Fall 2017 Community-Based Course Guide

COMMUNITY-BASED COURSE OPPORTUNITIES

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

Experiential Learning (EL) classes put students in direct contact with some aspect of the issues being studied in their coursework. The off-campus area offers sites for learning, but students don't necessarily engage in service.

Community-Based Learning (CBL) courses give students the opportunity to contribute to the community beyond the campus. Their experiences are integrated into class like a reading assignment, providing them with an additional text for consideration during class discussions and in written assignments.

Community-Based Research (CBR) involves students in an investigation of a question of concern to a non-profit community organization. The results of the study are intended to assist the organization.

FALL 2017 COURSE INDEX

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


COLLEGE OF ARTS AND LETTERS

ARTS AND LETTERS (NON-DEPARTMENTAL)

AL 24107 (CBL) All Roads Lead to Rome

  • Rome Program / International

AL 34002 (CBL) Toledo Internship

  • Toledo Program / International

AL 34003 (CBL) Community Service

  • Puebla Program / International

AL 34721 (CBL) Medical Internship

  • Puebla Program / International

AFRICANA STUDIES

AFST 20703 (CBL) Introduction to Social Problems

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

AFST 33706 (CBL) Rhetorics of Gender and Poverty

AMERICAN STUDIES

AMST 30110 (sec. 1-2) (EL/CBL) Confronting Homelessness in the U.S.

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

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

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

AMST 41402 (CBL/EL) Community Based Service for Mexican Immigration

ANTHROPOLOGY

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

ANTH 33205 (CBL) Archaeology of Ireland

ANTH 34320 (CBL) Introduction to Ireland

  • Dublin Program / International

ANTH 34721 (CBL) Theoretical and Practical Introduction to Mexican Medicine

  • Puebla Program / International

ANTH 34733 (CBL) Approaches to Poverty and Development

  • Santiago Program / International

ANTH 41103 (CBL/EL) Community Based Service for Mexican Immigration

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

ANTH 63205 (CBL) Archaeology of Ireland

ART, ART HISTORY, AND DESIGN

DESN 40100 (CBL) Social Design: Initiatives, Challenges and Innovation

CLASSICS

CLAS 34200 (CBL) All Roads Lead to Rome

  • Rome Program / International

ENGLISH

ENGL 20023 (CBL) Writing Center Theory and Practice

ENGL 20171 (CBL) Rhetorics of Gender and Poverty

FILM, TELEVISION, AND THEATRE

FTT 30603 (CBL) Visualizing Global Change

FIRST YEAR STUDIES

FYS 13992 (CBL) Ethical Leadership

GENDER STUDIES

GSC 33656 (CBL) Rhetorics of Gender and Poverty

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

GSC 35000 (CBL) Internship

GSC 41103 (CBL/EL) Community Based Service for Mexican Immigration

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

GERMAN AND RUSSIAN LANGUAGES AND LITERATURES

RU 40101 (CBL) Advanced Russian I

HISTORY

HIST 34430 (CBL) Introduction to Ireland

  • Dublin Program / International

HIST 34502 (CBL) All Roads Lead to Rome

  • Rome Program / International

LATIN AMERICAN STUDIES

LAST 34550 (CBL) Approaches to Poverty and Development

  • Santiago Program / International

MUSIC

MUS 20691 (EL) Wind and Percussion Pedagogy

PHILOSOPHY

PHIL 43308 (CBR) Environmental Justice

POLITICAL SCIENCE

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

POLS 35901 (CBL / CBR) Internships

PSYCHOLOGY

PSY 13181 (CBL) Social Science University: Sustainability Psychology and Practice: Persuasion, Nudges and Ecological Attachment

PSY 23271 (CBR/ EL) Autism Spectrum Disorder Practicum I-W

PSY 25270 (CBR / EL) Autism Spectrum Disorder Practicum II

PSY 33643 (CBR) Literacy Development and Children

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

PSY 43230 (CBL) Mental Health and Aging

PSY 43271 (CBR/ EL) Autism Spectrum Disorder Practicum I-W

PSY 43288 (CBL) Practicum in Child Maltreatment

PSY 60230 (CBL) Mental Health and Aging

ROMANCE LANGUAGES

LLRO 30883 (CBR / CBL) Mexican Immigration: A South Bend Case Study

LLRO 31883 (CBL/EL) Community Based Service for Mexican Immigration

LLRO 34600 (CBL) All Roads Lead to Rome

  • Rome Program / International

ROMANCE LANGUAGES AND LITERATURES

ROSP 20201 (sec. 1-11) (CBL/EL) Intermediate Spanish I

ROSP 20202 (sec. 1-6) (CBL/EL) Intermediate Spanish II

ROSP 20450 (CBL) Spanish for Business

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

ROSP 30017 (CBL / EL) Introduction to Translation and Interpreting, Theory and Practice

ROSP 30320 (CBL) Advanced Grammar, Conversation and Culture

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

ROSP 63892 (CBL) Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production

SOCIOLOGY

SOC 20033 (CBL) Introduction to Social Problems

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

  • Toledo Program / International

SOC 30603 (CBL) Visualizing Global Change

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

SOC 34123 (CBL) Introduction to Ireland

  • Dublin Program / International

SOC 34530 (CBL) Approaches to Poverty and Development

  • Santiago Program / International

SOC 41103 (CBL/EL) Community Based Service for Mexican Immigration

SOC 43490 (CBL / CBR) Mexican Immigration: A South Bend Case Study

SOC 44520 (CBL) Catholic Education and the Common Good: Insights from Theory and Practice in the UK

  • London Program / International

SOC 45000 (CBL) Sociology Internships

THEOLOGY

THEO 20625 (CBL) Discipleship: Loving Action for Justice

THEO 20643 (CBL) The Askesis of Nonviolence: Theology and Practice

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

THEO 33858 (CBL) Social Concerns Seminar: International Issues

 

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

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

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

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

THEO 33950 (CBL) Social Concerns Seminar: Appalachia

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

THEO 33961 (EL) Discernment

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

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

THEO 34202 (CBL) Approaches to Poverty and Development

  • Santiago Program / International

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

THEO 40872 (CBL) Intro to Latino Theology

THEO 60869 (CBL) Intro to Latino Theology

THEO 60967 (CBL) Common Good Initiative-Uganda: Women, the Church, and the Ecology of the Common Good

WRITING AND RHETORIC

WR 13200 (CBL) (sec.1-5) Community Writing and Rhetoric

 

SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS

CATHOLIC SOCIAL TRADITION

CST 20625 (CBL) Discipleship: Loving Action for Justice

CST 30505 (CBL) Social Entrepreneurship

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

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

EDUCATION

EDU 75630 (CBL) Internship & Practice I

EDU 75632 (CBL) Inquiry & Intervention I

EDUCATION, SCHOOLING, AND SOCIETY

ESS 30401 (CBL) Writing Center Theory and Practice

ESS 30611 (CBL) Tutoring in the Community

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

ESS 33627 (CBL) Literacy Development and Children

ESS 34355 (CBL) Catholic Education and the Common Good: Insights from Theory and Practice in the UK

  • London Program / International

ESS 34360 (CBL) Toledo Internship

  • Toledo Program / International

ESS 34690 (CBL) Internship in Education: Theory and Practice

  • Puebla Program / International

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

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

ESS 45653 (CBL/EL) Community Based Service for Mexican Immigration

FRENCH

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

  • Angers Program / International

HESBURGH PROGRAM IN PUBLIC SERVICE

HESB 20220 (CBL) Introduction to Social Problems

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

HESB 30303 (CBL) Social Entrepreneurship

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

HESB 33102 (CBR) Introduction to Asset-Based Community Development

HESB 34092 (EL) Foundations of Public Policy – Public Policy Visits

  • Washington D.C. Program

HESB 34093 (EL) Washington D.C. Internship

  • Washington D.C. Program

HESB 40108 (CBL / CBR) Mexican Immigration: A South Bend Case Study

HESB 40110 (CBL/EL) Community Based Service for Mexican Immigration

INTERNATIONAL DEVELOPMENT STUDIES

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

IDS 30603 Visualizing Global Change

IDS 30921 (CBL) Social Entrepreneurship

IDS 40900 (CBL) Social Design: Initiatives, Challenges and Innovation

IRISH STUDIES

IRST 24208 (CBL) Introduction to Ireland

  • Dublin Program / International

IRST 30111 Archaeology of Ireland

POVERTY STUDIES

PS 33400 (CBL) Rhetorics of Gender and Poverty

PS 34002 (CBL/EL) Experiential Learning Abroad: Internship

  • London Program / International

PS 35002 (CBR/EL) Experiential Learning-Internship

PS 43000 (CBR) Capstone Seminar: Poverty Studies

SUSTAINABILITY

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

MENDOZA COLLEGE OF BUSINESS

ACCOUNTANCY

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

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

BUSINESS ADMINISTRATION—SC

BASC 20200 (sec. 1-2) (EL) Principles of Management

BASC 20250 (sec. 7,9,10) (CBR) Principles of Marketing

BUSINESS ADMINISTRATION—UNDERGRADUATE

BAUG 30505 (CBR) Social Entrepreneurship

INFORMATION TECHNOLOGY, ANALYTICS, AND OPERATIONS

ITAO 40660 (sec. 1 – 3) (EL) IT Project Management

MANAGEMENT AND ORGANIZATION

MGTO 20100 (sec. 1 & 2) Principles of Management

MGTO 30710 (CBL) Giving Voice to Values

MGTO 70550 (CBR) Social Innovation: Business Solutions to Global, Social, and Environmental Inequities

MARKETING

MARK 20100 (sec. 7,9,10) (CBR) Principles of Marketing 

MARK 30120 (CBR) Marketing Research

 

COLLEGE OF ENGINEERING

AEROSPACE AND MECHANICAL ENGINEERING

AME 30362 (CBL) Design Methodology

CIVIL ENGINEERING

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

CE 40701 (EL) Principles of Practice 

COMPUTER SCIENCE AND ENGINEERING

CSE 20600 (sec. 2-4, 28) (CBL / CBR) CSE Service Projects

CSE 30246 (CBL) Database Concepts

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

CSE 40600 (sec. 4, 28) (CBL / CBR) CSE Service Projects  

CSE 40613 (CBL / CBR) Web Applications

CSE 60613 (CBL / CBR) Web Applications

ENGINEERING

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

 

LAW SCHOOL

LAW SCHOOL

LAW 70365 (EL) Federal Criminal Practice

LAW 70720 (CBL) Corporate Counsel Externship

LAW 70726 (CBL) Applied Mediation

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

LAW 70730 (CBL) National Immigrant Justice Center Instruction

LAW 70733 (CBL) Public Defender Externship - Instruction

LAW 70736 (CBL) Lawyering Practice Externship Instruction

LAW 70908 (CBL) Intercollegiate Athletics Externship Instruction

LAW 73760 (CBL) ND Law in Chicago Seminar

LAW 73761 (CBL) ND Law in DC Seminar

LAW 74731 (CBL) London Internship

  • London Program / International

LAW 75605 (CBL) Tax Clinic

LAW 75606 (CBL) Tax Clinic II

LAW 75720 (CBL) Corporate Counsel Externship Fieldwork

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

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

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

LAW 75728 (CBL) Intellectual Property Law Clinic II

LAW 75731 (CBL) Legal Externship – Summer

LAW 75732 (CBL) Street Law

LAW 75733 (CBL) Public Defender Externship

LAW 75734 (CBL) National Immigrant Justice Center Externship

LAW 75735 (CBL) Legal Externship – Public Defender

LAW 75736 (CBL) Lawyering Practice Externship Fieldwork

LAW 75737 (CBL) Seventh Circuit Practice Externship

LAW 75760 (CBL) ND Law in Chicago Externship Field Placement

LAW 75761 (CBL) ND Law in DC Externship Field Placement

LAW 75800 (CBL) Appalachia Externship

LAW 75908 (CBL) Intercollegiate Athletics Externship

 

COLLEGE OF SCIENCE

BIOLOGICAL SCIENCES

BIOS 40202 (sec. 1-3) (CBL) Developmental Neuroscience 

BIOS 50544 (CBR) Environmental Justice

CHEMISTRY

CHEM 30331 (CBR) Chemistry in the Service of the Community

SCIENCE, TECHNOLOGY, AND VALUES

STV 20603 Visualizing Global Change

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

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

STV 34350 (CBL) A European Perspective on Environmental Politics: A Service Learning Approach

  • Greece Program / International

STV 43396 (CBR) Environmental Justice

 

SCHOOL OF ARCHITECTURE

SCHOOL OF ARCHITECTURE

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

ARCH 51411 (CBR) Research and Documentation of Historical Buildings

ARCH 81151 (EL) Urban Design II

 

CENTERS AND INSTITUTES

CENTER FOR SOCIAL CONCERNS

CSC 33000 (CBL) Leadership for Social Change Fellows Course

CSC 33301 (CBL) Sports Ethics: Intersection of Sports and Social Concerns

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

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

CSC 33858 (CBL) Social Concerns Seminar: International Issues

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

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

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

CSC 33950 (CBL) Social Concerns Seminar: Appalachia

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

CSC 33961 (EL) Discernment

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

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

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

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

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

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

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

CSC 33991 (CBL) Social Concerns Seminar: Recovering from Mental Illness through Work and Community

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

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

CSC 36992 (CBL / CBR / EL) Directed Readings: Summer Service Learning

CSC 60697 (CBL) Women, the Church, and the Ecology of the Common Good in Uganda

CSC 63950 (CBL) Social Concerns Seminar: Appalachia

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

CSC 63955 (EL) Globalizing Perley: The Arts, Education and the Common Good

ECK INSTITUTE FOR GLOBAL HEALTH

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

GH 68550 Capstone Seminar

INSTITUTE FOR LATINO STUDIES

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

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

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

ILS 40807 (CBL) Intro to Latino Theology

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

ILS 41103 (CBL/EL) Community Based Service for Mexican Immigration

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

KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES

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

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

IIPS 30304 (CBL) Visualizing Global Change

IIPS 30924 (CBL) Social Entrepreneurship

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

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

 

FALL 2017 COURSE DESCRIPTIONS

 

COLLEGE OF ARTS AND LETTERS

ARTS AND LETTERS (NON-DEPARTMENTAL)

AL 24107 (sec. 1 & 2) / CLAS 34200 (sec. 1 & 2) / HIST 34502 (sec. 1 & 2) / LLRO 34600 (sec. 1 &2)
All Roads Lead to Rome
Ludovico Geymonat
Credit hours: 3
Is it possible to understand the immense phenomenon of Rome in a semester of site visits, historical studies, literary readings, film viewings and lectures? Of course not. Nevertheless, students in this course will start to understand Rome by experiencing the complexity of its urban network; by studying the ruins of antiquity and the splendors of Renaissance, Baroque and 18th Century Rome; by tracing the epic adventure that reunited Italy and led to the establishment of Rome as its capital after twenty centuries (so that today, Rome is at the heart of two states: the Italian Republic and of Vatican); by revisiting the tragedies of modern times, including fascism and the civil war; and by learning about the Rome of postwar and contemporary Italy.
 
AL 34002 (CBL) 
Toledo Internship
Toledo Program / International
Credit hours: 3
This course must be pre-approved by a Notre Dame department for specific departmental credit within a major.
 
AL 34003 (CBL) 
Community Service
Puebla Program / International
Credit hours: 3
This course must be pre-approved by a Notre Dame department for specific departmental credit within a major.
 
AL 34721 (CBL) 
Medical Internship
Puebla Program / International
Credit hours: 3
This course must be pre-approved by a Notre Dame department for specific departmental credit within a major.
 
 
 
 
 
 

AFRICANA STUDIES

AFST 20703 / HESB 20220 / SOC 20033 (CBL)
Introduction to Social Problems
Leslie MacColman
Credit hours: 3
Analysis of selected problems in American society such as crime, narcotic addiction, alcoholism, delinquency, racial and ethnic conflict, prostitution, and others. Discussions, debates, films, tapes, and readings.
 
AFST 30237 / AMST 30110 (sec. 1-2) / ANTH 30110 (EL/CBL)
Confronting Homelessness in the U.S.
Benedict Giamo
Credit hours: 3
The purpose of this course is to examine the conditions of extreme poverty and homelessness within the broader context of American culture and society. In order to confront the nature of these conditions, we will draw upon insights from literature, cultural history, documentary film, creative nonfiction, and ethnography. We'll focus on the degree of permanence and change in our approach to both historical and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be analyzed, and the various cultural representations that work to organize social perceptions of the situation will be explored. There will be an experiential or community-based learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to the Center for the Homeless in South Bend (30 hours), write documentary accounts of their experience, and complete a final paper.
 
AFST 33706 / ENGL 20171 / GSC 33656 / PS 33400 (CBL)
Rhetorics of Gender and Poverty
Connie Mick
Credit hours: 3
This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time exploring such representations as: Dorothea Lange's 1936 documentary photograph of the Migrant Mother, Ronald Reagan's 1976 caricature of the Welfare Queen, the 2008 film Slumdog Millionaire, and Katherine Boo's 2012 book Behind the Beautiful Forevers. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? To what extent do these representations not only reflect but shape public opinion and public policy? These questions will be grounded in theories and research on the intersection of gender, poverty, race, and rhetoric. They will also be framed by students' original community-based research supported by local community partners whose social service addresses gender and poverty. Community engagement time is limited and flexible. Final projects may be composed as traditional research or creative works.
 
 

AMERICAN STUDIES

AMST 30110 (sec. 1-2) / AFST 30237 / ANTH 30110 (EL/CBL)
Confronting Homelessness in the U.S.
Benedict Giamo
Credit hours: 3
The purpose of this course is to examine the conditions of extreme poverty and homelessness within the broader context of American culture and society. In order to confront the nature of these conditions, we will draw upon insights from literature, cultural history, documentary film, creative nonfiction, and ethnography. We'll focus on the degree of permanence and change in our approach to both historical and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be analyzed, and the various cultural representations that work to organize social perceptions of the situation will be explored. There will be an experiential or community-based learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to the Center for the Homeless in South Bend (30 hours), write documentary accounts of their experience, and complete a final paper.
 
AMST 30812 / CSC 33997 / CST 33997 / HESB 30302 / IIPS 33905 / PSY 33691 (CBL)
Rethinking Crime & Justice: Explorations from the Inside Out
Edward Kelly / Susan Sharpe
Credit hours: 3
What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.
 
AMST 30913 / CSC 33988 / HESB 33102 / IIPS 33911 (CBR)
Introduction to Asset-Based Community Development
Danielle Wood
Credit hours: 3
Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words - 'community' and 'development.' In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies - with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.
 
AMST 40402 / ANTH 43305 / ESS 45652 / GSC 43103 / HESB 40108 / ILS 43103 / LLRO 30883 / SOC 43490 (CBL/EL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
This course uses experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.
 
AMST 41402 / ANTH 41103 / ESS 45653 / GSC 41103 / HESB 40110 / ILS 41103 / LLRO 31883 / SOC 41103 (CBL/EL)
Community Based Service for Mexican Immigration
Karen Richman
Credit hours: 1
This one credit course complements the classroom course, Mexican Immigration: A South Bend Case study for students who wish to extend their learning through service in the community. (Enrollment in the classroom course is a requirement, but students in the classroom course are not required to add this course.) Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations, clinics, law offices and community agencies. The schedules for service will vary accordingly.
 
 

ANTHROPOLOGY

ANTH 30110 / AFST 30237 / AMST 30110 (sec. 1-2) (EL/CBL)
Confronting Homelessness in the U.S.
Benedict Giamo
Credit hours: 3
The purpose of this course is to examine the conditions of extreme poverty and homelessness within the broader context of American culture and society. In order to confront the nature of these conditions, we will draw upon insights from literature, cultural history, documentary film, creative nonfiction, and ethnography. We'll focus on the degree of permanence and change in our approach to both historical and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be analyzed, and the various cultural representations that work to organize social perceptions of the situation will be explored. There will be an experiential or community-based learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to the Center for the Homeless in South Bend (30 hours), write documentary accounts of their experience, and complete a final paper.
 
ANTH 33205 / ANTH 63205 / IRST 30111 (CBL)
Archaeology of Ireland
Ian Kuijt
Credit hours: 3
This course examines the cultural and historical trajectory of the archaeology of Ireland through a series of richly illustrated lectures, organized chronologically, that trace cultural, social, and technological developments from the Neolithic through the Viking period. Integrated with this lecture series, and running concurrently on alternate days, will be a series of seminar and discussion classes focused upon a number of anthropological and archaeological issues related to each of these periods of time. This includes the emergence of the unique systems of communities, and the development of systems of metallurgy in the Iron Age. Other classes will touch upon the topics of regionalism and identity and contact at different periods of time, mortuary practices and ritual, and discussion of village life in ring forts during the Bronze Age.
 
ANTH 34320 / HIST 34430 / IRST 24208 / SOC 34123 (CBL)
Introduction to Ireland
Dublin Program / International
Kevin Whelan / Margaret Weber
Credit hours: 3
ND Keough Ctr Course: Prof. Kevin Whelan. Evolution of Irish culture from the eighteenth century to the contemporary period; It aims to give students a foundational understanding of the cultural inheritance of the island. While organized in broadly chronological terms, it will also examine crucial thematic concerns—landscape, history, languages, economy, society, politics and government, literature, music, sport.
 
ANTH 34721 (CBL)
Theoretical and Practical Introduction to Mexican Medicine
Puebla Program / International
Credit hours: 3
Lectures by Mexican doctors on health care in Mexico, traditional medicine, physician perspectives, expectations of patients. Students spend six hours/week in Mexican hospitals, shadowing doctors and doing some clinical work under medical supervision. They take a trip to the indigenous town of Cuetzalan where they meet a traditional healer and witness first hand practices of traditional medicine. 
 
ANTH 34733 / THEO 34202 / SOC 34530 (sec. 1 & 2) (CBL)
Approaches to Poverty and Development
Santiago Program / International
Anne Hayes
Credit hours: 3
Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science perspective. Mandatory 2 credit field work component.
 
ANTH 41103 / AMST 41402 / ESS 45653 / GSC 41103 / HESB 40110 / ILS 41103 / LLRO 31883 / SOC 41103 (CBL/EL)
Community Based Service for Mexican Immigration
Karen Richman
Credit hours: 1
This one credit course complements the classroom course, Mexican Immigration: A South Bend Case study for students who wish to extend their learning through service in the community. (Enrollment in the classroom course is a requirement, but students in the classroom course are not required to add this course.) Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations, clinics, law offices and community agencies. The schedules for service will vary accordingly.
 
ANTH 43305 / AMST 40402 / ESS 45652 / GSC 43103 / HESB 40108 / ILS 43103 / LLRO 30883 / SOC 43490 (CBL/EL)
Mexican Immigration: A South Bend Case Study
Karen Richman
​Credit hours: 4
This course uses experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.
 
ANTH 63205 / ANTH 33205 / IRST 30111 (CBL)
Archaeology of Ireland
Ian Kuijt
Credit hours: 3
This course examines the cultural and historical trajectory of the archaeology of Ireland through a series of richly illustrated lectures, organized chronologically, that trace cultural, social, and technological developments from the Neolithic through the Viking period. Integrated with this lecture series, and running concurrently on alternate days, will be a series of seminar and discussion classes focused upon a number of anthropological and archaeological issues related to each of these periods of time. This includes the emergence of the unique systems of communities, and the development of systems of metallurgy in the Iron Age. Other classes will touch upon the topics of regionalism and identity and contact at different periods of time, mortuary practices and ritual, and discussion of village life in ring forts during the Bronze Age.
 

ART, ART HISTORY, AND DESIGN

 
DESN 40100 / IDS 40900 (CBL)
Social Design: Initiatives, Challenges & Innovation
Neeta Verma
Credit hours: 3
This advanced course in visual communication is for students to understand social advocacy within both a global context (India) and local context (South Bend). Students understand their role as designers/collaborators/catalysts through real life experiences. Students from diverse discipline are encouraged to come together to create a multi-disciplinary cohort that focuses on 'blue-sky problems' that combines and delicately balances strategic thinking with innovation. During the initial part of the course, in July 2017, students will travel to India for 3 weeks to work with students from India and then return here to commence the course during the Fall semester. Working with students from India, the goal would be to understand social problems within a new paradigm and socio-economic parameter of a rapidly evolving country and its pluralistic culture and returning to Notre Dame with renewed and re-energized perspectives on those very same issues to examine and address them locally. DESN 20101 (VCD1) is recommended, but not required.
 
 

Classics

CLAS 34200 (sec. 1 & 2) / AL 24107 (sec. 1 & 2) / HIST 34502 (sec. 1 & 2) / LLRO 34600 (sec. 1 &2)
All Roads Lead to Rome
Ludovico Geymonat
Credit hours: 3
Is it possible to understand the immense phenomenon of Rome in a semester of site visits, historical studies, literary readings, film viewings and lectures? Of course not. Nevertheless, students in this course will start to understand Rome by experiencing the complexity of its urban network; by studying the ruins of antiquity and the splendors of Renaissance, Baroque and 18th Century Rome; by tracing the epic adventure that reunited Italy and led to the establishment of Rome as its capital after twenty centuries (so that today, Rome is at the heart of two states: the Italian Republic and of Vatican); by revisiting the tragedies of modern times, including fascism and the civil war; and by learning about the Rome of postwar and contemporary Italy.
 
 

English

ENGL 20023 / ESS 30401 (CBL)
Writing Center Theory & Practice
Matthew Capdevielle
Credit hours: 3
A three-credit course in writing pedagogy for students working as tutors in the University Writing Center.

 

ENGL 20171 / AFST 33706 / GSC 33656 / PS 33400 (CBL)
Rhetorics of Gender and Poverty
Connie Mick
Credit hours: 3
This course explores the rhetorical history and dynamics of what has been called the “feminization of poverty”, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time from Dorothea Lange’s 1936 documentary photograph of the “Migrant Mother” to Ronald Reagan's 1976 reference to the “Welfare Queen” to the 2008 film Slumdog Millionaire. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? These questions will be grounded in theories and research on the intersection of gender, poverty, and rhetoric. They will also be framed by students’ original community-based research supported by local community partners whose social service addresses gender and poverty. Final projects can be composed as traditional research or creative works.
 
 
 
 
 

FILM, TELEVISION, AND THEATRE

FTT 30603 / IDS 30603 / IIPS 30304 / SOC 30603 / STV 20603 (CBL)
Visualizing Global Change
Tamara Kay
Credit hours: 3
The goal of the course is to compare the processes by which social scientists and filmmakers/photographers engage in social documentation. Students explore how global social problems such as rural and urban poverty, race and gender inequalities, immigration, and violence are analyzed across the social sciences, and depicted in a variety of documentary film and photography genres. The course also explores the role that documentary photography and film play in promoting rights and advocating for social change, particularly in the realm of human rights and global inequality. It examines the history of documentary film and photography in relationship to politics, and to the development of concerns across the social sciences with inequality and social justice. It also looks at how individual documentarians, non-profit organizations and social movements use film and photography to further their goals and causes, and issues of representation their choices raise. The course is also unique because it requires students to engage in the process of visual documentation themselves by incorporating an activity-based learning component. For their final project, students choose a human rights or social problem that concerns or interests them (and which they can document locally ? no travel is required), prepare a documentary ?exhibit? on the chosen topic (10-12 photographs), and write a 12-15 page paper analyzing how 2-3 social scientists construct and frame the given problem. Students also have the option to produce a short documentary film.
 
 
 
 
 

FIRST YEAR OF STUDIES

FYS 13992 (CBL)
Ethical Leadership
Eileen Botting
Credit hours: V
This year-long required course for first-year merit scholars is a lecture and discussion series on the meaning of ethical leadership and the intellectual relationship between interdisciplinary scholarship and effective public service. Scholars develop critical thinking and public speaking skills as they reflect on some of the most pressing problems and challenges of our time. The specific topics chosen for discussion - civic engagement and renewal, wealth disparity, racism, incarceration, gender inequality, environmental degradation, children's rights, etc. - often have a local as well as a global dimension. Scholars are assigned selected readings in advance of each lecture and discussion session. Scholars are also encouraged to share with their peers articles and essays that they deem especially pertinent to the lecture topic(s). Ideas and views discussed in the lecture series are meant to serve as stimuli or points of departure for the service initiatives and research projects that merit scholars typically undertake during their four years in their programs. This public lecture and discussion series featuring distinguished guest speakers from the university, senior merit scholars, the broader academy, and the local community is one of the many ways in which Notre Dame encourages its undergraduate scholars to become interdisciplinary thinkers and collaborative leaders across their diverse fields of study. Part of the course will involve "public service immersion" trips to organizations in the local community to learn about civic engagement, research, and internship opportunities. The course concludes with a self-designed final creative project, in which the scholar integrates what has been learned about leadership over the course of the semester.

 

GENDER STUDIES

GSC 33656 / AFST 33706 / ENGL 20171 / PS 33400 (CBL)
Rhetorics of Gender and Poverty
Connie Mick
Credit hours: 3
This course explores the rhetorical history and dynamics of what has been called the “feminization of poverty”, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time from Dorothea Lange’s 1936 documentary photograph of the “Migrant Mother” to Ronald Reagan's 1976 reference to the “Welfare Queen” to the 2008 film Slumdog Millionaire. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? These questions will be grounded in theories and research on the intersection of gender, poverty, and rhetoric. They will also be framed by students’ original community-based research supported by local community partners whose social service addresses gender and poverty. Final projects can be composed as traditional research or creative works.
 
GSC 33661 / CSC 33661 (CBL) 
Social Concerns Seminar: Human Trafficking: Causes, Responses, and Current Debates 
Christine Cervenak
Credit hours: 1
The seminar will explore a number of overarching themes necessary to understand the complex dimensions of human trafficking, both in the United States and around the world. By the end of the course, students should expect to have a foundational understanding of human trafficking and modern-day slavery, especially related to:- Various typologies of slave-like exploitation today, along with forces that promote them;- Legal frameworks, policy initiatives and civil society responses to fight modern slavery; and- Current debates over effective strategies to combat human trafficking and support survivors. Students will have an opportunity to engage state and local governmental officials, activists (especially Catholic religious women), lawyers, and service providers fighting human trafficking in the Midwest, with a focus on Indiana. This course would be particularly relevant for students who may work with or on behalf of vulnerable populations - e.g., migrants, including refugee camp residents, communities in conflict and post-conflict settings, people emerging from natural disasters, those living in extreme poverty.
 
GSC 35000 (CBL)
Internship
Abigail Palko
Credit hours: 3
In collaboration with the Director of Undergraduate Studies in Gender Studies, students choose an organization or business in the South Bend area for which they serve as a non-paid intern, performing 6-8 hours of internship service per week for their chosen internship site. The hours per week may be spread across several days, or completed in one long block. The student will be expected to complete a minimum of 80 total hours. This course serves an elective in either the Gender Studies supplementary major or the Gender Studies minor.
 
GSC 41103 / ANTH 41103 / AMST 41402 / ESS 45653 / HESB 40110 / ILS 41103 / LLRO 31883 / SOC 41103 (CBL/EL)
Community Based Service for Mexican Immigration
Karen Richman
Credit hours: 1
This one credit course complements the classroom course, Mexican Immigration: A South Bend Case study for students who wish to extend their learning through service in the community. (Enrollment in the classroom course is a requirement, but students in the classroom course are not required to add this course.) Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations, clinics, law offices and community agencies. The schedules for service will vary accordingly.
 
GSC 43103 / AMST 40402 / ANTH 43305 / ESS 45652 /  HESB 40108 / ILS 43103 / LLRO 30883 / SOC 43490 (CBL/EL)
Mexican Immigration: A South Bend Case Study
Karen Richman
​Credit hours: 4
This course uses experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.

 

GERMAN AND RUSSIAN LANGUAGES AND LITERATURES

RU 40101 (CBL)
Advanced Russian I
Melissa Miller
Credit hours: 3
This year-long course is designed to significantly improve students' comprehension and self-expression skills in Russian, serving as a preparation for Russian literature courses in the original. The course will include an intensive review of Russian grammar; Russian stylistics, syntax, and grammar at the advanced level; reading and analysis of a wide range of 19th-century Russian literary texts; writing essays in Russian; and extensive work on vocabulary building and advanced conversation skills.

 

HISTORY

HIST 34430 / ANTH 34320 / IRST 24208 / SOC 34123 (CBL)
Introduction to Ireland
Dublin Program / International
Kevin Whelan / Margaret Weber
Credit hours: 3
ND Keough Ctr Course: Prof. Kevin Whelan. Evolution of Irish culture from the eighteenth century to the contemporary period; It aims to give students a foundational understanding of the cultural inheritance of the island. While organized in broadly chronological terms, it will also examine crucial thematic concerns—landscape, history, languages, economy, society, politics and government, literature, music, sport.

 

HIST 34502 (sec. 1 & 2) / AL 24107 (sec. 1 & 2) / CLAS 34200 (sec. 1 & 2) / LLRO 34600 (sec. 1 &2)
All Roads Lead to Rome
Ludovico Geymonat
Credit hours: 3
Is it possible to understand the immense phenomenon of Rome in a semester of site visits, historical studies, literary readings, film viewings and lectures? Of course not. Nevertheless, students in this course will start to understand Rome by experiencing the complexity of its urban network; by studying the ruins of antiquity and the splendors of Renaissance, Baroque and 18th Century Rome; by tracing the epic adventure that reunited Italy and led to the establishment of Rome as its capital after twenty centuries (so that today, Rome is at the heart of two states: the Italian Republic and of Vatican); by revisiting the tragedies of modern times, including fascism and the civil war; and by learning about the Rome of postwar and contemporary Italy.
 
 

LATIN AMERICAN STUDIES

LAST 34550 (CBL)
Approaches to Poverty and Development
Santiago Program / International
Anne Hayes
Credit hours: 3
Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science perspective.
 
 
 

MUSIC

MUS 20691 (EL)
Wind and Percussion Pedagogy
Kenneth Dye / Justin McManus
Credit hours: 1
Notre Dame students will learn teaching techniques on their instruments through hands-on instruction of local students in the Bandlink program. Instruction will be in individual lessons and small group rehearsals.

 

PHILOSOPHY

PHIL 43308 / BIOS 50544 / STV 43396 (CBR)
Environmental Justice
Kristin Shrader-Frechette
Credit hours: 3
(EIJ) refers to the fact that children, minorities, and poor people receive higher exposures to environmental toxins that damage their health and kill them. This course is designed to understand and to address EIJ, and it is for people interested in environmental problems and the social injustices that they cause. It will cover flaws in scientific method and in ethics that cause EIJ. Course is hands-on, practical, and dedicated to showing students how to do environment-related social-justice analysis and how to analyze environmental-impact assessments. Students choose individual projects on which to work, and these projects determine most of the course grade. These projects also are designed to help influence environmental policy or to serve the needs of specific pollution-threatened poor or minority communities. For more information, see the syllabus at www.nd.edu/~kshrader/courses/ Course Prerequisites: Instructor's permission required if student is not a philosophy, pre-med, science, math, or engineering major (via email to kshrader@nd.edu) to register for course. Course Requirements: There are weekly quizzes; but no tests and no exams, 2 short, analytic papers; participation in classroom analysis, and one student-chosen project. Students each choose an EJ project on which to work, so that they can use techniques (learned in the course) to promote real-world social justice and improved use of scientific methods in specific poor or minority communities who are victimized by pollution. There are no exams. Course Texts include Peter Singer, One World; Shrader-Frechette, Environmental Justice; and a variety of articles from scientific and medical journals.

 

POLITICAL SCIENCE

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

Stephen Reifenberg
Credit hours: 3

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

POLS 35901 (CBL/CBR)
Internships
Carolina Arroyo
Credit hours: variable, 1–3
The goal of the internship program is to integrate academic learning with the world beyond the classroom. Internships are available throughout the Notre Dame area with a variety of government offices, non-profit agencies and NGOs. Interns work with professionals in their area of interest, explore career options and gain real work experience. Interns are required to work 6–8 hours per week. All internships are unpaid. Internship credits are elective and do not fulfill any major requirements.
 
 
 

PSYCHOLOGY

PSY 13181 sec. 4 (CBL)
Social Science University Seminar: Sustainability Psychology and Practice: Persuasion, Nudges and Ecological Attachment
Darcia Narvaez
Credit hours: 3
An introduction to the seminar method of instruction accenting the organization and expression of arguments suggested by readings in psychology.
 
PSY 23271 / PSY 43271 (CBR/ EL)
Autism Spectrum Disorder Practicum I-W
Kristin Wier
Credit hours: 3
This course provides students with the opportunity to conduct educational programs with individuals diagnosed with autism spectrum disorder (ASD) while acquiring an in-depth knowledge of the individual, family, community, and cultural issues surrounding the diagnosis. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a weeks for at least four hours (50 hours over the course of the semester). For the in-class portion of the course, students will meet with the instructors to discuss current research/readings, important topics, and personal experiences related to ASD. It is our hope that through this course you will begin to gain an understanding of individuals with ASD and acquire the skills to support them and their families. In addition, you will continue to develop the communication skills (written and oral) that are crucial to be a successful professional in the field of developmental disabilities. Please note that a version of this course is offered at the 40000 level which has a significant writing requirement (and has additional required coursework, see listing). Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation. Access to a car can be arranged through the Center for Social Concerns.
 
PSY 25270 / PSY 45270 (CBR/ EL)
Autism Spectrum Disorder Practicum II
Kristin Wier
Credit hours: 3
This course is a continuation of the Autism Spectrum Disorder Practicum I or IW course (a prerequisite for this course). This course provides students with the opportunity to conduct educational programs with children diagnosed with autism spectrum disorder (ASD) and other pervasive developmental disabilities. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a week for at least four hours (50 hours over the course of the semester). The practicum will be supervised by parents working in conjunction with professional therapists, including your instructor Kristin Wier. In addition, students will meet to discuss their practicum programs and general topics relating to developmental disabilities and particularly autism spectrum disorder. Issues regarding treatment and applied behavior analysis will be discussed, as well as topics concerning the impact of children with developmental disabilities on the family and community. You are welcome to set up meetings with me as needed for additional support. Please note that a version of this course is offered at the 40000 level which has a significant writing requirement (and has additional required coursework, see listing). Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation. Access to a car can be arranged through the Center for Social Concerns.
 
PSY 33643 / ESS 33627 (CBR)
Using Research to Help Children Learn
Andrea Christensen
Credit hours: 3
Students who wish to integrate theory, practice, and empirical evidence in children's learning may choose to participate in a seminar that combines community based service learning and research. Students will meet 75 minutes per week on campus to discuss a set of common readings covering topics including service learning, mentoring, children’s learning and development, and research methods. In addition, students will be required to commit to spending at least two hours per week (one hour each on two weekday afternoons [M/W or T/R] for a total of approximately 25 hours) working with an elementary school child one-on-one in a local after-school literacy program. Students will keep a journal with entries for each visit with their child, and they will conduct research that involves the comparison among instructional techniques, materials, or behavioral management methods. Students will be required to integrate the theory and evidence from course material with their service experience and research findings. This seminar is only offered in the fall; however, students will be encouraged to continue their service to the after-school program during the spring semester through a one-credit ESS service-learning option. *Please note: students may be required to provide their own transportation to/from the after-school program site. Every effort will be made to arrange transportation or to include sites that are within walking distance of campus.
 
PSY 33691 / AMST 30812 / CSC 33997 / CST 33997 / HESB 30302 / IIPS 33905 (CBL)
Rethinking Crime & Justice: Explorations from the Inside Out
Jay Brandenberger / Edward Kelly / Susan Sharpe
Credit hours: 3
What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.
 
PSY 43230 / PSY 60230 (CBL)
Mental Health and Aging
Cindy Bergeman
Credit hours: 3
The primary purpose of this course is to expose students to basic issues relevant to the mental health of the elderly, which includes an experiential learning component in the form of volunteer relationships with an older adult. In the classroom, students will be challenged to think critically about the mental health issues associated with later life and are expected to actively participate in class discussions. Topics focused on pathological aging include psychological disorders, assessment, diagnosis, and treatment; resiliency in aging topics include: physical and mental health, social support, personality, coping, and stress. Class presentations, volunteer activities, and the readings will be used to stimulate discussion and critical thinking. Students will also keep a journal for this purpose. The format of the course may include some lecture, but will rely heavily on class discussion and group activities. Students are required to participate in some type of volunteer activity over the course of the semester (i.e., a minimum of one hour/week). Students may generate their own volunteer placement or I can help match you up with one.
 
PSY 43271 / PSY 23271 (CBR/ EL)
Autism Spectrum Disorder Practicum I-W
Kristin Wier
Credit hours: 3
This course provides students with the opportunity to conduct educational programs with individuals diagnosed with autism spectrum disorder (ASD) while acquiring an in-depth knowledge of the individual, family, community, and cultural issues surrounding the diagnosis. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a weeks for at least four hours (50 hours over the course of the semester). For the in-class portion of the course, students will meet with the instructors to discuss current research/readings, important topics, and personal experiences related to ASD. It is our hope that through this course you will begin to gain an understanding of individuals with ASD and acquire the skills to support them and their families. In addition, you will continue to develop the communication skills (written and oral) that are crucial to be a successful professional in the field of developmental disabilities. Please note that a version of this course is offered at the 40000 level which has a significant writing requirement (and has additional required coursework, see listing). Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation. Access to a car can be arranged through the Center for Social Concerns.
 
PSY 43288 (CBL)
Practicum in Child Maltreatment
Kristin Valentino
Credit hours: 3
This course is intended to expose students to the child welfare system and the effects of child maltreatment and foster care on child development. The seminar portion of the course will include training on mandated reporting, and the child welfare system, and discussion of current research on child maltreatment, foster care, child development, and developmental psychopathology. The practicum portion of the course is designed to give students hands on experience with children in custody of the Department of Child Services in South Bend. Each student in the practicum will be paired with a child who is currently placed in foster care because of substantiated child maltreatment. The student will serve as a mentor to this child, and will spend 1-2 hours with the child twice weekly in the child's foster home.
 
PSY 45270 / PSY 25270 (CBR/ EL)
Autism Spectrum Disorder Practicum II
Kristin Wier
Credit hours: 3
This course is a continuation of the Autism Spectrum Disorder Practicum I or IW course (a prerequisite for this course). This course provides students with the opportunity to conduct educational programs with children diagnosed with autism spectrum disorder (ASD) and other pervasive developmental disabilities. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a week for at least four hours (50 hours over the course of the semester). The practicum will be supervised by parents working in conjunction with professional therapists, including your instructor Kristin Wier. In addition, students will meet to discuss their practicum programs and general topics relating to developmental disabilities and particularly autism spectrum disorder. Issues regarding treatment and applied behavior analysis will be discussed, as well as topics concerning the impact of children with developmental disabilities on the family and community. You are welcome to set up meetings with me as needed for additional support. Please note that a version of this course is offered at the 40000 level which has a significant writing requirement (and has additional required coursework, see listing). Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation. Access to a car can be arranged through the Center for Social Concerns.
 
PSY 60230 / PSY 43230 (CBL)
Mental Health and Aging
Cindy Bergeman
Credit hours: 3
The primary purpose of this course is to expose students to basic issues relevant to the mental health of the elderly, which includes an experiential learning component in the form of volunteer relationships with an older adult. In the classroom, students will be challenged to think critically about the mental health issues associated with later life and are expected to actively participate in class discussions. Topics focused on pathological aging include psychological disorders, assessment, diagnosis, and treatment; resiliency in aging topics include: physical and mental health, social support, personality, coping, and stress. Class presentations, volunteer activities, and the readings will be used to stimulate discussion and critical thinking. Students will also keep a journal for this purpose. The format of the course may include some lecture, but will rely heavily on class discussion and group activities. Students are required to participate in some type of volunteer activity over the course of the semester (i.e., a minimum of one hour/week). Students may generate their own volunteer placement or I can help match you up with one.
 
 

ROMANCE LANGUAGES

LLRO 30883 / ANTH 43305 / AMST 40402 / ESS 45652 / GSC 43103 / HESB 40108 / ILS 43103 / SOC 43490 (CBL/EL)
Mexican Immigration: A South Bend Case Study
Karen Richman
​Credit hours: 4
This course uses experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.
 
LLRO 31883 / ANTH 41103 / AMST 41402 / ESS 45653 / GSC 41103 / HESB 40110 / ILS 41103 / SOC 41103 (CBL/EL)
Community Based Service for Mexican Immigration
Karen Richman
Credit hours: 1
This one credit course complements the classroom course, Mexican Immigration: A South Bend Case study for students who wish to extend their learning through service in the community. (Enrollment in the classroom course is a requirement, but students in the classroom course are not required to add this course.) Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations, clinics, law offices and community agencies. The schedules for service will vary accordingly.
 
LLRO 34600 (sec. 1 &2) / AL 24107 (sec. 1 & 2) / CLAS 34200 (sec. 1 & 2) / HIST 34502 (sec. 1 & 2) 
All Roads Lead to Rome
Ludovico Geymonat
Credit hours: 3
Is it possible to understand the immense phenomenon of Rome in a semester of site visits, historical studies, literary readings, film viewings and lectures? Of course not. Nevertheless, students in this course will start to understand Rome by experiencing the complexity of its urban network; by studying the ruins of antiquity and the splendors of Renaissance, Baroque and 18th Century Rome; by tracing the epic adventure that reunited Italy and led to the establishment of Rome as its capital after twenty centuries (so that today, Rome is at the heart of two states: the Italian Republic and of Vatican); by revisiting the tragedies of modern times, including fascism and the civil war; and by learning about the Rome of postwar and contemporary Italy.
 
 

ROMANCE LANGUAGES AND LITERATURES—SPANISH

ROSP 20201 (sec. 1-10) (CBL/EL)
Intermediate Spanish I
Maria Jose Fernandez Moreno / Monica Jancha / Katherine Oswald / Andrea Topash-Rios
Credit hours: 3
This is an intermediate second-year language sequence with equal focus on oral and writing skills. It includes a review of basic grammar and then transitions into more difficult features of Spanish. Students learn to discuss and write about Hispanic cultural topics, current events, and literary texts.
 
ROSP 20202 (sec. 1-7) (CBL/EL)
Intermediate Spanish II
Tatiana Botero / Leonardo Franalanci / Elena Mangione-Lora / Rachel Parroquin 
Credit hours: 3
This is an intermediate second-year language sequence with equal focus on oral and writing skills. It includes a review of basic grammar and then transitions into more difficult features of Spanish. Students learn to discuss and write about Hispanic cultural topics, current events, and literary texts.
 
ROSP 20450 (CBL)
Spanish for Business
Ivis Menes
​Credit hours: 3
This course is designed for the student who wants to learn and study Spanish terminology, phrases, and cultural conventions used in business situations in Spain and Latin America.
 
ROSP 20810 / ILS 25911 (CBL)
Community-Based Spanish: Language, Culture, and Community
Maria Coloma
​Credit hours: 3
This fifth-semester language and culture course is designed for students who want to improve their communication skills in Spanish and broaden their understanding of the Hispanic world through connecting with the local Spanish speaking community. Each section may focus on different topics, such as health care, education, social services, history of immigration, and intercultural competence. The course has a required Community-Based Learning component in which students engage with the Latino community through placements in such areas as health care, youth mentoring or tutoring programs, English as a New Language (ENL) classes, and facilitating educational workshops with parents. In this course, students integrate their service experiences with the academic components of the class through readings, research, reflective writing, and discussion.  
 
ROSP 30017 (CBL/EL)
Introduction to Translation and Interpreting, Theory and Practice
Elena Mangione-Lora
​Credit hours: 3
Students will explore translation theory, ethics, preparations, procedures and techniques by means of Monica Baker's In Other Words: A Coursebook on Translation. Together with an advanced language text to improve language skills, and selected readings to provide a strong preparation for meaningful interaction with their community partners, the course will provide real-world opportunities for application and feedback for the skills the students develop. Students will be expected to work with the community partner for 10-12 hours per semester, which typically entails a visit once per week to the partner site.
 
ROSP 30320 sec. 1 and 2 (CBL)
Advanced Grammar, Conversation and Culture
Ivis Menes
​Credit hours: 3
A further refinement of Spanish speaking and writing skills, this course is designed for students returning from abroad who wish to improve their proficiency in Spanish, and for students already in upper division- courses who seek additional assistance with writing skills and grammar.
 
ROSP 40892 / ILS 40909 / ROSP 63892 (CBL)
Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production
Marisel Moreno
Credit hours: 4
What is a border? Who inhabits the borderlands? What function does the border play in the construction of a national or cultural identity? How do we bridge communities? How are borders represented, established, and challenged in the works of US Latino/a writers? These are some of the questions that this course will address within the context of US Latino/a literature and culture. Most of the course will focus on two geographical areas that we tend to associate with these concepts: the traditional US-Mexico border and the lesser studied Caribbean. Students will watch films and read literary works by Mexican-American, Puerto Rican, Dominican-American and Cuban-American authors in order to gain a deeper understanding of how borders and borderlands inform contemporary discourse and culture. This course has a Community-Based Learning (CBL) requirement. Students are expected to sign up for tutoring at La Casa de Amistad once a week for 2 hours, with either of two programs: Crece Conmigo (meets M-T-W-R, approximately between 2:30-5) or Adelante America (M-T-W-R, approximately between 4:00-6:00). Students should make sure that their schedules allow for this commitment. This course is designed for Spanish majors who have taken other advanced literature courses. The course will be taught in Spanish and is open to advanced non-majors who are very fluent in the language. 
 
ROSP 63892 / ILS 40909 / ROSP 40892 (CBL)
Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production
Marisel Moreno
Credit hours: 4
What is a border? Who inhabits the borderlands? What function does the border play in the construction of a national or cultural identity? How do we bridge communities? How are borders represented, established, and challenged in the works of US Latino/a writers? These are some of the questions that this course will address within the context of US Latino/a literature and culture. Most of the course will focus on two geographical areas that we tend to associate with these concepts: the traditional US-Mexico border and the lesser studied Caribbean. Students will watch films and read literary works by Mexican-American, Puerto Rican, Dominican-American and Cuban-American authors in order to gain a deeper understanding of how borders and borderlands inform contemporary discourse and culture. This course has a Community-Based Learning (CBL) requirement. Students are expected to sign up for tutoring at La Casa de Amistad once a week for 2 hours, with either of two programs: Crece Conmigo (meets M-T-W-R, approximately between 2:30-5) or Adelante America (M-T-W-R, approximately between 4:00-6:00). Students should make sure that their schedules allow for this commitment. This course is designed for Spanish majors who have taken other advanced literature courses. The course will be taught in Spanish and is open to advanced non-majors who are very fluent in the language. 
 
 

SOCIOLOGY

SOC 20033 / AFST 20703 / HESB 20220 (CBL)
Introduction to Social Problems
Leslie MacColman
Credit hours: 3
Analysis of selected problems in American society such as crime, narcotic addiction, alcoholism, delinquency, racial and ethnic conflict, prostitution, and others. Discussions, debates, films, tapes, and readings.
 
SOC 24400 (CBL)
Spain and Immigrants: A Spanish Language and Culture Course based in Community Service
Toledo Program / International
Credit hours: 3
In this course, students will participate in several Toledo institutions related to the immigration phenomenon in Spain, collaborating directly either with the immigrant population or with the Spaniards who are working with them (each student's profile and availability will determine that student's placement). This ongoing exchange and collaboration will continue in the classroom, since the language and culture contents will be built by the students and teacher from readings, work experience, and constant debate. At the end of the course, a workshop day will be held to which collaborating institutions, students, and anyone from Toledo who wants to participate will be invited.
 
SOC 30603 / FTT 30603 / IDS 30603 / IIPS 30304 /  STV 20603 (CBL)
Visualizing Global Change
Tamara Kay
Credit hours: 3
The goal of the course is to compare the processes by which social scientists and filmmakers/photographers engage in social documentation. Students explore how global social problems such as rural and urban poverty, race and gender inequalities, immigration, and violence are analyzed across the social sciences, and depicted in a variety of documentary film and photography genres. The course also explores the role that documentary photography and film play in promoting rights and advocating for social change, particularly in the realm of human rights and global inequality. It examines the history of documentary film and photography in relationship to politics, and to the development of concerns across the social sciences with inequality and social justice. It also looks at how individual documentarians, non-profit organizations and social movements use film and photography to further their goals and causes, and issues of representation their choices raise. The course is also unique because it requires students to engage in the process of visual documentation themselves by incorporating an activity-based learning component. For their final project, students choose a human rights or social problem that concerns or interests them (and which they can document locally ? no travel is required), prepare a documentary ?exhibit? on the chosen topic (10-12 photographs), and write a 12-15 page paper analyzing how 2-3 social scientists construct and frame the given problem. Students also have the option to produce a short documentary film.
 
SOC 33458 / CSC 33458 / ILS 33701 / CST 33458 (CBL)
Mexico-U.S. Border Immersion Seminar
Kraig Beyerlein
​Credit hours: 2
This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion especially Catholic Social Teachings and border and immigration issues. To be eligible, students must complete an application, posted here: http://socialconcerns.nd.edu/academic/winter/BorderIssuesSeminar.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966 / SOC 33066 / ILS 30804 / THEO 33966) cannot take this course.] 
 
SOC 34123 / HIST 34430 / ANTH 34320 / IRST 24208 (CBL)
Introduction to Ireland
Dublin Program / International
Kevin Whelan / Margaret Weber
Credit hours: 3
ND Keough Ctr Course: Prof. Kevin Whelan. Evolution of Irish culture from the eighteenth century to the contemporary period; It aims to give students a foundational understanding of the cultural inheritance of the island. While organized in broadly chronological terms, it will also examine crucial thematic concerns—landscape, history, languages, economy, society, politics and government, literature, music, sport.
 
SOC 34530 / ANTH 34733 / THEO 34202 (CBL)
Approaches to Poverty and Development
Santiago Program / International
Anne Hayes
Credit hours: 3
Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science
 
SOC 41103 / ANTH 41103 / AMST 41402 / ESS 45653 / GSC 41103 / HESB 40110 / ILS 41103 / LLRO 31883 (CBL/EL)
Community Based Service for Mexican Immigration
Karen Richman
Credit hours: 1
This one credit course complements the classroom course, Mexican Immigration: A South Bend Case study for students who wish to extend their learning through service in the community. (Enrollment in the classroom course is a requirement, but students in the classroom course are not required to add this course.) Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations, clinics, law offices and community agencies. The schedules for service will vary accordingly.
 
SOC 43490 / AMST 40402 / ANTH 43305 / ESS 45652 / GSC 43103 / HESB 40108 / ILS 43103 / LLRO 30883 (CBL/EL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
This course uses experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.
 
SOC 44520 / ANTH 34733 / THEO 34202 (CBL)
Catholic Education and the Common Good: Insights from Theory and Practice in the UK
London Program / International
John Lydon / Simon Uttley / Gemma Bencini / Nicole Fusi / Alice Tyrell
This course will integrate the experience of teaching in London Catholic schools with a reflection on practice informed by contemporary scholarship. Students who are successful in applying for placements with Catholic secondary schools in London will spend 10-15 hours per week on-site in their school, working with staff and students in a variety of ways. They will also meet weekly, as a class, to discuss their experiences and to explore the broader context of their experiences. Beginning with an introduction to the English Catholic school, its history and relationship with the State, the course will include: the Catholic school and the common good; teaching and learning in the UK tradition; controversy in the face of religious pluralism, secularisation and the question of the separation of Church and State; Catholic school ethos; spiritual capital and leadership of the Catholic school.
 
SOC 45000 (CBL)
Sociology Internships
Ann Marie Power
Credits: variable, 1–3
Permission required
This is an experiential course designed to give students some practical experience in the area of urban affairs, social welfare, education, health care, or business, in order to test their interest, complement their academic work, or acquire work experience preparatory to future careers. Students are placed in a community agency in the South Bend area and normally work eight hours per week as interns under the supervision of an experienced practitioner. Hours are flexible, usually set to accommodate the intern's availability and the needs of the host agency. While there are no prerequisites, preference is given to Sociology majors, ALPP or SCPP majors, PSIM minors, and students who have had course work in an area related to social concerns. This is a graded course. In addition to fieldwork, academic work includes reading scholarly works related to the field placement, periodic group meetings with the instructor and others in the course, and a final paper. For more information and/or an application, contact Ann Power.

The following is a list of agencies that have accepted interns. Students may also request placement in an agency they find on their own (subject to approval by the instructor).

CASIE Center (Child Abuse Services, Investigation and Education)
Center for Hospice & Palliative Care, St. Joseph County
Early Childhood Development Center
Family Justice Center
Good Shepherd Montessori School
Indiana Legal Services
La Casa de Amistad
Near Northwest Neighborhood Inc.
Neighborhood Development Association
Robinson Community Learning Center
Safe Station (Youth Runaway Shelter)
Salvation Army of St. Joseph County (Social Services)
Sex Offense Services of St. Joseph County
Sr. Maura Brannick Health Center at Chapin Street
Upward Bound College Preparatory Program, UND
Washington High School, South Bend

 

THEOLOGY

THEO 20625 / CST 20625 (CBL)
Discipleship: Loving Action for Justice
Margaret Pfeil
Credit hours: 3
This course is designed for students who have completed a Summer Service Project Internship (SSLP or ISSLP) or Social Enterprise Microfinance Internship (SEMI). It affords students the opportunity to re-engage their immersion experiences. Students will employ tools of social analysis, theological reflection, and rhetoric relative to both topics such as hunger, homelessness, poverty, incarceration, and immigration, and themes such as freedom, solidarity, mimesis, power, and the preferential option for the poor. The goal of the course is to develop a theology of discipleship to which justice is integral, including considerations of worship, sustainability, social reconciliation and restorative justice. 
Prerequisite: Completion of the SSLP/ISSLP through the Center for Social Concerns
Class limit: 25 students
 
THEO 20643 / IIPS 20729 (CBL)
The Askesis of Nonviolence: Theology and Practice
Margaret Pfeil
Credit hours: 3
This course will explore the theology and practice of nonviolence as a form of askesis, or spiritual discipline. The material will include readings from Scripture, the early Christian tradition, and Catholic social teaching. Religious sources outside the Christian tradition will include Gandhi, Thich Nhat Hanh, and Badshah Khan. This course will use the method of community-based learning and will require 20 hours of service at particular sites in the South Bend area.  
 
THEO 30047 / CSC 33977 (CBL)
Social Concerns Seminar: Hands of St. Andre: A Seminage to Andre House in Phoenix
Melissa Marley Bonnichsen
Credit hours: 1
This seminage (seminar/pilgrimage) will examine the life and spirit of St. Andre Bessette and the multiple ways in which humanity is impoverished (financial and spiritual). Students will have the opportunity to travel to Andre House in Phoenix AZ over fall break and bear witness to the Gospel and spirit of Brother Andre by serving the local community through the Andre hospitality houses, reflecting upon our own internal poverty through prayer and reflection, and engaging in a larger conversation around systemic poverty and the need for communal, internal, and societal healing.
 
THEO 33858 / CSC 33858 (CBL)
Social Concerns Seminar: International Issues
Rachel Tomas Morgan
Credit hours: 1
This course revolves around international experiential learning opportunities, examining the culture, community, and life of the people encountered, including the poor. Students participate in preparation and follow-up sessions.
 
THEO 33933 / CSC 33933 / ILS 33800 Sec. 3 (CBL)
Summer Service Learning Internship: Cross-Cultural Learning Program (CCLP)
Felicia Johnson O’Brien/Karen Richman
Credit hours: 3
This is a leadership internship for Hispanic studies working 10–12 weeks in a Hispanic/Latino area with organizations dedicated to empowering local communities. Students will complete the requirements of THEO 33931 and work with the Center for Social Concerns to build partnerships with the agencies and people involved.
 
THEO 33936 / CSC 33936 (CBL)
Summer Service Learning Program: Kinship on the Margins
Benjamin Wilson
Credit hours: 3
Immersion: Eight week summer service-learning placements This three-credit course of the Summer Service Learning Program takes place before, during, and after student participation in the eight consecutive week summer immersion sponsored by the Center for Social Concerns and the Notre Dame Alumni Association. The goal of the course is to reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through experiential learning, reading, writing and discussions. Writing assignments include journal assignments and a final paper. The course is completed during the first five weeks of fall semester and is graded Satisfactory or Unsatisfactory. Acceptance is based on the student's application and interview. Contact the Center for Social Concerns for more information.
 
THEO 33937 (CBL)
Summer Service Learning: Directed Readings in Theology (CBL)
Margaret Pfeil / Benjamin Wilson
​Credit hours: 3
Students who are theology majors or minors and second-time participants in the Summer Service Learning Program are eligible for this course. Students work individually with a professor in the theology department integrating theological study with questions that arise from the work at the SSLP site. This is a graded course that counts as an elective toward the major or minor. Permission required from the Center for Social Concerns.
 
THEO 33938 / CSC 33938 (CBL)
Summer Service Learning Program: Confronting Social Issues: International
Rachel Tomas Morgan
Credit hours: 3
Prerequisites: THEO 33970
Application required—eight week summer immersion
This course and internship is synonymous with the Center for Social Concerns International Summer Service Learning Program (ISSLP). The course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with persons and grass roots groups working to address the needs of the poor internationally. The learning goals of the course are to gain and understanding of the multi- dimensionality of poverty in the developing world; analyze root causes, and identify strategies for social development (poverty alleviation); to gain an understanding of international social issues in light of Catholic social teaching; and to strengthen cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a mandatory day retreat on Monday, August 22, 2016, four re-entry classes meeting on Thursdays 6:30 - 7:45 p.m. on August 25, September 1, 8, and 15, and a final paper/project.
 
THEO 33950 / CSC 33950 / CSC 63950 (CBL)
Social Concerns Seminar: Appalachia
Kyle Lantz
​Credit hours: 1
One-week immersion required
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes (e.g., rural health care, environmental issues) at various sites while learning about the region and rural issues.
 
THEO 33952 / CSC 33952 (EL)
Social Concerns Seminar: Topics in Social Change
Melissa Marley Bonnichsen  
Credit hours: 1
This seminar allows students to participate in an experiential opportunity designed to examine contemporary social problems. Emphasis will be placed on understanding issues/conflicts from the perspective of the various participants. Preparation and follow-up sessions are tailored to the specific opportunity.
 
THEO 33961 / CSC 33961 (EL)
Discernment
Michael Hebbeler
Credit hours: 1
The Discernment Seminar provides senior-level undergraduate students an opportunity to reflect on their Notre Dame experience and consider postgraduate plans with one another through small-group discussion. Each session is structured to assist the students' exploration and articulation of their respective vocations through a variety of means, including narrative theology, spiritual direction, literature, and the arts.
 
THEO 33962 / CSC 33962 (CBL)
Social Concerns Seminar: Gospel of Life
Melissa Marley Bonnichsen
Credit hours: 1
The goal of the Gospel of Life Seminar is to provide students with the opportunity to read and reflect and on a variety of life issues through experiential learning. Exploration begins in the orientation classes where students will become familiar with the issues through reading Roman Catholic Church documents such as The Gospel of Life and by meeting people who work on life-related issues. During the week in Washington, D.C., seminar participants will meet with representatives from the U.S. Conference of Catholic Bishops, elected officials, advocacy groups, legal professionals, and bio ethicists whose work involves life-related concerns. The follow-up classes facilitate analysis and synthesis of insights gained during the week of experiential learning.
 
THEO 33975 / CSC 33975 (CBL)
Social Concerns Seminar: Poverty and Development in Chile
Jimena Holquin
Credit hours: 1
THEO 33975/CSC 33975 (1.0 credit) serves as the required orientation course for all students who will participate in the Approaches to Poverty and Development course offered through the Universidad Alberto Hurtado in Santiago, Chile as part of the Santiago study abroad program. The course will provide students with information regarding many of the themes and topics that will be explored further in the UAH course. This one-credit preparatory course will provide the necessary information to facilitate a richer and more meaningful experience while in Chile. Students must first be accepted into the Santiago semester abroad program through the Office of International Studies before being able to apply for this course. 
 
THEO 34202 / SOC 34530 / ANTH 34733 (CBL)
Approaches to Poverty and Development
Santiago Program / International
Anne Hayes
Credit hours: 3
Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science perspective. Mandatory 2 credit field work component.
 
THEO 40632 (CBL)
The Heart’s Desire and Social Change
Daniel Groody
Credit hours: 3
This course will help students to explore their deepest passions and to translate those interests into concrete action through social innovation. The process will begin with discernment about vocation, through the lenses of theology and business. Students will then engage in a design thinking process to develop their interests and determine how these social passions can connect to their work or to an entrepreneurial project.
 
THEO 40872 / ILS 40807 / THEO 60869 (CBL)
Introduction to Latino Theology
Peter Casarella
This course examines the method and practice of Latino Theology, a theology that takes as its starting point the everyday, communal, and liberating experience of faith of the Hispanic people of God in the United States. We will explore the contributions made by Latinos to all the major theological loci (God, Christology, Ecclesiology, etc.) and also the dialogues with non-Latino and non-Christian perspectives that have enriched the theory and practice of Latino theology.
 
THEO 60869 / ILS 40807 / THEO 40872 (CBL)
Introduction to Latino Theology
Peter Casarella
This course examines the method and practice of Latino Theology, a theology that takes as its starting point the everyday, communal, and liberating experience of faith of the Hispanic people of God in the United States. We will explore the contributions made by Latinos to all the major theological loci (God, Christology, Ecclesiology, etc.) and also the dialogues with non-Latino and non-Christian perspectives that have enriched the theory and practice of Latino theology.
 
THEO 60967 / CSC 60697 (CBL)
The Common Good Initiative-Uganda: Women, the Church, and the Ecology of the Common Good
Kevin Sandberg. C.S.C.
Credit hours: 2
Women bear the brunt of climate change in Central Africa; does the Church offer them any recourse? CGI-Uganda is a graduate student-only social justice course that explores the Catholic social teaching principle of the common good from an ecological approach. It's immersion in Uganda will begin to enable students to understand the role that women and the Church share in modern Africa to bring about the ecological conversion called for in the papal encyclical Laudato Si'. While on immersion in Uganda, students will meet with diverse groups, including church-based ministries. The twofold course objective is to surface what meanings of the common good underlie these efforts among women and the Church in Africa, and to formulate personal, disciplinary, and structural responses to ecological crises, including their manifestation in forms of poverty as traditionally understood. This course requires travel to Uganda over the fall break 2017.
 
 

WRITING AND RHETORIC

WR 13200 (sec. 1-6) (CBL)
Community Writing and Rhetoric
Elizabeth Capdeville / Lorraine Cuddeback / Edward Kelly / Stacy Sivinski / Dominique Vargas
Credit hours: 3
In cooperation with the Center for Social Concerns, these sections of composition place students in learning situations in the wider community where they are in contact with people who are dealing with the specific content issue of their section. We welcome students with commitment to social justice and community service to enroll.
 
 
 
 
 

SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS

CATHOLIC SOCIAL TRADITION

CST 20625 / THEO 20625 (CBL)
Discipleship: Loving Action for Justice
Margaret Pfeil
Credit hours: 3
This course is designed for students who have completed a Summer Service Project Internship (SSLP or ISSLP) or Social Enterprise Microfinance Internship (SEMI). It affords students the opportunity to re-engage their immersion experiences. Students will employ tools of social analysis, theological reflection, and rhetoric relative to both topics such as hunger, homelessness, poverty, incarceration, and immigration, and themes such as freedom, solidarity, mimesis, power, and the preferential option for the poor. The goal of the course is to develop a theology of discipleship to which justice is integral, including considerations of worship, sustainability, social reconciliation and restorative justice. 
Prerequisite: Completion of the SSLP/ISSLP through the Center for Social Concerns
Class limit: 25 students
 
CST 30505 / BAUG 30505 / HESB 30303 / IDS 30921/ IIPS 30924  (CBL)
Social Entrepreneurship
Karen Slaggert
Credit hours: 3
Social Entrepreneurship (formerly MicroVenturing I) explores the innovative concepts, practices and strategies associated with building, sustaining, and replicating social impact organizations in less developed countries (LDCs) and here in the United States. Many dynamic organizations are aspiring to a "double" or "triple bottom line" - beneficial human impact, environmental sustainability, and profitability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures. In addition, students will analyze various social enterprise business models, including microfinance, microenterprise development, bottom of the pyramid, etc., and will devise strategies and tactics to improve the efficacy of these ventures, as well as engage in research seeking to advance the field of social enterprise at Notre Dame. 
 
CST 33458 / SOC 33458 / CSC 33458 / ILS 33701 (CBL)
Mexico-U.S. Border Immersion Seminar 
Kraig Beyerlein
​Credit hours: 2
This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion especially Catholic Social Teachings and border and immigration issues. To be eligible, students must complete an application, posted here: http://socialconcerns.nd.edu/academic/winter/BorderIssuesSeminar.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966 / SOC 33066 / ILS 30804 / THEO 33966) cannot take this course.]
 
CST 33997 / AMST 30812 / CSC 33997 /HESB 30302 / IIPS 33905 / PSY 33691 (CBL)
Rethinking Crime & Justice:  Explorations from the Inside Out
Edward Kelly / Susan Sharpe
Credit hours: 3
What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.

 

EDUCATION

EDU 75630 (CBL)
Internship and Practice I
Christian Dallavis/ April Garcia / Monica Kowalski/ William Watson / Melodie Wyttenbach
Credit hours: 2
This course engages candidates in the application and implementation of the skills and concepts of the domains of school culture, instructional leadership and executive management. Participants are given opportunities to gain leadership experience within the context of their school. As part of this course, candidates complete a leadership internship at their school, increasing their leadership capacity while receiving guided support from their instructors through performance assessments designed to deepen their professional growth and develop best practices as school leaders. Participants will also receive direct support from their on-site supervisor and regular mentoring from experienced professionals in the field.
 
EDU 75632 (CBL)
Inquiry and Intervention I
Frank O’Linn / Christian Dallavis / Mary Jones / Sandria Morten / Christine Bonfiglio / Diane Maletta / Melodie Wyttenbach
Credit hours: 2
This course requires candidates to Participants identify and address a particular challenge facing their school related to student achievement. Over the course of the second year, candidates will use methods from the field of action research to identify an issue, research the literature and best practice, devise an intervention, collect data, conduct an analysis of the findings, and prepare a recommendation for school leaders.
 
 

EDUCATION, SCHOOLING, AND SOCIETY

ESS 30401 / ENGL 20023  (CBL)
Writing Center Theory & Practice
Matthew Capdevielle
Credit hours: 3
A three-credit course in writing pedagogy for students working as tutors in the University Writing Center.
 
ESS 30611 (CBL)
Tutoring in the Community
Nancy Masters
Credit hours: 1
ESS 30611 is a one-credit seminar for students who are tutoring in the South Bend community. This seminar will provide tutors with an opportunity to explore the social, economic, and cultural forces that influence the lives of their students. Tutoring in the Community will give tutors the tools they need to analyze beliefs and pedagogy, improve instruction, and foster development in South Bend school children in need.
 
ESS 30629 / HESB 30595 (CBR)
Early Childhood Policy in the United States: Origin and Current Context
Rachel Fulcher Dawson
Credit hours: 3
This course covers the various issues relevant to the current early childhood education landscape. This includes theories of early learning and child development, policy development in the United States, the issues of inequality and the achievement gap (particularly related to K-12 Education Reform) and research on interventions or "what works" in early childhood programming. The advantage to understanding the theories of child development, the policy context and the intervention research is that it gives future teachers and future policymakers a foundational premise upon which to grow, analyze, learn and teach. Topics covered will include: Theories of Child Development (Infant Schools to Present), Head Start and the CCDBG, State Preschool, Inequality and the Achievement Gap in the Early Years and Interventions in Early Childhood (HighScope/Perry Preschool, Abecedarian and Chicago Parent Studies, Head Start Research). The goal of this class is to come away with a greater understanding of the language, the history, the goals and the possibilities in this policy area as well as its connections to other social welfare programs and to K-12 schooling. Students will become more fluent in the language of early childhood education and will gain the foundational knowledge of past and current theories, laws, policies and educational interventions.
 
ESS 33627 / PSY 33643 (CBR)
Using Research to Help Children Learn
Andrea Christensen
Credit hours: 3
Students who wish to integrate theory, practice, and empirical evidence in children's learning may choose to participate in a seminar that combines community based service learning and research. Students will meet 75 minutes per week on campus to discuss a set of common readings covering topics including service learning, mentoring, children’s learning and development, and research methods. In addition, students will be required to commit to spending at least two hours per week (one hour each on two weekday afternoons [M/W or T/R] for a total of approximately 25 hours) working with an elementary school child one-on-one in a local after-school literacy program. Students will keep a journal with entries for each visit with their child, and they will conduct research that involves the comparison among instructional techniques, materials, or behavioral management methods. Students will be required to integrate the theory and evidence from course material with their service experience and research findings. This seminar is only offered in the fall; however, students will be encouraged to continue their service to the after-school program during the spring semester through a 1-credit ESS service-learning option. *Please note: students may be required to provide their own transportation to/from the after-school program site. Every effort will be made to arrange transportation or to include sites that are within walking distance of campus.
 
ESS 34355 (CBL)
Catholic Education and the Common Good: Insights from Theory and Practice in the UK
John Lydon / Simon Uttley / Gemma Bencini / Nicole Fusi / Alice Tyrell
London Program / International
Credit hours: 3
This course will integrate the experience of teaching in London Catholic schools with a reflection on practice informed by contemporary scholarship. Students who are successful in applying for placements with Catholic secondary schools in London will spend 10-15 hours per week on-site in their school, working with staff and students in a variety of ways. They will also meet weekly, as a class, to discuss their experiences and to explore the broader context of their experiences. Beginning with an introduction to the English Catholic school, its history and relationship with the State, the course will include: the Catholic school and the common good; teaching and learning in the UK tradition; controversy in the face of religious pluralism, secularisation and the question of the separation of Church and State; Catholic school ethos; spiritual capital and leadership of the Catholic school.
 
ESS 34360 (CBL)
Toledo Internship
Toledo Program / International
Credit hours: 3
This course must be pre-approved by a Notre Dame department for specific departmental credit within a major.
 
ESS 34690 (CBL)
Internship in Education: Theory and Practice
Puebla Program / International
Credit hours: 3
Puebla, Mexico study abroad course:This is an experiential course designed to give students practical experience in the area of teaching English as a second language. The course content will include weekly lectures on instructional strategies and educational philosophy, as well as teaching English in local schools, and observing education in an indigenous rural school. Students will be asked to write a reflective journal as well as other written assignments for the course. In a culminating writing assignment, students will reflect on and interpret their classroom experiences through the course readings. Students can select theories or themes from the coursework and evaluate how or if they played out in local students' language learning. For example, they might analyze processes of second language learning through the development of their students over the semester. This project should reflect an integration of course material and students' experiences in the elementary classroom and should represent the development of the student's understanding of teaching and learning a second language.
 
ESS 43640 (sec. 1-3) (CBR)
Seminar: Educational Research
Andrea Christensen
Credit hours: 3
Students will learn about both methods and topics in educational research. Students will design and execute an original research study.
 
ESS 45652 / AMST 40402 / ANTH 43305 / GSC 43103 / HESB 40108 / ILS 43103 / LLRO 30883 / SOC 43490 (CBL/EL)
Mexican Immigration: A South Bend Case Study         
Karen Richman
​Credit hours: 4
This course uses experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.
 
ESS 45653 / ANTH 41103 / AMST 41402 / GSC 41103 / HESB 40110 / ILS 41103 / LLRO 31883 / SOC 41103 (CBL/EL)
Community Based Service for Mexican Immigration
Karen Richman
Credit hours: 1
This one credit course complements the classroom course, Mexican Immigration: A South Bend Case study for students who wish to extend their learning through service in the community. (Enrollment in the classroom course is a requirement, but students in the classroom course are not required to add this course.) Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations, clinics, law offices and community agencies. The schedules for service will vary accordingly.
 

FRENCH

ROFR 34910 (CBL)
Women of the Loire Valley from the Middle Ages through the 20th Century
Angers Program / International
Odette Menyard
​Credit hours: 3
In this course, we will be researching the role and the image of women of the Loire Valley from the early Middle Ages to the 21st century. Attention will be given to the influence and/or active participation of some major figures in politics, religion, literary production and the arts. Our chronological survey will encompass "femmes fortes", « muses et favorites » , « femmes engagées , « salonières et épistolières », « féministes avant la lettre », and two contemporaries. A special place will be reserved for Jeanne d'Arc, viewed as a patriotic warrior, sorcerer, saint, laic saint and current emblem of the far-right political party in France. We will observe artistic representations of these figures (painting, sculpture, music, film), and read a selection of texts by them, or about them. While analyzing their achievements and failures, and the judgment of their peers and History, we will attempt to find a common denominator to answer the question: how did the expectations of and from the women evolve through the centuries? Some film screenings and on-site visits will be required. Assiduous preparation for class and active participation in discussions are expected. Requirements: one oral presentation, a 6-7 page research paper, a final examination. May replace Survey I or Survey II for French minors. Serves as an elective for French majors.
 

HESBURGH PROGRAM IN PUBLIC SERVICE

HESB 20220 / AFST 20703 / SOC 20033 (CBL)
Introduction to Social Problems
Leslie MacColman
Credit hours: 3
Analysis of selected problems in American society such as crime, narcotic addiction, alcoholism, delinquency, racial and ethnic conflict, prostitution, and others. Discussions, debates, films, tapes, and readings.
 
HESB 30302 / AMST 30812 / CSC 33997 / CST 33997 / IIPS 33905 / PSY 33691 (CBL)
Rethinking Crime & Justice: Explorations from the Inside Out
Jay Brandenberger / Edward Kelly / Susan Sharpe
Credit hours: 3
What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.
 
HESB 30303 / BAUG 30505 / CST 30505 / IDS 30921 / IIPS 30924 (CBL)
Social Entrepreneurship
Karen Slaggert
Credit hours: 3
Some of the most dynamic and successful businesses are aspiring to a "double" or "triple bottom line": profitability, beneficial human impact, and environmental sustainability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery, which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures.
 
HESB 30595 / ESS 30629 (CBR)
Early Childhood Policy in the United States: Origin and Current Context
Rachel Fulcher Dawson
Credit hours: 3
This course covers the various issues relevant to the current early childhood education landscape. This includes theories of early learning and child development, policy development in the United States, the issues of inequality and the achievement gap (particularly related to K-12 Education Reform) and research on interventions or "what works" in early childhood programming. The advantage to understanding the theories of child development, the policy context and the intervention research is that it gives future teachers and future policymakers a foundational premise upon which to grow, analyze, learn and teach. Topics covered will include: Theories of Child Development (Infant Schools to Present), Head Start and the CCDBG, State Preschool, Inequality and the Achievement Gap in the Early Years and Interventions in Early Childhood (HighScope/Perry Preschool, Abecedarian and Chicago Parent Studies, Head Start Research). The goal of this class is to come away with a greater understanding of the language, the history, the goals and the possibilities in this policy area as well as its connections to other social welfare programs and to K-12 schooling. Students will become more fluent in the language of early childhood education and will gain the foundational knowledge of past and current theories, laws, policies and educational interventions.
 
HESB 33102 / AMST 30913 / CSC 33988 / IIPS 33911 (CBR)
Introduction to Asset-Based Community Development 
Danielle Wood
Credit hours: 3
Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words - 'community' and 'development.' In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies - with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.
 
HESB 34092 (EL)
Foundations of Public Policy: Public Policy Visits 
Washington D.C. Program
Thomas Kellenberg
Credit hours: 3
Public Policy visits. This course is taken in conjunction with HESB 34091 "Foundations of Public Policy.
 
HESB 34093 (EL)
Washington D.C. Internship 
Washington D.C. Program
Thomas Kellenberg
Credit hours: 3
While in Washington, all students participate in experiential education through an internship. Internships are selected and secured by the students, with the assistance of the ND campus director of the Washington Program and the ND Career Center.
 
HESB 40108 / AMST 40402 / ANTH 43305 / ESS 45652 / GSC 43103 / ILS 43103 / LLRO 30883 / SOC 43490 (CBL/EL)
Mexican Immigration: A South Bend Case Study
Karen Richman
Credit hours: 4
This course uses experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.
 
HESB 40110 / ANTH 41103 / AMST 41402 / ESS 45653 / GSC 41103 / ILS 41103 / LLRO 31883 / SOC 41103 (CBL/EL)
Community Based Service for Mexican Immigration
Karen Richman
Credit hours: 1
This one credit course complements the classroom course, Mexican Immigration: A South Bend Case study for students who wish to extend their learning through service in the community. (Enrollment in the classroom course is a requirement, but students in the classroom course are not required to add this course.) Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations, clinics, law offices and community agencies. The schedules for service will vary accordingly.

 

INTERNATIONAL DEVELOPMENT STUDIES

IDS 30513 / GH 60595 / POLS 30595 (CBL)
International Development in Practice: What Works in Development
Stephen Reifenberg
Credit hours: 3
This class aspires to develop relevant knowledge and practical skills for students interested in engaging in positive change in a complex world. In this course on international development, students will: 1) examine the processes that bring about individual and societal change in an international context;2) explore the roles, complexities, opportunities and constraints of development projects in areas such as poverty reduction, social development, health and education; and, 3) develop practical skills related to project design, planning, management, negotiations, communications, and the evaluation of international development projects. A central theme of the course is to understand what have we learned over the past decades from systematic research and from experience in the field about "what works." The course makes use of cases studies and draws lessons from instructive stories of failure as well as inspirational stories of change. The course focuses significant attention on "bright spots" in development- specific interventions that have made meaningful contributions. The course aspires to help train students to think like creative, effective, and thoughtful development professionals. A central feature of the course will be the opportunity to work throughout the semester as a member of a "Development Advisory Team" directly with an international development organization client who has identified a specific problem or opportunity. Development clients for the class are organizations in Bangladesh, Chile, Haiti, and India, among others. 
 
IDS 30603 / FTT 30603  / IIPS 30304 / SOC 30603 / STV 20603 (CBL)
Visualizing Global Change
Tamara Kay
Credit hours: 3
The goal of the course is to compare the processes by which social scientists and filmmakers/photographers engage in social documentation. Students explore how global social problems such as rural and urban poverty, race and gender inequalities, immigration, and violence are analyzed across the social sciences, and depicted in a variety of documentary film and photography genres. The course also explores the role that documentary photography and film play in promoting rights and advocating for social change, particularly in the realm of human rights and global inequality. It examines the history of documentary film and photography in relationship to politics, and to the development of concerns across the social sciences with inequality and social justice. It also looks at how individual documentarians, non-profit organizations and social movements use film and photography to further their goals and causes, and issues of representation their choices raise. The course is also unique because it requires students to engage in the process of visual documentation themselves by incorporating an activity-based learning component. For their final project, students choose a human rights or social problem that concerns or interests them (and which they can document locally ? no travel is required), prepare a documentary ?exhibit? on the chosen topic (10-12 photographs), and write a 12-15 page paper analyzing how 2-3 social scientists construct and frame the given problem. Students also have the option to produce a short documentary film.
 
IDS 30921/ BAUG 30505 / CST 30505 / HESB 30303 / IIPS 30924  (CBL)
Social Entrepreneurship
Karen Slaggert
Credit hours: 3
Social Entrepreneurship (formerly MicroVenturing I) explores the innovative concepts, practices and strategies associated with building, sustaining, and replicating social impact organizations in less developed countries (LDCs) and here in the United States. Many dynamic organizations are aspiring to a "double" or "triple bottom line" - beneficial human impact, environmental sustainability, and profitability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures. In addition, students will analyze various social enterprise business models, including microfinance, microenterprise development, bottom of the pyramid, etc., and will devise strategies and tactics to improve the efficacy of these ventures, as well as engage in research seeking to advance the field of social enterprise at Notre Dame. 
 
IDS 40900 / DESN 40100 (CBL)
Social Design: Initiatives, Challenges & Innovation
Neeta Verma
Credit hours: 3
This advanced course in visual communication is for students to understand social advocacy within both a global context (India) and local context (South Bend). Students understand their role as designers/collaborators/catalysts through real life experiences. Students from diverse discipline are encouraged to come together to create a multi-disciplinary cohort that focuses on 'blue-sky problems' that combines and delicately balances strategic thinking with innovation. During the initial part of the course, in July 2017, students will travel to India for 3 weeks to work with students from India and then return here to commence the course during the Fall semester. Working with students from India, the goal would be to understand social problems within a new paradigm and socio-economic parameter of a rapidly evolving country and its pluralistic culture and returning to Notre Dame with renewed and re-energized perspectives on those very same issues to examine and address them locally. DESN 20101 (VCD1) is recommended, but not required.
 
 

IRISH STUDIES

IRST 24208 / SOC 34123 / HIST 34430 / ANTH 34320 (CBL)
Introduction to Ireland
Dublin Program / International
Kevin Whelan / Margaret Weber
Credit hours: 3
ND Keough Ctr Course: Prof. Kevin Whelan. Evolution of Irish culture from the eighteenth century to the contemporary period; It aims to give students a foundational understanding of the cultural inheritance of the island. While organized in broadly chronological terms, it will also examine crucial thematic concerns—landscape, history, languages, economy, society, politics and government, literature, music, sport.
 
IRST 30111/  ANTH 33205 / ANTH 63205 (CBL)
Archaeology of Ireland
Ian Kuijt
Credit hours: 3
This course examines the cultural and historical trajectory of the archaeology of Ireland through a series of richly illustrated lectures, organized chronologically, that trace cultural, social, and technological developments from the Neolithic through the Viking period. Integrated with this lecture series, and running concurrently on alternate days, will be a series of seminar and discussion classes focused upon a number of anthropological and archaeological issues related to each of these periods of time. This includes the emergence of the unique systems of communities, and the development of systems of metallurgy in the Iron Age. Other classes will touch upon the topics of regionalism and identity and contact at different periods of time, mortuary practices and ritual, and discussion of village life in ring forts during the Bronze Age.
 
 

POVERTY STUDIES

PS 33400 / AFST 33706 / ENGL 20171 / GSC 33656 (CBL)
Rhetorics of Gender and Poverty
Connie Mick
Credit hours: 3
This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time exploring such representations as: Dorothea Lange's 1936 documentary photograph of the Migrant Mother, Ronald Reagan's 1976 caricature of the Welfare Queen, the 2008 film Slumdog Millionaire, and Katherine Boo's 2012 book Behind the Beautiful Forevers. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? To what extent do these representations not only reflect but shape public opinion and public policy? These questions will be grounded in theories and research on the intersection of gender, poverty, race, and rhetoric. They will also be framed by students' original community-based research supported by local community partners whose social service addresses gender and poverty. Community engagement time is limited and flexible. Final projects may be composed as traditional research or creative works.
 
PS 34002 / AFST 33706 / ENGL 20171 / GSC 33656 (CBL)
Experiential Learning Abroad- Internship
London Program / International
Gemma Bencini / Nicholas Brill / Nicole Fusi / Judy Hutchinson / Alice Tyrell
Credit hours: 3
This course is intended for students electing to fulfill the PSIM experiential learning requirement through internships while studying abroad (Option B). Students must complete 3 credits of experiential learning total, but may do so in one, two, or three separate internships with corresponding credit each semester they participate in an internship, or in the following Fall semester if the internship takes place over the summer. Students will determine credit value with their internship advisor and a Poverty Studies director. For 3 credits, a student must complete 80 to 100 hours total during one semester or approximately 8 to 10 hours per week for 10 weeks, including time at the site and with the internship advisor. A 2-credit internship requires 50 to 70 total hours (or 5-7 hours for 10 weeks) and a 1-credit internship would involve 30 to 50 total hours (or 3-5 hours for 10 weeks).
 
PS 35002 (CBR/CBL/EL)
Experiential Learning: Internship 
Connie Mick
Credit hours: 1–3
Students electing to fulfill the experiential learning requirement through internships in the community (Option B) may do so by enrolling in PS 30002. Students must complete 3 credits total, but may do so in one, two, or three separate internships with corresponding credit, enrolling in PS 30002 each semester they are participating in an internship, or in the fall semester if the internship takes place over the summer. Students will determine credit value with their internship advisor and a Poverty Studies director. For 3 credits, a student must complete 80 to 100 hours total during one semester or approximately 8 to 10 hours per week for 10 weeks, including time at the site and with the internship advisor. A two-credit internship requires 50 to 70 total hours (or 5–7 hours for 10 weeks) and a one-credit internship would involve 30 to 50 total hours (or 3–5 hours for 10 weeks). Students may arrange to intern for more or less than 10 weeks during the semester they are enrolled in PS 30002 and can adjust the weekly hours to correspond to the required total.
 
PS 43000 (CBR)
Capstone Seminar
Jennifer Warlick
Credit hours: 3
The Capstone Seminar will be topic-oriented drawing on literature from multiple disciplines. The students themselves will be from different majors and will share both the perspectives of their major disciplines as well as their varied experiences in the field thus ensuring that interdisciplinary nature of the inquiry. Experts with diverse perspectives and professional experiences will join the seminar as special guests.
 
 
 

SUSTAINABILITY

SUS 20350 (CBL)
Sustainability at Notre Dame and in the Holy Cross Charism
Rachel Novick / Margaret Pfeill
Credit hours: 2
This course will address sustainability in the context of the local academic community and its institutions. In light of the recent papal encyclical, Laudato Si?, On Care for Our Common Home, this course will provide students interdisciplinary opportunities to explore the challenges of sustainability and to develop collaborative strategies for making our common campus homes more sustainable. This course will be offered concurrently at ND, SMC, and HCC, and will be co-taught by faculty from all three campuses. It will meet in rotation on each of the three campuses once per week for two hours. Students will be invited to examine the course materials in conversation with the mission of the Congregation of Holy Cross through immersion at each of the campuses and encounters with the sisters, brothers, and priests of Holy Cross and with sustainability professionals.

 

 

 

MENDOZA COLLEGE OF BUSINESS

ACCOUNTANCY

ACCT 40790 / ACCT 76791 (CBL)
Accounting and Reporting for Not-for-Profit Organizations
Douglas Kroll
Credit hours: 3
Fund-accounting concepts for nonprofit institutions: current, capital outlay, debt retirement, trust and agency, enterprise, special assessment funds, general fixed asset and general bond-indebtedness group concepts for governmental units. The application of the fund accounting concepts as applied to hospitals, colleges, universities, and health care organizations.
 
ACCT 76791 / ACCT 40790 (CBL)
Accounting and Reporting of Not-for-Profit Organizations
Doug Kroll
Credit hours: 3
Fund-accounting concepts for nonprofit institutions: current, capital outlay, debt retirement, trust and agency, enterprise, special assessment funds, general fixed asset and general bond-indebtedness group concepts for governmental units. The application of the fund accounting concepts as applied to hospitals, colleges, universities, and health care organizations. 

 

BUSINESS ADMINISTRATION—SCIENCE

BASC 20200 (sec. 1-2) / MGTO 20100 (EL)
Principles of Management 
Christopher Stevens
Credit hours: 3
A study of the management process, including planning, organizing, staffing, directing, and controlling. Emphasis is placed on executive leadership, organizational behavior, and management theory.
 
BASC 20250 (sec. 7, 9, 10) / MARK 20100 (sec. 7, 9, 10) (EL)
Principles of Marketing
Emily Garbinsky
Credit hours: 3
A study of markets, institutions, and the environment in which business firms operate with attention to the effect these facets, forces, and issues have on the firm's overall marketing strategy.

 

BUSINESS ADMINISTRATION—UNDERGRADUATE

BAUG 30505 / CST 30505 / HESB 30303 / IDS 30921 / IIPS 30924 (CBL)
Social Entrepreneurship
Melissa Paulsen
Credit hours: 3
Social Entrepreneurship (formerly MicroVenturing I) explores the innovative concepts, practices and strategies associated with building, sustaining, and replicating social impact organizations in less developed countries (LDCs) and here in the United States. Many dynamic organizations are aspiring to a "double" or "triple bottom line" - beneficial human impact, environmental sustainability, and profitability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures. In addition, students will analyze various social enterprise business models, including microfinance, microenterprise development, bottom of the pyramid, etc., and will devise strategies and tactics to improve the efficacy of these ventures, as well as engage in research seeking to advance the field of social enterprise at Notre Dame.
 

INFORMATION TECHNOLOGY, ANALYTICS, AND OPERATIONS 

ITAO 40660 (sec. 1-3) (EL)
IT Project Management
Sharon Hayward
Credit hours: 1.5
Whether you become a high-profile real estate developer, an investment banker, or an entrepreneur, in any career you'll need some project management skills to get your job done. Everyone tries to get projects finished on time and under budget, but many critical business projects fail anyway. We'll learn the steps associated with successful project management, examine some optimization techniques, learn how to use the software tools that enhance productivity, and discuss how to avoid the implementation pitfalls that cause good people doing good projects to fail.

 

MANAGEMENT & ORGANIZATION

MGTO 20100 / BASC 20200 (sec. 1–2) (EL)
Principles of Management 
Christopher Stevens
Credit hours: 3
A study of the management process, including planning, organizing, staffing, directing, and controlling. Emphasis is placed on executive leadership, organizational behavior, and management theory.
 
MGTO 30710 (CBL)
Giving Voice to Values
Jessica McManus Warnell
Credit hours: 1
This course allows students the opportunity to develop a "toolkit" of specific steps toward ethical decision-making and personal response to ethical challenges. Building on the foundational concepts of the BAET 20300 course, the GVV elective explores the "post decision-making" stage. Thus, after one determines the right course of action, how, specifically, does he/she act on it within a given context? The course will explore case studies and "scripts" - through individual and role-playing exercises, students will practice ethical decision making and action. Students will design their own scenarios and plans to teach ethical action. The course also includes the study of individuals who have contributed to society - What were their specific choices and actions? What were their paths to leadership? Includes a special focus on relevant applications - entry level positions after graduation, job and other experiences students have already encountered or will soon encounter, and other practical contexts.
 
MGTO 70550 (CBR)
Social Innovation: Business Solutions to Global, Social, and Environmental Inequities
Charlice Hurst
Credit hours: 2
Social innovation is defined as "a novel solution to a social problem that is more effective, efficient, sustainable, or just than current solutions." This course will ground students in the theory and practice of social innovation while also developing skills through field work with South Bend partners on issues related to economic insecurity. The in-class portion of the course will utilize cases, guest speakers, articles, self-assessments, and discussion. For the field work portion, teams of students will (1) examine and strengthen processes within an organization that affect its ability to engage in social innovation and (2) assist in building organizations' capacities to leverage relationships with other entities, particularly businesses, to generate and implement innovative solutions to problems related to economic insecurity. Students will be taught to approach their work through the lens of appreciative inquiry, which is an approach to organizational development that emphasizes discovery of and capitalization upon the strengths of an organization or organizational ecosystem.
 

MARKETING

MARK 20100 (sec. 7, 9, 10) / BASC 20250 (sec. 7, 9, 10) (EL)
Principles of Marketing
Emily Garbinsky
Credit hours: 3
A study of markets, institutions, and the environment in which business firms operate with attention to the effect these facets, forces, and issues have on the firm's overall marketing strategy.
 
MARK 30120 (CBR)
Marketing Research
James Wilkie
Credit hours: 3
Required for all marketing majors. A study of the application of scientific method to the definition and solution of marketing problems with attention to research design, sampling theory, methods of data collection and the use of statistical techniques in the data analysis. In several cases, application will be with not-for-profit organizations.
 
 
 
 
 

COLLEGE OF ENGINEERING

AEROSPACE AND MECHANICAL ENGINEERING

AME 30362 (CBL)
Design Methodology
James Schmiedeler
Credit hours: 3
Modeling and analysis of mechanical systems. Automated design decision process, introduction to statistical methods, material engineering, requirements definition, and product specifications.

 

 

CIVIL ENGINEERING

CE 35620 (CBL / CBR)
Community-Based Engineering Design Projects
Jay Brockman
Credit hours: Variable
This project-based course focuses on the design of engineering solutions that enhance the quality of life in the South Bend region. The focus of the fall 2015 offering will be on the development of smart, green infrastructure solutions that address water control problems associated with Bowman Creek on the southeast side of South Bend that will help transform this distressed waterway into an asset for the challenged neighborhood surrounding the creek.
 
CE 40701 (EL)
Principles of Practice
Eric Horvath / Elizabeth Kerr
Credit hours: 1
An integrated, multi-disciplinary civil engineering design experience. The course will include a review of the civil engineering design process, professional considerations and preliminary design aspects.
 
 

COMPUTER SCIENCE AND ENGINEERING

CSE 20600 (sec. 2-4, 28) (CBL / CBR)
CSE Service Projects
Paul Brenner / Jay Brockman / Greg Madey / Shreya Kumar            
Credit hours: variable, 1–3
Engineering projects in community service
 
CSE 30246 (CBR)
Database Concepts
Timothy Weninger
Credit hours: 3
Effective techniques in managing, retrieving and updating information from a database system. Focusing primarily on relational databases, the course presents the entity-relationship model, query processing, and normalization. Topics such as relational calculus and algebra, integrity constraints, distributed databases, and data security will also be discussed. A final project will consist of the design and the implementation of a database system with a Web interface.
 
CSE 40586 (CBL)
Low Vision Mentorship Project in Computer Science Education 
Collin McMillan
Credit hours: 3
In this course, Notre Dame Students will be paired with students at the Illinois School for the Visually Impaired (ISVI) who are learning computer programming. ND students will work with the ISVI students to teach computer science, as well as to learn about the barriers to entry faced by low vision students to technology careers. Mentorship activities will be directed and supervised by ND faculty, and course/grade objectives align with outcomes for the ISVI students. 
 
CSE 40600 (sec. 4, 28) (CBL / CBR)
CSE Service Projects 
Jay Brockman / Shreya Kumar
Credit hours: V
Engineering Projects in Community Service.
 
CSE 40613 / CSE 60613 (CBL / CBR)
Web Applications
Gregory Madey
Credit hours: 3
Introduction to the concepts and technologies for engineering web software. At the end of this course, students will be initiated in the analysis, design, implementation, and validation of web software. Students will develop a semester-long team project for a real client with a social impact in the community. Individual assignments, quizzes, and participation are also important.
 
 
 

ENGINEERING

EG 10111 (sec. 1-12) (CBL)
Introduction to Engineering Systems I
Victoria Goodrich / J. Nicholas Laneman / Leo McWilliam / Michael Seelinger /  Brian Smith / Mark Summe / Kerry Meyers / Ryan Alberdi
Credit hours: 3
The first of a two-part sequence intended to introduce engineering to first-year intents and to establish a foundation for their studies in any of the engineering disciplines. Team-oriented design projects are used to provide a multidisciplinary view of engineering systems and to present the engineering method. Structured programming is introduced, and computing skills are developed for engineering analysis, synthesis, and technical communication.
 

LAW SCHOOL

 

LAW SCHOOL

 

LAW 70365 (EL)
Federal Criminal Practice
John Blakey / Anne Hamilton
Credit hours: 3
Taught by a former federal prosecutor and present white-collar defense attorney, and a former state and federal prosecutor and present U.S. District Court Judge, this course focuses on strategic thinking and structural case planning in federal criminal litigation, as well as topical and ethical issues facing federal-criminal practitioners today. In particular, the course focuses on critical substantive issues in federal criminal law, and further analyzes the chronology of complicated federal-criminal investigations beginning with issues relating to the start of investigations by federal authorities, continuing with grand-jury proceedings and indictment, and finishing with strategic issues relating trial and sentencing. With regard to these stages, the instructors will present issues that the government, corporate counsel, and criminal-defense counsel face, such as the propriety of various undercover techniques, charging considerations, and decision regarding the joint representation of targets and relating to joint-defense agreements, and strategies regarding plea negotiations. This course also includes real-world case studies, and federal court observation and videotaped student presentations and discussion, based upon a pending case in Chicago, Illinois.
 
LAW 70720 (CBL)
Applied Mediation
Michael Hays / Anne Hamilton
Credit hours: 1
The Corporate Counsel Externship course allows students to perform 8-12 hours of legal work per week in in an in-house corporate counsel office while participating in a companion weekly seminar. Placements include private sector, non-profit, and governmental corporate counsel. Students earn three credits (two of which are fieldwork credits) for an eight hour weekly field placement or four credits (three of which are fieldwork credits) for a 12 hour weekly field placement. Placements must involve substantial legal work under the careful supervision of an attorney. Placements are typically in the Michiana area, but students are free to choose placements in other regional cities including Chicago and Indianapolis. All placements must be approved by the instructor and must be finalized before a student may enroll in the course.
 
LAW 70726 (CBL)
Applied Mediation
Michael Jenuwine / Anne Hamilton
Credit hours: 5
This course is open to second- and third-year law students interested in providing mediation services to individuals currently litigating disputes in the courts of St. Joseph and surrounding counties. Through this course, students will have the opportunity to serve as mediators in actual cases involving both civil and domestic relations matters, including child custody, support, parenting time, landlord-tenant disputes, contract disputes, and other matters referred by the courts for mediation. The classroom component of the course will focus on the development of mediation skills and exploration of advanced mediation topics.
 
LAW 70728 (CBL)
Applied Mediation II: Advanced Domestic Relations Mediation
Michael Jenuwine / Anne Hamilton
Credit hours: variable, 1-3
Applied Mediation II: Advanced Domestic Relations Mediation Allows students who have satisfactorily completed Applied Mediation to progress to more advanced mediation skills as specifically applied to domestic relations cases. Enrollment is by permission of the instructor.
 
LAW 70730 (CBL)
National Immigrant Justice Center Instruction
Lisa Koop / Anne Hamilton
Credit hours: 1
Four NDLS students will have the opportunity to practice immigration law under the supervision of an experienced NIJC immigration attorney by providing immigration legal services to low-income immigrants in Indiana through NIJC. NIJC will select, screen and house all cases handled through this externship. Students will meet as a class once a week for one hour of instruction on substantive immigration law and lawyering skills, guided discussion and case review. Students will spend an additional eight hours each week conducting casework. Students will handle the representation of one or more NIJC clients and seek immigration benefits before federal agencies and courts. Students will conduct initial intake interviews, identify client eligibility for immigration benefits, complete immigration applications, compile supporting documentation and write legal memoranda. There are no required courses students must take in advance of participating in this externship. However, Administrative Law (70315), Advanced Legal Research (70207), Appellate Advocacy Seminar (73314), Immigration Law (70301), and Introduction to International Human Rights (70417) are recommended. Registration is by permission only. Interested students should submit a cover letter, resume and informal transcript to Lisa Koop at LKoop@heartalliance.org.
 
LAW 70733 (CBL)
Public Defender Externship Instruction
Gerard Bradley / Anne Hamilton
Credit hours: 1
Involves assisting actual public defenders in representing indigent clients at the St. Joseph County Courthouse - Trial and Misdemeanor Division. Students can expect to represent clients in many capacities, some of which include negotiating plea bargains with prosecutors; preparing and conducting bench trials; interviewing and subpoenaing witnesses; writing and filing discovery motions; and other activities within the administration of justice. Students are expected to work at the courthouse one full morning or afternoon each week. Besides the courtroom experience, students must attend class sessions that feature prosecutors, police officers, public defenders, judges, and probation officers lecturing on their duties as officers of the court. Enrollment: limited each semester at the discretion of the instructor.
 
LAW 70736 (CBL)
Lawyering Practice Instruction
Robert Jones / Anne Hamilton
Credit hours: 1
The Lawyering Practice Externship Course allows students to perform 8–12 hours of legal work per week in any court, governmental agency, nonprofit organization, or in-house corporate counsel office while participating in a companion weekly seminar. Students earn three credits (two of which are fieldwork credits) for an eight-hour weekly field placement or four credits (three of which are fieldwork credits) for a 12-hour weekly field placement. Placements must involve substantial legal work under the careful supervision of an attorney or judge. Placements are typically in the Michiana area, but students are free to choose placements in other regional cities including Chicago and Indianapolis. Students may not choose placements already offered in existing local externship courses (St. Joseph County Public Defender, South Bend office of the National Immigrant Justice Center, Notre Dame Athletic Department or athletics compliance within Notre Dame’s General Counsel’s Office). All placements must be approved by the instructor and must be finalized before a student may enroll in the course.
 
LAW 70908 (CBL)
Intercollegiate Athletics Externship Instruction
Edmund Edmonds/ Anne Hamilton
Credit hours: 1
The Intercollegiate Externship will provide an opportunity for law students to gain practical experience and academic credit in intercollegiate athletics administration through a classroom component taught by Law School faculty and senior-level administrator-attorneys from Athletics and via non-classroom externship work. Potential duties include reviewing contracts; assisting in the creation and revision of departmental policy; researching legal issues related to athletics; researching compliance issues; drafting, reviewing and revising compliance education materials; and auditing eligibility and other compliance-related forms.
 
LAW 73760 (CBL)
ND Law in Chicago Seminar
Robert Jones
Credit hours: 2
This two-credit, graded seminar is a companion course to The Chicago Program: Field Placement. The seminar will meet weekly in Chicago. The seminar is designed to enhance the learning that occurs during the field placement by deepening students' reflection on the justice system, lawyering skills, professional identity, ethics, and their own professional development. Students will have reading assignments, regular brief writing assignments, and responsibility for class presentations.
 
LAW 73761 (CBL)
ND Law in D.C. Seminar
Credit hours: 2
 
LAW 74731 (CBL)
London Internship
London Program / International
Michael Addo / Anne Hamilton / Alice Tyrell
Credit hours: V
Students may work for employers in exchange for academic credit. The intern must work a total of sixty hours to receive one credit or one-hundred twenty hours to receive two credits. Maximum credits per year: 2.
 
LAW 75605 (CBL)
Tax Clinic
Patrick Thomas / Anne Hamilton
Credit hours: 5
Students in the Tax Clinic represent low income clients in controversies with the Internal Revenue Service and in litigation in the United States Tax Court and possibly other federal courts. The clinic is located in the Clinical Law Center at 725 Howard Street. Students play a "first chair" role interviewing and counseling clients, conducting factual investigations, determining alternatives for resolving disputes, advocating on the client's behalf, and negotiating agreements with the IRS. Students may also participate in community outreach and education on taxpayer issues. The classroom portion of the course covers tax procedure and relevant substantive law along with basic lawyering skills necessary to effective representation of taxpayers. Pre-requisite: Federal Income Taxation (70605). Additional pre-requisite or co-requisite: Professional Responsibility (70807 or 70808).
 
LAW 75606 (CBL)
Tax Clinic II
Patrick Thomas
Variable credit and letter-graded course open to students who have satisfactorily completed Tax Clinic I. Tax Clinic II allows students to progress to more advanced lawyering skills as applied to federal tax controversies. Enrollment is by permission of the instructor.
 
LAW 75720 (CBL)
Corporate Counsel Externship Fieldwork
Michael Hays / Anne Hamilton
Credit hours: V
The Corporate Counsel Externship course allows students to perform 8-12 hours of legal work per week in in an in-house corporate counsel office while participating in a companion weekly seminar. Placements include private sector, non-profit, and governmental corporate counsel. Students earn three credits (two of which are fieldwork credits) for an eight-hour weekly field placement or four credits (three of which are fieldwork credits) for a 12-hour weekly field placement. Placements must involve substantial legal work under the careful supervision of an attorney. Placements are typically in the Michiana area, but students are free to choose placements in other regional cities including Chicago and Indianapolis. All placements must be approved by the instructor and must be finalized before a student may enroll in the course.
 
LAW 75721 (section 1) (CBL)
Economic Justice Clinic I
Judith Fox / Anne Hamilton
Credit hours: 5
This is a 5-credit, letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as ethics, substantive law and procedural law relevant to the representation of clients in litigation and transactions. Students represent clients under the close supervision of a clinical faculty member. The case types vary somewhat among the sections, as described below. The classroom component of the course uses a combined lecture and mock exercise format. Students are sometimes required to participate in a community education presentation. Pre- or co-requisite: Professional Responsibility (LAW 70807 or LAW 70808)
 
LAW 75721 (section 2) (CBL)
Community Development Clinic I
James Kelly / Anne Hamilton
Credit hours: 5
This is a 5-credit, letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as ethics, substantive law and procedural law relevant to the representation of clients in litigation and transactions. Students represent clients under the close supervision of a clinical faculty member. The case types vary somewhat among the sections, as described below. The classroom component of the course uses a combined lecture and mock exercise format. Students are sometimes required to participate in a community education presentation. Pre- or co-requisite: Professional Responsibility (LAW 70807 or LAW 70808)
 
LAW 75724 (CBL)
Intellectual Property and the Entrepreneur Law Clinic
Joanne Clifford / Anne Hamilton
Credit hours: 5
The Intellectual Property and Entrepreneurship Clinic is a 5-credit, letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as substantive law. The classroom component of the course uses an interactive approach including lectures and mock lawyering exercises. Through this course student will work directly with clients on intellectual property issues, such as patentability searches and provisional patent applications, trademark searches and registration, as well as intellectual property license issues and agreements.
 
LAW 75728 (CBL)
Intellectual Property Law Clinic II
Joanne Clifford / Anne Hamilton
Credit hours: variable, 1-3
The Intellectual Property Clinic is a letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as substantive law. The classroom component of the course uses an interactive approach including lectures and mock lawyering exercises. Through this course student will work directly with clients on intellectual property issues, such as patentability searches and provisional patent applications, trademark searches and registration, as well as intellectual property license issues and agreements.
 
LAW 75731 (CBL)
Legal Externship – Summer
Robert Jones/ Anne Hamilton
Credit hours: 1
One unit of co-curricular academic credit may be awarded for student volunteer legal work of six weeks or more undertaken during the summer months in any court, governmental agency, nonprofit organization, public law office or in-house corporate counsel office. The work must be conducted under faculty supervision, conform to the approved standards of the faculty, and have the advance approval of the associate dean for academic affairs. This one unit of co-curricular credit may count toward graduation requirements as one of the six maximum allowable co-curricular credits, but cannot count toward the minimum hours required during any semester for residency. The credit will be reflected on a student’s transcript.
 
LAW 75732 (CBL)
Street Law
John Robinson / Anne Hamilton / Debbie Sumption
Credit hours: 2
Students taking this course teach portions of an American Government Course at a local high school twice a week for twelve weeks. Prior to the beginning of their teaching, and again a few weeks into their teaching, they receive some guidance on how best to teach contemporary high-school students. Towards the end of their teaching, they submit a paper that they have written on the successes and failures that they have experienced over the course of the semester in question.
 
LAW 75733 (CBL)
Public Defender Externship
Gerard Bradley / Anne Hamilton / Gloria Krull / Rodolfo Monterrosa
Credit hours: 1
Involves assisting actual public defenders in representing indigent clients at the St. Joseph County Courthouse-Trial and Misdemeanor Division. Students can expect to represent clients in many capacities, some of which include: negotiating plea bargains with prosecutors; preparing and conducting bench trials; interviewing and subpoenaing witnesses; writing and filing discovery motions; and other activities within the administration of justice. Students are expected to work at the courthouse one full morning or afternoon each week. Besides the courtroom experience, students must attend class sessions once per week that feature prosecutors, police officers, public defenders, judges and probation officers lecturing on their duties as officers of the court. Enrollment: limited each semester at the discretion of the instructor.
 
LAW 75734 (CBL)
National Immigrant Justice Center Externship
Lisa Koop / Anne Hamilton
Credit hours: 2
Four NDLS students will have the opportunity to practice immigration law under the supervision of an experienced NIJC immigration attorney by providing immigration legal services to low-income immigrants in Indiana through NIJC. NIJC will select, screen and house all cases handled through this externship. Students will meet as a class once a week for one hour of instruction on substantive immigration law and lawyering skills, guided discussion and case review. Students will spend an additional eight hours each week conducting casework. Students will handle the representation of one or more NIJC clients and seek immigration benefits before federal agencies and courts. Students will conduct initial intake interviews, identify client eligibility for immigration benefits, complete immigration applications, compile supporting documentation and write legal memoranda. There are no required courses students must take in advance of participating in this externship. However, Administrative Law (70315), Advanced Legal Research (70207), Appellate Advocacy Seminar (73314), Immigration Law (70301), and Introduction to International Human Rights (70417) are recommended. Registration is by permission only. Interested students should submit a cover letter, resume and informal transcript to Lisa Koop at LKoop@heartalliance.org.
 
LAW 75735 (CBL)
Legal Externship – Public Defender
Gerard Bradley / Anne Hamilton
Credit hours: 2
Students who have completed the externship requirements of LAW 592A may enroll for additional co-curricular credit. Students may work in the Trial and Misdemeanor division at the St. Joseph County Courthouse, or may assist felony public defenders. Those who work for the felony public defenders must agree to work at least 60 hours over the course of the semester.
 
LAW 75736 (CBL)
Lawyering Externship Fieldwork
Robert Jones / Anne Hamilton
Credit hours: variable, 2-3
The Lawyering Practice Externship Course allows students to perform 8-12 hours of legal work per week in any court, governmental agency, nonprofit organization, or in-house corporate counsel office while participating in a companion weekly seminar. Students earn three credits (two of which are fieldwork credits) for an eight-hour weekly field placement or four credits (three of which are fieldwork credits) for a 12-hour weekly field placement. Placements must involve substantial legal work under the careful supervision of an attorney or judge. Placements are typically in the Michiana area, but students are free to choose placements in other regional cities including Chicago and Indianapolis. Students may not choose placements already offered in existing local externship courses (St. Joseph County Public Defender, South Bend office of the National Immigrant Justice Center, Notre Dame Athletic Department or athletics compliance within Notre Dame’s General Counsel’s Office). All placements must be approved by the instructor and must be finalized before a student may enroll in the course.
 
LAW 75737 (CBL)
Seventh Circuit Practice Externship
Robert Jones / Anne Hamilton / Robert Palmer
Credit hours: 2
Students will work on Seventh Circuit cases in this fieldwork course.
 
LAW 75760 (CBL)
ND Law in Chicago Externship Field Placement
Robert Jones
Credit hours: 8
Students in the Chicago Program will earn 8 academic credits for working 32 hours per week in a Chicago-area non-profit legal agency, governmental law office, judicial chambers, or in-house corporate counsel office. Students will engage in substantive legal work under the careful supervision of an attorney or judge who commits to serving in a mentoring role. Some placements will offer the opportunity to engage in client representation pursuant to an Illinois student practice license, commonly known as a 711 license. Enrollment is by permission only. Students who enroll in this course must also enroll in the companion two-credit, graded Chicago Program: Seminar, which meets weekly in Chicago. In addition to the ten credits earned through the field placement and associated seminar, participating students must earn 4 additional credits through non-externship courses offered in either South Bend or Chicago.
 
LAW 75761 (CBL)
ND Law in Washington D.C. Externship Field Placement
Credit hours: 8

 

LAW 75800 (CBL)
Appalachia Externship
Robert Jones / Anne Hamilton
Credit hours: 1
The Appalachia Externship is a one credit academic externship. Students spend their fall break or spring break providing pro bono legal services at the Appalachian Research and Defense Fund of Kentucky (AppalReD), which is the federal and state-funded low-income legal services provider for the Appalachian region of Kentucky. Students also participate in the Appalachia Seminar sponsored by the Center for Social Concerns, which involves several classroom sessions, reading assignments, and written assignments exploring the culture and social issues of the Appalachia region, as well as Catholic Social Teaching. This course does not meet the Skills Requirement.
 
LAW 75908 (CBL)
Intercollegiate Athletics Externship
Edmund Edmonds / Anne Hamilton
Credit hours: 2
The Intercollegiate Externship will provide an opportunity for law students to gain practical experience and academic credit in intercollegiate athletics administration through a classroom component taught by Law School faculty and senior-level administrator-attorneys from Athletics and via non-classroom externship work. Potential duties include reviewing contracts; assisting in the creation and revision of departmental policy; researching legal issues related to athletics; researching compliance issues; drafting, reviewing and revising compliance education materials; and auditing eligibility and other compliance-related forms.
 
 
 
 

 

COLLEGE OF SCIENCE

BIOLOGICAL SCIENCES

BIOS 40202 (sec. 1-3) (CBL)
Developmental Neuroscience
Nancy Michael
Credit hours: 3
This is an upper level course that is intended provide a deep dive into the field of developmental neuroscience, spanning from embryological development through adolescence. This course will extend students understanding of fundamental biological and biochemical processes through the study of cellular and molecular mechanisms that underlie the initial development of the central nervous system, early life pruning and adolescent reorganization. Students will learn about the major cellular processes involved in central nervous system development, including but not limited to neural tube patterning, cell proliferation, migration and differentiation, axon guidance, programmed cell death as well as critical periods of development through adolescence. This is a discussion and writing intensive course, based in primary literature. 
 
BIOS 50544 / PHIL 43308 / STV 43396 (CBR)
Environmental Justice
Kristin Shrader-Frechette
Credit hours: 3
(EIJ) refers to the fact that children, minorities, and poor people receive higher exposures to environmental toxins that damage their health and kill them. This course is designed to understand and to address EIJ, and it is for people interested in environmental problems and the social injustices that they cause. It will cover flaws in scientific method and in ethics that cause EIJ. Course is hands-on, practical, and dedicated to showing students how to do environment-related social-justice analysis and how to analyze environmental-impact assessments. Students choose individual projects on which to work, and these projects determine most of the course grade. These projects also are designed to help influence environmental policy or to serve the needs of specific pollution-threatened poor or minority communities. For more information, see the syllabus at www.nd.edu/~kshrader/courses/ Course Prerequisites: Instructor's permission required if student is not a philosophy, pre-med, science, math, or engineering major (via email to kshrader@nd.edu) to register for course. Course Requirements: There are weekly quizzes; but no tests and no exams, 2 short, analytic papers; participation in classroom analysis, and one student-chosen project. Students each choose an EJ project on which to work, so that they can use techniques (learned in the course) to promote real-world social justice and improved use of scientific methods in specific poor or minority communities who are victimized by pollution. There are no exams. Course Texts include Peter Singer, One World; Shrader-Frechette, Environmental Justice; and a variety of articles from scientific and medical journals.

CHEMISTRY         

CHEM 30331 (CBR)
Chemistry in the Service of the Community
Marya Lieberman
Credit hours: 2
Addressing the problem of lead contamination in the community, students will visit area homes and collect paint, dust, and soil samples. After analyzing these samples in CHEM 31333, students will help homeowners reduce the health risks associated with exposing young children to lead. 
 

SCIENCE, TECHNOLOGY, AND VALUES

STV 20603 / FTT 30603 / IDS 30603 / IIPS 30304 / SOC 30603 (CBL)
Visualizing Global Change
Tamara Kay
Credit hours: 3
The goal of the course is to compare the processes by which social scientists and filmmakers/photographers engage in social documentation. Students explore how global social problems such as rural and urban poverty, race and gender inequalities, immigration, and violence are analyzed across the social sciences, and depicted in a variety of documentary film and photography genres. The course also explores the role that documentary photography and film play in promoting rights and advocating for social change, particularly in the realm of human rights and global inequality. It examines the history of documentary film and photography in relationship to politics, and to the development of concerns across the social sciences with inequality and social justice. It also looks at how individual documentarians, non-profit organizations and social movements use film and photography to further their goals and causes, and issues of representation their choices raise. The course is also unique because it requires students to engage in the process of visual documentation themselves by incorporating an activity-based learning component. For their final project, students choose a human rights or social problem that concerns or interests them (and which they can document locally ? no travel is required), prepare a documentary ?exhibit? on the chosen topic (10-12 photographs), and write a 12-15 page paper analyzing how 2-3 social scientists construct and frame the given problem. Students also have the option to produce a short documentary film.
 
STV 33401 / CSC 33401 (CBR)
Animal Welfare and the Human-Animal Bond Community-Based Learning Seminar
Kay Stewart
Credit hours: 1
Consider the fact that in six short years, one female dog and her offspring can give birth to 67,000 puppies. In seven years, one cat and her young can produce 420,000 kittens. Three to four million dogs and cats are euthanized each year. It is estimated that there are 60 million feral cats in the US. In a society that considers pets as part of their family, watches Animal Planet, and spends millions of dollars on pet products, it is imperative that we acknowledge and educate ourselves on the issues of over population of pet animals in our society. What is our responsibility to these animals, and how can we solve these pressing problems? The focus of this course will be on animal behavior from an evolutionary perspective. The students will learn to recognize both desirable and undesirable behaviors in pet animals. They will learn how to use evolutionary behavior training methods to alter detrimental behaviors and reinforce those that are advantageous. This course will also cover animal welfare issues, and will intimately and meaningfully connect the state of humans, to that of animals. The students will carry out community research projects of their choice and will immerse themselves in an important issue and generate a product that can help the plight of animals (and therefore humans) in our community.
 
STV 33985 / CSC 33985 (CBL)
Social Concerns Seminar: Energy, Climate, and Social Change
Kyle Lantz
Credit hours: 1
This course will integrate the complex narratives surrounding energy policy and climate change and pursue questions about how these narratives integrate with social change. Students will explore the scientific, environmental, economic, geopolitical, and social implications of current energy technologies, climate adaptation policies, and how these affect the environment - understand as multifaceted in its definition (human life, water, animals, soil, air, etc.). The framing question for the course: How are people and communities affected by energy and climate policies? And, what sorts of efforts and opportunities are there for raising this question to the surface? The course will utilize selected readings, writing assignments, class lectures and discussions, a day long field trip to Chicago (tentative), and a week-long immersion in Washington, DC. During their time in D.C., students will learn to assess the strengths and weaknesses of alternative energy technologies (wind, solar, geothermal, fuel cells, ethanol, improving fossil fuel utilization, etc.), and of the various policies and economics surrounding energy and climate. During the week in Washington, D.C. students will identify the limitations of current energy policies and environmental regulation through visits to industry lobbying groups, policy makers and government officials, environmental organizations, and federal regulatory bodies. Finally, students will begin to understand the relationship between energy consumption and environmental ethics, especially as understood in Catholic social tradition. 
 
STV 34350 (CBL)
A European Perspective on Environmental Politics: A Service Learning Approach
Greece Program / International
Credit hours: 3
The course explores the nature and characteristics of the rapidly evolving field of environmental policy, a distinct and peculiar field of international relations. By familiarizing themselves with some of the greatest current environmental pressures, students will examine the measures that have been developed to counter these challenges. Although developments at the global level create the setting for this course, the course offers a European perspective to environmental protection by examining the policies and tools established within the European Union. The study of particular case studies, from Greece and the broader Southeast European region, will provide the opportunity for a detailed examination of protection schemes. The course is based on the motto "think globally, act locally." While students can expect to develop analytical and critical thinking skills, they will also gain hands-on experience by collaborating with institutions that partake in the protection of the environment and are based in Athens. Service learning constitutes a core component of the course.
 
STV 43396 / BIOS 50544 / PHIL 43308  (CBR)
Environmental Justice
Kristin Shrader-Frechette
Credit hours: 3
(EIJ) refers to the fact that children, minorities, and poor people receive higher exposures to environmental toxins that damage their health and kill them. This course is designed to understand and to address EIJ, and it is for people interested in environmental problems and the social injustices that they cause. It will cover flaws in scientific method and in ethics that cause EIJ. Course is hands-on, practical, and dedicated to showing students how to do environment-related social-justice analysis and how to analyze environmental-impact assessments. Students choose individual projects on which to work, and these projects determine most of the course grade. These projects also are designed to help influence environmental policy or to serve the needs of specific pollution-threatened poor or minority communities. For more information, see the syllabus at www.nd.edu/~kshrader/courses/ Course Prerequisites: Instructor's permission required if student is not a philosophy, pre-med, science, math, or engineering major (via email to kshrader@nd.edu) to register for course. Course Requirements: There are weekly quizzes; but no tests and no exams, 2 short, analytic papers; participation in classroom analysis, and one student-chosen project. Students each choose an EJ project on which to work, so that they can use techniques (learned in the course) to promote real-world social justice and improved use of scientific methods in specific poor or minority communities who are victimized by pollution. There are no exams. Course Texts include Peter Singer, One World; Shrader-Frechette, Environmental Justice; and a variety of articles from scientific and medical journals.

 

SCHOOL OF ARCHITECTURE

 

SCHOOL OF ARCHITECTURE

ARCH 41111 (sec. 2 & 4) (CBL)
Design V
Lucien Steil / Julio Perez Hernandez
Credit hours: 6
Design V involves the design of buildings within urban settings, with a special emphasis on building types in relation to cultural, ethnic, and civic priorities.
 
ARCH 51411 (CBR)
Research and Documentation of Historical Buildings
Todd Zeiger
Credit hours: 3
The course provides a detailed reference to the recording methods and techniques that are fundamental tools for examining any existing structure. It also includes information on recent technological advances such as laser scanning, new case studies, and material on the documentation of historic monuments. The students will get to work on a live project and help serve in saving a historic building in the city of South Bend. 
 
ARCH 81151 (EL)
Urban Design II
Philip Bess
Credit hours: 6
Part two of a two-studio sequence for students concentrating in urban design, entailing an on-site real-world charrette to create a neighborhood or town plan and the graphic documents and legal mechanisms needed to implement it.
 

CENTERS AND INSTITUTES

 

CENTER FOR SOCIAL CONCERNS

CSC 33000 (CBL)
Leadership for Social Change Fellows Course
Jay Brandenberger / Melissa Marley Bonnichsen
Credit hours: 2
Leadership for Social Change Course is the guiding course for the 2017-2018 inaugural class of LSC Fellows. Working together as a learning community, these students will consider foundations to leadership in the 21st century, the dynamics of the most pressing problems our world has ever considered, and the role of vocation, discernment, Catholic Social Teaching, and innovative leadership for social change necessary to tackle these issues upon graduation from Notre Dame. The fellows program seeks to support student who desire to intersect their vocational goals with work for the common good. The course, offered in two sections, seeks to engage students in a rich interdisciplinary learning space to consider the multi-dimensional realities of 21st century social concerns and the skills and vocational needs necessary to bring about creative solutions and problem solving. Students will participate in a 3-day immersion in October to support community-based learning and key themes of leadership development, skill building, vocational discernment, and CST as a foundation for changemaking will be addressed in the fall section of the course.
 
CSC 33301 (CBL)
Sports Ethics: Intersection of Sports and Social Concerns
Kyle Lantz
Credit hours: 1
This seminar will explore the vast intersection of sports and social concerns, utilizing a Catholic Social Tradition lens as framework for discussion, analysis, and action. In U.S. culture, and one could argue global society, there are few activities more all-encompassing and engaging of diverse peoples, resources, and issues as the arena of sports. This thing we call “sports” offers a unique space to think about social concerns. The reality that sports involves vast amounts of media, time, money, people, industries, etc. creates intersections that put various social concerns at the front and center. In recent years sports have crossed paths in significant ways with issues of domestic violence, sexual assault, gender and sexuality, the role of media, the role of protest, religion, collective bargaining, racial justice, ethics, university scandals, and many more. This seminar will explore questions such as: –How do sports contribute to our society’s common good? How do they threaten our common good? –Where does human dignity reside or get compromised in the various arenas of sports? What case studies in sports present interesting and important opportunities for social analysis and reflection? Sports ethics: What tough questions should the public and the sports industries, organizations, and schools be asking themselves in order to move toward a more just and ethical structure? –How has sports culture promoted unhealthy societal norms and social concerns? How has sports culture challenged these patterns? For example, one might ask what sports has meant for people experiencing poverty? Course will involve 1 or 2 day trips where we will engage these questions with hose directly in the sports industry.
 
CSC 33401 / STV 33401 (CBR)
Animal Welfare and the Human-Animal Bond Community Based Learning Seminar
Kay Stewart
Credit hours: 1
Consider the fact that in six short years, one female dog and her offspring can give birth to 67,000 puppies. In seven years, one cat and her young can produce 420,000 kittens. Three to four million dogs and cats are euthanized each year. It is estimated that there are 60 million feral cats in the US. In a society that considers pets as part of their family, watches Animal Planet, and spends millions of dollars on pet products, it is imperative that we acknowledge and educate ourselves on the issues of over population of pet animals in our society. What is our responsibility to these animals, and how can we solve these pressing problems? The focus of this course will be on animal behavior from an evolutionary perspective. The students will learn to recognize both desirable and undesirable behaviors in pet animals. They will learn how to use evolutionary behavior training methods to alter detrimental behaviors and reinforce those that are advantageous. This course will also cover animal welfare issues, and will intimately and meaningfully connect the state of humans, to that of animals. The students will carry out community research projects of their choice and will immerse themselves in an important issue and generate a product that can help the plight of animals (and therefore humans) in our community.
 
CSC 33458 / CST 33458 / ILS 33701 / SOC 33458 (CBL)
Mexico-U.S. Border Immersion Seminar 
Kraig Beyerlein
​Credit hours: 2
This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion especially Catholic Social Teachings and border and immigration issues. To be eligible, students must complete an application, posted here: http://socialconcerns.nd.edu/academic/winter/BorderIssuesSeminar.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966 / SOC 33066 / ILS 30804 / THEO 33966) cannot take this course.]
 
CSC 33858 / THEO 33858 (CBL)
Social Concerns Seminar: International Issues
Rachel Tomas Morgan
Credit hours: 1
This course revolves around international experiential learning opportunities, examining the culture, community and life of the people encountered, including the poor. Students participate in preparation and follow-up sessions.
 
CSC 33933 / THEO 33933  / ILS 33800 Sec. 3 (CBL)
Summer Service Learning Internship: Cross-Cultural Learning Program (CCLP)
Felicia Johnson-O’Brien / Karen Richman
Credit hours: 3
Immersion: eight weeks during summer
This is a leadership internship for Cross-cultural/Urban studies working 8 weeks in a multicultural area with organizations dedicated to empowering local communities. Students will work with ILS to build partnerships with the agencies and people involved. Students will complete academic requirements including readings, reflection sessions, and a presentation of a synthesis paper at the end of the internship. Application and interview necessary for participation.
 
CSC 33936 / THEO 33936 (CBL)
Summer Service Learning Program: Kinship on the Margins
Benjamin Wilson
Credit hours: 3
Immersion: Eight-week summer service-learning placements This three-credit course of the Summer Service Learning Program takes place before, during, and after student participation in the eight consecutive week summer immersion sponsored by the Center for Social Concerns and the Notre Dame Alumni Association. The goal of the course is to reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through experiential learning, reading, writing and discussions. Writing assignments include journal assignments and a final paper. The course is completed during the first five weeks of fall semester and is graded Satisfactory or Unsatisfactory. Acceptance is based on the student's application and interview. Contact the Center for Social Concerns for more information.
 
CSC 33938 / THEO 33938 (CBL)
Summer Service Learning Program: Confronting Social Issues: International
Rachel Tomas Morgan
Credit hours: 3
This course and internship is synonymous with the Center for Social Concerns International Summer Service Learning Program (ISSLP). The course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with persons and grass roots groups working to address the needs of the poor internationally. The learning goals of the course are to gain and understanding of the multi- dimensionality of poverty in the developing world; analyze root causes, and identify strategies for social development (poverty alleviation); to gain an understanding of international social issues in light of Catholic social teaching; and to strengthen cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a mandatory day retreat on Monday, August 22, 2016, four re-entry classes meeting on Thursdays 6:30 - 7:45 p.m. on August 25, September 1, 8, and 15, and a final paper/project.
 
CSC 33950 / CSC 63950 / THEO 33950 (CBL)
Social Concerns Seminar: Appalachia
Kyle Lantz
​Credit hours: 1
One-week immersion required
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes (e.g., education, housing, energy, and environmental issues) at various sites while learning about the region and rural issues.
 
CSC 33952 / THEO 33952 (EL)
Social Concerns Seminar: Topics in Social Change
Melissa Marley Bonnichsen
Credit hours: 1
This seminar allows students to participate in an experiential opportunity designed to examine contemporary social problems. Emphasis will be placed on understanding issues/conflicts from the perspective of the various participants. Preparation and follow-up sessions are tailored to the specific opportunity.
 
CSC 33961 / THEO 33961 (EL)
Discernment
Michael Hebbeler
Credit hours: 1
The Discernment Seminar provides senior-level undergraduate students an opportunity to reflect on their Notre Dame experience and consider postgraduate plans with one another through small-group discussion. Each session is structured to assist the students' exploration and articulation of their respective vocations through a variety of means, including narrative theology, spiritual direction, literature, and the arts.
 
CSC 33962 / THEO 33962 (CBL)
Social Concerns Seminar: Gospel of Life
Melissa Marley Bonnichsen
Credit hours: 1
The goal of the Gospel of Life Seminar is to provide students with the opportunity to read and reflect and on a variety of life issues through experiential learning. Exploration begins in the orientation classes where students will become familiar with the issues through reading Roman Catholic Church documents such as The Gospel of Life and by meeting people who work on life-related issues. During the week in Washington, D.C., seminar participants will meet with representatives from the U.S. Conference of Catholic Bishops, elected officials, advocacy groups, legal professionals, and bio ethicists whose work involves life-related concerns. The follow-up classes facilitate analysis and synthesis of insights gained during the week of experiential learning.
 
CSC 33975 / THEO 33975 (CBL)
Social Concerns Seminar: Poverty and Development in Chile
Jimena Holquin
Credit hours: 1
THEO 33975/CSC 33975 (1.0 credit) serves as the required orientation course for all students who will participate in the Approaches to Poverty and Development course offered through the Universidad Alberto Hurtado in Santiago, Chile as part of the Santiago study abroad program. The course will provide students with information regarding many of the themes and topics that will be explored further in the UAH course. This one-credit preparatory course will provide the necessary information to facilitate a richer and more meaningful experience while in Chile. Students must first be accepted into the Santiago semester abroad program through the Office of International Studies before being able to apply for this course. 
 
CSC 33977 / THEO 30047 (CBL)
Social Concerns Seminar: Hands of St. Andre: A Seminage to Andre House in Phoenix
Melissa Marley Bonnichsen 
Credit hours: 1
This seminage (seminar/pilgrimage) will examine the life and spirit of St. Andre Bessette and the multiple ways in which humanity is impoverished (financial and spiritual). Students will have the opportunity to travel to Andre House in Phoenix AZ over fall break and bear witness to the Gospel and spirit of Brother Andre by serving the local community through the Andre hospitality houses, reflecting upon our own internal poverty through prayer and reflection, and engaging in a larger conversation around systemic poverty and the need for communal, internal, and societal healing.
 
CSC 33985 / STV 33985 (CBL)
Social Concerns Seminar: Energy, Climate, and Social Change
Kyle Lantz
Credit hours: 1
This course will integrate the complex narratives surrounding energy policy and climate change and pursue questions about how these narratives integrate with social change. Students will explore the scientific, environmental, economic, geopolitical, and social implications of current energy technologies, climate adaptation policies, and how these affect the environment - understand as multifaceted in its definition (human life, water, animals, soil, air, etc.). The framing question for the course: How are people and communities affected by energy and climate policies? And, what sorts of efforts and opportunities are there for raising this question to the surface?The course will utilize selected readings, writing assignments, class lectures and discussions, a day long field trip to Chicago (tentative), and a week-long immersion in Washington, DC. During their time in D.C., students will learn to assess the strengths and weaknesses of alternative energy technologies (wind, solar, geothermal, fuel cells, ethanol, improving fossil fuel utilization, etc.), and of the various policies and economics surrounding energy and climate. During the week in Washington, D.C. students will identify the limitations of current energy policies and environmental regulation through visits to industry lobbying groups, policy makers and government officials, environmental organizations, and federal regulatory bodies. Finally, students will begin to understand the relationship between energy consumption and environmental ethics, especially as understood in Catholic social tradition. 
 
CSC 33986 / GSC 33661 (CBL)
Social Concerns Seminar: Human Trafficking: Causes, Responses, and Current Debates 
Christine Cervenak
​Credit hours: 1
The seminar will explore a number of overarching themes necessary to understand the complex dimensions of human trafficking, both in the United States and around the world. By the end of the course, students should expect to have a foundational understanding of human trafficking and modern-day slavery, especially related to:- Various typologies of slave-like exploitation today, along with forces that promote them;- Legal frameworks, policy initiatives and civil society responses to fight modern slavery; and- Current debates over effective strategies to combat human trafficking and support survivors. Students will have an opportunity to engage state and local governmental officials, activists (especially Catholic religious women), lawyers, and service providers fighting human trafficking in the Midwest, with a focus on Indiana. This course would be particularly relevant for students who may work with or on behalf of vulnerable populations - e.g., migrants, including refugee camp residents, communities in conflict and post-conflict settings, people emerging from natural disasters, those living in extreme poverty.
 
CSC 33988 / AMST 30913 / HESB 33102 / IIPS 33911 (CBR)
Introduction to Asset-Based Community Development 
Danielle Wood
Credit hours: 3
Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words - 'community' and 'development.' In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies - with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.
 
CSC 33990 (CBL)
Social Concerns Seminar: Winter Service Learning
Connie Mick / Melissa Marley Bonnichsen
Credit hours: 1
Only for students who applied to and were accepted into a Winter Social Concerns Seminar and who study abroad that spring semester immediately following the winter immersion.
 
CSC 33991 (CBL)
Social Concerns Seminar: Recovering from Mental Illness through Work and Community
Lisa Anderson / Jay Brandenberger
Credit hours: 1
While it is estimated that one in four adults experience some form of mental illness in any given year, the reality is that only 40% of those seek treatment. For those with serious mental illness, finding on-going support is crucial to their recovery, but difficult to find. The Clubhouse is an organization that promotes the recovery of adults living with serious mental illness by providing them with a welcoming community, meaningful work, and supported employment. This seminar will examine the US mental healthcare system and the Clubhouse model. Students will learn about these topics by reading relevant literature and meeting social workers, administrators, and people living with mental illness. In addition, students will actively participate in a week-long immersion experience by visiting the Carriage House in Ft. Wayne, Indiana, to observe and contribute to its daily operations and to meet members. This seminar is a one-credit hour course graded "Satisfactory" or "Unsatisfactory."
 
CSC 33997 / AMST 30812 / CST 33997 / HESB 30302 / IIPS 33905 / PSY 33691  (CBL)
Rethinking Crime & Justice: Explorations from the Inside Out
Edward Kelly / Susan Sharpe
Credit hours: 3
What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.
 
CSC 36991 (sec. 1-2) (CBL/CBR/EL)
Directed Readings
Connie Mick / Jay Brandenberger
Credit hours: variable, 1–3
Research and writing on an approved subject under the direction of a faculty member.
 
CSC 36992 (CBL / CBR / EL)
Directed Readings: Summer Service Learning
Susan Sharpe
Credit hours: variable, 1-3
Research and writing on an approved subject under the direction of a faculty member.
 
CSC 60697 / THEO 60967 (CBL)
The Common Good Initiative-Uganda: Women, the Church, and the Ecology of the Common Good
Kevin Sandberg. C.S.C.
Credit hours: 2
Women bear the brunt of climate change in Central Africa; does the Church offer them any recourse? CGI-Uganda is a graduate student-only social justice course that explores the Catholic social teaching principle of the common good from an ecological approach. It's immersion in Uganda will begin to enable students to understand the role that women and the Church share in modern Africa to bring about the ecological conversion called for in the papal encyclical Laudato Si'. While on immersion in Uganda, students will meet with diverse groups, including church-based ministries. The twofold course objective is to surface what meanings of the common good underlie these efforts among women and the Church in Africa, and to formulate personal, disciplinary, and structural responses to ecological crises, including their manifestation in forms of poverty as traditionally understood. This course requires travel to Uganda over the fall break 2017.
 
CSC 63950 / CSC 33950 / THEO 33950 (CBL)
Social Concerns Seminar: Appalachia
Kyle Lantz
​Credit hours: 1
One-week immersion required
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes (e.g., rural health care, environmental issues) at various sites while learning about the region and rural issues.
 
CSC 63593 (CBL)
Social Concerns Seminar: Civic Engagement and Social Responsibility
Connie Mick / Rachel Tomas Morgan / Melissa Marley Bonnichsen
Credit hours: variable, 1-3
This seminar allows graduate students to participate in an experiential learning opportunity designed to concentrate on civic engagement and social responsibility. Emphasis will be placed on understanding issues/conflicts from the perspective of the various participants. Preparation and follow-up sessions are tailored to the specific opportunity.
 

CSC 63955 (EL)

Globalizing Perley: The Arts, Education and the Common Good

Brian O’Conchubhair

Credit hours: 1

This course if for Fulbright Foreign Language Teaching Assistants (FLTAs) associated with the Center for the Study of Languages and Cultures (CSLC) who have been assigned to each their native language and culture at Perley Fine Arts Academy. This course serves to equip FLTAs with the knowledge they need to succeed at Perley through readings, guest speakers and regular reflections.

 

ECK INSTITUTE FOR GLOBAL HEALTH

GH 60595 / IDS 30513 / POLS 30595 (CBL)
International Development in Practice: What Works in Development
Stephen Reifenberg
​Credit hours: 3
This course on international development has three major purposes: I) to examine diverse approaches to thinking about international development and processes that bring about individual and societal change, II) to explore the role and constraints of development projects in areas such as poverty reduction, social development, health, education, the environment, and emergency relief, and III) to develop practical skills related to project planning and management, negotiations, communications, and the evaluation of international development projects. This class aspires to develop relevant knowledge and practical skill for students interested in engaging in bringing about positive change in a complex world. The class is particularly relevant for students planning international summer service internships, studying abroad, or for those considering careers in areas related to social and economic development. The course will make use of specific case studies from Haiti, Peru, Uganda, Mexico, Bangladesh, Pakistan, and Chile, among others, drawing lessons from instructive stories of failure and inspirational stories of change.
 
GH 68550 (CBR)
Capstone Seminar
Heidi Beidinger
Credit hours: 1
The Capstone Seminar is required for all MS in Global Health students. The capstone courses span the entire year and are designed to support students as they prepare for and complete their Capstone Project as required in the MS in Global Health program. This semester's course lays the foundation for the Capstone Project and guides students as they develop their project focus. We will discuss program requirements and deadlines with regard to your Capstone Project, including the field research component. There is a focus on scientific writing and students will submit a project proposal to an evaluation committee at the end of the semester. Students are responsible for working with an identified faculty supervisor on their projects during the semester to advance the project and meet all deadlines. 
 
 
 

INSTITUTE FOR LATINO STUDIES

ILS 25911 / ROSP 20810 (CBL)
Community Based Learning: Language, Culture and Community
Maria Coloma
Credit hours: 3
This fifth-semester language and culture course is designed for students who want to improve their communication skills in Spanish and broaden their understanding of the Hispanic world through connecting with the local Spanish speaking community. Each section may focus on different topics, such as health care, education, social services, history of immigration, and intercultural competence. The course has a required Community-Based-Learning component in which students engage with the Latino community through placements in such areas as health care, youth mentoring or tutoring programs, English as a New Language (ENL) classes, and facilitating educational workshops with parents. In this course, students integrate their service experiences with the academic components of the class through readings, research, reflective writing, and discussion.
 
ILS 33701/ CST 33458 / SOC 33458 / CSC 33458 (CBL)
Mexico-U.S. Border Immersion Seminar 
Kraig Beyerlein
​Credit hours: 2
This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion especially Catholic Social Teachings and border and immigration issues. To be eligible, students must complete an application, posted here: http://socialconcerns.nd.edu/academic/winter/BorderIssuesSeminar.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966 / SOC 33066 / ILS 30804 / THEO 33966) cannot take this course.]
 
ILS 33800 Sec. 3 / CSC 33933 / THEO 33933 (CBL)
Summer Service Learning Internship: Cross-Cultural Learning Program (CCLP)
Felicia Johnson -O’Brien / Karen Richman
Credit hours: 3
Immersion: eight weeks during summer
This is a leadership internship for Hispanic studies working 10-12 weeks in a Hispanic/Latino area with organizations dedicated to empowering local communities. Students will complete the requirements of THEO 33931 and work with the Center for Social Concerns to build partnerships with the agencies and people involved.
 
ILS 40807 / THEO 40872 / THEO 60869 (CBL)
Introduction to Latino Theology
Peter Casarella
This course examines the method and practice of Latino Theology, a theology that takes as its starting point the everyday, communal, and liberating experience of faith of the Hispanic people of God in the United States. We will explore the contributions made by Latinos to all the major theological loci (God, Christology, Ecclesiology, etc.) and also the dialogues with non-Latino and non-Christian perspectives that have enriched the theory and practice of Latino theology.
 
ILS 40909 / ROSP 40892 / ROSP 63892 (CBL)
Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production
Marisel Moreno
Credit hours: 4
What can literature teach us about the local Latino community? How does immersion in the community enhance your understanding of concepts such as migration and biculturalism? How can literature combined with experience in the "real world" allow you to connect the dots between politics, economics, history, culture, and the arts? Migrant Voices is a course designed to bridge together the study of U.S. Latino/a literature and the pedagogy of community-based learning. Students will read foundational and contemporary works by U.S. Latinos/a authors from various backgrounds and nationalities (Mexican/Chicano, Salvadoran, Dominican, Puerto Rican, Colombian, Peruvian, etc.) that are representative of the local Michiana U.S. Latino population. Issues of race, ethnicity, gender, class, and transnationalism will be central to our discussions and will be examined through both a literary lens and an experiential perspective. For the CBL aspect of the course, students are required to engage in a minimum of 2 consecutive hours of tutoring/mentoring, once a week, at La Casa de Amistad. Programs are available M-T-W-R from 3-5 pm and Mon. and Thurs. from 4-6 pm. The final grade will be calculated based on: class participation, class journal, essays, quizzes, exam, and a final paper. This class will be conducted in Spanish. Only offered to Juniors and Seniors. Cross-listed with: ILS, LAST, AFST.
 
ILS 41103 / ANTH 41103 / AMST 41402 / ESS 45653 / GSC 41103 / HESB 40110 /  LLRO 31883 / SOC 41103 (CBL/EL)
Community-Based Service for Mexican Immigration
Karen Richman
Credit hours: 1
This one credit course complements the classroom course, Mexican Immigration: A South Bend Case study for students who wish to extend their learning through service in the community. (Enrollment in the classroom course is a requirement, but students in the classroom course are not required to add this course.) Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations, clinics, law offices and community agencies. The schedules for service will vary accordingly.
 
ILS 43103 / AMST 40402 / ANTH 43305 / ESS 45652 / GSC 43103 / HESB 40108 /  LLRO 30883 / SOC 43490 (CBL/EL)
Mexican Immigration: A South Bend Case Study
Karen Richman
​Credit hours: 4
This course uses experiential learning in the Mexican community of South Bend in order to understand how Mexican migrants conduct their lives across the vast distances separating South Bend and their homeland. The course begins with readings in social science and fiction about trans-nationalism, Mexican-U.S. migration and the history and sociology of the local community. Next we learn ethical fieldwork methods in preparation for community research. Students working in two-person teams will gather data on local and transnational households and kin networks, gender relations, political involvement, employment, consumption practices, cultural activities and religious life, working through contacts with social service agencies, the Mexican consulate, and Mexican- or Latino-run media, businesses, food stores, and sports leagues. We will document the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homeland. We intend to compile the research in a volume published by Latino Studies to be given to those who shared their lives with us and to entities that are committed to helping them.
 
 

KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES

IIPS 20101 (sec. 1-2) (CBL)
Introduction to Peace Studies
Ernesto Verdeja / Shinkyu Lee
Credit hours: 3
Although the Cold War ended in 1989, civil war, genocide and state repression continue to occur across the globe, while millions barely have the means to survive in the face of overwhelming poverty. Nevertheless, we have also witnessed the emergence of sophisticated civil society networks and social movements to address these challenges, as well as governmental and transnational institutions committed to promoting justice and peace in the aftermath of political violence. This course is designed to introduce students to the various ways scholars and activists define peace and the challenges faced in securing peace. This course surveys: (1) the major causes of direct and structural violence; (2) various definitions of "peace" and the conditions under which it occurs and is sustained; and (3) the comparative success of various strategies such as building peace movements and promoting nonviolent social change.
 
IIPS 20729 / THEO 20643 (CBL)
The Askesis of Nonviolence: Theology and Practice
Margaret Pfeil
Credit hours: 3
This course will explore the theology and practice of nonviolence as a form of askesis, or spiritual discipline. The material will include readings from Scripture, the early Christian tradition, and Catholic social teaching. Religious sources outside the Christian tradition will include Gandhi, Thich Nhat Hanh, and Badshah Khan. This course will use the method of community-based learning and will require 20 hours of service at particular sites in the South Bend area.  
 
IIPS 30304 / FTT 30603 / IDS 30603 / SOC 30603 / STV 20603 (CBL)
Visualizing Global Change
Tamara Kay
Credit hours: 3
The goal of the course is to compare the processes by which social scientists and filmmakers/photographers engage in social documentation. Students explore how global social problems such as rural and urban poverty, race and gender inequalities, immigration, and violence are analyzed across the social sciences, and depicted in a variety of documentary film and photography genres. The course also explores the role that documentary photography and film play in promoting rights and advocating for social change, particularly in the realm of human rights and global inequality. It examines the history of documentary film and photography in relationship to politics, and to the development of concerns across the social sciences with inequality and social justice. It also looks at how individual documentarians, non-profit organizations and social movements use film and photography to further their goals and causes, and issues of representation their choices raise. The course is also unique because it requires students to engage in the process of visual documentation themselves by incorporating an activity-based learning component. For their final project, students choose a human rights or social problem that concerns or interests them (and which they can document locally ? no travel is required), prepare a documentary ?exhibit? on the chosen topic (10-12 photographs), and write a 12-15 page paper analyzing how 2-3 social scientists construct and frame the given problem. Students also have the option to produce a short documentary film.
 
IIPS 30924 / BAUG 30505 / CST 30505 / HESB 30303 / IDS 30921 (CBL)
Social Entrepreneurship
Karen Slaggert
Credit hours: 3
Social Entrepreneurship (formerly MicroVenturing I) explores the innovative concepts, practices and strategies associated with building, sustaining, and replicating social impact organizations in less developed countries (LDCs) and here in the United States. Many dynamic organizations are aspiring to a "double" or "triple bottom line" - beneficial human impact, environmental sustainability, and profitability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures. In addition, students will analyze various social enterprise business models, including microfinance, microenterprise development, bottom of the pyramid, etc., and will devise strategies and tactics to improve the efficacy of these ventures, as well as engage in research seeking to advance the field of social enterprise at Notre Dame.
 
IIPS 33905 / AMST 30812 / CSC 33997 / CST 3399 7/ HESB 30302 / PSY 33691 (CBL)
Rethinking Crime & Justice: Explorations from the Inside Out
Jay Brandenberger / Edward Kelly / Susan Sharpe
Credit hours: 3
What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as well as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.
 
IIPS 33911/ AMST 30913 / CSC 33988 / HESB 33102 (CBR)
Introduction to Asset-Based Community Development 
Danielle Wood
Credit hours: 3
Community development captures the imagination by being inherently multidisciplinary and drawing from two ambiguous words - 'community' and 'development.' In this course, we will explore the social and cultural elements and the natural and built environments that shape community and how they relate to each other in the building vitality, sustainability, and quality of life in our communities. We begin by a brief exploration of the history of community development in America, with attention to participation, gender, and race. We then focus on the asset-based model. Asset-based community development is the local control and use of assets to improve the quality of life in a community. Drawing from local examples, we will meet with some of the different stakeholders in the community development process, including community-based organizations, community development corporations, and government agencies. We will discuss core community development issues, processes, and strategies - with an emphasis on thinking about practices that bring improvement for the community, not just for the privileged.