Home > Faculty and Research > Community Based Learning Course Booklet>Fall 2008
The following courses are being offered in the Fall Semester 2008. They have been listed by department. To view the courses click on the department in the index below and you will be directed to the Community Based departmental course listings.
Experiential Learning (EL) classes put students in direct contact with some aspect of the issues being studied in their coursework. The off-campus area offers sites for learning, but students don't necessarily engage in service.
Through a Community-Based Learning (CBL) course, students contribute to the community beyond the campus. Their experiences are integrated into class like a reading assignment, providing them with an additional text for consideration during class discussions and in written assignments.
Community-Based Research (CBR) involves students in an investigation of a question of concern to an non-profit community organization. The results of the study are intended to assist the organization.
Course Index
FIRST YEAR OF STUDIES
FIRST YEAR COMPOSITION
FYC 13200 (CBL) Bridging the Gap: Community and the Rhetoric of Idealism
FYC 13200 (CBL) Rhetoric, Community, and Citizenship
COLLEGE OF ARTS & LETTERS
AMERICAN STUDIES
AMST 43102 (CBL) Confronting Homelessness in the U.S.
ANTHROPOLOGY
ANTH 20045 (EL) Appreciating World Music
ANTH 45030 (CBR/CBL) Mexican Immigration: A South Bend Case Study
ANTH 45820 (CBR) Researching Disease: Methods in Medical Anthropology
DESN 41103 (CBR) Graphic Design III
CSEM 23101 (CBL) Poverty and Politics
CSEM 23102 (CBR) Labor, Race, and the Struggle for Dignity
CSEM 23102-05 (CBL) Disability
GENDER STUDIES
GSC 45001-01 (CBL) Gender Studies Senior Internship
HESBURGH PROGRAM IN PUBLIC SERVICE
HESB 30451 (CBL) Leadership, Ethics, and Social Responsibility
MUSIC
MUS 20145 (EL) Appreciating World Music
PHILOSOPHY
PHIL 43308 (CBR) Environmental Justice
POLITICAL SCIENCE
POLS 35901 (CBL/CBR) Internships
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 43037 (CBL) Leadership, Ethics, and Social Responsibility
SOC 45000 (CBL/CBR) Sociology Internships
THEO 20625 (CBL) Discipleship: Loving Action for Justice
THEO 20643 (CBL) The Askesis of Nonviolence: Theology and Practice
THEO 33931 (CBL) Summer Service Learning Internship: ACCION
THEO 33933 (CBL) Summer Service Learning Internship: Latino Leadership
THEO 33954 (CBL) Social Concerns Seminar: Leadership Issues
THEO 33936 (CBL) Summer Service Learning Program: Confronting Social Issues
THEO 33938 (CBL) : International
THEO 33970 (CBL) Social Concerns Seminar: International Issues
THEO 33950 (CBL) Social Concerns Seminar: Appalachia
THEO 33951 (CBL) Social Concerns Seminar: Washington, D.C.
THEO 33961 (CBL) Social Concerns Seminar: Discernment -- Call, Compassion and Commitment
THEO 34605 (CBL/CBR) London Program Internship in Catholic Social Teaching
THEO 33957 (EL) Conscience in the Crossfire: Elections 2008
SUPPLEMENTARY MAJORS, MINORS AND SPECIAL PROGRAMS
CST 33936 (CBL) Summer Service Learning Program: Confronting Social Issues
CST 33950 (CBL) Social Concerns Seminar: Appalachia
CST 33951 (CBL) Social Concerns Seminar: Washington, D.C.
CAPP 30380 (EL) Web Development: XHTML and JavaScript
CAPP 30515 (EL) Systems Analysis and Design
EDUCATION, SCHOOLING AND SOCIETY
ESS 30611 (CBL) Tutoring in the Community
INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 50801 (EL) Strategies and Tactics of Non-Violent Social Change
INSTITUTE FOR LATINO STUDIES
ILS 40103 (CBL/CBR) Mexican Immigration: A South Bend Case Study
MENDOZA COLLEGE OF BUSINESS
BA 30200 (CBL) Summer Service Learning Internship: ACCION
BAET 40300 (CBL) Business Ethics Field Project
FANNING CENTER FOR BUSINESS COMMUNICATION
MBCM 60460 (CBL) Listening and Responding
MBCM 60490 (CBL) Persuasion
GIGOT CENTER FOR ENTREPRENURIAL STUDIES
BAMG 30506 (CBL) Micro-Venturing: The Road to Equality
MGTE 30500 (CBR) Introduction to Entrepreneurship
MANAGEMENT
MGT 30630 (CBR) Systems Analysis and Design of Information Systems
MARKETING
MARK 30120 (CBR) Marketing Research
COLLEGE OF ENGINEERING
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 (CBL/CBR) Engineering Projects in Community Service
EG 20600 (CBL/CBR) Engineering Projects in Community Service
LAW SCHOOL
LAW SCHOOL
LAW 75721 (CBL) Legal Aid I and Ethics
COLLEGE OF SCIENCE
BIOLOGICAL SCIENCES
BIOS 50544 (CBR) Environmental Justice
CHEMISTRY
CHEM 30331 (CBL) Chemistry in Service of the Community
SCIENCE, TECHNOLOGY AND VALUES
STV33401 (CBR) Animal Welfare and the Human-Animal Bond Community Based Learning Seminar
SCHOOL OF ARCHITECTURE
SCHOOL OF ARCHITECTURE
ARCH 51411-01 and ARCH 53411-01 (CBR) Restoration and Historic Preservation Concentration
ARCH 81151 (EL) Urban Design II
CENTERS AND INSTITUTES
CENTER FOR SOCIAL CONCERNS
CSC 33931 (CBL) Summer Service Learning Internship: ACCION
CSC 33933 (CBL) Summer Service Learning Internship: Latino Leadership
CSC 33954 (CBL) Social Concerns Seminar: Leadership Issues
CSC 33936 (CBL) Summer Service Learning Program: Confronting Social Issues
CSC 33938 (CBL) Summer Service Learning Program: International
CSC 33970 (CBL) Social Concerns Seminar: International Issues
CSC 33950 (CBL) Social Concerns Seminar: Appalachia
CSC 33951 (CBL) Social Concerns Seminar: Washington, D.C.
CSC 33961 (CBL) Social Concerns Seminar: Discernment -- Call, Compassion and Commitment
CSC 34604 (CBL/CBR) London Program Internship in Catholic Social Teaching
CSC 33957 (EL) Conscience in the Crossfire: Elections 2008
INSTITUTE FOR EDUCATIONAL INITIATIVES
EDU 73886 (CBR) Action Research in Catholic Schools I
EDU 73887 (CBR) Action Research in Catholic Schools II
ESS 30611 (CBL) Tutoring in the Community
INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 50801 (EL) Strategies and Tactics of Non-Violent Social Change
INSTITUTE FOR LATINO STUDIES
ILS 40103 (CBL/CBR) Mexican Immigration: A South Bend Case Study
Course Descriptions
FIRST YEAR OF STUDIES
FYC 13200 (CBL)
Bridging the Gap: Community and the Rhetoric of Idealism
Ed Kelly
Bridging the Gap 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.
FYC 13200 (CBL)
Rhetoric, Community, and Citizenship
Nicole MacLaughlin
Credit Hours: 4
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.
COLLEGE OF ARTS & LETTERS
AMST 43102 (CBL)
Confronting Homelessness in the U.S.
Benedict Giamo
TR / 2:00-3:15
The purpose of this interdisciplinary seminar 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, this seminar will draw upon insights from literature, history, documentary nonfiction, and the social sciences. We will focus on the degree of permanence and change in our approach to both traditional and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be explored, as well as the various cultural representations that work to organize social perceptions of the situation.
There will be an experiential or community service learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to either the Center for the Homeless or the Hope Rescue Mission in South Bend (30 hours), and complete a systematic documentary journal.
ANTH 20045/MUS 20145 (EL)
Appreciating World Music
Stephanie Ng, Ph.D.
Department of Music
This course introduces students to the methods for conducting field research, reviewing live musical events and evaluating world music recordings. Through discussions about music from Indonesia, South Africa, Mexico, the Philippines, China and India, the students learn about the musical practices of these cultures and understand their motivations for musical production. Challenges faced by musicians from colonialism, racism, nationalism, cultural imperialism and commercialism are also engaged. In addition, students are encouraged to 'discover' world music among the diaporic communities in their own backyards through field projects, and get the opportunity to perform music of some of the cultures studied including the Indonesian angklung and gamelan, and Chinese percussion.
In the Music in the Diaspora project, students will conduct interviews with musicians of another culture. The musicians are members of the diaporic communities found in the area. The students are also encouraged to invite their informants to class for a demonstration. This is a group project involving 3 to 5 students per group. At the end of the project, each group will give a presentation on their findings, often also showing videos obtained during their field research.
ANTH 45030/ILS 40103 (CBR/CBL)
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 border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, law offices throughout the semester. The service settings and the relationships students establish through them will be the basis for ethnographic research. The results of this research will be presented at the end of the term in both written form and in-class presentation
ANTH 45820 (CBR)
Researching Disease: Methods in Medical Anthropology
Daniel Lende
Credit Hours: 3
This class will provide extensive classroom and hands-on training in research methods for medical anthropology. It will place slightly greater emphasis on qualitative methods, such as participant observation and interviewing, but it will also provide an overview of quantitative methods (including building surveys and some basic statistical analysis). Students will learn by doing, conducting original research on contemporary health issues in the local community (such as HIV/AIDS and substance abuse).
DESN 41103 (CBR)
Graphic Design III
Robert Sedlack, Jr.
Logo and Identity Design for local not-for-profit agencies
Every semester my Graphic Design 3 students are asked to design a new logo and initial identity pieces for not-for-profit organizations. The organization can be in South Bend area or their hometown. Many students have had their work accepted and produced, including logo and additional design materials for the Potawatomi Zoo, Center for the Homeless Paint Services, El Buen Vecino, Notre Dame Pilot Initiative, Campus Ministries, Global Health Alliance, A Different Way, Iron Sharpens Iron, Reins of Life, A.D.A.P.T., and Holy Cross Elementary School.
Art in April at St. John the Baptist
In a continuing effort to have the class give back to the community and help more people understand what design is, every year my spring semester Graphic Design 3 class visits children at St. John the Baptist elementary school here in South Bend and guide the upper level students through a graphic design project. The Notre Dame students are broken up into groups and each group selects a project they would like to teach to the elementary school children. We visit St. John two times, first to introduce ourselves and the project and a second time to "art direct" the students as they create their pieces.
Bottle Prop Poster
This semester (spring 2004), my Graphic Design 3 class created various posters for South Bend's Center for the Homeless. The subject matter was centered on the dangers of bottle propping for mothers with infant children. The Center for the Homeless has reviewed all of the posters and will receive a select group for display.
Banned Books Week
In the fall of 2003, my Graphic Design 3 class worked with area libraries (Notre Dame, St. Mary's, St. Joe County and St. Joe High School) to create posters for the national Banned Books Week campaign. A variety of posters were selected and displayed at the various libraries. St. Mary's Library displayed all twenty-two posters in their library's exhibit space.
Billboard
My spring 2003 Graphic Design 3 class designed various billboard options for Take Ten, a national organization that works to prevent violence. Senior Tara Beckley's billboard was chosen and is currently on display in downtown South Bend.
Northern Indiana Center for History
My spring 2002 Graphic Design 3 class designed various poster options for the Northern Indiana Center for History's "Women in Sports: Breaking Barriers" exhibition. Senior design major Emily Hallinan's poster was chosen for production and Ms. Hallinan was hired by the museum for the following summer to create an entire marketing campaign under my pro-bono art direction.
Voter Participation
In the fall of 2000, my Graphic Design 3 class mounted an on-campus voter participation campaign. The campaign was funded in part by both the university's Young Republicans and Young Democrats organization. The produced pieces included almost 300 silk-screened posters, hundreds of buttons and a website that included voter information.
Reunion T-shirt (yearly)
Each spring semester my Graphic Design 3 class designs various t-shirts for the ND Alumni Association's Alumni Reunion event, which occurs in the early summer. One student's work is selected for the final shirt and produced.
Snite T-shirt (yearly)
Each spring semester my Graphic Design 3 class designs various t-shirts for a selected gallery (e.g. Pre-Columbian, American, 20th Century, etc) in the Snite Museum of Art. One student's work is selected for the final shirt and produced.
CSEM 23101 (CBL)
Poverty and Politics
William Lies, C.S.C. (Political Science)
William Purcell (Center for Social Concerns)
Why are there so many poor people in the United States and why should we care? How is it possible that, with all its resources, the United States of America in the 21st century has one of the highest poverty rates in the industrialized world? A lack of affordable housing, of living wage jobs, of adequate health care and of quality education has meant that there is approximately 13% of the population living below the poverty line. Political solutions have not adequately addressed this massive social problem. While looking at the various social issues that bear on the persistence of current poverty levels, this course will focus on approaches that have attempted to address this problem. After reviewing the history of poverty in the U.S., the course will consider present political strategies, the role of responsible citizenship as well as Catholic social teaching. The issues to be explored include race, immigration, gender, labor, and globalization. This interdisciplinary course will engage works from the humanities, the arts and the social sciences, including, among others, The Jungle, The Working Poor, readings in Catholic social teaching, as well as participation in the DPAC-Center for Social Concerns “Solidarity Film Series.” Also, integral to the learning process is a community-based learning component, coordinated through the Center for Social Concerns, which will have the students regularly engaging an agency within the local community. Oral presentations and class discussions will be a primary focus of the student work in this course.
CSEM 23102 (CBR)
Labor, Race, and the Struggle for Dignity
Marty Wolfson
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:
The African-American Civil Rights Movement, especially as it linked up with workers’ lives in the campaign of the Memphis sanitation workers in 1968
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.
The struggles of workers in the meat packing 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.
CSEM 23102-05 (CBL)
Disability
Essaka Joshua
This course investigates the cultural meanings attached to extraordinary bodies and minds. Cultural and literary scholarship has extensively explored issues connected with identities derived from race, gender and sexuality. Only recently have concepts of bodily identity, impairment, stigma, monstrosity, marginalization, beauty, deviance, and difference begun to cohere around disability as a concept and have emerged into a discipline called 'disability studies'. This course covers topics such as human rights, feminism, medical attitudes, social stigma, normalcy, life narratives, gothic horror, bodily representation, mental impairment, the politics of charity, community and collective culture, bible narrative, the carnivalesque, eugenics, the built environment, and empowerment, in a range of disciplines including literary studies, film, theology, government policy, art, and drama. Key texts and films will include The Elephant Man, The Hunchback of Notre Dame, Victor Hugo's Notre-Dame de Paris, Shakespeare's Richard III, Huxley's Brave New World, Milton's Samson Agonistes, Charlotte Perkins Gilman's 'The Yellow Wallpaper', Ben Jonson's Volpone and Mary Shelley's Frankenstein. As part of the assessment, students who take this class will take part in a local placement with people with disabilities at the Logan Center in order to gain experience of community-based learning.
GSC 45001-01 (CBL)
Gender Studies Senior Internship
Fulfills Senior Capstone Project Requirement for Majors
Linnie Caye
Department Approval Required
In collaboration with the Gender Studies internship advisor, students choose an organization or business in the South Bend area for which they serve as a non-paid intern. In addition to performing a minimum of 4 hours of internship service per week for their chosen internship site, students write either a research paper which analyzes the roles of gender, sexuality, and/or intersectionality at the internship site and in the broader profession to which it belongs, or propose and complete an applied project that meets a particular need at their internship site. This course may be taken in either the fall or spring semester of the senior year. This course fulfills the senior capstone project requirement for Gender Studies supplementary majors, or can be taken as an elective in either the Gender Studies supplementary major or the Gender Studies minor.
HESBURGH PROGRAM IN PUBLIC SERVICE
HESB 30451/SOC 43037/PSY 43247 (CBL)
Leadership, Ethics, and Social Responsibility
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 Sally Burns at the Center for Social Concerns (631-5293).
MUS 20145/ANTH 20045 (EL)
Appreciating World Music
Stephanie Ng, Ph.D.
Department of Music
This course introduces students to the methods for conducting field research, reviewing live musical events and evaluating world music recordings. Through discussions about music from Indonesia, South Africa, Mexico, the Philippines, China and India, the students learn about the musical practices of these cultures and understand their motivations for musical production. Challenges faced by musicians from colonialism, racism, nationalism, cultural imperialism and commercialism are also engaged. In addition, students are encouraged to 'discover' world music among the diaporic communities in their own backyards through field projects, and get the opportunity to perform music of some of the cultures studied including the Indonesian angklung and gamelan, and Chinese percussion.
In the Music in the Diaspora project, students will conduct interviews with musicians of another culture. The musicians are members of the diaporic communities found in the area. The students are also encouraged to invite their informants to class for a demonstration. This is a group project involving 3 to 5 students per group. At the end of the project, each group will give a presentation on their findings, often also showing videos obtained during their field research.
PHIL 43308/BIOS 50544 (CBR)
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.
Internships
Carolina Arroyo
Permission required
The goal of the internship program is to integrate academic learning with the world beyond the classroom. Internships are available throughout the Notre Dame area with a variety of government offices, non-profit agencies and NGOs. Interns work with professionals in their area of interest, explore career options and gain real work experience. Interns are required to work 6-8 hours per week. All internships are unpaid. Internship credits are elective and do not fulfill any major requirements. Permission Required.
POLS 37906/CSC 33951/CST 33951/THEO 33951 (CBL)
Social Concerns Seminar: Washington, D.C.
Jay Brandenberger and Fr. William Lies
This course centers on a trip to Washington, D. C. over spring break during which time students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students participate in preparation and follow-up sessions. Themes (e.g., Educational Reform, Violence in America) vary each year.
PSY 25270 (CBL)
Practicum in Developmental Disabilities
Thomas Whitman
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. In addition, students will meet in class once a week for discussion of 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, education, developmental psychology, medicine (Pediatrics, Developmental Pediatrics, and General Practice), social work, physical therapy and occupational therapy. The course is open to non-majors. Students must have access to a car in order to attend their practicum.
PSY 43247/HESB 30451/SOC 43037 (CBL)
Leadership, Ethics, and Social Responsibility
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 Sally Burns at the Center for Social Concerns (631-5293).
PSY 43271 (CBL)
Seminar in Autism
Thomas Whitman
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. In addition, students will meet in class once a week for discussion of 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, education, developmental psychology, medicine, social work, physical therapy, and occupational therapy. The course is open to non-majors as well as majors.
Requirements: Regular attendance (practicum setting and class), completion of practicum diary, active class participation, a paper on some topic related to autism. Students must have access to a car in order to attend their practicum.
SOC 43037/PSY 43247/HESB 30451 (CBL)
Leadership, Ethics, and Social Responsibility
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 Sally Burns at the Center for Social Concerns (631-5293).
SOC 45000 (CBL)
Sociology Internships
Ann R. Power
Permission Required
3 credits; or variable (1-3)
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, 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, 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 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).
La Casa de Amistad
Near Northwest Neighborhood Inc.
Neighborhood Development Association
Safe Station (Youth Runaway Shelter)
Sex Offense Services, Madison Center
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
The CASIE Center
Family Justice Center
Indiana Legal Services
THEO 20625 (CBL)
Discipleship: Loving Action for Justice
Margie Pfeil
This course is designed for students who have completed a Summer Service Project Internship through the Center for Social Concerns. The main objective is to afford students the opportunity to combine social analysis with theological reflection. The course material will span a variety of ethical issues, including education, globalization, restorative justice, white privilege, structural violence, and environmental justice. A major component of the course will entail the presentation and analysis of student-generated research.
THEO 20643 (CBL)
The Askesis of Nonviolence: Theology and Practice
Margie Pfeil
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, 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 33931/CSC 3393/BA 30200 (CBL)
Summer Service Learning Internship: 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 experience with domestic ACCION offices offered to Notre Dame business students who have completed their 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 projects, reconciling accounts, writing reports, 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.
THEO 33933/CSC 33933 (CBL)
Summer Service Learning Internship: Latino 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.
THEO 33954/CSC 33954 (CBL)
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.
THEO 33936/CSC 33936/CST 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell / Margaret Pfeil
Immersion: Eight week summer service-learning placements
This three-credit hour service-learning course takes place before, during, and after student participation in eight-week summer service experiences sponsored by the Center for Social Concerns and the Alumni Association. Students in the course reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussions with site supervisors, and facilitated group discussions upon return to campus. Writing assignments include 16 journal entries and a synthesis paper. The course is completed during the first four weeks of the fall semester and is graded Satisfactory or Unsatisfactory.
THEO 33938/CSC 33938 (CBL)
Summer Service Learning Program: International
Rachel Tomas Morgan
Credit Hours: 3
Prerequisites: THEO 33970
Application required. Eight week summer immersion.
This course and internship is synonymous with the Center for Social Concerns International Summer Service Learning Program (ISSLP). The course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with persons and grass roots groups working to address the needs of the poor internationally. The learning goals of the course are to gain and understanding of the multidimensionality of poverty in the developing world; analyze root causes, and identify strategies for social development (poverty alleviation); to gain an understanding of international social issues in light of Catholic social teaching; and to strengthen cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a re-entry weekend retreat, and four re-entry classes meeting on Thursdays 6:30-7:45 pm in September and October, 2007.
THEO 33970/CSC 33970 (CBL)
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 and living, 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.
THEO 33950/CSC 33950/CST 33950 (CBL)
Social Concerns Seminar: Appalachia
Jay Brandenberger and Matt Ashley
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/CSC 33951/CST 33951/POLS 37906 (CBL)
Social Concerns Seminar: Washington, D.C.
Jay Brandenberger and Fr. William Lies
This course centers on a trip to Washington, D. C. over spring break during which time students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students participate in preparation and follow-up sessions. Themes (e.g., Educational Reform, Violence in America) vary each year.
THEO 33961/CSC 33961 (CBR)
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.
THEO 34605-02/CSC 34604 (CBL/CBR)
London Program Internship In Catholic Social Teaching
Cornelius O’Boyle
This semester-long internship brings together practical work experience in campaigning for social justice in some of London poorest inner-city Catholic parishes with a series of tutorials providing an introduction to the social teaching of the Catholic Church.
The practical work experience of this internship is arranged through London Citizens, a charitable organization devoted to building community in London’s poorest neighborhoods. London Citizens helps members of the community to identify problems in their neighborhoods, offers them appropriate training to help develop their leadership skills, and organizes city-wide campaigns to unite Londoners in pursuing the common good.
For their tutorials, weekly journals and final research paper, interns are awarded three academic credits through the Theology Department (THEO 34604). These elective credits do not fulfill the Theology requirements, nor do they count towards a major in Theology.
Students devote between 10 and 15 hours each week to this unpaid internship. Applications are invited from students of all academic backgrounds.
THEO 33957/CSC 33957 (EL)
Conscience in the Crossfire: Elections 2008
Margaret Pfeil
Credit Hours: 1
Where do you stand on the issues and candidates during this election season? How do you make a judgment in regards to voting and participating in American society? This one-credit course will explore issues central to the 2008 elections, with a focus on how citizens, in particular those who bring a faith perspective, may address social concerns in their voting and political participation.
The goals of the course are: (1) To address the process of the formation of conscience in political contexts; (2) To explore issues, in an interdisciplinary context, relevant to the current national elections; (3) To explore creating the conditions for peace, justice and the common good.
BACK TO INDEX
SUPPLEMENTARY MAJORS, MINORS AND SPECIAL PROGRAMS
CST 33936/CSC 33936/THEO 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell / Margaret Pfeil
Immersion: Eight week summer service-learning placements
This three-credit hour service-learning course takes place before, during, and after student participation in eight-week summer service experiences sponsored by the Center for Social Concerns and the Alumni Association. Students in the course reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussions with site supervisors, and facilitated group discussions upon return to campus. Writing assignments include 16 journal entries and a synthesis paper. The course is completed during the first four weeks of the fall semester and is graded Satisfactory or Unsatisfactory.
CST 33950/CSC 33950/THEO 33950 (CBL)
Social Concerns Seminar: Appalachia
Jay Brandenberger and Matt Ashley
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.
CST 33951/CSC 33951/THEO 33951/POLS 37906 (CBL)
Social Concerns Seminar: Washington, D.C.
Jay Brandenberger and Fr. William Lies
This course centers on a trip to Washington, D. C. over spring break during which time students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students participate in preparation and follow-up sessions. Themes (e.g., Educational Reform, Violence in America) vary each year.
CAPP 30380 (EL)
Web Development: XHTML and JavaScript
Robert N. Barger
Students will learn the basics of the Extensible Hypertext Markup Language (XHTML), a scripting language for formatting Web pages. They will also learn how to program in JavaScript. JavaScript is an object-oriented language which can be used to provide client-side processing within Web pages. Students will design, construct, and maintain World Wide Web pages. Learning activities will be done on-line. These activities will include laboratory assignments, an individual Web page project, also, a team community-based Web page project, and XHTML and JavaScript examinations. The object of the course is not to produce expert-level programmers in XHTML and JavaScript, but to provide a basic level of skills in these languages so that those who complete the course will be able to work knowledgeably with future clients, corporate analysts, and professional programmers. The course is open to students who have a supplementary major in Computer Applications or who have a TBS minor and who preferably have previous programming experience. It is not offered on the Web or off-campus.
CAPP 30515 (EL)
Systems Analysis and Design
Louis Berzai
Administered in two major segments, the course first exposes students to the full scope of analyzing and designing computer systems by covering problem definition, data collection, documentation of existing systems, and definition of new systems requirements. We use the methodology of Systems Development Life Cycle (SDLC). The second segment deals first with students working on genuine business projects. The second phase of this segment gets into object-oriented systems analysis, which is a new concept in systems analysis and design.
EDUCATION, SCHOOLING AND SOCIETY
ESS 30611 (CBL)
Tutoring in the Community
Nancy Masters
This class is offered for students who are taking part in any of the campus-wide tutoring programs, like Teamwork for Tomorrow. The class is an overview of teaching methods for the tutoring setting.
INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 50801 (EL)
Strategies and Tactics of Non-Violent Social Change
David Cortright
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, and will meet organizers and representatives of social change groups, conduct research that is relevant to community-based movements, and participate in strategic planning exercises for specific social action campaigns. 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, grass roots organizing, and coalition building. Relevant historical and contemporary examples will be reviewed to illustrate how movements for social change work in practice. Coursework will consist of readings, lectures, videos, and class discussion on the identified topics. In addition, students will be asked to participate in class activities and team-learning exercises. Two team-learning exercises are scheduled during the semester.
ILS 40103/ANTH 45030 (CBR/CBL)
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 border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, 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.
MENDOZA COLLEGE OF BUSINESS
BA 30200 (CBL)
Summer Service Learning Internship: ACCION
Andrea Smith Shappell/Carl Ackermann
1 Credit THEO, 2 Credits BA
Application and Interview Required. 10 week internship program.
The ACCION Internship is a 10-week experience with domestic ACCION offices offered to Notre Dame business students who have completed their 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 projects, reconciling accounts, writing reports, 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.
BAET 40300 (CBL)
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.
FANNING CENTER FOR BUSINESS COMMUNICATION
MBCM 60460 (CBL)
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.
GIGOT CENTER FOR ENTREPRENURIAL STUDIES
BAMG 30506 (CBL)
Microventuring: The Road to Equality
Melissa Paulsen
This course will be a comprehensive review of the fundamentals introduced in Semester 1: finance, law, marketing, and management. Students will take these newly learned skills, and apply them by working with business owners and acting as mentors. In classroom and workshop formats, students will be teamed up with their fellow students and a local micro–entrepreneur to develop sound business plans and compete for available seed capital to implement their business plans within the surrounding community.
Prerequisite: BAMG 30505
MGTE 30500 (CBR)
Introduction to Entrepreneurship
Contact the Gigot Center for more information
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.
MGT 30630 (CBR)
Systems Analysis and Design of Information Systems
Daewon Sun
An in-depth study of the analysis and design of information processing systems. One of the projects is Analysis and Design of Information Systems in Community Service Organizations where the students will determine the problems and opportunities of the current system used in the social organizations, provide a business model of the system, recommend a revised model, and create a prototype of the revised model, usually a database management system on Microsoft Access. All work completed will be documented and submitted to the social organization for future reference and implementation.
Participants in the past included the following:
DISMAS House of Michiana
Center for the Homeless
Women’s Care Center
La Casa de Amistad
YWCA
Habitat for Humanity
MARK 30120 (CBR)
Marketing Research
John Gaski
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
CE 25600/CE 35600/CE 45600 (CBL)
Civil Engineering Service Projects (CESP)
Lloyd H. Ketchum, Jr.
Permission Required
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
In the past, the Department of Civil Engineering and Geological Sciences has coordinated service projects with several clients including, the City of Elkhart, the YMCA Camp Eberhart, the Potawatomi Zoo, and the City of South Bend. This fall, the City of South Bend Department of Public Works will be the focus of the CESP projects. The Department of Public Works Consists of Five Divisions: 1) Division of Engineering, 2) Division of Environmental Services, 3) Division of Water Works, 4) Division of Equipment Services, and 5) Division of Transportation. Team projects are available with each division.
For a detailed course description and list of current projects, visit the web site: http://www.nd.edu/~cegeos/Service/Local.htm or contact Lloyd H. Ketchum, Jr. at ketchum@nd.edu.
COMPUTER SCIENCE AND ENGINEERING
EG/CSE 20600 (CBL/CBR)
Engineering Projects in Community Service
Habitat for Humanity | Contact Greg Madey
Database design and implementation for the local chapter of Habitat for Humanity. The database projects will develop tools for the Habitat organization to track materials, donors, and other information related to the mission of Habitat.
Toys Group | Contact Greg Madey
This project involves the configuring of toys and other electrical powered items for use by the therapists at the Logan Center. With the modified items, the therapists will be able to work more effectively with the mentally and physically challenged youth.
St. Margaret’s House, Women’s and Children’s Center | Contact Greg Madey
Architectural design project for open unused space at the center. Additional software support projects anticipated.
Logan Industries | Contact Greg Madey
Design projects for Logan Industries packaging and assembly facility. Additional software support projects anticipated.
Autism Center of Michiana | Contact Greg Madey
Development of an interactive website that serves as a critical component of the Center, which was created through a cooperative effort between a variety of community institutions (local school systems, hospitals, and the Logan Center) and the University of Notre Dame. The website serves as an informational tool, both locally and nationally, and a search vehicle to identify the population of individuals with autism in this region (estimated to number about 2000).
The River Project | Contact Curt Freeland
Database development for the communities of South Bend, Mishawaka, and Elkhart. This database may one day be used by every community in the state, to track the quality of water in rivers, lakes, streams, and creeks. The three local communities are part of a pilot project to develop this database and the types of information stored.
Visit http://epics.cse.nd.edu/ for more information.
LAW SCHOOL
LAW 75721 (CBL)
Legal Aid I and Ethics
Robert Jones/Judith Fox/Michael Jenuwine/Bridgette Carr
Legal Aid I and Ethics (Law 75721): Legal Aid I and Ethics is a 5-credit, graded course providing training in basic lawyering skills, including interviewing and counseling, as well as ethics, substantive law and procedural law relevant to the representation of low income clients in the courts and administrative agencies. Students represent clients under the close supervision of a clinical faculty member. Students typically represent 2-5 clients during the course of a semester. The 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 typically required to participate in at least one community education presentation. This course satisfies the upper level ethics requirement.
Legal Aid I and Ethics: Landlord-Tenant/Social Security Disability (Law 75721, Sec. 01, Jones). Students in this section may handle landlord-tenant cases, Social Security disability cases, or other poverty law matters. Many cases handled in this section can be completed in the course of a semester, allowing students an opportunity to see a matter through from beginning to end.
Legal Aid I and Ethics: Consumer Law (75721, Sec. 02, Fox): This section focuses on consumer protection issues. The particular substantive law issues vary by semester, depending on client needs. Cases involve the Fair Debt Collection Practices Act, common law fraud, and Indiana’s small loan statute, among other issues. Students often engage in discovery activities and can expect to draft and answer interrogatories, conduct and defend depositions, and participate in settlement efforts. Court appearances tend to be motion hearings, with an occasional trial.
Legal Aid I and Ethics: Mental Health Law (Law 75721, Sec. 03, Jenuwine): This section trains students to advocate on behalf of individuals with mental illnesses and disabilities. Students will participate in cases involving clients who are mental health consumers and clients with disabilities. Case types may include civil court proceedings such as guardianships, criminal hearings involving mentally ill or mentally retarded defendants, and administrative proceedings involving denial of benefits such as Social Security disability, Medicaid, or Vocational Rehabilitation.
Legal Aid I and Ethics: Immigrant Rights (Law 75721, Sec. 04, Carr): This section focuses on protecting the human rights of all non-citizens, regardless of immigration status. Casework may include representing asylum-seekers, victims of human trafficking, battered immigrants, or immigrant victims of various crimes. Court appearances will only occur in certain cases.
COLLEGE OF SCIENCE
BIOS 50544/PHIL 43308 (CBR)
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.
CHEM 30331 (CBR)
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 count towards graduation as one science-elective credit.
SCIENCE, TECHNOLOGY AND VALUES
STV 33401 (CBR)
Animal Welfare and the Human-Animal Bond Community Based Learning Seminar
Kay Stewart and Michelle Whaley
Over 11,000 animals are surrendered to local St. Joe County shelters each year and over 50% are euthanized due to a lack of homes who want them. The focus of this course will be on pet overpopulation, specifically working with animal shelters and veterinarians in our community. This course will also cover animal behavior from an evolutionary perspective, 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 and will immerse themselves in an important community issue and generate data that can help the plight of animals (and therefore humans) in our community.
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SCHOOL OF ARCHITECTURE
ARCH 51411-01/ARCH 53411-01 (CBR)
Restoration and Historic Preservation Concentration
Krupali Uplekar, John Stamper, Alan Defrees and Steven Semes
Beginning in fall 2007, architecture students entering their fourth year may participate in the Preservation and Restoration Concentration. The concentration initially includes the following courses: Research and Documentation of Historical Buildings (Krupali Uplekar), History of American Architecture 1630-1915(John Stamper), Historic Preservation and Traditional Construction (Alan Defrees), and History and Theory of Preservation (Steven Semes). This is a relatively new field and advance methods are being generated everyday that could help in betterment of preservation of old structures. Restoration and Historic Preservation is needed to help architectural students understand the need of preserving traditional architecture and, in some cases, studying the art of restoration of traditional buildings that have degenerated due to various reasons.
The concentration provides a detailed reference to the recording methods and techniques that are fundamental tools for examining any existing structure.
http://architecture.nd.edu/academic_programs/historic_preservation.shtml
ARCH 81151 (EL)
Urban Design II
Philip Bess
Part two of a two-studio sequence for students concentrating in urban design, entailing an on-site real-world charrette to create a neighborhood or town plan and the graphic documents and legal mechanisms needed to implement it. Location changes every year.
CENTERS AND INSTITUTES
CSC 33931/THEO 33931/BA 30200 (CBL)
Summer Service Learning Internship: 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 experience with domestic ACCION offices offered to Notre Dame business students who have completed their 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 projects, reconciling accounts, writing reports, 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.
CSC 33933/THEO 33933 (CBL)
Summer Service Learning Internship: Latino 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.
CSC 33954/THEO 33954 (CBL)
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.
CSC 33936/THEO 33936/CST 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell / Margaret Pfeil
Immersion: Eight week summer service-learning placements
This three-credit hour service-learning course takes place before, during, and after student participation in eight-week summer service experiences sponsored by the Center for Social Concerns and the Alumni Association. Students in the course reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussions with site supervisors, and facilitated group discussions upon return to campus. Writing assignments include 16 journal entries and a synthesis paper. The course is completed during the first four weeks of the fall semester and is graded Satisfactory or Unsatisfactory.
CSC 33938/THEO 33938 (CBL)
Summer Service Learning Program: International
Rachel Tomas Morgan
Credit Hours: 3
Prerequisites: THEO 33970
Application required. Eight week summer immersion.
This course and internship is synonymous with the Center for Social Concerns International Summer Service Learning Program (ISSLP). The course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with persons and grass roots groups working to address the needs of the poor internationally. The learning goals of the course are to gain and understanding of the multidimensionality of poverty in the developing world; analyze root causes, and identify strategies for social development (poverty alleviation); to gain an understanding of international social issues in light of Catholic social teaching; and to strengthen cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a re-entry weekend retreat, and four re-entry classes meeting on Thursdays 6:30-7:45 pm in September and October, 2007.
CSC 33970/THEO 33970 (CBL)
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 and living, 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.
CSC 33950/CST 33950/THEO 33950 (CBL)
Social Concerns Seminar: Appalachia
Jay Brandenberger and Matt Ashley
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.
CSC 33951/CST 33951/THEO 33951/POLS 37906 (CBL)
Social Concerns Seminar: Washington, D.C.
Jay Brandenberger and Fr. William Lies
This course centers on a trip to Washington, D.C. over spring break during which time students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students participate in preparation and follow-up sessions. Themes (e.g., Educational Reform, Violence in America) vary each year.
CSC 33961/THEO 33961(CBR)
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.
CSC 34604/THEO 34605-02 (CBL/CBR)
London Program Internship In Catholic Social Teaching
Cornelius O’Boyle
This semester-long internship brings together practical work experience in campaigning for social justice in some of London poorest inner-city Catholic parishes with a series of tutorials providing an introduction to the social teaching of the Catholic Church.
The practical work experience of this internship is arranged through London Citizens, a charitable organization devoted to building community in London’s poorest neighborhoods. London Citizens helps members of the community to identify problems in their neighborhoods, offers them appropriate training to help develop their leadership skills, and organizes city-wide campaigns to unite Londoners in pursuing the common good.
For their tutorials, weekly journals and final research paper, interns are awarded three academic credits through the Theology Department (THEO 34604). These elective credits do not fulfill the Theology requirements, nor do they count towards a major in Theology.
Students devote between 10 and 15 hours each week to this unpaid internship. Applications are invited from students of all academic backgrounds.
CSC 33957/THEO 33957 (EL)
Conscience in the Crossfire: Elections 2008
Margaret Pfeil
Credit Hours: 1
Where do you stand on the issues and candidates during this election season? How do you make a judgment in regards to voting and participating in American society? This one-credit course will explore issues central to the 2008 elections, with a focus on how citizens, in particular those who bring a faith perspective, may address social concerns in their voting and political participation.
The goals of the course are: (1) To address the process of the formation of conscience in political contexts; (2) To explore issues, in an interdisciplinary context, relevant to the current national elections; (3) To explore creating the conditions for peace, justice and the common good.
INSTITUTE FOR EDUCATIONAL INITIATIVES
EDU 73886 (CBR)
Action Research in Catholic Schools I
Jim Frabutt
Action Research in Catholic Schools I presents concepts, methods, and strategies for conducting classroom-, school-, and parish-based strategic inquiry. Students implement the research plan
designed in EDU 73777 (a proposal for self-directed school- or community-based action research in the field), with a specific focus on statement of the research problem, literature review, research design, and data collection.
The course is required of Masters of Educational Administration candidates, and open only to those enrolled in this degree program (masters program for ACE students).
EDU 73887 (CBR)
Action Research in Catholic Schools II
Jim Frabutt
Action Research in Catholic Schools II presents concepts, methods, and strategies for conducting classroom-, school-, and parish-based strategic inquiry. Students continue to implement the
research plan designed in EDU 73777, with a specific focus on analysis of findings, discussion of implications, and the formation of action steps based on the student’s inquiry.
The course is required of Masters of Educational Administration candidates, and open only to those enrolled in this degree program (masters program for ACE students).
ESS 30611 (CBL)
Tutoring in the Community
Nancy Masters
This class is offered for students who are taking part in any of the campus-wide tutoring programs, like Teamwork for Tomorrow. The class is an overview of teaching methods for the tutoring setting.
INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 50801 (EL)
Strategies and Tactics of Non-Violent Social Change
David Cortright
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, and will meet organizers and representatives of social change groups, conduct research that is relevant to community-based movements, and participate in strategic planning exercises for specific social action campaigns. 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, grass roots organizing, and coalition building. Relevant historical and contemporary examples will be reviewed to illustrate how movements for social change work in practice. Coursework will consist of readings, lectures, videos, and class discussion on the identified topics. In addition, students will be asked to participate in class activities and team-learning exercises. Two team-learning exercises are scheduled during the semester.
ILS 40103/ANTH 45030 (CBR/CBL)
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 border less nation.
This course combines service and experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. At the beginning of the semester, we tour the Mexican immigrant neighborhood of South Bend, visiting the agencies and organizations that provide services to these newcomers. Students apply to volunteer as tutors, assistants and interpreters at selected sites, including schools, clinics, 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.
