Home > Faculty and Research > Community Based Learning Course Booklet>Spring 2009
The following courses are being offered in the Spring Semester 2009. They have been listed by department. To view the courses click on the department in the index below and you will be directed to the Community-Based departmental course listings.
Experiential Learning (EL) classes put students in direct contact with some aspect of the issues being studied in their coursework. The off-campus area offers sites for learning, but students don't necessarily engage in service.
Through a Community-Based Learning (CBL) course, students contribute to the community beyond the campus. Their experiences are integrated into class like a reading assignment, providing them with an additional text for consideration during class discussions and in written assignments.
Community-Based Research (CBR) involves students in an investigation of a question of concern to a non-profit community organization. The results of the study are intended to assist the organization.
COLLEGE OF ARTS & LETTERS
ANTH 20045 (EL) Appreciating World Music
ANTH 35210 (CBR) Health, Healing, and Culture
ANTH 35250 (CBL) Cultural Aspects of Clinical Medicine
ANTH 45030 (CBL/CBR) Mexican Immigration: A South Bend Case Study
DESN 41103 (CBR) Graphic Design III
CSEM 23102 (CBR) Labor, Race, and the Struggle for Dignity
ENGL 40195 (CBL/EL) The Literature of Disability
GSC 45001 (CBL) Gender Studies Senior Internship
LANGUAGES AND LITERATURE OF EAST ASIA
LLEA 20145 (EL) Appreciating World Music
MUS 20145 (EL) Appreciating World Music
POLS 35901 (CBL/EL) Internships
PSY 23090 (CBL) Children and Poverty Seminar
PSY 23852 (EL) Social Concerns Seminar: L’Arche Communities
PSY 43271 (CBL) Seminar in Autism
PSY 43465 (CBL) Enhancing the Mind Across the Lifespan
SOC 45000 (CBL) Sociology Internships
THEO 13183 (CBL) Theology University Seminar
THEO 20827 / THEO 20828 (EL) Christianity and World Religions
THEO 33936 (CBL) Summer Service Learning Program: Confronting Social Issues
THEO 33938 (CBL) Summer Service Learning Program: International
THEO 33950 (CBL) Social Concerns Seminar: Appalachia
THEO 33951 (CBL) Social Concerns Seminar: Washington, D.C.
THEO 33964 (CBL) Holy Cross Mission in Education
THEO 33965 (EL) Organizing, Power and Hope
THEO 33966 (EL) Borders Issues Seminar
THEO 33967 (CBL) Social Concerns Seminar: Migrant Experiences
THEO 33968 (EL) Social Concerns Seminar: L’Arche Communities
THEO 33969 (CBL) Social Concerns Seminar: Hispanic Ministry
THEO 33970 (EL) Social Concerns Seminar: International Issues
THEO 34604 (CBL/EL) London Program Internship in Catholic Social Teaching
SUPPLEMENTARY MAJORS, MINORS & SPECIAL PROGRAMS
CST 33936 (CBL) Summer Service Learning Program: Confronting Social Issues
CST 33938 (CBL) Summer Service Learning Program: International
CST 33950 (CBL) Social Concerns Seminar: Appalachia
CST 33951 (CBL) Social Concerns Seminar: Washington, D.C.
CST 33964 (CBL) Holy Cross Mission in Education
CST 33966 (EL) Border Issues Seminar
CST 33967 (CBL) Social Concerns Seminar: Migrant Experiences
CST 33968 (EL) Social Concerns Seminar: L’Arche Communities
CST 33969 (CBL) Social Concerns Seminar: Hispanic Ministry
CST 33970 (EL) Social Concerns Seminar: International Issues
CAPP 30515 (EL) Systems Analysis and Design
CAPP 45565 02 (CBL) Community Service Internship
CAPP 45565 03 (CBL) Computer Applications Practicum
EDU 73887 (CBR) Action Research in Catholic Schools II
EDUCATION, SCHOOLING AND SOCIETY
ESS 30611 (CBL) Tutoring in the Community
ESS 30622 (CBL) Disability
ESS 30623 (CBR) Community-Based Research in Education
INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 50801 (CBR) Strategies and Tactics of Non-Violent Social Change
ILS 30803 (CBL) Social Concerns Seminar: Hispanic Ministry
ILS 30804 (EL) Border Issues Seminar
ILS 40103 (CBL/CBR) Mexican Immigration: A South Bend Case Study
MENDOZA COLLEGE OF BUSINESS
ACCT 40660 (CBL) Tax Assistance Program
ACCT 40670 (CBL) Tax Assistance Program: Administrative Elements
ACCT 70691 (CBL) Income Taxation of International Individuals
GIGOT CENTER FOR ENTREPRENURIAL STUDIES
BAMG 30506 (CBL) Micro-Venturing: The Road to Equality
MGT 30630 (CBR) Systems Analysis and Design of Information Systems
MGT 70540 (CBL) Social Entrepreneurship in the Developing World: South Africa and Jamaica MBA Summer Internship
COLLEGE OF ENGINEERING
COMPUTER SCIENCE AND ENGINEERING
CSE 20600 (EL) Engineering Projects in Community Service
EG 20600 (EL) Engineering Projects in Community Service
COLLEGE OF SCIENCE
BIOS 60585 (EL) Graduate Seminar: Genetics, Ethics, and Law
SCHOOL OF ARCHITECTURE
ARCH 51411 / ARCH 53411 (CBR) Restoration & Historic Preservation Concentration
LAW SCHOOL
LAW 75721 (CBL) Legal Aid I and Ethics
LAW 75723 (CBL) Legal Aid II
CENTERS AND INSTITUTES
CSC 23090 (CBL) Children and Poverty Seminar
CSC 30623 (CBR) Community-Based Research in Education
CSC 33936 (CBL) Summer Service Learning Program: Confronting Social Issues
CSC 33938 (CBL) Summer Service Learning Program: International
CSC 33950 (CBL) Social Concerns Seminar: Appalachia
CSC 33951 (CBL) Social Concerns Seminar: Washington, D.C.
CSC 33964 (CBL) Holy Cross Mission in Education
CSC 33965 (EL) Organizing, Power and Hope
CSC 33966 (EL) Border Issues Seminar
CSC 33967 (CBL) Social Concerns Seminar: Migrant Experiences
CSC 33968 (EL) Social Concerns Seminar: L’Arche Communities
CSC 33969 (CBL) Social Concerns Seminar: Hispanic Ministry
CSC 33970 (EL) Social Concerns Seminar: International Issues
CSC 34605 (CBL/CBR) London Program Internship in Catholic Social Teaching
INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 50801 (CBR) Strategies and Tactics of Non-Violent Social Change
ILS 30803 (CBL) Social Concerns Seminar: Hispanic Ministry
ILS 30804 (EL) Border Issues Seminar
ILS 40103 (CBL/CBR) Mexican Immigration: A South Bend Case Study
COLLEGE OF ARTS & LETTERS
ANTH 20045 / LLEA 20145 / MUS 20145
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 35210 (CBR)
Health, Healing, and Culture
Daniel Lende
Methods or Elective
Majors and minors only
This course provides an introduction to the field of medical anthropology .Medical anthropology examines beliefs, practices, and experiences of illness, health, and healing from a cross-cultural perspective to show that illness, health, medicine, and the body are shaped by social relationships and cultural values from the local level of the family and community to the global level of international development and transnational capitalism. This course will consider the ways in which medical anthropology has historically been influenced by debates within the discipline of anthropology as well as by broader social and political movements. Particular emphasis will be placed on the importance of viewing biomedicine as one among many culturally constructed systems of medicine. Some of the key issues which we will explore are: medical pluralism and therapeutic choice; biocultural studies; medicalization; the political economy of health and disease; the anthropology of the body; the role of medicine and disease incolonialism and postcolonial movements; and applied medical anthropology. Students participate in CBR projects and community service around HIV/AIDS--education, prevention & outreach, and clinical care. Previous research has focused on alcohol use among college students, HIV education in secondary schools, alcoholism services and faith-based communities, and humor in breast cancer recovery. Each project had a respective partner: Office of Alcohol and Drug Education, IMANI UNIDAD for HIV and faith-based, and Women in Touch.
ANTH 35250 (CBL)
Cultural Aspects of Clinical Medicine
Robert Wolosin
Permission Required
This course focuses on social science approaches to sickness and healing. The medical encounter is examined from anthropological perspectives. The course emphasizes the difficulties traditional biomedicine has in addressing patients’ expectations for care. Students serve an internship as patient ombudsman in a local hospital emergency room four hours per week. Students must obtain authorization numbers through the Department of Anthropology (314 O’Shaughnessy).
Prerequisite: Open only to juniors and seniors. Must have access to transportation to a local hospital. Must be able to spend one four hour evening session per week in hospital internship.
ANTH 45030 / ILS 40103 (CBL/CBR)
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, and law offices throughout the semester. The service settings and the relationships students establish through them will be the basis for ethnographic research. The results of this research will be presented at the end of the term in both written form and in-class presentation.
DESN 41103 (CBR)
Graphic Design III
Robert Sedlack, Jr.
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 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:
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.
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.
ENGL 40195 (CBL/EL)
The Literature of Disability
John Duffy
What is disability? What does it mean to be considered disabled? What is the relationship of disability to what is thought to be "non-disabled," or "normal"? In this course, we will consider writings and films about disability and individuals labeled disabled. Our readings will include fiction and nonfiction works about people with various physical and cognitive disabilities, including blindness, multiple sclerosis, autism, and others. We will explore the ways in which the disabled have been represented in such works, and the rhetorical resources for constructing "disability" in literature, non-fiction, and film. We will consider the ways in which writers considered disabled write about themselves, telling their own stories, and the ways in which these writings may complicate, subvert, or defy conventional representations of the disabled. In exploring these and related issues, we will consider the implications of disability for individuals and society. Students will have the option of engaging in service in the local community as part of the course.
GSC 45001 (CBL)
Gender Studies Senior Internship
Linnie Caye
Department Approval Required
Fulfills Senior Capstone Project Requirement for Majors Jacquilyn Weeks/GSC 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.
LANGUAGES AND LITERATURE IN EAST ASIA
LLEA 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.
MUS 20145 / ANTH 20045 / LLEA 20145 (CBL)
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.
POLS 35901 (CBR/EL)
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.
PSY 23090 / CSC 23090 (CBL)
Children and Poverty Seminar
Kalsea Koss / Mary Wagner Fuhs / Susan Gunderson / Jay Brandenberger
This course is a unique opportunity for student participants to examine important issues, both domestic and international, with respect to children and youth challenged by poverty and related concerns. The Seminar will focus in particular on early intervention and prevention, education, public policy, and community outreach. Participants will begin their exploration during orientation sessions, where the current state of children in poverty will be examined from multiple perspectives and within different domains. Students will help present relevant organizations and issues to the group during the orientation sessions in order to prepare for the visits in New York City.
During a week of immersion in New York City, participants will learn from individuals and community-based organizations. Visits with both children and program administrators will enable participants to experience first-hand the realities of growing up in poverty. In addition, the learning opportunities uniquely presented by New York City will be jointly utilized to enhance the experience.
PSY 23852 / THEO 33968 / CSC 33968 / CST 33968 (EL)
Social Concerns Seminar: L’Arche Communities
Cynthia Toms Smedley
This Seminar centers around travel to a L’Arche community (e. g., Toronto, Canada) to share community life with developmentally challenged persons. Students draw from the philosophy of Jean Vanier, the works of theologian Henri Nouwen, and other spiritual writings to augment this participatory learning experience.
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.
PSY 43465 (CBL)
Enhancing the Mind Across the Lifespan
Bradley Gibson
Class format and content include:
Presentations of the theoretical issues and evidence about the new science of neuroplasticity and its impact on healthy vibrant aging and cognition; discussions about "how" this scientific and research based information can be translated to engage and inspire community members of all ages to change their behaviors and sustain brain healthy lifestyles; hands on project for students to engage in small groups with community members utilizing an on-line brain fitness software program with the goal to bring forward conclusions and recommendations about "engagement" and understanding of the material. This portion of the class will be held at the Leighton Center (across from Memorial Hospital) in collaboration with Memorial Hospital's Brain Works.
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 an area related to social concerns. This is a graded course. In addition to field work, academic work includes reading scholarly works related to the field placement, periodic group meetings with the instructor and others in the course, periodic short reports, 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)
Salvation Army of St. Joseph County (Social Services)
Sex Offense Services, Madison Center
Early Childhood Development Center
Good Shepherd Montessori School
Robinson Community Learning Center
Upward Bound
Washington High School, South Bend
Aids Ministry
Center for Hospice & Palliative Care, St. Joseph County
Sr. Maura Brannick Health Center at Chapin Street
The CASIE Center (Child Abuse Services, Investigation & Education)
Family Justice Center
Indiana Legal Services
SOC 48001 (CBR)
Community-Based Research Practicum
Mark Gunty
3 credits; or variable (1-3)
This variable-credit course enhances the students' research skills by applying them to an action research project for a not-for-profit, social services organization in St. Joseph County. Building on skills developed in Methods of Sociological Research (SOC 30902), students work with a Notre Dame faculty member and an on-site supervisor to conduct needs assessment or evaluation research, typically in the form of interviews/surveys, focus groups, or content analysis. The practicum begins with an orientation to the organization's mission and the research project objectives, individual goal setting, and a review of relevant methodological skills. Students then work with the on-site supervisor to develop valid methods for the project, to resolve measurement issues, and to collect appropriate data.
In spring 2009, the students enrolled in this course will work with the Salvation Army of St. Joseph County to help in the development of client surveys for its two main programs: financial assistance and food pantry. Practicum students will assist the Social Services Director to identify the agency's information needs and to get acquainted with the programs. They will read program brochures and make on-site observations for a deeper understanding of the program's dynamics, then propose a survey instrument and methodology to assess clients' experiences. After working with the director to refine the instrument, they will pilot test it, analyze the results, and make further refinements to the instrument and methodology. By the end of the term, a system for ongoing data collection should be in place. The course instructor, Prof. Gunty, will be the sociology department's coordinator for this practicum. (Permission required: Contact Prof. Gunty, 210 Flanner Hall.)
Restrictions: Seniors and Juniors Only; Pre-requisite: SOC 30902 and 30903; Department Approval Required
THEO 13183 (CBL)
Theology University Seminar
Timothy Matovina
This seminar offers a critical study of the Bible, the person of Jesus, depictions of Jesus in film, and the significance of Christianity’s theological foundations for 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. An optional service-learning project provides students an opportunity to explore the meaning of vocation in contemporary Christian life.
THEO 20827 / THEO 20828 (EL)
Christianity and World Religions
Bradley Malkovsky
The purpose of this course is to introduce the student to the basic teachings and spiritualities of Hinduism, Buddhism, and Islam. We will approach these religions both historically and theologically, seeking to determine where they converge and differ from Christianity on such perennial issues as death, meaning, the nature of ultimate Mystery, the overcoming of suffering, etc. We will also examine some traditional and contemporary Catholic and Protestant approaches to religious pluralism. Our own search to know how the truth and experience of other faiths is related to Christian faith will be guided by the insights of important Catholic contemplatives who have entered deeply into the spirituality of other traditions. By course end we ought to have a greater understanding of what is essential to Christian faith and practice as well as a great appreciation of spiritual paths of others. The experiential learning opportunities involved are comparisons of the doctrines and spiritualities of Hinduism, Buddhism, and Islam with those of Christianity. In class we regularly practice a type of meditation that is foundational to both Hindu and Buddhist schools.
THEO 33936 / CSC 33936 / CST 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell / Margaret Pfeil
Immersion: For 2008 summer participants who are returning from Fall 2008 study abroad programs
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. The goals of the course are to reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussion and reflection with site supervisors and alumni/ae, and scheduled group discussions upon return to campus. Writing assignments include 16 structured journal assignments and a final paper of six to eight pages. The course is completed during the first four weeks of the spring semester and is graded Satisfactory or Unsatisfactory.
THEO 33938 / CSC 33938 / CST 33938 (CBL)
Summer Service Learning Program: International
Rachel Tomas Morgan / Paul Kollman
This course centers around an eight-week community based learning placement in one of fourteen developing countries through the International Summer Service Learning Program. The course seeks to challenge students who have had domestic service-learning experiences to encounter global realities, examine causes of poverty, and identify strategies for social development, and gain an understanding of international social issues in light of Catholic Social Teaching. In addition to the community based learning placement, academic requirements for the course include readings and written requirements during the summer months, a re-entry weekend retreat, four re-entry sessions meeting on Thursdays 6:30-7:45pm in the fall semester, and evaluation/development of the ISSLP site and program. Students accepted into the International Summer Service Learning Program, and taking this course, are required to take THEO 33970.
THEO 33950 / CSC 33950 / CST 33950 (CBL)
Social Concerns Seminar: Appalachia
Connie Mick
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 (CBL)
Social Concerns Seminar: Washington, D. C.
Cynthia Toms Smedley
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 33964 / CSC 33964 / CST 33964 (CBL)
Holy Cross Mission in Education
Cynthia Toms Smedley
Location: A Catholic School and Parish Immersion in Arizona
Seminar Dates: January 3 - 11, 2009
This seminar focuses on the educational and outreach efforts of St. John Vianney Catholic Parish in Goodyear, Arizona, and builds upon Notre Dame's relationship with the Congregation of Holy Cross. Students also collaborate with those in ministry with Holy Cross in Phoenix.
In particular, participants in the seminar will learn about the creative programming for pre- and grade school children, most of whom are of Hispanic heritage. There will also be opportunities to participate in the special Las Ligas outreach program. And during the week, students will assist in the classrooms of St. John Vianney’s Catholic grade school.
THEO 33965 / CSC 33965 (EL)
Organizing, Power and Hope
Jay Caponigro
Robinson Community Learning Center
Size: 12 students
Location: Chicago, IL
Date: Winter Break, January 6 - 11, 2009
Application Deadline: October 16, 2008
Participants are invited to experience this faith-based program, and to be open to developing new perspectives on the role of neighborhood churches and organizations responding to social needs. This seminar is intended for students with previous urban experience eager to sharpen their social analysis, and to learn new forms of ministry for adults committed to social justice. Because of the unique partnership between the Sinsinawa Dominican Apostolic Volunteer Program and the Center for Social Concerns, there will be an emphasis on spirituality and community participation by all in the seminar.
THEO 33966 / CSC 33966 / CST 33966 / ILS 30804 (EL)
Border Issues Seminar
Cynthia Toms Smedley
Size: 10 students
Location: El Paso / Ciudad Juarez
Date: January 3 - 11, 2009
This seminar provides a look at immigration from diverse perspectives, principally through a weeklong immersion at the Annunciation House on the border of El Paso, Texas and Ciudad Juarez, Mexico. Preparation will begin with sessions built around the Notre Dame Forum on immigration and continue with readings and written assignments. uring the winter break, students will visit sites such as border patrol posts and factories (maquilas), explore legal issues, and dialogue with refugees and parish organizations. articular attention will be paid to assessing the role of the Catholic Church in relation to immigration. Fluency in Spanish is preferred but not required.
THEO 33967 / CSC 33967 / CST 33967 (CBL)
Social Concerns Seminar: Migrant Experiences
Cynthia Toms Smedley
This seminar is a unique immersion into the lives of migrant farm workers in Florida during the spring harvest. Students pick tomatoes in the fields (donating their wages), live with migrant families, assist church and social agencies that serve migrants, and meet with community leaders, never again to take food for granted.
THEO 33968 / CSC 33968 / CST 33968 / PSY 23852 (EL)
Social Concerns Seminar: L’Arche Communities
Cynthia Toms Smedley
This Seminar centers around travel to a L’Arche community (e. g., Toronto, Canada) to share community life with developmentally challenged persons. Students draw from the philosophy of Jean Vanier, the works of theologian Henri Nouwen, and other spiritual writings to augment this participatory learning experience.
THEO 33969 / CSC 33969 / CST 33969 / ILS 30803 (CBL)
Social Concerns Seminar: Hispanic Ministry
Cynthia Toms Smedley
This seminar gives participants the opportunity to experience the Church’s option for the poor through an immersion into the spirituality, culture, and economy of the rural, southern California valley community of Coachella. Students work with the members of the Congregation of Holy Cross who are in ministry there.
THEO 33970 / CSC 33970 / CST 33970 (EL)
Social Concerns Seminar: International Issues
Rachel Tomas Morgan / Paul Kollman
This seminar serves as the required orientation course for all 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. Meets Thursdays 6:30-7:45 p.m. Other students participating in summer internships or research in developing countries may take the seminar with permission from the instructor.
THEO 34604 / CSC 34605 (CBL/EL)
London Program Internship in Catholic Social Teaching
Credit Hours: 3
J. Matthew Ashley / Cornelius O”Bolye
This semester-long internship brings together practical work experience in campaigning for social justice in some of London’s 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.
SUPPLEMENTARY MAJORS, MINORS & SPECIAL PROGRAMS
CST 33936 / CSC 33936 / THEO 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell / Margaret Pfeil
Immersion: For 2008 summer participants who are returning from Fall 2008 study abroad programs
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. The goals of the course are to reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussion and reflection with site supervisors and alumni/ae, and scheduled group discussions upon return to campus. Writing assignments include 16 structured journal assignments and a final paper of six to eight pages. The course is completed during the first four weeks of the spring semester and is graded Satisfactory or Unsatisfactory.
CST 33938 / CSC 33938 / THEO 33938 (CBL)
Summer Service Learning Program: International
Rachel Tomas Morgan / Paul Kollman
This course centers around an eight week community based learning placement in one of fourteen developing countries through the International Summer Service Learning Program. The course seeks to challenge students who have had domestic service-learning experiences to encounter global realities, examine causes of poverty, and identify strategies for social development, and gain an understanding of international social issues in light of Catholic Social Teaching. In addition to the community based learning placement, academic requirements for the course include readings and written requirements during the summer months, a re-entry weekend retreat, four re-entry sessions meeting on Thursdays 6:30-7:45pm in the fall semester, and evaluation/development of the ISSLP site and program. Students accepted into the International Summer Service Learning Program, and taking this course, are required to take THEO 33970.
CST 33950 / CSC 33950 / THEO 33950 (CBL)
Social Concerns Seminar: Appalachia
Connie Mick
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 (CBL)
Social Concerns Seminar: Washington, D. C.
Cynthia Toms Smedley
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.
CST 33964 / CSC 33964 / THEO 33964 (CBL)
Holy Cross Mission in Education
Cynthia Toms Smedley
Location: A Catholic School and Parish Immersion in Arizona
Seminar Dates: January 3 - 11, 2009
This seminar focuses on the educational and outreach efforts of St. John Vianney Catholic Parish in Goodyear, Arizona, and builds upon Notre Dame's relationship with the Congregation of Holy Cross. Students also collaborate with those in ministry with Holy Cross in Phoenix.
In particular, participants in the seminar will learn about the creative programming for pre- and grade school children, most of whom are of Hispanic heritage. There will also be opportunities to participate in the special Las Ligas outreach program. And during the week, students will assist in the classrooms of St. John Vianney’s Catholic grade school.
CST 33966 / CSC 33966 / ILS 30804 / THEO 33966 (EL)
Border Issues Seminar
Cynthia Toms Smedley
Size: 10 students
Location: El Paso/Ciudad Juarez
Date: January 3 - 11, 2009
This seminar provides a look at immigration from diverse perspectives, principally through a weeklong immersion at the Annunciation House on the border of El Paso, Texas and Ciudad Juarez, Mexico. Preparation will begin with sessions built around the Notre Dame Forum on immigration and continue with readings and written assignments. During the winter break, students will visit sites such as border patrol posts and factories (maquilas), explore legal issues, and dialogue with refugees and parish organizations. Particular attention will be paid to assessing the role of the Catholic Church in relation to immigration. Fluency in Spanish is preferred but not required.
CST 33967 / CSC 33967 / THEO 33967 (CBL)
Social Concerns Seminar: Migrant Experiences
Cynthia Toms Smedley
This seminar is a unique immersion into the lives of migrant farm workers in Florida during the spring harvest. Students pick tomatoes in the fields (donating their wages), live with migrant families, assist church and social agencies that serve migrants, and meet with community leaders, never again to take food for granted.
CST 33968 / CSC 33968 / PSY 23852 / THEO 33968 (EL)
Social Concerns Seminar: L’Arche Communities
Cynthia Toms Smedley
This Seminar centers around travel to a L’Arche community (e. g., Toronto, Canada) to share community life with developmentally challenged persons. Students draw from the philosophy of Jean Vanier, the works of theologian Henri Nouwen, and other spiritual writings to augment this participatory learning experience.
CST 33969 / CSC 33969 / ILS 30803 / THEO 33969 (CBL)
Social Concerns Seminar: Hispanic Ministry
Cynthia Toms Smedley
This seminar gives participants the opportunity to experience the Church’s option for the poor through an immersion into the spirituality, culture, and economy of the rural, southern California valley community of Coachella. Students work with the members of the Congregation of Holy Cross who are in ministry there.
CST 33970 / CSC 33970 / THEO 33970 (EL)
Social Concerns Seminar: International Issues
Rachel Tomas Morgan / Paul Kollman
This seminar serves as the required orientation course for all 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. Meets Thursdays 6:30-7:45 p.m. Other students participating in summer internships or research in developing countries may take the seminar with permission from the instructor.
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.
CAPP 45565 02 (CBL)
Community Service Internship
Charles Crowell
The Computer Applications Program (CAPP) Community Service Internship is not a course per se, but rather is an opportunity for CAPP, Technology, Business, and Society (TBS), or other qualified students (with permission) to put their computer skills to work in some form of community service. Selected students can elect to serve for pay or for a small amount of academic credit in exchange for rendering their computer skills/time to a local company or organization such as the Robinson Center. Interested students should send a CV and written description of their computer background and experience to Dr. Charles R. Crowell, Director of CAPP, 847 Flanner. Email applications are fine and should be directed to ccrowell@nd.edu. It is preferable for an intern to serve for an entire academic year, but one semester appointments will be considered.
CAPP 45565 03 (CBL)
Computer Applications Practicum
Louis Berzai
This course encompasses working with various civic, public, and/or private organizations using acquired computer applications knowledge and skills. Credit is given when work is done in the information systems area of an organization. We also look for unique applications done by students if organizations are not available.
EDU 73887 (CBR)
Action Research in Catholic Schools II
Open only to MA in Educational Administration Candidates 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 project initiated last in EDU 73886 (completion of EDU 73886 is a prerequisite) with a specific focus on analysis of findings, discussion of implications, and the formation of action steps based on the student’s inquiry.
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, such as Teamwork for Tomorrow, SAINTS, Our Lady’s Helpers, etc. The class is a one-credit, S/U course that provides an overview of teaching methods for the tutoring setting. Arrangements for tutoring can be made prior to the start of class by contacting Nancy Masters at nmasters@nd.edu.
ESS 30622 (CBL)
Disability
Essaka Joshua, Ph.D
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, pedagogy, gothic horror, bodily representation, mental impairment, the politics of charity, community and collective culture, bible narrative, 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, Jean-Dominique Bauby's, The Diving Bell and the Butterfly: A Memoir, 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 in order to gain experience of community-based learning. Students will also have the opportunity to organize a community-based event.
ESS 30623 / CSC 30623 (CBR)
Community-Based Research in Education
Joyce Long
Community-based research (CBR) is a form of applied scholarship that collaboratively engages campus and community organizations in the research process. By definition, a CBR problem originates in the community, and campus/community partners actively work together during the design and analysis phases. As a result, the research outcome is more likely to be useful for the community partner. In this course, students will have an opportunity to influence educational policy by helping the South Bend Community School Corporation: 1) review existing research on specific contemporary educational issues; 2) do evaluative research of existing programs. Previous research experience is helpful, but not necessary; interest in educational issues is required.
INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 50801 (CBR)
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 30803 / CSC 33969 / CST 33969 / THEO 33969 (CBL)
Social Concerns Seminar: Hispanic Ministry
Cynthia Toms Smedley
This seminar gives participants the opportunity to experience the Church’s option for the poor through an immersion into the spirituality, culture, and economy of the rural, southern California valley community of Coachella. Students work with the members of the Congregation of Holy Cross who are in ministry there.
ILS 30804 / CSC 33966 / CST 33966 / THEO 33966 (EL)
Border Issues Seminar
Cynthia Toms Smedley
Size: 10 students
Location: El Paso / Ciudad Juarez
Date: January 3 - 11, 2009
This seminar provides a look at immigration from diverse perspectives, principally through a weeklong immersion at the Annunciation House on the border of El Paso, Texas and Ciudad Juarez, Mexico. Preparation will begin with sessions built around the Notre Dame Forum on immigration and continue with readings and written assignments. During the winter break, students will visit sites such as border patrol posts and factories (maquilas), explore legal issues, and dialogue with refugees and parish organizations. Particular attention will be paid to assessing the role of the Catholic Church in relation to immigration. Fluency in Spanish is preferred but not required.
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 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
ACCT 40660 (CBL)
Tax Assistance Program
Ken Milani
Preparing income tax returns for low-income individuals is the primary purpose of the Tax Assistance Program. An introductory Federal Income Tax course is a prerequisite. The course begins with four weeks of classes that focus on tax issues that are important when helping low-income individuals (e.g., determining filing status, calculating the child credit, computing the earned income credit). Following the class sessions, students are assigned to specific locations in South Bend or Mishawaka where the returns are prepared. Certified public accountants are available at several locations to help with complex matters. The Tax Assistance Program has been operating since 1972. The course is a two-credit hour offering graded using a Satisfactory/Unsatisfactory scale.
ACCT 40670 (CBL)
Tax Assistance Program: Administrative Elements
Ken Milani
This course is designed for students participating in the Tax Assistance Program for the second time. Administrative elements of the Tax Assistance Program (e. g, coordinating, organizing, scheduling) will be emphasized in this offering in addition to the tax compliance activities. Students enrolling in this course will handle administrative responsibilities in the Tax Assistance Program (e. g., Chairperson, Logistics Director, Public Relations Director) as well as being involved in the preparation of income tax returns for individuals. The course is a two-credit hour offering graded using a Satisfactory/Unsatisfactory scale.
ACCT 70691 (CBL)
Income Taxation of International Individuals (CBL)
Ken Milani
Income Taxation of International Individuals is a graduate course that includes participation in the Tax Assistance Program as a requirement of the course. The graduate students involved in the course prepare income tax returns for foreign students and international scholars at Notre Dame. In 2008, more than 700 taxpayers were helped and over 1,300 (federal and state) income tax returns were prepared.
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
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
MGT 70540 (CBL)
Social Entrepreneurship in the Developing World:
South Africa and Jamaica MBA Summer Internship
Melissa Paulsen
This course is a joint effort between the Gigot Center for Entrepreneurial Studies and the Center for Social Concerns. The course will address entrepreneurship in emerging markets, social issues prevalent in our global society in light of Catholic Social Tradition, as well as provide tools for cross-cultural living and service, including general support within the context of a community of colleagues. This course will serve as preparatory course for the following programs:
South Africa Summer Internship Program: This course examines how businesses are launched in different global contexts. Issues to be discussed include global and national support agencies, market feasibility and cultural issues. Students become involved in a practicum in which they provide consultative service to a startup in a third-world country. Please note that this course is the preparatory course for the South Africa Intern Program.
Jamaica Summer Internship Program: Launched in 2001, this program pairs MBA students and recent graduates with not-for-profit organizations in the local Kingston area to help create effective partnerships for collaborative growth and change. During the summer months, the interns work on various projects that foster entrepreneurship and create effective business strategies to improve the overall performance of our not-for-profit partners. Program affiliates include Mustard Seed Communities, University of West Indies, and St. Patrick Foundation.
For more information, visit: www.nd.edu/~entrep/
COMPUTER SCIENCE AND ENGINEERING
EG / CSE 20600 (EL)
Engineering Projects in Community Service
Greg Madey
Habitat for Humanity
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
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
Architectural design project for open unused space at the center. Additional software support projects anticipated.
Logan Industries
Design projects for Logan Industries packaging and assembly facility. Additional software support projects anticipated.
Autism Center of Michiana
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
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.
BIOS 60585 (EL)
Graduate Seminar: Genetics, Ethics, and Law
Harvey Bender
This seminar will focus on the investigation and exploration of the potential impact of genetic research upon contemporary social life. Students will compare and contrast the development of policy deliberations regarding genetic technology voiced not only be those individuals and institutions that normally are heard but also by a broader segment of society who are profoundly affected by such technologies but are rarely invited to participate in significant policy deliberations.
The primary source materials for the seminar will be original articles from the recent monograph “The Double-Edged Helix” (The Johns Hopkins University Press – 2002 and current complementary materials) and a collection of essays edited by Joseph Alper, Catherine Ard, Adrienne Asch, Jon Beckwith, Peter Conrad, and Lisa Geller.
ARCH 51411 / ARCH 53411 (CBR)
Restoration & Historic Preservation Concentration
Krupali Uplekar / John Stamper / Alan Defrees / 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
LAW 75721 (CBL)
Legal Aid I and Ethics
Robert Jones / Judith Fox / Michael Jenuwine
Legal Aid I and Ethics is a five 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. Eligible students receive a student-practice certification from the Indiana Supreme Court allowing them to represent clients under the close supervision of a clinical faculty member. Students typically represent three-to-five clients during the course of a semester. The case types vary somewhat among the sections, as described below. Each week, student interns are expected to attend class meetings, attend a regular one-on-one supervision meeting with a faculty member, and devote approximately six-ten hours to their cases outside of class time. Demands may vary from week to week as the intensity of particular cases ebbs and flows. Students are expected to be flexible and ready to meet the needs of their clients. For example, students may have to put in extra time during final preparation for a hearing or while finalizing a brief. 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.
Section 01
Robert Jones
Students in this section may handle landlord-tenant cases, Social Security disability cases, or other poverty-law matters. A goal of this section, subject to the inherent uncertainties of litigation, is to provide each student with at least one opportunity to conduct a hearing before a court or administrative agency. 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.
Section 02
Judith Fox
This section focuses on consumer protection issues. The particular substantive law issues vary by semester, depending on client needs. The cases during the spring semester will likely involve the Fair Debt Collection Practices Act, common law fraud, and Indiana’s small-loan statute, among other issues. Much of the spring semester work will be devoted to discovery. Students 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.
Section 03
Michael 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 the denial of benefits such as Social Security disability, Medicaid, or Vocational Rehabilitation.
LAW 75723 (CBL)
Legal Aid II
Robert Jones / Judith Fox / Michael Jenuwine
Permission Required
Legal Aid II is a three credit, graded course open to students who have satisfactorily completed Legal Aid I and Ethics. Legal Aid II allows students to progress to more advanced lawyering skills. Each week, student interns are expected to attend class meetings, attend a regular one-on-one supervision meeting with a faculty member, and devote approximately six-to-ten hours to their cases outside of class time. Demands may vary from week to week as the intensity of particular cases ebbs and flows. Students are expected to be flexible and ready to meet the needs of their clients. For example, students may have to put in extra time during final preparation for a hearing or while finalizing a brief.
CSC 23090 / PSY 23090 (CBL)
Children and Poverty Seminar
Kalsea Koss / Mary Wagner Fuhs / Susan Gunderson / Jay Brandenberger
This course is a unique opportunity for student participants to examine important issues, both domestic and international, with respect to children and youth challenged by poverty and related concerns. The Seminar will focus in particular on early intervention and prevention, education, public policy, and community outreach. Participants will begin their exploration during orientation sessions, where the current state of children in poverty will be examined from multiple perspectives and within different domains. Students will help present relevant organizations and issues to the group during the orientation sessions in order to prepare for the visits in New York City.
During a week of immersion in New York City, participants will learn from individuals and community-based organizations.Visits with both children and program administrators will enable participants to experience first-hand the realities of growing up in poverty. In addition, the learning opportunities uniquely presented by New York City will be jointly utilized to enhance the experience.
CSC 30623 / ESS 30623 (CBR)
Community-Based Research in Education
Joyce Long
Community-based research (CBR) is a form of applied scholarship that collaboratively engages campus and community organizations in the research process. By definition, a CBR problem originates in the community, and campus/community partners actively work together during the design and analysis phases. As a result, the research outcome is more likely to be useful for the community partner. In this course, students will have an opportunity to influence educational policy by helping the South Bend Community School Corporation: 1) review existing research on specific contemporary educational issues; 2) do evaluative research of existing programs. Previous research experience is helpful, but not necessary; interest in educational issues is required.
CSC 33936 / CST 33936 / THEO 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell / Margaret Pfeil
Immersion: For 2008 summer participants who are returning from Fall 2008 study abroad programs
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. The goals of the course are to reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussion and reflection with site supervisors and alumni/ae, and scheduled group discussions upon return to campus. Writing assignments include 16 structured journal assignments and a final paper of six to eight pages. The course is completed during the first four weeks of the spring semester and is graded Satisfactory or Unsatisfactory.
CSC 33938 / CST 33938 / THEO 33938 (CBL)
Summer Service Learning Program: International
Rachel Tomas Morgan / Paul Kollman
This course center’s around an eight week community based learning placement in one of fourteen developing countries through the International Summer Service Learning Program. The course seeks to challenge students who have had domestic service-learning experiences to encounter global realities, examine causes of poverty and identify strategies for social development, and gain an understanding of international social issues in light of Catholic Social Teaching. In addition to the community based learning placement, academic requirements for the course include readings and written requirements during the summer months, a re-entry weekend retreat, four re-entry sessions meeting on Thursdays 6:30-7:45pm in the fall semester, and evaluation/development of the ISSLP site and program. Students accepted into the International Summer Service Learning Program, and taking this course, are also required to take THEO 33970.
CSC 33950 / CST 33950 / THEO 33950 (CBL)
Social Concerns Seminar: Appalachia
Connie Mick
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 (CBL)
Social Concerns Seminar: Washington, D. C.
Cynthia Toms Smedley
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 33964 / CST 33964 / THEO 33964 (CBL)
Holy Cross Mission in Education
Cynthia Toms Smedley
Location: A Catholic School and Parish Immersion in Arizona
Seminar Dates: January 3 - 11, 2009
This seminar focuses on the educational and outreach efforts of St. John Vianney Catholic Parish in Goodyear, Arizona, and builds upon Notre Dame's relationship with the Congregation of Holy Cross. Students also collaborate with those in ministry with Holy Cross in Phoenix.
In particular, participants in the seminar will learn about the creative programming for pre- and grade school children, most of whom are of Hispanic heritage. There will also be opportunities to participate in the special Las Ligas outreach program. And during the week, students will assist in the classrooms of St. John Vianney’s Catholic grade school.
CSC 33965 / THEO 33965 (EL)
Organizing, Power and Hope
Jay Caponigro
Robinson Community Learning Center
Size: 12 students
Location: Chicago, IL
Date: Winter Break, January 6 - 11, 2009
Participants are invited to experience this faith-based program, and to be open to developing new perspectives on the role of neighborhood churches and organizations responding to social needs. This seminar is intended for students with previous urban experience eager to sharpen their social analysis, and to learn new forms of ministry for adults committed to social justice. Because of the unique partnership between the Sinsinawa Dominican Apostolic Volunteer Program and the Center for Social Concerns, there will be an emphasis on spirituality and community participation by all in the seminar.
CSC 33966 / CST 33966 / ILS 30804 / THEO 33966 (EL)
Border Issues Seminar
Cynthia Toms Smedley
Size: 10 students
Location: El Paso / Ciudad Juarez
Date: January 3 - 11, 2009
This seminar provides a look at immigration from diverse perspectives, principally through a week-long immersion at the Annunciation House on the border of El Paso, Texas and Ciudad Juarez, Mexico. Preparation will begin with sessions built around the Notre Dame Forum on immigration and continue with readings and written assignments. During the winter break students will visit sites such as border patrol posts and factories (maquilas), explore legal issues, and dialogue with refugees and parish organizations. Particular attention will be paid to assessing the role of the Catholic Church in relation to immigration. Fluency in Spanish is preferred but not required.
CSC 33967 / CST 33967 / THEO 33967 (CBL)
Social Concerns Seminar: Migrant Experiences
Cynthia Toms Smedley
This seminar is a unique immersion into the lives of migrant farm workers in Florida during the spring harvest. Students pick tomatoes in the fields (donating their wages), live with migrant families, assist church and social agencies that serve migrants, and meet with community leaders, never again to take food for granted.
CSC 33968 / CST 33968 / PSY 23852 / THEO 33968 (EL)
Social Concerns Seminar: L’Arche Communities
Cynthia Toms Smedley
This Seminar centers around travel to a L’Arche community (e. g. , Toronto, Canada) to share community life with developmentally challenged persons. Students draw from the philosophy of Jean Vanier, the works of theologian Henri Nouwen, and other spiritual writings to augment this participatory learning experience.
CSC 33969 / CST 33969 / ILS 30803 / THEO 33969 (CBL)
Social Concerns Seminar: Hispanic Ministry
Cynthia Toms Smedley
This seminar gives participants the opportunity to experience the Church’s option for the poor through an immersion into the spirituality, culture, and economy of the rural, southern California valley community of Coachella. Students work with the members of the Congregation of Holy Cross who are in ministry there.
CSC 33970 / CST 33970 / THEO 33970 (EL)
Social Concerns Seminar: International Issues
Rachel Tomas Morgan / Paul Kollman
This seminar serves as the required orientation course for all 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. Meets Thursdays 6:30-7:45 p.m. Other students participating in summer internships or research in developing countries may take the seminar with permission from the instructor.
CSC 34605 / THEO 34604 (CBL/EL)
London Program Internship In Catholic Social Teaching
Credit Hours: 3
J. Matthew Ashley / Cornelius O’Bolye
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.
INSTITUTE FOR INTERNATIONAL PEACE STUDIES
IIPS 50801 (CBR)
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 30803 / CSC 33969 / CST 33969 / THEO 33969 (CBL)
Social Concerns Seminar: Hispanic Ministry
Cynthia Toms Smedley
This seminar gives participants the opportunity to experience the Church’s option for the poor through an immersion into the spirituality, culture, and economy of the rural, southern California valley community of Coachella. Students work with the members of the Congregation of Holy Cross who are in ministry there.
ILS 30804 / CSC 33966 / CST 33966 / THEO 33966 (EL)
Border Issues Seminar
Cynthia Toms Smedley
Size: 10 students
Location: El Paso / Ciudad Juarez
Date: January 3 - 11, 2009
This seminar provides a look at immigration from diverse perspectives, principally through a weeklong immersion at the Annunciation House on the border of El Paso, Texas and Ciudad Juarez, Mexico. Preparation will begin with sessions built around the Notre Dame Forum on immigration and continue with readings and written assignments. During the winter break, students will visit sites such as border patrol posts and factories (maquilas), explore legal issues, and dialogue with refugees and parish organizations. Particular attention will be paid to assessing the role of the Catholic Church in relation to immigration. Fluency in Spanish is preferred but not required.
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 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
