Spring 2019 Community-Engaged Courses

COMMUNITY-ENGAGED COURSES 

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

Experiential Learning (EL) – students learning outside the classroom through site visits with community experts

Community-Based Learning (CBL) – students engaging in sustained partnership with community agencies through service or educational activities relevant to coursework

Community-Based Research (CBR) –  students either conducting research or elements of the research process in collaboration with community partners and for their benefit. We list courses that have isolated events as well as those that require significant ongoing engagement.

___________________________________________________________________________

SPRING 2019 COURSE INDEX

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

* Indicates (non-campus) International Course

COLLEGE OF ARTS AND LETTERS

AFRICANA STUDIES

AFST 33000 (EL) Realities of Race

AMERICAN STUDIES

AMST 30171 (CBL/EL) The Digital Newsroom
AMST 30220 (CBL/EL) Covering America
AMST 30467 (CBL/EL) History of American Indian Education
AMST 30522 (CBL) Reframing the Rust Belt
AMST 30813 (CBLCBR) Home and Dome
 

ANTHROPOLOGY

ANTH 20093 (sec.1 & 2) (CBL/EL/CBR) DESN Matters: Intro, DESN Think
ANTH 30036 (CBL/EL) Design Research Practices
ANTH 34320 (CBL) Introduction to Ireland *​
ANTH 34759 (CBL) The Past in the Present: Socially Engaged Archeology *
ANTH 60800 (CBR) Ethnographic Methods for Peace Research
ANTH 40201 (CBL/EL) ID: Collaborative Design Development
ANTH 63204 Barn Stories

ART, ART HISTORY, AND DESIGN

DESN 20203 (CBL/CBR/EL) DESN Matters: Intro, DESN Think
DESN 20204 (CBL/EL) Design Research Practices
DESN 40100 (CBL/EL) VCD 8: Social Design
DESN 40201 (CBL/EL) ID: Collaborative Design Development
DESN 60201 (CBL/EL) ID: Collaborative Design Development

FILM, TELEVISION, AND THEATRE

FTT 30129 (CBL/EL) The Digital Newsroom
FTT 30130 (CBL/EL) Covering America
FTT 40106  (CBL) Barn Stories - Visual Anthropology: Practical Filmmaking and Research

FIRST YEAR STUDIES

FYS 13992 (EL) Ethical Leadership
ARHI 34489 (CBL) London as Art Capital *
IRST 24208 (CBL) Introduction to Ireland*

GALLIVAN JOURNALISM PROGRAM

JED 30129 (CBL/EL) The Digital Newsroom
JED 30130 (CBL/EL) Covering America

HESBURGH

HESB 33900 (CBL) The Business of Nonprofits: Passion into Practice
HESB 33901(EL) Urban Climate Adaptation
HESB 34092 (EL) Foundation of Public Policy-Public Policy Visits *
HESB 34093 (CBL) Washington DC Internship *
HESB 43539 (CBL) Reframing the Rust Belt

HISTORY

HIST 33613 (CBL) History of American Indian Education
HIST 34430 (CBL) Introduction to Ireland *
HIST 34502 (sec. 1 -3 ) (CBL) All Roads Lead to Rome *

LATIN AMERICAN STUDIES

LAST 34550 (CBL) Approaches to Poverty and Development *

MUSIC

MUS 20691 (CBL/EL) Wind and Percussion Pedagogy

NOTRE DAME RESEARCH: ND Energy

ENER 33001 (EL) Urban Climate Adaptation

POLITICAL SCIENCE

POLS 30042 (CBL) Homelessness in America
POLS 30172 (EL) Urban Climate Adaptation 
POLS 35901 (CBL/CBR) Internships

PSYCHOLOGY

PSY 23271 (CBL/EL) Autism Spectrum Disorder IW
PSY 23852 (CBL/EL) Social Concerns Seminar: L'Arche Community
PSY 23855 (CBL/EL) Social Concerns Seminar: Take Ten
PSY 43230 (CBL) Mental Health and Aging
PSY 43271 (CBL) Autism Spectrum Disorder IW
PSY 61382 (EL) Child Practicum II
PSY 61384 (CBL) Adult Assessment Practicum II
PSY 61386 (CBL/EL) Practicum II
PSY 61388 (CBL) Practicum IV
PSY 61390 (CBL) Practicum VI
PSY 61394 (CBL) Marital Therapy Practicum
PSY 61397 (CBL) Practicum VIII

ROMANCE LANGUAGES

ROIT 10102 (sec. 1-5) (EL) Beginning Italian II

LLRO 34600 (CBL) All Roads Lead to Rome *

ROMANCE LANGUAGES AND LITERATURES

ROSP 20201 (sec. 1-10) (CBL/EL) Intermediate Spanish I
ROSP 20202 (sec. 1-7) (CBL/EL) Intermediate Spanish II
ROSP 20460 (sec. 1-2) (EL) Spanish for Medical Profession
ROSP 20810 (sec. 1-2) (CBL) Community-Based Spanish: Language, Culture, and Community
ROSP 30017 (CBL) Introduction to Translation
ROSP 40875 (CBL) Migrant Voices

SOCIOLOGY

SOC 33458 (CBL) Social Concerns Seminar: Mexico-U.S. Border Immersion Seminar
SOC 34123 (CBL) Introduction to Ireland *
SOC 43541 (sec. 1 & 2) (CBL) Reframing the Rust Belt
SOC 45000 (CB/CBRL) Sociology Internships

THEOLOGY

THEO 20625 (CBL) Discipleship: Loving Action for Justice

THEO 24846 (CBL) Three Faiths, Two People *

THEO 20643 (CBL) The Askesis of Nonviolence: Theology and Practice
THEO 33936 (CB/EL) Summer Service Learning Program: Kinship on the Margins
THEO 33938 (CB/EL) Summer Service Learning Program: Confronting Social Issues International
THEO 33950 (CBL/EL) Social Concerns Seminar: Appalachia
THEO 33951 (EL) Social Concerns Seminar: U.S. Health Care
THEO 33952 (CBL/EL) Social Concerns Seminar: Social Change
THEO 33963 (CBL/EL) Social Concerns Seminar: Church Social Action
THEO 33967 (CBL/EL) Social Concerns Seminar: Migrant Experience
THEO 33968 (CBL/EL) Social Concerns Seminar: L'Arche Community
THEO 33970 (CBL/EL) Global Issues
THEO 34605 (CBL)  Catholic Social Teaching *
THEO 40632 (CBL/EL) Heart’s Desire and Social Change

WRITING AND RHETORIC

WR 13200 (sec. 1 & 2) (CBL/EL) Community Writing and Rhetoric

NON-DEPARTMENTAL

AL 24107 (sec. 1-3) (CBL) All Roads Lead to Rome *

 

SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS

CATHOLIC SOCIAL TRADITION

CST 20625 (CBL) Discipleship: Loving Action for Justice
CST 20643 (CBL) The Askesis of Nonviolence
CST 33458 (CBL) Social Concerns Seminar: Mexico-U.S. Border Immersion Seminar
CST 33936 (CBL/EL) Summer Service Learning: Kinship on the Margins
CST 33938 (CBL/EL) Summer Service Learning: Social Issues International
CST 33970 (CBL/EL) Global Issues

EDUCATION, SCHOOLING, AND SOCIETY

ESS 23250 (CBL/EL) Social Concerns Seminar: Take Ten
ESS 30611 (CBL) Tutoring in the Community
ESS 33362 (sec. 1-2) (CBL/EL) Social Concerns Seminar: Take Ten
ESS 33613 (CBL) History of American Indian Education
ESS 33363 (CBL/EL) Restorative Justice
ESS 40263 (CBL/EL) Autism Spectrum Disorder IW

POVERTY STUDIES

PS 35002 (CBR) Experiential Learning-Internship
PS 43000 (CBR) Capstone Seminar: Poverty Studies

SUSTAINABILITY

SUS 20010 (sce. 1-3) Sustainability: Principles and Practices
SUS 20200 (sce. 1 & 2)  (EL) Intro Ecological Horticulture
SUS 30100 (EL) Urban Climate Adaptation
 
 

MENDOZA COLLEGE OF BUSINESS

ACCOUNTANCY

ACCT 40660 (sec. 1 & 2) (CBL/EL) Tax Assistance Program
ACCT 40670 (sec. 1 & 2) (CBL/EL) Tax Assistance Program
ACCT 40790 (CBL) Accounting and Reporting for Not-for-Profit Organizations
ACCT 70691 (CBL/EL) Income Taxation/International Individuals

BUSINESS ADMINISTRATION-SC

BASC 20200 (sec. 1-7) (CBL) Principles of Management

INFORMATION TECHNOLOGY​

ITAO 40660 (sec. 1-3) (CBL) IT Project Management
ITAO 70930 (CBL) Lean Six Sigma

MANAGEMENT

MGTO 20100 (sec. 1-7) (CBL) Principles of Management
MGTO 30310 (sec. 1-3) (CBL) Innovation and Design Thinking

MARKETING

MARK 40100 (sec. 1 & 2) (CBL) Strategic Marketing

MICROECONOMIC ANALYSIS

MBAE 70634 (EL) Strategic Planning for Growth

 

COLLEGE OF ENGINEERING

CIVIL ENGINEERING

CE 30711 (EL) Urban Climate Adaptation
CE 40702 (CBL/EL) Senior Design
CE 45610 (CBL/EL) Engineering for International Development I
CE 45620 (CBL/EL) Engineering for International Development II

COMPUTER SCIENCE AND ENGINEERING

CSE 20600 (sec. 1, 2, 4) (CBL/CBR) CSE Service Projects
CSE 40424 (CBL) Human-Computer Interaction class
CSE 40600 (sec. 4) (CBL/CBR) CSE Service Projects

ENGINEERING, SCIENCE, TECHNOLOGY, AND SOCIETY

ESTS 23005 (EL) A Tale of Two Projects

 

THE LAW SCHOOL

LAW SCHOOL

LAW (CBL) 70717 Wrongful Conviction Externship
LAW 70726 (CBL) Applied Mediation
LAW 70728 (CBL) Applied Mediation II
LAW 70730 (CBL) Immigration Externship Instruc
LAW 70736 (CBL) Lawyering Practice Instruction
LAW 75605 (CBL/EL) Tax Clinic
LAW 75606 (CBL/EL) Tax Clinic II

LAW 75700 (EL)  GALILLEE Group Alternative Live-in Legal Education Experience

LAW 75719 (EL) Judicial Externship FW
LAW 75720 (CBL) Cooperate Counsel Externship
LAW 75721 (sec. 1) (CBL) Economic Justice Clinic I
LAW 75721 (sec. 2) (CBL) Community Development Clinic I
LAW 75723  (sec. 1) (CBL/EL) Economic Justice Clinic II
LAW 75723  (sec. 2) (CBL) Economic Justice Clinic II
LAW 75724 (CBL) Intellectual Property and the Entrepreneurial Law Clinic
LAW 72728 (CBL) Intellectual Property Law Clinic II
LAW 75733 (CBL) Public Defender Externship
LAW 75734 CBL/EL) Immigration Externship
LAW 75736 (CBL/EL) Lawyering Externship Fieldwork
LAW 75760 (CBL) ND Law in Chicago Seminar *
LAW 75761 (EL) ND Law in DC Field Placement Externship *
LAW 75800 (CBL/EL) Appalachia Externship
LAW 75908 (CBL/EL) Intercollegiate Athletics Externship

 

COLLEGE OF SCIENCE

BIOLOGICAL SCIENCES

BIOS 20204 (EL) Intro Ecological Horticulture
BIOS 40450 (CBL/EL) Clinical Research Rare Neglected Diseases

SCIENCE PRE-PROFESSIONAL STUDIES

SCPP 46397 (CBL) Directed Readings-Pov Med

NEUROSCIENCE AND BEHAVIOR

NSBH 45000 (CBR) Brain Health Community-Engaged Research

 

SCHOOL OF ARCHITECTURE

ARCHITECTURE

ARCH 41121 (sec. 1 & 4) (CBR) Design VI

 

CENTERS AND INSTITUTES

CENTER FOR SOCIAL CONCERNS

CSC 23005 (EL) A Tale of Two Projects
CSC 23855 (CBL/CBL) Social Concerns Seminar: Take Ten
CSC 33001 (CBL/CBR) Social Change Fellows
CSC 33300 (CBL/CBR) Home and Dome
CSC 33458 (CBL) Social Concerns Seminar: Mexico-U.S. Border Immersion Seminar
CSC 33900 (CBR) Advocacy for the Common Good
CSC 33936 (CBL/EL) Summer Service Learning Program: Kinship on the Margins
CSC 33938 (CBL/EL) Summer Service Learning Program: Confronting Social Issues: International
CSC 33950 (CBL) Social Concerns Seminar: Appalachia
CSC 33951 (EL) Social Concerns Seminar: U.S. Health Care
CSC 33952 (CBL/EL) Social Concerns Seminar: Topics in Social Change
CSC 33958 (CBL) Community Health & Common Good
CSC 33963 (EL) Social Concerns Seminar: Church Social Action
CSC 33967 (CBL/EL) Social Concerns Seminar: Migrant Experience
CSC 33968 (CBL/EL) Social Concerns Seminar: L'Arche Community
CSC 33970 (CBL/EL) Global Issues
CSC 33972 (CBL/EL) Restorative Justice
CSC 33973 (CBL/EL) Social Concerns Seminar: Realities of Race
CSC 33974 (CBL) Prison Writing
CSC 36991 (sec. 1-3) (CBL/CBR/EL) Directed Readings
CSC 45000 (CBR) Brain Health - Community-Engaged Research
CSC 60697 (EL) CGI Uganda
CSC 63001 (CBL/EL) Transformation Through Teaching
CSC 63950 (CBL/CBR/EL) Social Concerns Seminar: Appalachia
CSC 63953 (EL) Civic Engagement & Social Responsibility
CSC 63970 (EL) Global Issues - Graduate
CSC 66693 (EL) Directed Readings - Common Good Initiative

CENTER FOR THE STUDY OF LANGUAGES AND CULTURE

CSLC 63001 (CBL/EL) Transformation Through Teaching

ECK INSTITUTE FOR GLOBAL HEALTH

GH 63300 (CBL/CBR) Home and Dome
GH 68551 (CBL/CBR) Capstone Research

INSTITUTE FOR LATINO STUDIES

ILS 20912 (sec. 1 & 2) (CBL) CBL: Language, Culture and Community
ILS 20913 (CBL) Once Upon a Time
ILS 33701 (CBL/EL) Social Concerns Seminar: Border Immersion
ILS 33800 (CBL) Cross-Cultural Leadership Program (CCLP)
ILS 33801 (EL) Social Concerns Seminar: Realities of Race
ILS 33967 (CBL/EL) Social Concerns Seminar: Migrant Experience
ILS 40907 (CBL) Migrant Voices

JOHN J. REILLY CENTER

STV 30172 (EL) Urban Climate Adaptation
STV 33951 (EL) US Healthcare Policy & Poverty
STV 43541 (CBL) Reframing the Rust Belt

KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES

IIPS 20729 (CBL) The Askesis of Nonviolence
IIPS 30300 (EL) Urban Climate Adaptation
IIPS 30924 (CBL) Social Entrepreneurship
IIPS 33202 (CBL/CBR) Advocacy for the Common Good
IIPS 33203 (CBL/CBR) Home and Dome
IIPS 50703 (CBL/EL) Restorative Justice
IIPS 60800 (CBR) Ethnographic Methods for Peace Research

 

GRADUATE SCHOOL

MASTER OF GLOBAL AFFAIRS

MGA 60702 (CBR) Ethnographic Methods for Peace Research
MGA 60706 (CBL/EL) Restorative Justice Theory and Practice

 

NON MAIN-CAMPUS COURSES

WASHINGTON, D.C.

HESB 34092 (EL) Foundation of Public Policy-Public Policy Visits *
HESB 34093 (CBL) Washington DC Internship *
LAW 75761 (EL) ND Law in DC Field Placement Externship *
 
JERUSALEM, ISRAEL

THEO 24846 (CBL) Three Faiths, Two People *

DUBLIN, IRELAND

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

ROME GLOBAL GATEWAY

AL 24107 (sec. 1-3) (CBL) All Roads Lead to Rome *
HIST 34502 (sec. 1-3) (CBL) All Roads Lead to Rome *
LLRO 34600 (CBL) All Roads Lead to Rome *

CHICAGO, ILLINOIS LAW PROGRAM

LAW 73760 (CBL) ND Law in Chicago Seminar *
LAW 75760 (CBL) ND Law in Chicago Field Placement Externship *

LONDON, ENGLAND

ANTH 34795 (CBL) The Past in the Present *
ARHI 34489(CBL)  London as Art Capital *
CSC 34604 /THEO 34605 (CBL) Catholic Social Teaching *
 

SANTIAGO, CHILE (UNDERGRAD)

LAST 34550 (CBL) Approaches to Poverty Development *
THEO 34605 (CBL) Poverty and Development *
 

___________________________________________________________________________

SPRING 2019 COURSE DESCRIPTIONS

COLLEGE OF ARTS AND LETTERS

 

 

 

AFRICANA STUDIES

AFST 33000 / CSC 33973 / ILS 33801 (EL)
Realities of Race
Kyle Lantz, Melissa Marley Bonnichsen
Credit Hours: 1
This seminar will take a close look at the realities of race in the United States in the 21st century. How can Catholic Social Teaching inform our conversation and response to the realities? The classes before immersion will seek honest dialogue about the complexities of race with regard to history, current events, racism, and privilege. Participants will travel together over spring break to urban centers to further the conversation and learning in St. Louis and Chicago. Upon return, we will consider the local racial realities in South Bend and Notre Dame communities.
 
 
 

 

AMERICAN STUDIES

AMST 30171 / JED 30129 / FTT 30129 (CBL/EL)
The Digital Newsroom
Victoria St. Martin, Richard Jones
Credit Hours: 3
Building on the skills acquired in Fundamentals of Journalism, this practicum course is centered around students preparing stories, photos and videos for The Observer, the university's independent, student-run newspaper. Students will acquire real-world experience in reporting, writing, and using their digital journalism skills by covering live news events on campus and in the surrounding community. Prerequisite: Fundamentals of Journalism.
 
AMST 30220 / JED 30130 / FTT 30130 (CBL/EL)
Covering America
Richard Jones
Credit Hours: 3
The course is a practical and conceptual exploration of the journalistic issues involved in reporting on topics of national interest. This is an advanced reporting course in which students will build on their digital and multi-platform journalism skills and learn to produce stories for audiences nationwide. The capstone assignment requires traveling to the site of an ongoing national story during Spring Break; the resulting stories, photos and videos will be published on a student-produced website. Please note: There are no additional costs for students in this course; all travel costs will be covered for any student who is admitted to the course. Admission to the course by permission only.
 
AMST 30467 (CBL/EL) / ESS 33613 (CBL) / HIST 33613 (CBL)
History of American Indian Education
Brian Collier
Credit Hours: 3
This course blends the History of Education and American Indian History and is open (by invitation only) to students interested in action research on these two topics. The course may include an opportunity to collaborate on a project with a school that is part of the Native mission network schools and may include travel to a Native community.
 
AMST 30813 (CBR) / CSC 33300 / GH 63300 / IIPS 33203 (CBL/CBR)
Home and Dome
Danielle Wood, Matthew Sisk
Credit Hours: 1
This introductory seminar will provide an overview of Community-Based Research (CBR) and Geographic Information Systems (GIS) as part of a data collection project with a handheld device. CBR supports democratic processes, as it engages academic researchers and community partners together in addressing community challenges. Our project will be geotagging and creating a data layer in a South Bend neighborhood. The focus will be on vacant land and property condition for the purpose of facilitating our community partners in identifying, prioritizing, planning, and measuring the impact of their improvement projects. Students will participate in shared learning with faculty, students, and community partners about South Bend, community development, GIS, and the CBR process through readings, discussions, and the hands-on data collection. After Mid-term Break, the bulk of courses will be off campus collecting neighborhood data, weather depending, so please allow for later class ending times/travel time in your schedule.
 
AMST 30522 / SOC 43541(sec. 1 & 2)  / HESB 43539 / SOC 43541 / STV 43541(CBL)
Reframing the Rust Belt
Paige Amord
Credit Hours: 3
The term Rust Belt typically brings to mind images of abandoned buildings and vacant downtowns in cities that were once America’s manufacturing centers. Yet, while there are lasting economic and social effects of this shift, the perception that these places are failing or abandoned is just one narrative of many. This course will use the ?Rust Belt? and South Bend, in particular, as a lens through which to view urban sociology. We will pay particular attention to the ways that place is constructed, investigating the literature on culture and meaning making, the role of the built environment, and the impact of physical location on various forms of inequality. Students will witness the process of place making first-hand by engaging with local artists in their attempts to reframe South Bend. Students will also be asked to engage with a local community organization on topics related to emplaced inequality.
 
 
 

 

ANTHROPOLOGY

ANTH 20093 (sec. 1&2) / DESN 20203 (CBL/EL/CBR)
DESN Matters: Intro, DESN Think
Anne-Marie Conrado
Credit Hours: 3
Traditionally, design has been used to connote the process by which the physical artifacts of the objects and communications around us come into being. But over the last decade, design has come more and more to describe not only the development of objects but the process by which one shapes the interactions and experiences of people with the systems, services and organizations around us. A deeply human-centered approach to problem solving, design thinking is centered around identifying and reframing complex problems, and solving them through a more creative, iterative and hands-on approach. This course will follow a series of overlapping modules that will introduce the student to the various steps employed in the design thinking process and becoming familiar with the tools and methodologies used. The course will feature a hybrid seminar format with lectures and case studies followed by hands-on exercises and practical applications of the theories in the form of team projects. At the conclusion of the course, students should be able to articulate the tenants of the design thinking process and apply those methodologies to problems of a variety of disciplines from science and engineering to business and the liberal arts. If there are no seats available, please contact the art department (art@nd.edu) and the instructor to indicate interest and to sign-up for the waitlist. The course is the gateway for the Collaborative Innovation minor. Only students enrolled or having completed the course may sign up for the minor. There are only limited seats for juniors and no seats available for seniors with special approval.
 
ANTH 30036 / DESN 20204 (CBL/EL)
Design Research Practices
Anne-Marie Conrado
Credit Hours: 3
With an orientation towards problem identification and the translation of research insights into implications informing the design process, students will learn how to develop a research plan and deploy an array of research methods including interviews, observation, shadowing, contextual inquiry, participatory observation and co-creative development. The course combines lecture with studio practice, with student teams engaging in human-centered, project-based work, sponsored by outside corporate organizations and non-profit social entities. This course is offered every semester and is open to Collaborative Innovation Minors and Design Majors.
 
ANTH 34320 / HIST 34430 / IRST 24208 / SOC 34123 (CBL) *
Introduction to Ireland
Kevin Whelan
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 34759 (CBL) *
The Past in the Present: Socially Engaged Archaeology
Fay Stevens, Gemmma Bencini, Kendal Jones, Alice Tyrell
Credit Hours: 3
Working directly with contemporary community groups in London, this course explores the roles community based archaeology can play in the construction and reconstruction of cultural identities. Based predominantly around visits to museums and culturally specific venues and sites, course participants will work closely with community groups, exploring issues of heritage, identity, material culture, history and belonging. Topics include: local and global, cosmopolitan values, who owns the past, the role museums play in the construction of certain histories, education and issues of cultural identity. This not a lecture-based course - emphasis is on field trips and active participation.
 
ANTH 40201 / DESN 40201 / DESN 60201 (CBL/EL)
Collaborative Design Development
Scott Shim
Credit Hours: 3
This cross-disciplinary course will develop and harness useful innovation through an association of expertise from business/marketing, management entrepreneurship, chemistry, engineering, anthropology, graphic design, and industrial design. Collaborating teams of graduate and undergraduate students will engage several product development cycles, beginning with an identification of need or opportunity and concluding with comprehensive proof of concept, tests of function, specified manufacturing processes, and an appropriately resolved, aesthetically pleasing product or system. All collaborative team members will be engaged throughout the research and developmental process. Each participant will share in rotating leadership responsibilities, providing direction within their specific areas of expertise and in the context of a sequential course outline.
 
ANTH 63204 / ANTH 43204 / FTT 40106 / HIST 30862
Barn Stories
Ian Kuijt, William Donaruma
Credit Hours: 3
Visual Anthropology provides a powerful and engaging means of sharing historical and anthropological stories. This new course is based on the assumption that people think in terms of images, movement and sound and that film can be used to create powerful and important human narratives. This class is designed to train students in how to research, design, manage and produce short documentary film projects using both state of the art production equipment and accessible forms of media capture such as iPhones and GoPros. As a graduate/undergraduate elective, this course thematically focuses on understanding and documenting the historical, social, economic and personal stories centered on 19th through 20th century Indiana local barns, and placing these in a meaningful cultural and historical context. Students will work in teams of two to research an assigned farmstead, focusing on the barn as a material setting and documenting the past through the integration of historical research, oral history and digital video.Students will develop 2 minute videos for inclusion in a video book (as seen here https://islandplacesislandlives.com/) that touches on local history as well as a longer 8 minute video that explores the life, history and social context of the barn. The result will be a collaborative effort that creates a body of work by the class exploring local history and linking Anthropology with filmmaking to tell stories. Dept Approval is required by emailing the professors before registration with a list of applicable courses taken in your major. This is designed to be an equal collaboration between Anthropology, History and Film, TV and Theatre students. Preference will be given to those with greater experience in respective areas as an advanced class.
 
ANTH 60800 / IIPS 60800 / MGA 60702 (CBR)
Ethnographic Methods for Peace Research
Catherine Bolten
Credit Hours: 3
In this course, students will learn to use methods, insights, and techniques of ethnographic fieldwork in order to conduct research in conflict and post-conflict settings. We will investigate topics such as researcher identity and access in the field, research design, bias and ethical considerations, interview techniques, participant observation, writing fieldnotes, coding and analysis, and writing. This class is designed to prepare students for a field experience, therefore the course requires students to formulate and carry out a project in the local setting as the primary focus of learning.

 

 
 
 
 
 
 

ART, ART HISTORY, AND DESIGN

DESN 20203 / ANTH 20093 (CBL/CBR/EL)
DESN Matters: Intro, DESN Think
Anne-Marie Conrado
Credit Hours: 3

MATERIALS FEE. Traditionally, design has been used to connote the process by which the physical artifacts of the objects and communications around us come into being. But over the last decade, design has come more and more to describe not only the development of objects but the process by which one shapes the interactions and experiences of people with the systems, services and organizations around us. A deeply human-centered approach to problem solving, design thinking is centered around identifying and reframing complex problems, and solving them through a more creative, iterative and hands-on approach. This course will follow a series of overlapping modules that will introduce the student to the various steps employed in the design thinking process and becoming familiar with the tools and methodologies used. The course will feature a hybrid seminar format with lectures and case studies followed by hands-on exercises and practical applications of the theories in the form of team projects. At the conclusion of the course, students should be able to articulate the tenants of the design thinking process and apply those methodologies to problems of a variety of disciplines from science and engineering to business and the liberal arts. If there are no seats available, please contact the art department (art@nd.edu) and the instructor to indicate interest and to sign-up for the waitlist. The course is the gateway for the Collaborative Innovation minor. Only students enrolled or having completed the course may sign up for the minor. There are only limited seats for juniors and no seats available for seniors with special approval.

 
DESN 20204 / ANTH 30036 / (CBL/EL)
Design Research Practices

Carly Hagins

Credit Hours: 3
With an orientation towards problem identification and the translation of research insights into implications informing the design process, students will learn how to develop a research plan and deploy an array of research methods including interviews, observation, shadowing, contextual inquiry, participatory observation and co-creative development. The course combines lecture with studio practice, with student teams engaging in human-centered, project-based work, sponsored by outside corporate organizations and non-profit social entities. This course is offered every semester and is open to Collaborative Innovation Minors and Design Majors.
 
DESN 40100 (CBL/EL)
VCD 8: Social Design
Neeta Verma
Credit Hours: 3
This advanced course in visual communication design is for students to understand social advocacy within the local (South Bend) context. Each semester new risk areas and deep-rooted inequities within the local communities are explored. Students understand their role as designers/collaborators/catalysts through real-life experiences working closely with members, groups, and organizations already deeply invested in the community. Students from diverse disciplines create a multi-disciplinary team that focuses on complex social problems that combine and delicately balances strategic thinking with innovation. Working as a group, students conduct research in the field, partner closely with local agencies to understand the system and based on this research and understanding of the inherent social ecology, building design approaches that address these multifarious problems. This semester we will be examining the complexities of Poverty and Homelessness. Projects in the past have ranged from addressing the Digital Divide in the City of South Bend to Mitigating Youth Violence in South Bend. DESN 20101 (VCD1) is recommended, but not required. Course may be repeated
 
DESN 40201 / DESN 60201 / ANTH 40201 (CBL/EL)
ID: Collaborative Design Development
Scott Shim
Credit Hours: 3
This cross-disciplinary course will develop and harness useful innovation through an association of expertise from business/marketing, management entrepreneurship, chemistry, engineering, anthropology, graphic design, and industrial design. Collaborating teams of graduate and undergraduate students will engage several product development cycles, beginning with an identification of need or opportunity and concluding with comprehensive proof of concept, tests of function, specified manufacturing processes, and an appropriately resolved, aesthetically pleasing product or system. All collaborative team members will be engaged throughout the research and developmental process. Each participant will share in rotating leadership responsibilities, providing direction within their specific areas of expertise and in the context of a sequential course outline.
 
DESN 60201 / DESN 40201 / ANTH 40201 (CBL/EL)
ID: Collaborative Design Development
Scott Shim
Credit Hours: 3
This cross-disciplinary course will develop and harness useful innovation through an association of expertise from business/marketing, management entrepreneurship, chemistry, engineering, anthropology, graphic design, and industrial design. Collaborating teams of graduate and undergraduate students will engage several product development cycles, beginning with an identification of need or opportunity and concluding with comprehensive proof of concept, tests of function, specified manufacturing processes, and an appropriately resolved, aesthetically pleasing product or system. All collaborative team members will be engaged throughout the research and developmental process. Each participant will share in rotating leadership responsibilities, providing direction within their specific areas of expertise and in the context of a sequential course outline.
 
 
 
 

FILM, TELEVISION, AND THEATRE

FTT 30129 / AMST 30171 / JED 30129 (CBL/EL)
The Digital Newsroom
Victoria St. Martin, Richard Jones
Credit Hours: 3
Building on the skills acquired in Fundamentals of Journalism, this practicum course is centered around students preparing stories, photos and videos for The Observer, the university's independent, student-run newspaper. Students will acquire real-world experience in reporting, writing, and using their digital journalism skills by covering live news events on campus and in the surrounding community. Prerequisite: Fundamentals of Journalism.
 
FTT 30130 / AMST 30220 / JED 30130 (CBL/EL)
Covering America
Richard Jones
Credit Hours: 3
The course is a practical and conceptual exploration of the journalistic issues involved in reporting on topics of national interest. This is an advanced reporting course in which students will build on their digital and multi-platform journalism skills and learn to produce stories for audiences nationwide. The capstone assignment requires traveling to the site of an ongoing national story during Spring Break; the resulting stories, photos and videos will be published on a student-produced website. Please note: There are no additional costs for students in this course; all travel costs will be covered for any student who is admitted to the course. Admission to the course by permission only.
 
FTT 40106 / ANTH 43204 / ANTH 63204/ HIST 30862
Barn Stories
Ian Kuijt, William Donaruma
Credit Hours: 3
Visual Anthropology provides a powerful and engaging means of sharing historical and anthropological stories. This new course is based on the assumption that people think in terms of images, movement and sound and that film can be used to create powerful and important human narratives. This class is designed to train students in how to research, design, manage and produce short documentary film projects using both state of the art production equipment and accessible forms of media capture such as iPhones and GoPros. As a graduate/undergraduate elective, this course thematically focuses on understanding and documenting the historical, social, economic and personal stories centered on 19th through 20th century Indiana local barns, and placing these in a meaningful cultural and historical context. Students will work in teams of two to research an assigned farmstead, focusing on the barn as a material setting and documenting the past through the integration of historical research, oral history and digital video.Students will develop 2 minute videos for inclusion in a video book (as seen here https://islandplacesislandlives.com/) that touches on local history as well as a longer 8 minute video that explores the life, history and social context of the barn. The result will be a collaborative effort that creates a body of work by the class exploring local history and linking Anthropology with filmmaking to tell stories. Dept Approval is required by emailing the professors before registration with a list of applicable courses taken in your major. This is designed to be an equal collaboration between Anthropology, History and Film, TV and Theatre students. Preference will be given to those with greater experience in respective areas as an advanced class.
 
 
 
 

FIRST YEAR STUDIES

FYS 13992 (EL)
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.
 
ARHI 34489 (CBL) *
London as Art Capital
Lois Oliver, Gemma Bencini, Kendal Jones, Alice Tryell
Credit Hours: 3
London is a capital of the contemporary art world, and the aim of this class will be to explore it. This course will examine those elements that factor into its current status in order to gain an understanding of what art is like now. We will look at contemporary art trends, especially as they are presented currently in spaces and exhibition venues across the city of London. For example, we will consider what types of media and artistic formats are viable now beyond the genres of painting and sculpture. We will look at recent experimental forays into photography, fiber arts, ceramics, site-specific installations, and digital media. Concentrating on current exhibitions and sites will allow us to consider recent global trends in artistic making as they relate to artistic showcasing. How does the site in which a work is shown affect our experience of the work? What elements go into the construction of an exhibition? What makes an exhibition effective or ineffective? Comparing the numerous and varied sites for art around London now will offer a unique approach to such questions. Weekly visits to various venues will visit include such spaces as The Hayward Gallery, The Serpentine Gallery, The Camden Art Center, The Saatchi Gallery, The Tate Modern, and Whitechapel Gallery.
 
IRST 24208 /ANTH 34320 / HIST 34430 / SOC 34123 (CBL) *
Introduction to Ireland
Kevin Whelan
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.
 
 

 

GALLIVAN JOURNALISM PROGRAM

JED 30129 / FTT 30129 / AMST 30171 (CBL/EL)
The Digital Newsroom
Victoria St. Martin, Richard Jones
Credit Hours: 3
Building on the skills acquired in Fundamentals of Journalism, this practicum course is centered around students preparing stories, photos and videos for The Observer, the university's independent, student-run newspaper. Students will acquire real-world experience in reporting, writing, and using their digital journalism skills by covering live news events on campus and in the surrounding community. Prerequisite: Fundamentals of Journalism.
 
JED 30130 / FTT 30130 / AMST 30220 (CBL/EL)
Covering America
Richard Jones
Credit Hours: 3
The course is a practical and conceptual exploration of the journalistic issues involved in reporting on topics of national interest. This is an advanced reporting course in which students will build on their digital and multi-platform journalism skills and learn to produce stories for audiences nationwide. The capstone assignment requires traveling to the site of an ongoing national story during Spring Break; the resulting stories, photos and videos will be published on a student-produced website. Please note: There are no additional costs for students in this course; all travel costs will be covered for any student who is admitted to the course. Admission to the course by permission only.

 

 

 

HESBURGH

HESB 33900 (CBL)
The Business of Nonprofits: Passion and Practice
Claudia Francis, Carolina Arroyo
Credit Hours: 1
The goal of this course is to offer Arts & Letters students interested in nonprofit careers an introduction to the basic business acumen necessary for success in this field. The course will cover core concepts integral to understanding the business operations and sustainability of nonprofit organizations. We will explore how nonprofits impact their community and constituents through: communicating and marketing their mission, coordinating volunteers, recruiting their board and managing their funding. The course will also provide students an opportunity to reflect on their motivations and values as well as gain a deeper understanding of nonprofit careers and how to plan their career path. The course will meet 11 times over the course of the semester and include guest speakers from the community. This course is ideal for students who plan to pursue an opportunity in the nonprofit sector.  
 

HESB 33901 / SUS 30100 / POLS 30172 / CE 30711 / ENER 33001 / STV 30172 / IIPS 30300 (EL)
Urban Climate Adaptation

Patrick Regan, Rachel Gurney
Credit Hours: 1
This class will introduce students to the Urban Adaptation Assessment (UAA), an effort to assist community-level climate adaptation decision making by providing an assessment tool to evaluate vulnerability at the urban level. Students will learn how local decision makers, including mayors, town councils, and sustainability officers can use this tool. Students will develop an understanding of the social inequity implications of various choices over adaptation strategies. After being trained in the use and implications of the UAA tools, all students in this class will be required to introduce the UAA to the civic officials in their home towns over spring break.

HESB 34092 (EL) Foundation of Public Policy-Public Policy Visits *
Foundation of Public Policy-Public Policy Visits
Thomas Kellenberg
Credit Hours: 3
Public Policy visits. This course is taken in conjunction with HESB 34091 "Foundations Of Public Policy."
 
HESB 34093 (CBL) *
Washington DC Internship
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 43539 / SOC 43541 (sec. 1 & 2)  / AMST 30522 / STV 43541 (CBL)
Reframing the Rust Belt
Paige Amord
Credit Hours: 3
The term Rust Belt typically brings to mind images of abandoned buildings and vacant downtowns in cities that were once America’s manufacturing centers. Yet, while there are lasting economic and social effects of this shift, the perception that these places are failing or abandoned is just one narrative of many. This course will use the ?Rust Belt? and South Bend, in particular, as a lens through which to view urban sociology. We will pay particular attention to the ways that place is constructed, investigating the literature on culture and meaning making, the role of the built environment, and the impact of physical location on various forms of inequality. Students will witness the process of place making first-hand by engaging with local artists in their attempts to reframe South Bend. Students will also be asked to engage with a local community organization on topics related to emplaced inequality.

 

 
 
 

HISTORY

HIST 33613 (CBL)  / AMST 30467 (CBL, EL) / ESS 33613/(CBL)
History of American Indian Education
Brian Collier
Credit Hours: 3
This course blends the History of Education and American Indian History and is open (by invitation only) to students interested in action research on these two topics. The course may include an opportunity to collaborate on a project with a school that is part of the Native mission network schools and may include travel to a Native community.
 
HIST 34330 / ANTH 34320 / IRST 24208 / SOC 34123 (CBL) *
Introduction to Ireland
Kevin Whelan
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) (CBL) *
All Roads Lead to Rome
Daria Borghese
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.
 
HIST 34502 (sec. 2) (CBL) *
All Roads Lead to Rome
Heather Minor, Ingrid Rowland
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.
 
HIST 34502 (sec. 3) (CBL) *
All Roads Lead to Rome
Chiara Sbordoni
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 *
Approaches to Poverty and Development
Instructor: TBA
Credit Hours: 3
Seminar format: Study of meaning and significance of poverty in Latin America from theological and social science perspectives.
 
 
 
 

MUSIC

MUS 20691 (CBL/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.
 
 
 
 

NON-DEPARTMENTAL  

AL 24107 (sec. 1) (CBL) *
All Roads Lead to Rome
Daria Borghese
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 24107 (sec. 2) (CBL) *
All Roads Lead to Rome
Heather Minor, Ingrid Rowland
Credit Hours: 2
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 24107 (sec. 3) (CBL) *
All Roads Lead to Rome
Chiara Sbordoni
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.
 
 
 
 
 

NOTRE DAME RESEARCH: ND Energy

ENER 33001 / SUS 30100 / HESB 33901 / POLS 30172 / CE 30711 / STV 30172 / IIPS 30300 (EL)
Urban Climate Adaptation
Patrick Regan, Rachel Gurney
Credit Hours: 1
This class will introduce students to the Urban Adaptation Assessment (UAA), an effort to assist community-level climate adaptation decision making by providing an assessment tool to evaluate vulnerability at the urban level. Students will learn how local decision makers, including mayors, town councils, and sustainability officers can use this tool. Students will develop an understanding of the social inequity implications of various choices over adaptation strategies. After being trained in the use and implications of the UAA tools, all students in this class will be required to introduce the UAA to the civic officials in their home towns over spring break.
 
 
 
 

POLITICAL SCIENCE

POLS 30042 Homelessness in America (CBL)
Patrick Regan
Credit Hours: 3
This course will explore questions about homelessness in the US. We will focus on the numbers, makeup, causes, and conditions of the homeless population, and explore local and systemic causes. To understand homelessness it sometimes helps to experience the conditions so we will endeavor to spend time in shelters, soup kitchens and on the streets. This will require some degree of adaptability on the part of the participants in the course. The US Congress generates an annual report on the state of homelessness and we will rely on that assessment for a significant part of our discussions. The core objective of the class is to develop an understanding of the magnitude of the problem, the range of causes, possible solutions and possibly a fair bit of empathy for the plight of the homeless in our community and beyond.
 

POLS 30172 / SUS 30100 / HESB 33901 / CE 30711 / ENER 33001 / STV 30172 / IIPS 30300  (EL)

Urban Climate Adaptation
Patrick Regan, Rachel Gurney
Credit Hours: 1
This class will introduce students to the Urban Adaptation Assessment (UAA), an effort to assist community-level climate adaptation decision making by providing an assessment tool to evaluate vulnerability at the urban level. Students will learn how local decision makers, including mayors, town councils, and sustainability officers can use this tool. Students will develop an understanding of the social inequity implications of various choices over adaptation strategies. After being trained in the use and implications of the UAA tools, all students in this class will be required to introduce the UAA to the civic officials in their home towns over spring break.
 
POLS 35901 (CBL/CBR)
Internships
Carolina Arroyo
Credit Hours: 1
The goal of the internship program is to provide opportunities to integrate coursework with real work experience. Internships are available throughout the Notre Dame area with a variety of government offices, non-profit agencies and NGO's. Interns work with professionals in their own area of interest, explore career options, and gain real work experience. Permission required. Does not count for the Political Science Major.
 
 
 
 

PSYCHOLOGY

PSY 23271 / PSY 43271 / ESS 40263 (CBL/EL)
Autism Spectrum Disorder IW
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 23852 / CSC 33968 / ESS 33362 / THEO 33968   (CBL/EL)
Social Concerns Seminar: L'Arche Community
Kyle Lance, Robert Kiley
Credit Hours: 1
The L'Arche Seminar introduces students to the philosophy of Jean Vanier and to the model of service that his writings inspired. The class sessions leading up to the immersion will cover topics such as: Catholic Social Tradition and a framework for Solidarity; Spirituality lived in Community; Policy, Advocacy, and Discrimination; Vanier on Becoming Human. This is an invitation to think deeply about and observe directly a community (of people with and without disabilities) living together in the spirit of the beatitudes. Students will also witness how living in a L'Arche community has influenced the lives of the core members, assistants, and others. Students will likely have some opportunity to communicate with other organizations about their advocacy and policy work that relates to people with disabilities. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.
 
PSY 23855 / ESS 23250 / CSC 23855 (CBL/EL)
Social Concerns Seminar: Take Ten
Jay Brandenberger, Ellen Kyes
Credit Hours: 1

Take Ten is a research-based conflict resolution curriculum designed at the University of Notre Dame and headquartered at the University's Robinson Community Learning Center. Take Ten's mission is to provide youth with positive alternatives to violence and build their capacity to make more informed choices when faced with conflict. Take Ten volunteers work on a weekly basis with school children of all grades to teach them the skills needed to resolve conflict peacefully. Born as a restorative practice within the scope of a restorative justice lens, Take Ten has recently developed a method of teaching its curriculum in the Peacemaking Circles format as well as offering Talking Circles at some schools.Students participating in the Take Ten seminar will serve as Take Ten volunteers during the semester (February through May with training in January), being part of a team that works at a school in the area one time per week. The seminar itself will meet in the Peacemaking Circles format and will function as training for seminar students to become Circle facilitators. Readings and reflections will allow students to focus on understanding issues of youth and violence from various perspectives and to discuss their work in Circle. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.

 
PSY 43230 (CBL)
Mental Health and Aging
Cindy Bergeman
Credit Hours: 3
The primary purpose of this course is to expose students to basic issues relevant to the mental health of the elderly, which includes an experiential learning component in the form of volunteer relationships with an older adult. In the classroom, students will be challenged to think critically about the mental health issues associated with later life and are expected to actively participate in class discussions. Topics focused on pathological aging include psychological disorders, assessment, diagnosis, and treatment; resiliency in aging topics include: physical and mental health, social support, personality, coping, and stress. Class presentations, volunteer activities, and the readings will be used to stimulate discussion and critical thinking. Students will also keep a journal for this purpose. The format of the course may include some lecture, but will rely heavily on class discussion and group activities. Students are required to participate in some type of volunteer activity over the course of the semester (i.e., a minimum of one hour/week). Students may generate their own volunteer placement or I can help match you up with one.
 
PSY 43271 / PSY 23271 / ESS 40263 (CBL/EL)
Autism Spectrum Disorder IW
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 61382 (EL)
Child Practicum II
Kristin Valentino
Credit Hours: 3
In this practicum, students will continue developing their clinical skills in the provision of psychological assessments for children and adolescents in a community health care setting. Assessments will include cognitive, educational, developmental, socioemotional, and neuropsychological testing. Collaboration with physicians and consultation in pediatric settings will also be emphasized.
 
PSY 61384 (CBL)
Adult Assessment Practicum II
Lee Anna Clark
Credit Hours: 3
In this practicum, students will gain clinical experience providing psychological assessments for adults referred from a community mental-health center. They will learn to administer several semi-structured interviews, to interpret questionnaire scores, and to write comprehensive reports. Assessments will include taking a comprehensive psychosocial history, diagnosis of clinical symptoms and syndromes, assessment of personality and personality disorder, and psychosocial and daily functioning.
 
PSY 61386 (CBL/EL)
Practicum II
Jennifer Hames
Credit Hours: 3
Prepares doctoral counseling students in various dimensions of the therapeutic, including providing an advanced skill base for clinical case management.
 
PSY 61388 (CBL)
Practicum IV
Jennifer Hames
Credit Hours: 3
Supervised clinical practicum for doctoral students in counseling psychology
 
PSY 61390 (CBL)
Practicum VI
Jennifer Hames
Credit Hours: Variable
Supervised clinical practicum for doctoral students in counseling psychology
 
PSY 61394 (CBL)
Marital Therapy Practicum
David Smith
Credit Hours: Variable
Trainees who have successfully completed the Marital Therapy Seminar register for this supervised practicum every semester. They carry cases at the Marital Therapy and Research Clinic.
 
PSY 61397 (CBL)
Practicum VIII
Jennifer Hames
Credit Hours: Variable
Supervised clinical practicum for doctoral students in counseling psychology
 
 
 
 

NOTRE DAME RESEARCH ND Energy

ENER 33001 / SUS 30100 / HESB 33901 / POLS 30172 / CE 30711 / STV 30172 / IIPS 30300 (EL)
Urban Climate Adaptation
Patrick Regan, Rachel Gurney
Credit Hours: 1
This class will introduce students to the Urban Adaptation Assessment (UAA), an effort to assist community-level climate adaptation decision making by providing an assessment tool to evaluate vulnerability at the urban level. Students will learn how local decision makers, including mayors, town councils, and sustainability officers can use this tool. Students will develop an understanding of the social inequity implications of various choices over adaptation strategies. After being trained in the use and implications of the UAA tools, all students in this class will be required to introduce the UAA to the civic officials in their home towns over spring break.


 

 

 

ROMANCE LANGUAGES

LLRO 34600 (sec. 1-3)  (CBL) *
All Roads Lead to Rome
Instructor: Chiara Sbordoni
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.
 
ROIT 10102 (sec. 1 - 5) ( EL)
Beginning Italian II

Guido Guerra, Alessia Blad, Patrick Vivirito, Gabriella Di Palma

This is an introductory, first-year language sequence with equal focus on the four skills: speaking, listening, reading, and writing. An appreciation for Italian culture is also encouraged through readings and class discussion. The sequence 10101-10102 is to be followed by ROIT 20201 or ROIT 20215.
 
 

 

ROMANCE LANGUAGES AND LITERATURES

ROSP 20201 (sec. 1-10) (CBL/EL)
Intermediate Spanish I
Maria Jose Fernandez Moreno, Ivis Menes, Valeria Nicol Mora Hernandez, Andrea Toposh-Rio, Leonardo Francalanci, 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. Student must have a Language Exam Score between 341 and 393 to register for this class.
 
ROSP 20202 (sec. 1-7) (CBL/EL)
Intermediate Spanish II
Elena Mangione-Lora, Maria Jose Fernandez Moreno, Monica Jancha
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. Students must have a Language Exam Score between 394 and 439 to enroll in this class.
 
ROSP 20460 (sec.1-2)  (EL)
Spanish for Medical Profession
Maria Coloma
Credit Hours: 3
This course introduces students who have mastered the rudiments of Spanish grammar to a vocabulary allowing them to discuss medicine and health care with the Spanish-speaking population in the United States.
 
ROSP 20810 (sec. 1-2) / ILS 20912 (CBL)
Community-Based Spanish: Language, Culture, and Community
Tatiana Botero, Andrea Topash-Rios
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. Students must have a Language Exam Score between 440 and 600 to enroll in this class.

 
ROSP 30017
Introduction to Translation
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 40875 / ILS 40907
Migrant Voices
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. Offered to Sophomores, Juniors and Seniors. Cross-listed with: ILS, LAST, AFST.
 
 

 

SOCIOLOGY

SOC 33458 / CST 33458 / CSC 33458 / ILS 33701 (CBL) (EL)
Social Concerns Seminar: Mexico-U.S. Border Immersion Seminar
Kraig Beyerlein
Credit Hours: 1

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. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Please see the website: https://socialconcerns.nd.edu/seminar/border-issues-mexico-us-border-immersion for further information on the application process. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar. This is a graded course. Department approval is required. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.

 
SOC 34123 / HIST 34330 / ANTH 34320 / IRST 24208 (CBL)
 Introduction to Ireland  *
Kevin Whelan
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 43541 (sec. 1 & 2) (CBL)
Reframing the Rust Belt
Paige Ambord
Credit Hours: 3
The term Rust Belt typically brings to mind images of abandoned buildings and vacant downtowns in cities that were once America’s manufacturing centers. Yet, while there are lasting economic and social effects of this shift, the perception that these places are failing or abandoned is just one narrative of many. This course will use the ?Rust Belt? and South Bend, in particular, as a lens through which to view urban sociology. We will pay particular attention to the ways that place is constructed, investigating the literature on culture and meaning making, the role of the built environment, and the impact of physical location on various forms of inequality. Students will witness the process of place making first-hand by engaging with local artists in their attempts to reframe South Bend. Students will also be asked to engage with a local community organization on topics related to emplaced inequality.
 
SOC 45000 (CB/CBRL)
Sociology Internships
Mim Thomas
Credit Hours: Variable
The Sociology Internship is a community-based learning 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 seven hours per week as interns under the supervision of an experienced practitioner. Scheduling hours is a flexible process in order 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 field work, academic work includes reading scholarly works related to the field placement, periodic group meetings with the instructor and others in the course, periodic short reports, and a final paper. Departmental approval is required. The following is a list of agencies that have accepted interns. Students may also request placement in an agency they find on their own (subject to approval by the instructor). La Casa de Amistad, Salvation Army of St. Joseph County (Social Services), Sex Offense Services of St. Joseph County (must complete paperwork and training a semester in advance), Early Childhood Development Center, Good Shepherd Montessori School, Robinson Community Learning Center, Upward Bound College Preparatory Program, UNDAIDS Assist, Center for Hospice & Palliative Care, St. Joseph County (usually requires two-semester commitment), Sr. Maura Brannick Health Center at Chapin Street. The CASIE Center (Child Abuse Services, Investigation & Education) Family Justice Center, Indiana Legal Services
 
 
 
 

THEOLOGY

THEO 20625 / CST 20625 (CBL)
Discipleship: Loving Action for Justice
Kevin Sandberg
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.
 
THEO 20643 / CST 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 24846 (CBL) *
Two Faiths, Three People
Robert Smith
Credit Hours: 3
This course explores the history of Christian experience in the Holy Land, with a focus on Christian relationships with Jews and Muslims. We will focus on the theme of the Church's identity in the world from its biblical roots to the multiplicity of contemporary understandings. In addition to discussing how Christians have engaged questions of identity and vocation in and for this context through the centuries, we will address two primary questions. First, how do Jews, Christians, and Muslims articulate their relationship with the Holy Land, especially Jerusalem? Second, how have Christians approached relations with Jews and Muslims, from the First Century through the Byzantine, Medieval, Reformation, modern, and post-Shoah eras? Throughout the course, students will be encouraged to consider how different conceptions of history, relationship to the land, and theologies of interfaith relations shape approach to contemporary political questions. Additional research, presentation and research paper required at the higher level.
 

THEO 33936 / CST 33936 / CSC 33936 (CBL/EL)

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. Please note that students enrolled in the Spring THEO 33936 will meet for two 90 minute small group discussions, at a time to be determined with their small group facilitator. Students will select a small group time based on their availability.

 

THEO 33938 / CSC 33938 / CST 33938 (CBL/EL)
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 20, 2018, four re-entry classes meeting on Thursdays 6:30 - 7:45 pm on August 23, 30 and September 6 and 13, and a final paper/project. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/academic/

 
THEO 33950 / CSC 33950 / CSC 63950 (CBL/EL)
Social Concerns Seminar: Appalachia
Kyle Lantz
Credit Hours: 1
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion over semester break in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes at various sites while learning about the region and rural issues. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website http://socialconcerns.nd.edu for further details.
THEO 33951 / CSC 33951 / STV 33951 (EL)
Social Concerns Seminar: U.S. Healthcare
Kyle Lantz
Credit Hours: 1

U.S. health care policy and reform is the center of public debate and discussion in recent years. Furthermore, the Catholic social tradition invites persons of good will to pursue a health care system that raises the dignity of each person. This seminar invites participants to examine and assess our current and evolving healthcare system, explore the possibilities and direction of the future of U.S. healthcare, and investigate how modifications might move us toward a society that reflects care for the common good. In preparation, students will look at the complexities of integrating economics, policy, and health-related outcomes into a system that works toward the common good and especially toward those in poverty. Students will travel to Washington, D.C., during Spring Break to spend time with policy makers, health care advocacy groups, medical professionals, and researchers. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.

 

THEO 33952 / CSC 33952 (CBL/EL)
Social Concerns Seminar: Social Change
Melissa Marley Bonnichsen, Connie Mick
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 33963 / CSC 33963 (CBL/EL)
Social Concern Seminar: Church Social Action
Melissa Marley Bonnichsen, Kyle Lantz
Credit Hours: 1
This course centers around a 48-hour immersion (colloquially known as the Urban Plunge) in an urban setting during the winter break (prior to return to campus). The course includes a preparation workshop in the fall semester, readings, two reflection papers, and follow-up educational meetings.
 
THEO 33967 / CSC 33967 / ILS 33967 (CBL/EL)
Social Concern Seminar: Migrant Experience
Melissa Marley Bonnichsen, Michael Hebbeler
Credit Hours: 1
This seminar offers a unique immersion into the lives of migrant farm workers in Florida during the spring harvest. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.
 
THEO 33968 / ESS 33362 / PSY 23852 / CSC 33968 (CBL/EL)
Social Concerns Seminar: L'Arche Community
Kyle Lantz, Robert Kiley
Credit Hours: 1
The L'Arche Seminar introduces students to the philosophy of Jean Vanier and to the model of service that his writings inspired. The class sessions leading up to the immersion will cover topics such as: Catholic Social Tradition and a framework for Solidarity; Spirituality lived in Community; Policy, Advocacy, and Discrimination; Vanier on Becoming Human. This is an invitation to think deeply about and observe directly a community (of people with and without disabilities) living together in the spirit of the beatitudes. Students will also witness how living in a L'Arche community has influenced the lives of the core members, assistants, and others. Students will likely have some opportunity to communicate with other organizations about their advocacy and policy work that relates to people with disabilities. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.
 
THEO 33970 / CST 33970 / CSC 33970 / CSC 63970 (CBL/EL)
Global Issues
Rachel Tomas Morgan
Credit Hours: 1
This course serves as the required orientation course for all THEO 33938: International Summer Service Learning Program participants. It will provide students with an introduction to international issues in developing countries through the lens of Catholic social tradition, guidance in independent country/area study, preparation and tools for cross-cultural service, opportunities for theological reflection, logistical information necessary for international programs and travel, and general support within the context of a community of colleagues. Students must attend the mandatory Cross-Cultural Orientation Retreat. Please see website for retreat dates. Other public lectures and trainings scheduled during other days of the week will be noted in the course syllabus. Other students doing summer internships in developing countries may take the course with permission from the instructor. Apply online via the Center for Social Concerns website: https://socialconcerns.nd.edu/international-summer-service-learning-program.Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule and is noted in the course syllabus.

 

THEO 34605 (CBL)  Catholic Social Teaching *
Poverty and Development
Instructor: TBA
Credit Hours: 3
Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science perspective. Mandatory 2 credit fieldwork component.
 
THEO 34605 / CSC 34604 /(CBL) *
Catholic Social Teaching
James Ashley, Gemma Bencini, Nicholas Brill, Judy Hutchinson, Kendal Jones, Alice Tyrell
Credit Hours: 3
This semester long internship in Catholic social teaching comprises two parts: (1) practical work experience in campaigning for social justice through a network of inner-city Catholic parishes in London (2) six one-on-one tutorials providing an introduction to the social teaching of the Catholic Church. The practical work experience of this internship is arranged through London Citizens, a charitable organization working mostly through Catholic parishes in London devoted to building community in London's poorest neighborhoods. It's goals is to bring people into a mutually beneficial working relationship to pursue the common good. It seeks to identify problems in neighborhoods and then offered the appropriate training to develop leadership skills at the grass-roots level to promote change. Each intern will be placed in a Catholic parish and given the task of helping the parish priest to develop a leadership team in a parish which campaigns for issues of social justice. Last semester, for example, students are working to promote the "living wage" campaign, which will be holding a rally at Westminster Cathedral on 1 May 2006. This practical work experience is supplemented by a series of academic tutorials in which students will read primary and secondary material on Catholic social teachings. These tutorials provide the intellectual framework for the internship. The main themes to be explored in this internship are: (i) Catholic faith and public life - What implications does the Catholic faith have for ordering of public life as well as private piety? Does community organizing provide an appropriate expression of this for Catholic congregations?(ii) Public reasoning in a pluralist society - One response to pluralism is to seek to eliminate religious language from public reasoning. We shall evaluate community organizing as an alternative approach (iii) Conflict and reconciliation - The New Testaments presents Christ both as brining "not peace but a sword" and as the one who reconciles us to God and neighbor. Does community organizing approach conflict and reconciliation in a way which is consonant with Christianity? (iv) Power - Community organizing involves a distinctive analysis of, and attitude to, power. Is it consonant with Catholic social teaching? (v) Nation states and global justice - common humanity, and the body of Christ? We shall explore these issues in the lift of London Citizens' campaigns on migrants' rights. (vi) Equality-We shall discuss the contribution of community building to the internal life of member congregations, in particular, in increasing the participation of community building to the internal life of member congregations, in particular, in increasing the participation and power of marginalized groups.
 

THEO 40632 (CBL/EL)

Heart’s Desire and Social Change
Daniel Groody
Credit Hours: 3
Beyond financial prosperity and material gain, many people today speak about the hunger to find purpose and meaningful work that has lasting impact on society, culture, and the global community. We not only want to find lucrative employment but to discover a way of life that resonates with the deepest part of ourselves. When we experience a consistent flow between our life's energies and our daily tasks, we are the most alive, engaged and at peace. But how can we find a way to integrate our inner and outer lives? This course will help students clarify their deepest passions in life that facilitate personal formation and social transformation. At its core it will explore the process of self-awareness and self-development that lead ultimately to self-gift. Some of the major themes we will look at include: values, spirituality, discernment, identity, true self/false self, justice, flow, freedom, Catholic Social Teaching and mission.
 
 
 

 

WRITING AND RHETORIC

WR 13200 (CBL/EL) (sec. 1 & 2)
Community Writing and Rhetoric
Elizabeth Capdevielle, Sarah Snider
Credit Hours: 3
In cooperation with the Center for Social Concerns, these sections of composition place students in learning situations in the wider community where they are in contact with people who are dealing with the specific content issue of their section. We welcome students with commitment to social justice and community service to enroll.

 

SUPPLEMENTARY MAJORS, MINORS, AND SPECIAL PROGRAMS

 

 

 

 

CATHOLIC SOCIAL TRADITION

CST 20625 / THEO 20625 (CBL)
Discipleship: Loving Action for Justice
Kevin Sandberg
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.
 
CST 20643 / THEO 20643 / IIPS 20729 (CBL)
The Askesis of Nonviolence
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.
 
CST 33458 / SOC 33458 / CSC 33458 / ILS 33701 (CBL)
Social Concerns Seminar: Mexico-U.S. Border Immersion Seminar
Kraig Beyerlein
Credit Hours: 1

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. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Please see the website: https://socialconcerns.nd.edu/seminar/border-issues-mexico-us-border-immersion for further information on the application process. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar. This is a graded course. Department approval is required. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this courses designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.

 

CST 33936 / THEO 33936 / CSC 33936 (CBL/EL)
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.
 
CST 33938 / THEO 33938 / CST 33938 (CBL/EL)
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 an 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 in the fall following the summer placement, attendance at the four re-entry classes in August and September, debriefing and a final paper/project.
 
CST 33970 / THEO 33970 / CSC 33970 / CSC 63970 (CBL/EL)
Global Issues
Rachel Tomas Morgan
Credit Hours: 1
This course serves as the required orientation course for all THEO 33938: International Summer Service Learning Program participants. It will provide students with an introduction to international issues in developing countries through the lens of Catholic social tradition, guidance in independent country/area study, preparation and tools for cross-cultural service, opportunities for theological reflection, logistical information necessary for international programs and travel, and general support within the context of a community of colleagues. Students must attend the mandatory Cross-Cultural Orientation Retreat. Please see website for retreat dates. Other public lectures and trainings scheduled during other days of the week will be noted in the course syllabus. Other students doing summer internships in developing countries may take the course with permission from the instructor. Apply online via the Center for Social Concerns website: https://socialconcerns.nd.edu/international-summer-service-learning-program.Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule and is noted in the course syllabus
 
 
 
 

EDUCATION, SCHOOLING, AND SOCIETY

ESS 23250 / PSY 23855 / CSC 23855 (CBL/EL)
Social Concerns Seminar: Take Ten
Jay Brandenberger, Ellen Kyes
Credit Hours: 1

Take Ten is a research-based conflict resolution curriculum designed at the University of Notre Dame and headquartered at the University's Robinson Community Learning Center. Take Ten's mission is to provide youth with positive alternatives to violence and build their capacity to make more informed choices when faced with conflict. Take Ten volunteers work on a weekly basis with school children of all grades to teach them the skills needed to resolve conflict peacefully. Born as a restorative practice within the scope of a restorative justice lens, Take Ten has recently developed a method of teaching its curriculum in the Peacemaking Circles format as well as offering Talking Circles at some schools.Students participating in the Take Ten seminar will serve as Take Ten volunteers during the semester (February through May with training in January), being part of a team that works at a school in the area one time per week. The seminar itself will meet in the Peacemaking Circles format and will function as training for seminar students to become Circle facilitators. Readings and reflections will allow students to focus on understanding issues of youth and violence from various perspectives and to discuss their work in Circle. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.

 

ESS 23362/ THEO 33968 /  PSY 23852 / CSC 23968 (CBL/EL)
Social Concerns Seminar: L’Arche Community
Kyle Lantz, Robert Kiley
Credit Hours: 1
The L'Arche Seminar introduces students to the philosophy of Jean Vanier and to the model of service that his writings inspired. The class sessions leading up to the immersion will cover topics such as: Catholic Social Tradition and a framework for Solidarity; Spirituality lived in Community; Policy, Advocacy, and Discrimination; Vanier on Becoming Human. This is an invitation to think deeply about and observe directly a community (of people with and without disabilities) living together in the spirit of the beatitudes. Students will also witness how living in a L'Arche community has influenced the lives of the core members, assistants, and others. Students will likely have some opportunity to communicate with other organizations about their advocacy and policy work that relates to people with disabilities. NOTE: Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/academic.
 
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 33362 / PSY 23852 / CSC 23968 (CBL/EL)
Social Concerns Seminar: Take Ten
Jay Brandenberger, Ellen Kyes
Credit Hours: 1
Take Ten is a research-based conflict resolution curriculum designed at the University of Notre Dame and headquartered at the University's Robinson Community Learning Center. Take Ten's mission is to provide youth with positive alternatives to violence and build their capacity to make more informed choices when faced with conflict. Take Ten volunteers work on a weekly basis with school children of all grades to teach them the skills needed to resolve conflict peacefully. Born as a restorative practice within the scope of a restorative justice lens, Take Ten has recently developed a method of teaching its curriculum in the Peacemaking Circles format as well as offering Talking Circles at some schools.Students participating in the Take Ten seminar will serve as Take Ten volunteers during the semester (February through May with training in January), being part of a team that works at a school in the area one time per week. The seminar itself will meet in the Peacemaking Circles format and will function as training for seminar students to become Circle facilitators. Readings and reflections will allow students to focus on understanding issues of youth and violence from various perspectives and to discuss their work in Circle.
 
ESS 33613 / AMST 30467 / HIST 33613(CBL)
History of American Indian Education
Brian Collier
Credit Hours: 3

This course blends the History of Education and American Indian History and is open (by invitation only) to students interested in action research on these two topics. The course may include an opportunity to collaborate on a project with a school that is part of the Native mission network schools and may include travel to a Native community. The class will feature some digital components, including the use of data analytics to formulate ideas about Native education in the United States. Students need no prior knowledge of this kind of work; even those with the most basic computer skills can learn how to use data to formulate important questions about education. The course is by invitation only because it has an outcome opportunity for a fall conference.

 
ESS 33363 / CSC 33972 / IIPS 50703  / MGA 60706 (CBL/EL)
Restorative Justice
Susan Sharpe
Credit Hours: 3
Restorative justice is gaining visibility in contemporary social justice efforts. Advocates of change, ranging from parents to police, from the US Conference of Catholic Bishops to the cofounders of Black Lives Matter, are claiming restorative justice as an important way forward in making our institutions more just and more effective. This course will give students an understanding of how and why that potential exists, and teach them the basics of a primary restorative justice practice. Students will learn the fundamentals of Circle dialogue, situating it in the context of relevant theoretic frameworks and in the context of key restorative justice applications (including criminal justice, education, and systemic injustice). Students will be encouraged to search for potential applications of restorative justice theory and practice in the professional fields they anticipate entering. This will be a community-based learning course, requiring each student to perform 20 hours of work in the local community at pre-arranged sites as part of the course, in addition to regular reading and writing assignments.
 
ESS 40263 / PSY 23271 / PSY 43271 (CBL/EL)
Autism Spectrum Disorder IW
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.
 
 
 
 

POVERTY STUDIES

PS 35002 (CBR)
Experiential Learning-Internship
Connie Mick
Credit Hours: Variable
Students electing to fulfill the experiential learning requirement through internships in the community (Option B) may do so by enrolling in PS 35002. Students must complete three credits total, but may do so in one, two, or three separate internships with corresponding credit, enrolling in PS 35002 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 three 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 35002 and can adjust the weekly hours to correspond to the required total.
 
PS 43000 (CBR)
Capstone Seminar: Poverty Studies
Connie Mick
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 20010 (sce. 1-3)
Sustainability: Principle & Practice
Laura Walls, Philip Sakimoto
Credit Hours: 3
This interdisciplinary course explores the challenges of environmental sustainability through social, economic, scientific, and ethical lenses. Taught jointly by professors from the natural sciences, humanities, and social sciences, the course aims to instill broad, integrative and critical thinking about global environmental problems whose solutions will depend on multidisciplinary approaches. This gateway course to the Minor in Sustainability is open to all students interested in a deep exploration of these critical issues. Students considering the Minor in Sustainability are encouraged to take this course during their sophomore year.
 
SUS 20200 (sce. 1 & 2) / BIOS 20204  (EL)
Intro Ecological Horticulture
Therese Zimmerman-Niemier
Credit Hours: 1
Globally, the agricultural sector is the largest cause of habitat loss, aquifer depletion, and greenhouse gas emissions. The need to transform agricultural systems to meet the needs of the world's growing population while addressing these ecological impacts is one of the 21st century's grand challenges. This course will include principles, concepts and practices of sustainable food production including biodiversity, soil quality, and nutrient, water, pest and disease management, while focusing on a production culture that is environmentally regenerative. Every class meeting will involve experiential learning that will build students' skills in growing healthy food in a way that protects and restores the earth. This class will also address the environmental and social consequences of industrial farming and public health impacts of quality food accessibility in communities.
 
SUS 30100 / HESB 33901 / POLS 30172 / CE 30711 / ENER 33001 / STV 30172 / IIPS 30300 (EL)
Urban Climate Adaptation
Patrick Regan, Rachel Gurney
Credit Hours: 1
This class will introduce students to the Urban Adaptation Assessment (UAA), an effort to assist community-level climate adaptation decision making by providing an assessment tool to evaluate vulnerability at the urban level. Students will learn how local decision makers, including mayors, town councils, and sustainability officers can use this tool. Students will develop an understanding of the social inequity implications of various choices over adaptation strategies. After being trained in the use and implications of the UAA tools, all students in this class will be required to introduce the UAA to the civic officials in their home towns over spring break.
 

MENDOZA COLLEGE OF BUSINESS

 

 

ACCOUNTANCY

ACCT 40660 / ACCT 40670 (CBL/EL)
Tax Assistance Program
Kenneth Milani
Credit Hours: 2
Preparation of federal and state income tax returns for low-income individuals.
 
ACCT 40670 / ACCT 40660 (CBL/EL)
Tax Assistance Program
Kenneth Milani
Credit Hours: 2
Preparation of federal and state income tax returns for low-income individuals.
 
ACCT 40790 (CBL)
Accounting and Reporting for Not-for-Profit Organizations
Douglas Kroll
Credit Hours: 3
To introduce students to the accounting practices of fund accounting as it relates to governmental and not-for-profit organizations. The class will also provide a basic understanding of these entities to students who will either work in the not-for-profit sector or who will be exposed to them in public accounting. The class will be both theory and practice oriented.
 
ACCT 70691 (CBL/EL)
Income Taxation/International Individuals
Kenneth Milani
Credit Hours: 3
United States tax laws that apply to international individuals provide these taxpayers with advantages and disadvantages when compared to the typical U.S. citizen. This course will examine the advantages (e.g., treatment of exemptions, loss of deductions and/or credits) in the context of tax compliance, tax planning and tax strategies for an international individual. Students enrolled in this course will participate in the Tax Assistance Program counseling for taxpayers and aiding them in the tax compliance process or become involved in some other type of supervised field project involving foreign taxpayers.
 
 
 

BUSINESS ADMINISTRATION-SC

BASC 20200 (sec. 1-7) / MGTO 20100 (sec.1-7) (CBL)
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.
 
 
 

INFORMATION TECHNOLOGY

ITAO 40660 (sec. 1 - 3) (CBL)
Project Management

Christopher Corrente
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.

ITAO 70930 (CBL)
Lean Six Sigma
Carol Mullaney

Credit Hours: 4
At the most fundamental level, no organization can enjoy sustainable success unless it does one thing: meet or exceed its customers' needs and expectations. Lean Six Sigma is a disciplined, customer-centric, data-driven approach that provides tools to understand your customer, to measure how well you are satisfying your customers' needs, and to determine how you can satisfy these needs better, faster, and more cost effectively. This course will provide a deep dive into the Lean Six Sigma DMAIC methodology through a blended learning approach consisting of online learning, classroom lecture/discussion, online simulations, and a real-world project. Through the successful completion of this course (including the online materials/tests, the final project, and the final certification exam), you will earn your Lean Six Sigma Greenbelt certification.

 

 

 

MANAGEMENT

MGTO 20100 (sec.1-7) / BASC 20200 (sec. 1-7) (CBL)
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 30310  (sec. 1-3) (CBL )
Innovation and Design Thinking
Wendy Angst
Credit Hours: 3
As the challenges and opportunities facing society and businesses grow more complex, and as stakeholders grow more diverse, organizations are increasingly seeking innovative ways to create and capture value. In this course we will explore organization-centered methods of innovation while gaining proficiency in human-centered methods of innovation through an approach known as "design thinking." Students will work in teams and consult with a client throughout the semester to apply design thinking—a systematic application of ethnographical research, ideation, prototyping, and customer co-creation—to develop innovations grounded in the client user's current and future needs.
 
 
 
 

MARKETING

MARK 40100 (sec. 1 & 2) (CBL)
Strategic Marketing
Robert Essig
Credit Hours: 3
The development and implementation of marketing programs, including determining the marketing mission within the context of environmental factors and organizational resources. Working in teams, students develop comprehensive business plans and compete in a computer-based market simulation.
 
 
 
 

MICROECONOMIC ANALYSIS

MBAE 70634 (EL)
Strategic Planning for Growth
Michael Mannor
Credit Hours: 1.5
Introduces concepts of strategy development, business integration, and problem solving; frameworks to assist in framing threats/opportunities, problem diagnosis, solution development, and recommendation implementation. We will practice using these integrative frameworks to facilitate problem solving in multiple business cases from identification of problem, to recommendation, to implementation plan. Cases emphasize different aspects of problem solving and integration including: microeconomics, game theory, finance, market estimation and competitor assessment, customer segmentation and economics, product pricing, positioning and branding, and operations. Students will bring all the concepts together in the development of a business plan.
 
 

COLLEGE OF ENGINEERING

 

CIVIL ENGINEERING

CE 30711 / SUS 30100 / HESB 33901 / POLS 30172 / ENER 33001 / STV 30172 / IIPS 30300  (EL)

Urban Climate Adaptation
Patrick Regan, Rachel Gurney
Credit Hours: 1
This class will introduce students to the Urban Adaptation Assessment (UAA), an effort to assist community-level climate adaptation decision making by providing an assessment tool to evaluate vulnerability at the urban level. Students will learn how local decision makers, including mayors, town councils, and sustainability officers can use this tool. Students will develop an understanding of the social inequity implications of various choices over adaptation strategies. After being trained in the use and implications of the UAA tools, all students in this class will be required to introduce the UAA to the civic officials in their home towns over spring break.

 

CE 40702 (CBL/EL)
Senior Design
Elizabeth Kerr, Eric Horvath
Credit Hours: 3
The second semester of an integrated civil engineering design experience. Student teams will work closely with industry professionals and faculty who act as consultants on a real-world design project to facilitate the student's understanding of the students' proposed final designs. This semester will culminate in a final design project including a report, drawings, and presentation.
 
CE 45610 (CBL/EL)
Engineering for International Development I
Tracy Kijewski-Correa
Credit Hours: Variable
Engineering for International Development I Engineering for International Development I partners students with community organizations to put their engineering skills into service, in this case Bridges2Prosperity, a nonprofit organization providing pedestrian bridges to communities worldwide who lack such basic infrastructure. Under the banner of the ND SEED (Notre Dame Students Empowering Engineering Development), up to a dozen students will be accepted each academic year for this course and will supervise all aspects of bridge design and construction, including fundraising and international study via site surveys over Fall Break and construction in May following the spring semester. To join this course in the fall of any academic year, students must apply and be accepted by ND SEED in the prior spring semester. Students are expected to participate in the course for a full academic year, through bridge construction in May. The project is also affiliated with the Center for Social Concerns International Summer Service Learning Program (ISSLP) and has additional curricular requirements through ISSLP.
 
CE 45620 (CBL/EL)
Engineering for  International  Development II
Tracy Kijewski-Correa, Alexandros Taflanidis
Credit Hours: Variable
Engineering for International Development II partners students with community organizations to put their engineering skills into service, in this case students work with Engineering2Empower (E2E). E2E started as an organization committed to exploring new approaches and solutions to the Haitian urban housing problem. Through its work with various university and non-university partners, the organization has broadened its focus to seek holistic solutions to hazard mitigation in developing settings. Undergraduate students lead all facets of Research and Development for the organization through this course, focusing on prototype frame and panel design and construction/production for the housing solutions promoted, but also programming for Community Awareness and Engagement. Through partnerships with the Kellogg Institute, students have the opportunity, on a case by case basis, to travel to Haiti to directly implement their work.
 
 
 
 

COMPUTER SCIENCE AND ENGINEERING

CSE 20600 (sec. 1, 2, 4) / CSE 40600 (sec. 4) (CBL/CBR)
CSE Service Projects
Jay Brockman, Gregory Madey, Shreya Kumar
Credit Hours: Variable
Engineering projects in community service.
 
CSE 40424 (CBL)
Human-Computer Interaction class
Ronald Metoyer
Credit Hours: 3
You will engage in an in-depth exploration of the field of Human-Computer Interaction (HCI) including its history, goals, principles, methodologies, successes, failures, open problems, and emerging areas. Broad topics include theories of interaction (e.g., conceptual models, stages of execution, error analysis, constraints, memory by affordances), design methods (e.g., user-centered design, task analysis, prototyping tools), visual design principles (e.g., visual communication, digital typography, color, motion), evaluation techniques (e.g., heuristic evaluations, model-based evaluations), and emerging topics (e.g., affective computing, natural user interfaces, brain-computer interfaces).
 
CSE 40600 (sec. 4) / CSE 20600 (sec. 1, 2, 4) (CBL/CBR)
CSE Service Projects
Jay Brockman, Gregory Madey, Shreya Kumar
Credit Hours: Variable
Engineering projects in community service.
 
 
 
 

ENGINEERING, SCIENCE, AND TECHNOLOGY

ESTS 23005 / CSC 23005 (CBL)
A Tale of Two Projects
Jay Brockman, Danielle Wood
Credit Hours: 1
In this discussion-based introductory seminar, we will explore a variety of civic projects - such as housing, water management, or security - comparing different choices to similar project challenges. This will provide a platform from which to consider the complexity of the public interest and competing perspectives; the goal of this seminar is to prepare engineering and other professionals to better serve their organizations, community, and society as a whole through fostering Fr. Hesburgh's vision for civic leadership based on "three Cs": competence, commitment and compassion. Using a case study approach, students will examine user-oriented/engaged and technical approaches to design, planning and implementation of engineering and civic projects and their ethical implications, including the values-lens of Catholic social teaching. Students will participate in shared learning with community partners, other students as well as with faculty from Engineering, the Center for Social Concerns and other disciplines through discussions, readings and field visits.
 

THE LAW SCHOOL

 

LAW SCHOOL

LAW 70717
Wrongful Conviction (CBL)
Jimmy Garule
Credit Hours: 1
The purpose of the Wrongful Conviction Externship is to provide students real-world lawyering experience representing and advising clients believed to have been wrongfully convicted of serious crimes in the state of Indiana. These lawyering tasks will be conducted under the supervision of a staff attorney with the Exoneration Project in Chicago, Illinois. In the classroom component, students will examine the principal causes of wrongful convictions, the application of those causes to the cases assigned to the students, proposed solutions to prevent wrongful convictions in the future, and related ethical issues. The externship will provide students an opportunity to engage in legal research and writing, conduct client and witness interviews, develop a case plan, draft motions for DNA testing, and draft petitions for post-conviction relief and federal habeas corpus petitions. Students will also have an opportunity to participate in courtroom proceedings seeking post-conviction relief under the supervision of a state-licensed attorney.

 

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
Michael Jenuwine, Anne Hamilton
Credit Hours: Variable
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)
Immigration Externship Instruc
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 case work. 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 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 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 75605 (CBL/EL)
Tax Clinic
Thomas Patrick
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/EL)
Tax Clinic II
Patrick Thomas
Credit Hours: Variable
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 75700 (EL)
GALILLEE Group Alternative Live-in Legal Education Experience (cocurricular)
Robert Jones
Anne Hamilton
Credit Hours: 1
Provides students with the opportunity to live for a few days in the inner city (Chicago, New York, Los Angeles and other cities) to learn the legal needs of the urban poor, and to observe the ways in which these needs presently are met. As a result, students develop ways to incorporate their religious and ethical value systems into their future practice of law.
 
LAW 75719 (EL)
Judicial Externship FW
Dory Durham
Credit Hours: Variable
Instruction portion of Externship.The Judicial Externship course allows students to perform 8-12 hours of legal work per week in a state or federal court while participating in a companion weekly seminar. Placements are typically in the Michiana area, but students may also work in Chicago, southern Michigan, or other cities in northern Indiana. 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 twelve hour weekly field placement. All placements must be approved by the instructor and must be finalized before a student may enroll in the course.
 
LAW 75720 (CBL)
Corporate Counsel Externship
James Lewis
Credit Hours: 2 to 3
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 Sec. 1 (CBL)
Economic Justice Clinic I
Judith Fox, Anne Hamilton
Credit Hours: 5
This is a 5-credit, letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as ethics, substantive law and procedural law relevant to the representation of clients in litigation and transactions. Students represent clients under the close supervision of a clinical faculty member. The case types vary somewhat among the sections, as described below. The classroom component of the course uses a combined lecture and mock exercise format. Students are sometimes required to participate in a community education presentation. Pre- or co-requisite: Professional Responsibility (LAW 70807 or LAW 70808)
 
LAW 75721 Sec. 2 (CBL)
Community Development Clinic I
James Kelly, Anne Hamilton
Credit Hours: 5
This is a 5-credit, letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as ethics, substantive law and procedural law relevant to the representation of clients in litigation and transactions. Students represent clients under the close supervision of a clinical faculty member. The case types vary somewhat among the sections, as described below. The classroom component of the course uses a combined lecture and mock exercise format. Students are sometimes required to participate in a community education presentation. Pre- or co-requisite: Professional Responsibility (LAW 70807 or LAW 70808)
 
LAW 75723 (sec. 1) (CBL/EL)
Economic Justice Clinic II
Judith Fox, Anne Hamilton
Credit Hours: Variable
Variable credit and letter-graded course open to students who have satisfactorily completed Clinic I. Clinic II allows students to progress to more advanced lawyering skills. Enrollment is by permission of the instructor. 
 
LAW 75723 (sec. 2)  (CBL)
Community Development Clinic II
James Kelly
Credit Hours: V
Variable credit and letter-graded course open to students who have satisfactorily completed Clinic I. Clinic II allows students to progress to more advanced lawyering skills. Enrollment is by permission of the instructor.
 
LAW 75724 (CBL)
Intellectual Property and the Entrepreneurial Law Clinic
Joanne Clifford, Anne Hamilton
Credit Hours: 5
The Intellectual Property and Entrepreneurship Clinic is a five-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
Credit Hours: Variable
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 75733 (CBL)
Public Defender Externship
Gerard Bradley, Anne Hamilton, Gloria Krull
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/EL)
Immigration 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 case work. 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 75736 (CBL/EL)
Lawyering Externship Fieldwork
Robert Jones, Anne Hamilton
Credit Hours: Variable
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 75760 (CBL) *
ND Law in Chicago Field Placement/Externship
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 (EL) *
ND Law in DC Field Placement Externship
Nell Newton
Credit Hours: 8
Students in the DC Program will earn 8 academic credits for working 32 hours per week in a DC-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. Enrollment is by permission only. Students who enroll in this course must also enroll in the companion two-credit, graded DC Program Seminar which meets weekly in DC. 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 DC.
 
LAW 75800 (CBL/EL)
Appalachia Externship
Robert Jones, Melissa Marley Bonnichsen, 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/EL)
Intercollegiate Athletics Externship
Edmund Edmonds
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 20204 / SUS 20200 (sec. 1 & 2)  (EL)
Intro Ecological Horticulture
Therese Zimmerman-Niemier
Credit Hours: 1
Globally, the agricultural sector is the largest cause of habitat loss, aquifer depletion, and greenhouse gas emissions. The need to transform agricultural systems to meet the needs of the world's growing population while addressing these ecological impacts is one of the 21st century's grand challenges. This course will include principles, concepts and practices of sustainable food production including biodiversity, soil quality, and nutrient, water, pest and disease management, while focusing on a production culture that is environmentally regenerative. Every class meeting will involve experiential learning that will build students' skills in growing healthy food in a way that protects and restores the earth. This class will also address the environmental and social consequences of industrial farming and public health impacts of quality food accessibility in communities.
 
BIOS 40450  (CBL/EL)
Clinical Research Rare Neglected Diseases
Kasturi Haldar, Barbara Calhoun
Credit Hours: 3

A main purpose of this course is to engage upper level undergraduate and graduate students in clinical research in rare and neglected diseases. The focus for each semester is on neglected/infectious diseases with emphasis on worldwide eradication strategies. A major goal is to have Notre Dame students work on a clinical research project in class on some rare and/or neglected disease of major importance. A second important goal of this course is to develop an analogous model(s) for other neglected/infectious diseases. We hope this class will also help the students become advocates for these diseases. The course is also tied to a clinical-translational seminar series to enable students to meet with leading international experts who work in neglected diseases. The class is intended for juniors and seniors.

 

 

 

SCIENCE PRE-PROFESSIONAL STUDIES

SCPP 46397 (CBL)
Directed Readings-Pov Med

Instructor: TBA
Credits: 1
Permission required. Readings focus on learning how patients, families, and healthcare professionals experience illness and healing, how the stories that patients tell become the basis for diagnosis and therapeutic response, what it's like to go through medical training and grow in identity as a physician, and the nature of the doctor-patient relationship and how it is changing. Fall and spring. Note: This course counts as a general elective.
 
 
 
 

NEUROSCIENCE AND BEHAVIOR

NSBH 45000 / CSC 4500 (CBR)
Brain Health Community-Engaged Research
Nancy Michael
Credit Hours: 3
This course is designed for students who have completed BIOS 40202: Developmental Neuroscience and wish to deepen their Community-Engaged research experience and expand their Capstone work toward an in-depth Community-Engaged Research experience. This research experience will allow students to trial, revise and expand their BIOS 40202 Capstone, with the goal of developing sustainable, evidence-based programming for their community partner. Interested students should discuss this opportunity with their community partner, email Dr. Nancy Michael to request an application and submit their application directly to their community partner at least one week before registration begins. Community partners will communicate with Dr. Nancy Michael and interested student(s) to identify those selected for enrollment. Once selected, students are able to enroll for multiple, consecutive semesters and may use their community-engaged research experience to generate a thesis and/or senior capstone. Class time is set to Fridays 12:00–3:00 p.m., to allow for monthly community meetings at a time all registered students and community partners have set aside. However, please note, this course requires meetings to be held off campus and will require travel. The majority of student work and time will occur outside of classroom space and outside of listed times, arranging between the student and specific community partner.
 

SCHOOL OF ARCHITECTURE

ARCHITECTURE

ARCH 41121 (sec. 1 & 4)
Design VI
Lucien Steil
Credit Hours: 6
Design VI presents students with the opportunity to select one among a number of studio options. Specific focus of studios varies from year to year and is designed to address needs and specific to each fourth-year class.
 
 

CENTERS AND INSTITUTES

 

CENTER FOR SOCIAL CONCERNS

CSC 23005 / ESTS 23005 (EL)
A Tale of Two Projects
Jay Brockman, Danielle Wood
Credit Hours: 1
In this discussion-based introductory seminar, we will explore a variety of civic projects - such as housing, water management, or security - comparing different choices to similar project challenges. This will provide a platform from which to consider the complexity of the public interest and competing perspectives; the goal of this seminar is to prepare engineering and other professionals to better serve their organizations, community, and society as a whole through fostering Fr. Hesburgh's vision for civic leadership based on "three Cs": competence, commitment, and compassion. Using a case study approach, students will examine user-oriented/engaged and technical approaches to design, planning, and implementation of engineering and civic projects and their ethical implications, including the values-lens of Catholic social teaching. Students will participate in shared learning with community partners, other students, as well as with faculty from Engineering, the Center for Social Concerns, and other disciplines through discussions, readings, and field visits. Please note, this course will require field visits to community partners and may extend past regular class time.
 
CSC 23855 / ESS 23250 / ESS 33362 / PSY 23855 (CBL/EL)
Social Concerns Seminar: Take Ten
Jay Brandenberger, Ellen Kyes
Credit Hours: 1
Take Ten is a research-based conflict resolution curriculum designed at the University of Notre Dame and headquartered at the University's Robinson Community Learning Center. Take Ten's mission is to provide youth with positive alternatives to violence and build their capacity to make more informed choices when faced with conflict. Take Ten volunteers work on a weekly basis with school children of all grades to teach them the skills needed to resolve conflict peacefully. Born as a restorative practice within the scope of a restorative justice lens, Take Ten has recently developed a method of teaching its curriculum in the Peacemaking Circles format as well as offering Talking Circles at some schools.Students participating in the Take Ten seminar will serve as Take Ten volunteers during the semester (February through May with training in January), being part of a team that works at a school in the area one time per week. The seminar itself will meet in the Peacemaking Circles format and will function as training for seminar students to become Circle facilitators. Readings and reflections will allow students to focus on understanding issues of youth and violence from various perspectives and to discuss their work in Circle.
 
CSC 33001 (CBL/CBR)
Social Change Fellows
Melissa Marley Bonnichsen, Jay Brandenberger
Credit Hours: 2
Section B is the second section of the 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. Section B will focus on work in the fractured world and the skill sets and tools needed for action and change.The fellows program seeks to support students 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. The course is only one element to the co-curricular and curricular programing that is offered to the fellows.Students will participate in a three-day immersion in the spring 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 both sections of the course.
 
CSC 33300 / AMST 30813 / GH 63300 / IIPS 33203 (CBL, CBR)
Home and Dome
Danielle Wood, Matthew Sisk
Credit Hours: 1
This introductory seminar will provide an overview of Community-Based Research (CBR) and Geographic Information Systems (GIS) as part of a data collection project with a handheld device. CBR supports democratic processes, as it engages academic researchers and community partners together in addressing community challenges. Our project will be geotagging and creating a data layer in a South Bend neighborhood. The focus will be on vacant land and property condition for the purpose of facilitating our community partners in identifying, prioritizing, planning, and measuring the impact of their improvement projects. Students will participate in shared learning with faculty, students, and community partners about South Bend, community development, GIS, and the CBR process through readings, discussions, and the hands-on data collection.
 
CSC 33458 / SOC 33458 / CST 33458 / ILS 33701 (CBL)
Social Concerns Seminar: 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. 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 (also 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 33900 / IIPS 33202 (CBR)
Advocacy for the Common Good
Michael Hebbeler
Credit Hours: 1
This one-credit course aims to develop a shared understanding of advocacy and the common good, and to cultivate skills to help strengthen students' advocacy planning and action in pursuit of social justice. This course is co-facilitated by seasoned advocates and organizers from Catholic Relief Services. The opening weekend workshop (January 20–21) will introduce students to advocacy tools and skills, including mapping power, navigating the legislative process, mobilizing, developing effective messaging and influencing decision makers. Students will then form groups and spend twelve weeks to research, develop and implement advocacy campaigns on a particular issue. There will be four check-in class sessions and a final class session in which each group will share its campaign phases—research, media use, public meeting—and address challenges as well as celebrate successes. Non-traditional meeting days/dates/times: Opening training: Friday,  January  20, 5:00–9:00 p.m. and  Saturday,  January  21, 9:00 a.m.–4:15 p.m.; Check-ins: Mondays — January 30, February 13, March 5, March 27, and April 10 from 5:00–6:30 p.m.
 
CSC 33936 / THEO 33936 / CST 33936 (CBL/EL)
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 / CST 33938 (CBL/EL)
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 20, 2018, four re-entry classes meeting on Thursdays 6:30 - 7:45 pm on August 23, 30 and September 6 and 13, and a final paper/project. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/academic/

 
CSC 33950 / CSC 63950 / THEO 33950 (CBL/EL)
Social Concerns Seminar: Appalachia
Kyle Lantz
Credit Hours: 1
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 at various sites while learning about the region and rural issues.
 
CSC 33951 / THEO 33951 (EL)
Social Concerns Seminar: U.S. Health Care
Kyle Lantz
Credit Hours: 1

U.S. health care policy and reform is the center of public debate and discussion in recent years. Furthermore, the Catholic social tradition invites persons of good will to pursue a health care system that raises the dignity of each person. This seminar invites participants to examine and assess our current and evolving healthcare system, explore the possibilities and direction of the future of U.S. healthcare, and investigate how modifications might move us toward a society that reflects care for the common good. In preparation, students will look at the complexities of integrating economics, policy, and health-related outcomes into a system that works toward the common good and especially toward those in poverty. Students will travel to Washington, D.C., during Spring Break to spend time with policy makers, health care advocacy groups, medical professionals, and researchers. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details

 
CSC 33952 / THEO 33952 (CBL/EL)
Social Concerns Seminar: Social Change
Melissa Marley Bonnichsen, Connie Mick
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 33958 (CBL)
Community Health & Common Good 
Kyle Lantz
Credit Hours: 1
This one-credit social concerns seminar will follow our community based pedagogy in which we learn from one another, experts in the field, and from folks doing the work in Atlanta. We'll spend six weeks before spring break engaging concepts around public health, community health, social determinants of health, medical ethics, and Catholic Social Tradition and health. Students will spend semester break in Atlanta engaging questions around health in a particular community but also globally. Time will be spend at the CDC, hospital systems, community health centers, and other organizations (some Catholic) who address from a social perspective. Post immersion we will meet twice to debrief and consider next steps. Apply online via the Center for Social Concerns website: socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course’s designated webpage within the Center for Social Concerns website socialconcerns.nd.edu for further details.
 
CSC 33963 / THEO 33963 (EL)
Social Concern Seminar: Church Social Action
Kyle Lantz
Credit Hours: 1
This course centers around a 48-hour immersion (colloquially known as the Urban Plunge) in an urban setting during the winter break (prior to return to campus). The course includes a preparation workshop in the fall semester, readings, two reflection papers, and follow-up educational meetings.
 
CSC 33967 / THEO 33967 / ILS 33967 (CBL/EL)
Social Concern Seminar: Migrant Experience
Melissa Marley Bonnichsen
Credit Hours: 1

The Urban Plunge is a one-credit, experiential-learning course designed to give students a brief but important opportunity to engage with communities experiencing poverty in U.S. cities. With sites in most major cities, students will spend two to four days in a city close to their hometown, with the chance to spend time with people and organizations who face the challenges of poverty. Leading up to and during this immersion, students will examine the root causes of poverty in urban areas focusing on dimensions such as opportunity, race, mental health, faith-based efforts, gender, housing, criminal justice system, and employment. Class meets 4 times in Fall and two times in the spring, please see CSC website for further details on dates. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule.

 
CSC 33968 / THEO 33968 / PSY 23852 (CBL/EL)
Social Concerns Seminar: L'Arche Community
Kyle Lantz, Robert Kiley
Credit Hours: 1
The L'Arche Seminar introduces students to the philosophy of Jean Vanier and to the model of service that his writings inspired. The class sessions leading up to the immersion will cover topics such as: Catholic Social Tradition and a framework for Solidarity; Spirituality lived in Community; Policy, Advocacy, and Discrimination; Vanier on Becoming Human. This is an invitation to think deeply about and observe directly a community (of people with and without disabilities) living together in the spirit of the beatitudes. Students will also witness how living in a L'Arche community has influenced the lives of the core members, assistants, and others. Students will likely have some opportunity to communicate with other organizations about their advocacy and policy work that relates to people with disabilities.
 
CSC 33970 / THEO 33970 / CST 33970 (CBL/EL)
Global Issues
Rachel Tomas Morgan
Credit Hours: 1

This course serves as the required orientation course for all THEO 33938: International Summer Service Learning Program participants. It will provide students with an introduction to international issues in developing countries through the lens of Catholic social tradition, guidance in independent country/area study, preparation and tools for cross-cultural service, opportunities for theological reflection, logistical information necessary for international programs and travel, and general support within the context of a community of colleagues. Students must attend the mandatory Cross-Cultural Orientation Retreat. Please see website for retreat dates. Other public lectures and trainings scheduled during other days of the week will be noted in the course syllabus. Other students doing summer internships in developing countries may take the course with permission from the instructor. Apply online via the Center for Social Concerns website: https://socialconcerns.nd.edu/international-summer-service-learning-program.Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule and is noted in the course syllabus.

 

CSC 33972 / ESS 33363 / IIPS 50703 / MGA 60706 (CBL/EL)
Restorative Justice
Susan Sharpe
Credit Hours: 3
Restorative justice is gaining visibility in contemporary social justice efforts. Advocates of change, ranging from parents to police, from the US Conference of Catholic Bishops to the cofounders of Black Lives Matter, are claiming restorative justice as an important way forward in making our institutions more just and more effective. This course will give students an understanding of how and why that potential exists, and teach them the basics of a primary restorative justice practice. Students will learn the fundamentals of Circle dialogue, situating it in the context of relevant theoretic frameworks and in the context of key restorative justice applications (including criminal justice, education, and systemic injustice). Students will be encouraged to search for potential applications of restorative justice theory and practice in the professional fields they anticipate entering. This will be a community-based learning course, requiring each student to perform 20 hours of work in the local community at pre-arranged sites as part of the course, in addition to regular reading and writing assignments.
 
CSC 33973 / ILS 33801 / AFST 33000 (CBL/EL)
Social Concerns Seminar: Realities of Race
Kyle Lantz, Melissa Marley Bonnichsen
Credit Hours: 1
This seminar will take a close look at the realities of race in the United States in the 21st century. How can Catholic Social Teaching inform our conversation and response to the realities? The classes before immersion will seek honest dialogue about the complexities of race with regard to history, current events, racism, and privilege. Participants will travel together over spring break to urban centers to further the conversation and learning in St. Louis and Chicago. Upon return, we will consider the local racial realities in South Bend and Notre Dame communities.
 
CSC 33974 (CBL)
Prison Writing
Sheila McCarthy, Michael Hebbeler, Susan Sharpe
Credit Hours: 3
What does it mean for an individual and a society to be free, and what does this freedom require? We will explore these fundamental questions of human existence through literature that portrays imprisonment and liberation. 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. Works include fiction and nonfiction, and the chains we encounter will be both figurative and literal. Of special focus will be the relationship between the individual and society, as students will reflect on their personal narratives within their respective communities and the broader social structures that bind us all. We will identify chains that hinder our freedom and chains that link us together as we seek to liberate ourselves and our communities.
 
CSC 34604 / THEO 34605 (CBL) *
Catholic Social Teaching
James Ashley, Gemma Bencini, Nicholas Brill, Judy Hutchinson, Kendal Jones, Alice Tyrell
Credit Hours: 3
This semester long internship in Catholic social teaching comprises two parts: (1) practical work experience in campaigning for social justice through a network of inner-city Catholic parishes in London (2) six one-on-one tutorials providing an introduction to the social teaching of the Catholic Church. The practical work experience of this internship is arranged through London Citizens, a charitable organization working mostly through Catholic parishes in London devoted to building community in London's poorest neighbourhoods. It's goals is to bring people into a mutually beneficial working relationship to pursue the common good. It seeks to identify problems in neighbourhoods and then offered the appropriate training to develop leadership skills at the grass-roots level to promote change. Each intern will be placed in a Catholic parish and given the task of helping the parish priest to develop a leadership team in a parish which campaigns for issues of social justice. Last semester, for example, students are working to promote the "living wage" campaign, which will be holding a rally at Westminster Cathedral on 1 May 2006. This practical work experience is supplemented by a series of academic tutorials in which students will read primary and secondary material on Catholic social teachings. These tutorials provide the intellectual framework for the internship. The main themes to be explored in this internship are: (i) Catholic faith and public life - What implications does the Catholic faith have for ordering of public life as well as private piety? Does community organizing provide an appropriate expression of this for Catholic congregations?(ii) Public reasoning in a pluralist society - ONe response to pluralism is to seek to eliminate religious language from public reasoning. We shall evaluate community organising as an alternative approach (iii) Conflict and reconciliation - The New Testaments presents Christ both as brining "not peace but a sword" and as the one who reconciles us to God and neighbour. Does community organizing approach conflict and reconciliation in a way which is consonant with Christianity? (iv) Power - Community organizing involves a distinctive analysis of, and attitude to, power. Is it consonant with Catholic social teaching? (v) Nation states and global justice - common humanity, and the body of Christ? We shall explore these issues in the lift of London Citizens' campaigns on migrants' rights. (vi) Equality-We shall discuss the contribution of community building to the internal life of member congregations, in particular, in increasing the participation of community building to the internal life of member congregations, in particular, in increasing the participation and power of marginalized groups.
 
CSC 36991 (sec. 1-3) (CBL/CBR/EL)
Directed Readings
Connie Mick, Jay Brandenberger, Danielle Wood
Credit Hours: Variable
Research and writing on an approved subject under the direction of a faculty member.
 
CSC 45000 / NSBH 45000 (CBR)
Brain Health - Community-Engaged Research
Nancy Michael
Credit Hours: 3
This course is designed for students who have completed BIOS 40202: Developmental Neuroscience and wish to deepen their Community-Engaged research experience and expand their Capstone work toward an in-depth Community-Engaged Research experience. This research experience will allow students to trial, revise and expand their BIOS 40202 Capstone, with the goal of developing sustainable, evidence-based programming for their community partner. Interested students should discuss this opportunity with their community partner, email Dr. Nancy Michael to request an application and submit their application directly to their community partner at least one week before registration begins. Community partners will communicate with Dr. Nancy Michael and interested student(s) to identify those selected for enrollment. Once selected, students are able to enroll for multiple, consecutive semesters and may use their community-engaged research experience to generate a thesis and/or senior capstone. Class time is set to Fridays 12-3PM, to allow for monthly community meetings at a time all registered students and community partners have set aside. However, please note, this course requires meetings to be held off campus and will require travel. The majority of student work and time will occur outside of classroom space and outside of listed times, arranging between the student and specific community partner.
 
CSC 60697 / THEO 60967 (EL)
CGI Uganda
Clemens Sedmak
Credit Hours: 2
CGI-Uganda is a graduate student-only social justice immersion course that explores the Catholic social teaching principle of the common good from the perspective of ecological considerations. By engaging diverse communities in Uganda, especially the Bethany Land Institute in Luweero, the course investigates the degree to which integral human development is fostered by an ecological approach to the common good. Topics include Catholic social teaching and the concept of the common good; ecology and the papal encyclical Laudato Si; the influence of history, culture, and religion in Uganda; and the option for the poor, with special reference to the experiences of women. The learning objectives include developing a sensitivity towards history of a place and its ecology; making connections between the common good and integral human development in general and the common good and ecology in particular; adoption of multidisciplinary standpoints and the formulation of research questions relevant to the context and a student’s own disciplinary background/interest. This course requires travel to Uganda during the Spring Break period. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course’s designated webpage within the Center for Social Concerns website socialconcerns.nd.edu for further details and to apply online.
 
CSC 63001 //CSLC 63001  (CBL/EL)
Transformation Through Teaching
Brian O’Conchubhair
Credit Hours: 1
This course is for Fulbright Foreign Language Teaching Assistants (FLTAs) associated with the Center for the Study of Languages and Cultures (CSLC) who have been assigned to teach their native language and culture at Perley Fine Arts Academy. This course builds upon the Fall course, Globalizing Perley.
 
CSC 63950 / CSC 33950 / THEO 33950 (CBL/CBR/EL)
Social Concerns Seminar: Appalachia
Kyle Lantz
Credit Hours: 1
This seminar involves experiential learning during the semester break. The course is centered on a service-learning immersion over semester break in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes at various sites while learning about the region and rural issues. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website http://socialconcerns.nd.edu for further details.
 
CSC 63953 (EL)
Civic Engagement & Social Responsibility
Connie Mick, Melissa Marley Bonnichsen
Credit Hours: Variable

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 63970 /CST 33970 /THEO 33970/ (CBL/EL)

Global Issues - Graduate
Rachel Tomas Morgan
Credit Hours: 1
This course serves as the required orientation course for all THEO 33938: International Summer Service Learning Program participants. It will provide students with an introduction to international issues in developing countries through the lens of Catholic social tradition, guidance in independent country/area study, preparation and tools for cross-cultural service, opportunities for theological reflection, logistical information necessary for international programs and travel, and general support within the context of a community of colleagues. Students must attend the mandatory Cross-Cultural Orientation Retreat. Please see website for retreat dates. Other public lectures and trainings scheduled during other days of the week will be noted in the course syllabus. Other students doing summer internships in developing countries may take the course with permission from the instructor. Apply online via the Center for Social Concerns website: https://socialconcerns.nd.edu/international-summer-service-learning-program.Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule and is noted in the course syllabus.
 
CSC 66693
Directed Readings - Common Good Initiative (EL)
Instructor TBA
Credit Hours: Variable
Research and writing under the direction of the director for the Common Good Initiative.
 
 
 
 

CENTER FOR THE STUDY OF LANGUAGES AND CULTURE

CSLC 63001 / CSC 63001 / (CBL/EL)
Transformation Through Teaching
Brian O'Conchubhair
Credit Hours: 1
This course is for Fulbright Foreign Language Teaching Assistants (FLTAs) associated with the Center for the Study of Languages and Cultures (CSLC) who have been assigned to teach their native language and culture at Perley Fine Arts Academy. This course builds upon the Fall course, Globalizing Perley.
 
 
 

INSTITUTE OF LATINO STUDIES

ILS 20912 sec. 1-2 / ROSP 20810 sec. 1-2 / (CBL)
CBL: Language, Culture and Community
Andrea Topash-Rios
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 healthcare, 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 20913  (CBL)
Once Upon a Time
Instructor TBA
Credit Hours: 3
Students will be introduced to Literatura Infantil y Juvenil (LIJ) in the Spanish-speaking world through a combination of considerable reading of LIJ across genres and levels and a critical perspective of LIJ via academic text and articles. Authors will include prolific writers of LIJ like Alma Flor Ada, as well as widely known writers like Cortázar, Paz, Pérez Revérte, Poniatowska, and Vargas LLosa who have also begun writing children's books. Among genres read will be folklore, narrative, fiction (contemporary, realistic, historical, multicultural), fantasy, short story, poetry, and non-fiction. Students will also learn about various LIJ book awards and their evolution over time. In addition, students will develop criteria for evaluating quality LIJ. Finally, there is a Community-Based Learning (CBL) component where students will share LIJ with the local Latino community through CBL projects and/or a reading program with Latino youth. Pre-requiste: ROSP 20202 or above or placement by exam. This course can count as an advanced elective towards the major.
 
ILS 33701 / CSC 33458 / CST 33458 / SOC 33458 / (CBL/EL) 
Social Concerns Seminar: Border Immersion
Kraig Beyerlein
Credit Hours: 1

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. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Please see the website: https://socialconcerns.nd.edu/seminar/border-issues-mexico-us-border-immersion for further information on the application process. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar. This is a graded course. Department approval is required. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.

 
ILS 33800 (CBL)
Cross Culture Leadership Program 
Karen Richman
Credit Hours: 3
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.
 
ILS 33801 / CSC 33973 /  AFST / 33000  (EL)
Realities of Race
Kyle Lantz, Meissa Marley Bonnichsen
Credit Hours: 1
This seminar will take a close look at the realities of race in the United States in the 21st century. How can Catholic Social Teaching inform our conversation and response to the realities? The classes before immersion will seek honest dialogue about the complexities of race with regard to history, current events, racism, and privilege. Participants will travel together over spring break to urban centers to further the conversation and learning in St. Louis and Chicago. Upon return, we will consider the local racial realities in South Bend and Notre Dame communities.
 
ILS 33967 / CSC 33967 / THEO 33967 / (CBL/EL)
Social Concerns Seminar: Migrant Experience
Melissa Marley Bonnichsen
Credit Hours: 1
This seminar offers a unique immersion into the lives of migrant farm workers in Florida during the spring harvest. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course?s designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.
 
ILS 40907 / ROSP 40875  (CBL) 
Migrant Voices
Melissa Marley Bonnichsen, Michael Hebbeler
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.
 
 
 

ECK INSTITUTE FOR GLOBAL HEALTH

GH 63300/ AMST 30813 / CSC 33300 / IIPS 33203 (CBL, CBR)
Home and Dome
Danielle Wood, Matthew Sisk
Credit Hours: 1

This introductory seminar will provide an overview of Community-Based Research (CBR) and Geographic Information Systems (GIS) as part of a data collection project with a handheld device. CBR supports democratic processes, as it engages academic researchers and community partners together in addressing community challenges. Our project will be geotagging and creating a data layer in a South Bend neighborhood. The focus will be on vacant land and property condition for the purpose of facilitating our community partners in identifying, prioritizing, planning, and measuring the impact of their improvement projects. Students will participate in shared learning with faculty, students, and community partners about South Bend, community development, GIS, and the CBR process through readings, discussions, and the hands-on data collection. After Mid-term Break, the bulk of courses will be off campus collecting neighborhood data, weather depending, so please allow for later class ending times/travel time in your schedule.

 
GH 68551  (CBL/CBR)
Capstone Research

Katherine Taylor, Maria Alexandrova, Heidi Beidninger

Credit Hours: 2
The Capstone Research class that will continue to support the logistics of the Capstone Project and prepare for the field research. Students are expected to work on their research primarily with their Capstone Supervisor and Committee and the class will meet periodically throughout the semester. The class will continue to explore topics of culture humility and awareness in preparation for field placements. Students will submit a budget for carrying out their research, obtain IRB approval, and complete other travel safety and health requirements.
 
 
 

JOHN J. REILLY CENTER

STV 30172 / SUS 30100 / HESB 33901 / POLS 30172 / CE 30711 / ENER 30172 / IIPS 30300  (EL)
Urban Climate Adaptation
Patrick Regan, Rachel Gurney
Credit Hours: 1
This class will introduce students to the Urban Adaptation Assessment (UAA), an effort to assist community-level climate adaptation decision making by providing an assessment tool to evaluate vulnerability at the urban level. Students will learn how local decision makers, including mayors, town councils, and sustainability officers can use this tool. Students will develop an understanding of the social inequity implications of various choices over adaptation strategies. After being trained in the use and implications of the UAA tools, all students in this class will be required to introduce the UAA to the civic officials in their home towns over Spring Break.

 

STV 33951/ THEO 33951 / CSC 33951  (EL)
U.S. Healthcare Pol. & Poverty

Kyle Lantz
Credit Hours: 3  
U.S. health care policy and reform has increasingly been at the center of public debate and discussion in recent years. Furthermore, the Catholic social tradition invites persons of good will to pursue a health care system that raises the dignity of each person. This seminar invites participants to examine and assess our current and evolving healthcare system, explore the possibilities and direction of the future of U.S. healthcare, and investigate how modifications might move us toward a society that reflects care for the common good. As a point of comparison, this seminar will also evaluate international health care systems and challenges. In preparation, students will look at the complexities of integrating economics, policy, and health-related outcomes into a system that works toward the common good and especially toward those in poverty. Students will travel to Washington, D.C., during Spring Break to spend time with policy makers, health care advocacy groups, medical professionals, and researchers.
 
STV 43541 / SOC 43541 (sec. 1 & 2) / AMST 30522 / HESB 43539 (CBL)
Reframing the Rust Belt
Paige Amord
Credit Hours: 3
The term Rust Belt typically brings to mind images of abandoned buildings and vacant downtowns in cities that were once America’s manufacturing centers. Yet, while there are lasting economic and social effects of this shift, the perception that these places are failing or abandoned is just one narrative of many. This course will use the ?Rust Belt? and South Bend, in particular, as a lens through which to view urban sociology. We will pay particular attention to the ways that place is constructed, investigating the literature on culture and meaning making, the role of the built environment, and the impact of physical location on various forms of inequality. Students will witness the process of place making first-hand by engaging with local artists in their attempts to reframe South Bend. Students will also be asked to engage with a local community organization on topics related to emplaced inequality.
 
 
 

KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES

IIPS 20729 / THEO 20643 / CST 20643 (CBL)
The Askesis of Nonviolence
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 30300 / SUS 30100 /  HESB 33901 / POLS 30172 / CE 30711 / ENER 33001 / STV 30712  (EL)
Urban Climate Adaptation
Patrick Regan, Rachel Gurney
Credit Hours: 1
This class will introduce students to the Urban Adaptation Assessment (UAA), an effort to assist community-level climate adaptation decision making by providing an assessment tool to evaluate vulnerability at the urban level. Students will learn how local decision makers, including mayors, town councils, and sustainability officers can use this tool. Students will develop an understanding of the social inequity implications of various choices over adaptation strategies. After being trained in the use and implications of the UAA tools, all students in this class will be required to introduce the UAA to the civic officials in their home towns over spring break.
IIPS 30924 / IDS 30552 / MGA 60720 / MGTO 60720 / CST 30552
Social Entrepreneurship
Melissa Paulsen
Credit Hours: 3

Social Entrepreneurship has sparked dialogue and debate for two decades. Its very definition is much debated, as well as its capacity to create sustainable, scalable, systems-changing impact. This course explores the theoretical concepts, practices and strategies associated with the dynamic discipline of social enterprise and innovation. For our purposes, social entrepreneurship is the landscape, of which paradigm-shifting solutions like microfinance, MSME (Micro-Small-Medium Enterprise) development, bottom of the pyramid, fair trade, impact investing, and the like, are components. This course will study many of these concepts, focusing on their opportunity for social impact, and as a vehicle for wealth creation in vulnerable and disenfranchised communities across the globe. Further, the course covers examples of various social enterprise models (for-profit, non-profit, hybrid), requiring students to analyze and devise strategies to improve the efficacy of these ventures. Finally, the course engages students in research seeking to advance the field of social entrepreneurship at the Keough School of Global Affairs and Notre Dame.

 

IIPS 33202 / CSC 33900 (CBL/CBR)
Advocacy for the Common Good
Michael Hebbeler
Credit Hours: 1

This one credit course aims to develop a shared understanding of advocacy and the common good, and to cultivate skills to help strengthen students' advocacy planning and action in pursuit of social justice. This course is co-facilitated by seasoned advocates and organizers from Catholic Relief Services. The opening weekend workshop will introduce students to advocacy tools and skills, including mapping power, navigating the legislative process, mobilizing, developing effective messaging and influencing decision makers. Students will then form groups and spend twelve weeks to research, develop and implement advocacy campaigns on a particular issue. There will be four check-in class sessions and a final class session in which each group will share its campaign phases - research, media use, public meeting - and address challenges as well as celebrate successes. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. Please go to this course's designated webpage within the Center for Social Concerns website (http://socialconcerns.nd.edu/) for further details.

 
IIPS 33203  / AMST 30813 / CSC 33300 / GH 63300 (CBL/CBR)
Home and Dome
Danielle Wood, Matthew Sisk
Credit Hours: 1
This introductory seminar will provide an overview of Community-Based Research (CBR) and Geographic Information Systems (GIS) as part of a data collection project with a handheld device. CBR supports democratic processes, as it engages academic researchers and community partners together in addressing community challenges. Our project will be geotagging and creating a data layer in a South Bend neighborhood. The focus will be on vacant land and property condition for the purpose of facilitating our community partners in identifying, prioritizing, planning, and measuring the impact of their improvement projects. Students will participate in shared learning with faculty, students, and community partners about South Bend, community development, GIS, and the CBR process through readings, discussions, and the hands-on data collection. After Mid-term Break, the bulk of courses will be off campus collecting neighborhood data, weather depending, so please allow for later class ending times/travel time in your schedule.
 
IIPS 50703 / CSC 33972 / ESS 33363 / MGA 60706 (CBL/EL)
Restorative Justice
Susan Sharpe
Credit Hours: 3
Restorative justice is gaining visibility in contemporary social justice efforts. Advocates of change, ranging from parents to police, from the US Conference of Catholic Bishops to the cofounders of Black Lives Matter, are claiming restorative justice as an important way forward in making our institutions more just and more effective. This course will give students an understanding of how and why that potential exists, and teach them the basics of a primary restorative justice practice. Students will learn the fundamentals of Circle dialogue, situating it in the context of relevant theoretic frameworks and in the context of key restorative justice applications (including criminal justice, education, and systemic injustice). Students will be encouraged to search for potential applications of restorative justice theory and practice in the professional fields they anticipate entering. This will be a community-based learning course, requiring each student to perform 20 hours of work in the local community at pre-arranged sites as part of the course, in addition to regular reading and writing assignments.
 
IIPS 60800 / ANTH 60800 / MGA 60702 (CBR)
Ethnographic Methods for Peace Research
Catherine Bolten
Credit Hours: 3
In this course, students will learn to use methods, insights, and techniques of ethnographic fieldwork in order to conduct research in conflict and post-conflict settings. We will investigate topics such as researcher identity and access in the field, research design, bias and ethical considerations, interview techniques, participant observation, writing fieldnotes, coding and analysis, and writing. This class is designed to prepare students for a field experience, therefore the course requires students to formulate and carry out a project in the local setting as the primary focus of learning.
 
 
 
 

SCIENCE PRE-PROFESSIONAL STUDIES

SCPP 46397 (CBL)
Directed Readings-Pov Med
Brandon Zabukovic
Credits: 1
Permission required. Readings focus on learning how patients, families, and healthcare professionals experience illness and healing, how the stories that patients tell become the basis for diagnosis and therapeutic response, what it's like to go through medical training and grow in identity as a physician, and the nature of the doctor-patient relationship and how it is changing. Fall and spring. Note: This course counts as a general elective.

 

GRADUATE SCHOOL

 

MASTERS IN GLOBAL AFFAIRS

MGA 60702 / IIPS 60800 (CBR)
Ethnographic Methods for Peace Research
Catherine Bolten
Credits: 3
In this course, students will learn to use methods, insights, and techniques of ethnographic fieldwork in order to conduct research in conflict and post-conflict settings. We will investigate topics such as researcher identity and access in the field, research design, bias and ethical considerations, interview techniques, participant observation, writing fieldnotes, coding and analysis, and writing. This class is designed to prepare students for a field experience, therefore the course requires students to formulate and carry out a project in the local setting as the primary focus of learning.
 
 

NON MAIN-CAMPUS COURSES (* indicates international courses)

WASHINGTON, D.C.

HESB 34092 (EL) *
Foundation of Public Policy-Public Policy Visits
Thomas Kellenberg
Credit Hours: 3
Public Policy visits. This course is taken in conjunction with HESB 34091 "Foundations Of Public Policy."
 
HESB 34093
Washington DC Internship (CBL) *
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.
 
LAW 75761 (EL) *
ND Law in DC Field Placement Externship
Nell Newton
Credit Hours: 8
Students in the DC Program will earn 8 academic credits for working 32 hours per week in a DC-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. Enrollment is by permission only. Students who enroll in this course must also enroll in the companion two-credit, graded DC Program Seminar which meets weekly in DC. 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 DC.
 
 
 
 
 

JERUSALEM, ISRAEL

THEO 24846 (CBL) *
Two Faiths, Three People
Robert Smith
Credit Hours: 3
This course explores the history of Christian experience in the Holy Land, with a focus on Christian relationships with Jews and Muslims. We will focus on the theme of the Church's identity in the world from its biblical roots to the multiplicity of contemporary understandings. In addition to discussing how Christians have engaged questions of identity and vocation in and for this context through the centuries, we will address two primary questions. First, how do Jews, Christians, and Muslims articulate their relationship with the Holy Land, especially Jerusalem? Second, how have Christians approached relations with Jews and Muslims, from the First Century through the Byzantine, Medieval, Reformation, modern, and post-Shoah eras? Throughout the course, students will be encouraged to consider how different conceptions of history, relationship to the land, and theologies of interfaith relations shape approach to contemporary political questions. Additional research, presentation and research paper required at the higher level
 
 
 

DUBLIN IRELAND

ANTH 34320 / HIST 34430 / IRST 24208 / SOC 34123 (CBL) *
Introduction to Ireland
Kevin Whelan
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.
 
 
 

ROME GLOBAL GATEWAY

AL 24107 (sec. 1) (CBL) *
All Roads Lead to Rome
Daria Borghese
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 24107 (sec. 2) (CBL) *
All Roads Lead to Rome
Heather Minor, Ingrid Rowland
Credit Hours: 2
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 24107 (sec. 3) (CBL) *
All Roads Lead to Rome
Chiara Sbordoni
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.
 
HIST 34502 (sec. 1) (CBL) *
All Roads Lead to Rome
Daria Borghese
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.
 
HIST 34502 (sec. 2) (CBL) *
All Roads Lead to Rome
Heather Minor, Ingrid Rowland
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.
 
HIST 34502 (sec. 3) (CBL) *
All Roads Lead to Rome
Chiara Sbordoni
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.
 
LLRO 34600 (sec. 1-3)  (CBL) *
All Roads Lead to Rome
Chiara Sbordoni
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.
 
 
 
 

CHICAGO, ILLINOIS LAW PROGRAM

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 75760 (CBL) *
ND Law in Chicago Field Placement/Externship
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.

 

LONDON, ENGLAND

ANTH 34759 (CBL) *
The Past in the Present
Fay Stevens, Gemma Bencini, Kendal Jones, Alice Tyrell
Working directly with contemporary community groups in London, this course explores the roles community based archaeology can play in the construction and reconstruction of cultural identities. Based predominantly around visits to museums and culturally specific venues and sites, course participants will work closely with community groups, exploring issues of heritage, identity, material culture, history and belonging. Topics include: local and global, cosmopolitan values, who owns the past, the role museums play in the construction of certain histories, education and issues of cultural identity. This not a lecture-based course - emphasis is on field trips and active participation.
 
ARHI 34489 (CBL) *
London as Art Capital 
Lois Oliver, Gemma Bencini, Kendal Jones, Alice Tryell
London is a capital of the contemporary art world, and the aim of this class will be to explore it. This course will examine those elements that factor into its current status in order to gain an understanding of what art is like now. We will look at contemporary art trends, especially as they are presented currently in spaces and exhibition venues across the city of London. For example, we will consider what types of media and artistic formats are viable now beyond the genres of painting and sculpture. We will look at recent experimental forays into photography, fiber arts, ceramics, site-specific installations, and digital media. Concentrating on current exhibitions and sites will allow us to consider recent global trends in artistic making as they relate to artistic showcasing. How does the site in which a work is shown affect our experience of the work? What elements go into the construction of an exhibition? What makes an exhibition effective or ineffective? Comparing the numerous and varied sites for art around London now will offer a unique approach to such questions. Weekly visits to various venues will visit include such spaces as The Hayward Gallery, The Serpentine Gallery, The Camden Art Center, The Saatchi Gallery, The Tate Modern, and Whitechapel Gallery.
 
CSC 34604 / THEO 34605 (CBL)  *
Catholic Social Teaching 
James Ashley, Gemma Bencini, Nicholas Brill, Judy Hutchinson, Kendal Jones, Alice Tyrell
Credit Hours: 3
This semester long internship in Catholic social teaching comprises two parts: (1) practical work experience in campaigning for social justice through a network of inner-city Catholic parishes in London (2) six one-on-one tutorials providing an introduction to the social teaching of the Catholic Church. The practical work experience of this internship is arranged through London Citizens, a charitable organization working mostly through Catholic parishes in London devoted to building community in London's poorest neighborhoods. It's goals is to bring people into a mutually beneficial working relationship to pursue the common good. It seeks to identify problems in neighborhoods and then offered the appropriate training to develop leadership skills at the grass-roots level to promote change. Each intern will be placed in a Catholic parish and given the task of helping the parish priest to develop a leadership team in a parish which campaigns for issues of social justice. Last semester, for example, students are working to promote the "living wage" campaign, which will be holding a rally at Westminster Cathedral on 1 May 2006. This practical work experience is supplemented by a series of academic tutorials in which students will read primary and secondary material on Catholic social teachings. These tutorials provide the intellectual framework for the internship. The main themes to be explored in this internship are: (i) Catholic faith and public life - What implications does the Catholic faith have for ordering of public life as well as private piety? Does community organizing provide an appropriate expression of this for Catholic congregations?(ii) Public reasoning in a pluralist society - One response to pluralism is to seek to eliminate religious language from public reasoning. We shall evaluate community organizing as an alternative approach (iii) Conflict and reconciliation - The New Testaments presents Christ both as brining "not peace but a sword" and as the one who reconciles us to God and neighbor. Does community organizing approach conflict and reconciliation in a way which is consonant with Christianity? (iv) Power - Community organizing involves a distinctive analysis of, and attitude to, power. Is it consonant with Catholic social teaching? (v) Nation states and global justice - common humanity, and the body of Christ? We shall explore these issues in the lift of London Citizens' campaigns on migrants' rights. (vi) Equality-We shall discuss the contribution of community building to the internal life of member congregations, in particular, in increasing the participation of community building to the internal life of member congregations, in particular, in increasing the participation and power of marginalized groups.
 
 
 
 

SANTIAGO, CHILE (UNDERGRAD)

LAST 34550 (CBL) *
Approaches to Poverty and Development 
Instructor: TBA
Credit Hours: 3
Seminar format: Study of meaning and significance of poverty in Latin America from theological and social science perspectives.
 
THEO 34605 (CBL) *
Poverty and Development 
Instructor: TBA
Credit Hours: 3
Seminar format: Study of meaning and significance of poverty in Latin America, from theological and social science perspective. Mandatory 2 credit fieldwork component.

 
 
View All Events

Upcoming Events

April 2021

30
Application Deadline | McNeill Leadership Fellows Program
Friday, April 30, 2021 - 12:00am to 11:45pm

May 2021

07
Labor Café | The Paid Leave Priority
Friday, May 7, 2021 - 5:00pm to 6:00pm

June 2021

July 2021

23
Just Wage Forum 2021 | Series Conclusion (Virtual)
Friday, July 23, 2021 - 1:00pm to 2:30pm

September 2021