated with lead poisoning, collect paint chips, soil, and dust samples, and analyze them for lead levels. This community-based learning experience is open only to students who are simultaneously enrolled in Analytical Chemistry (CHEM 30333 and 31333) or have taken CHEM 31333 previously. CHEM 30331 counts
towards graduation as one science-elective credit.
Roman Urbanism and Architecture
Samir Younes
Credit Hours: 3
Examines the essential elements of Roman urbanism, architectural composition, and tectonic considerations over time, through extensive analysis and direct on-site experience focusing on ancient Rome.
ANTH 35588/ANTH 65588 (CBL)
Archaeology Field School
Deb Rotman
Credit Hours: 3
Students in the field school learn basic archaeological field techniques by participating in a dig. This intensive introduction to field methods includes mapping, geophysical surveys, and all phases of excavation, laboratory processing, and artifact identification. The project will be conducted in cooperation with the Kankakee Valley Historical Society, and students will work along with residents of the local community who are interested in learning more about their region’s past. Student teams will be partnered with community members who are interested in participating in the dig, and the students are expected to serve as team leaders for their work team. The excavations will be designed to answer specific questions about the prehistoric and historic archaeology of northwestern Indiana.
