Spring 2021 Community-Engaged Courses

The Center for Social Concerns recognizes the following types of community-engaged courses:

Community-Engaged Research (CER) engages students in investigating a question defined by a community organization. The organization then works with the instructor and students to conduct the research in a mutually beneficial way, addressing both the needs of the organization and the learning objectives of the course. The results of the study are shared fully with the organization so they can advance their mission and objectives. CER can be done remotely through careful design and communication.

Community-Engaged Learning (CEL) courses are a collaboration between community partners and instructors who identify mutually beneficial opportunities for students to contribute regularly to the mission of the organization through job placements and/or project work that aligns with the learning goals of the course and the needs of the organization. CEL can be done remotely through careful design and communication.

Experiential Learning (EL) classes put students in direct contact with some aspect of the issues and/or skills being studied in their coursework, typically through site visits off campus. In this mode, students receive information from community experts who find value in educating students, but they do not actively participate in regular research, projects, or service. 

What's Missing? Identify a Community-Engaged Course

If you would like to recommend a community-engaged course be added to the Community-Engaged Course Guide, we can start that process for you. We recognize courses from every college and school, both undergraduate and graduate, and main campus as well as non-main campus. Please complete this form to begin the process of adding the ZCSC attribute. You can see a preview of the questions on the form here.

COMMUNITY-ENGAGED COURSE IDENTIFICATION FORM


SCHOOL OF ARCHITECTURE

ARCHITECTURE

ARCH41121-01 (CER) Design VI

 

COLLEGE OF ARTS AND LETTERS

AFRICANA STUDIES

AFST20703-01 (EL) Introduction to Social Problems

AFST40075-01 (CEL/EL) Peace, Ecology, Integral Human Development

AMERICAN STUDIES

AMST30171-01 (CEL/EL) The Digital Newsroom: Faith and Feminism in American Culture
AMST30467-01 (CEL/EL) History of American Indian Education: Sociology, Race, Class, Gender and Schooling

ANTHROPOLOGY

ANTH20093-01 & 02 (CEL/CER/EL) DESN Matters: Introduction to Design Thinking
ANTH40201-01 ID: (CEL/EL) ID: Collaborative Design Development
ANTH60800-01 (CER) Ethnographic Methods for Peace Research

ART, ART HISTORY, AND DESIGN

DESN20203-11, 12,13, 21, 22, 23 (CEL/CER/EL) DESN Matters: Introduction to Design Thinking
DESN40100-01 (CEL/EL) VCD 8: Social Design Initiatives, Challenges and Innovations

DESN40201-11, 12, 13 (CEL/EL) ID: Collaborative Design Development

ART HISTORY

ARHI43810-01 (CEL, CER, EL) Latinx Art & Activism 

CATHOLIC SOCIAL TRADITION MINOR

CST20643-01 (CEL) The Askesis of Nonviolence
CST23476-01 (CEL) Just Wage Research Seminar
CST33936-01 (CEL/EL) Summer Service Learning: Kinship on the Margins
CST33938-01 (CEL/EL) Summer Service Learning: Confronting Social Issues International
CST33970-01 (CEL/EL) Global Issues

CST40837-01 (CEL/CER/EL) The Marketing of Social Initiatives, Causes and Ventures

CONSTITUTION STUDIES MINOR

CNST30405-01 (CEL) Early Childhood Ed Policy

ECONOMICS

ECON30433-01 (CEL/EL) Economics of Immigration

EDUCATION, SCHOOLING, AND SOCIETY MINOR

ESS30629-01 (CEL/CER) Early Childhood Education Policy in the U.S.
ESS33362-01 (CEL/EL) Social Concerns Seminar: L'Arche Communities
ESS33613-01 (CEL) History of American Indian Education: Sociology, Race, Class, Gender, Schooling

ESS40263-01 (CEL/EL) Autism Spectrum Disorder Practicum I-W

FILM, TELEVISION, AND THEATRE

FTT30129-01 (CEL/EL)  The Digital Newsroom

GALLIVAN JOURNALISM PROGRAM

JED30129-01 (CEL/EL)  The Digital Newsroom

HESBURGH PROGRAM IN PUBLIC SERVICE

HESB20220-01 (CEL) Introduction to Social Problems
HESB30343-01 (CEL/EL) Economics of Immigration
HESB30595-01 (CEL/CER) Early Childhood Education Policy in the U.S.
HESB34092-01 (CEL) Foundation of Public Policy - Public Policy Visits
HESB34093-01 (CEL/EL) Washington DC Internship

HESB34111-01 (CEL/EL) Global Magnitsky Human Rights Accountability Act Clinic

HISTORY 

HIST33613-01 (CEL/EL) History of American Indian Education: Sociology, Race, Class, Gender and Schooling

IDZIK COMPUTING & DIGITAL TECHNOLOGY

CDT20110-01 & 02 (CEL/CER/EL) DESN Matters: Introduction to Design Thinking

MUSIC

MUS20691-01 (CEL/EL) Wind and Percussion Pedagogy

POLITICAL SCIENCE

POLS30595-01 (CER/EL) International Development in Practice
POLS35901-01 (CER/EL) Internship

POVERTY STUDIES INTERDISCIPLINARY MINOR

PS23476-01 (CEL) Just Wage Research Seminar
PS35000-01 (CEL/EL) Social Concerns Internship
PS35002-01 (CER/EL) Experiential Learning: Internship

PS40834-04 (CEL/CER/EL) The Marketing of Social Initiatives, Causes and Ventures

PS43000-01 (CER) Capstone Seminar

PSYCHOLOGY

PSY23271-01 (CEL/EL) Autism Spectrum Disorder Practicum I-W
PSY23852-01 (CEL/EL) Social Concerns Seminar: L'Arche Communities
PSY23855-01 (CEL/EL) Social Concerns Seminar: Take Ten

PSY33528-01 (EL) Cognitive Aging

PSY43271-01 (CEL) Autism Spectrum Disorder Practicum I-W
PSY61382-01 (CEL/EL) Child Practicum II
PSY61384-01 (CEL/EL) Adult Assessment Practicum II
PSY61386-01 (CEL/EL) Practicum II
PSY61388-01(CEL/EL) Practicum IV
PSY61390-01 (CEL/EL) Practicum VI
PSY61394-01 (CEL/EL) Marital Therapy Practicum
PSY61397-01 (CEL/EL) Practicum VIII
PSY61399-01 (CEL/EL) Practicum

ROMANCE LANGUAGES AND LITERATURES

ROSP20201-01 thru 10 (CEL/EL)  Intermediate Spanish I
ROSP20202-01, 02, 04, 05, 06, 07, 08, 09 (CEL/EL) Intermediate Spanish II
ROSP20460-01 & 02 (EL) Spanish for Medical Profession
ROSP20810-01 (CEL) Community-Based Spanish: Language, Culture and Community
ROSP30017-01 (CEL/EL)  Introduction to Translation

ROSP40875-01 (CEL/EL) Migrant Voices

ITALIAN

ROIT10102-01 thru 04 (CEL) Beginning Italian II

SOCIOLOGY

SOC10033-01 & 02 (CEL) Intro to Social Problems
SOC20033-01 (CEL) Intro to Social Problems
SOC45000-01 (CEL/CER/EL) Sociology Internship

THEOLOGY

THEO20112-01 thru 05 (CEL) Bible, Black Church, Blues
THEO20643-01 thru 05 (CEL) The Askesis of Nonviolence
THEO33936-01 (CEL/EL) Summer Service LearningL: Kinship on the Margins
THEO33938-01 (CEL/EL) Summer Service Learning: Confronting Social Issues International
THEO33963-01 (CEL/EL) Social Concerns Seminar: South Bend Urban Plunge
THEO33968-01 (CEL/EL) Social Concerns Seminar: L'Arche Communities
THEO33970-01 (CEL/EL) Global Issues
THEO33975-01 (CEL/EL) Poverty & Development in Chile

THEO40632-01 (CEL/EL) Heart's Desire & Social Change

 

COLLEGE OF ENGINEERING

CIVIL ENGINEERING

CE40702-01 (CEL/EL) Senior Design

CE45620-01 (CEL/EL) Engineering International Development II

COMPUTER SCIENCE AND ENGINEERING

CSE20600-01, 02, 04 (CEL/CER) CSE Service Projects
CSE30600-01 thru 04 (CEL/CER/EL) CSE Service Projects

CSE40600-01, 02, 04 (CEL/CER/EL) CSE Service Projects

ENGINEERING, SCIENCE, TECHNOLOGY, AND SOCIETY

ESTS23005-01 (CER/EL) Complex Problem Solving

 

COLLEGE OF SCIENCE

BIOLOGICAL SCIENCES

BIOS40450-01 (CEL/CER) Clinical Research Rare Neglect Diseases

CHEMISTRY & BIOCHEMISTRY

CHEM30331-01 (CEL/CER/EL) Chemistry in Service of Community

NEUROSCIENCE AND BEHAVIOR

NSBH33528-01 (EL) Cognitive Aging

NSBH45000-01 (CEL/CER) Brain Health - Community Engaged Research

NSBH45001-01 (CEL/EL) NEARs Science Workshop

SCIENCE PRE-PROFESSIONAL STUDIES

SCPP46397-05 (EL) Directed Readings-Poverty Medicine

SUSTAINABILITY MINOR 

SUS20010-01 (CEL) Sustainability: Principles & Practice

SUS40409-01 (CEL/EL) Peace, Ecology, Integral Human Development

 

KEOUGH SCHOOL OF GLOBAL AFFAIRS

KSGA30306-01 CEL/EL) Peace, Ecology, Integral Human Development

MASTER OF GLOBAL AFFAIRS

MGA60206-01 (CEL/CER/EL) Climate Change & Environmental Policy

MGA60729-01 (CEL/CER/EL) The Marketing of Social Initiatives, Causes and Ventures

 

THE LAW SCHOOL

LAW 

LAW70726-01 (CEL/EL) Applied Mediation
LAW70728-01 (CEL/EL) Applied Mediation II
LAW70730-01 (CEL/EL) Immigration Externship Instruction: NIJC Instruction
LAW70736-01 (CEL) Lawyering Practice Instruction
LAW75605-01 (CEL/EL) Tax Clinic
LAW75606-01 (CEL/EL) Tax Clinic II
LAW75700-01 (EL) GALILEE: Group Alternative Live-In Legal Education Experience
LAW75719-01 (CEL/EL) Judicial Externship FW
LAW75720-01 (CEL/EL)  Corporate Counsel External Fieldwork
LAW75721-01 (CEL) Economic Justice Clinic I
LAW75721-02 (CEL) Community Development Clinic I
LAW75723-01 (CEL/EL) Economic Justice Clinic II
LAW75723-02 (CEL/EL) Community Development Clinic II
LAW75724-01 (CEL) Intellectual Property & Entrepreneur Law Clinic

LAW 75726-01 (CEL/EL) Law School, the Exoneration Justice Project CI

LAW75728-01 (CEL) Intellectual Property Law Clinic II
LAW75733-01 (CEL/EL) Public Defender Externship
LAW75734-01 (CEL/EL) Immigration Externship
LAW75736-01 (CEL/EL) Lawyering Externship Fieldwork
LAW75737-01 (CEL/EL) Seventh Circuit Practice Externship Fieldwork

LAW75908-01 (CEL/EL) Intercollegiate Athletics Externship

 

MENDOZA COLLEGE OF BUSINESS

ACCOUNTANCY

ACCT40660-01 & 02 (CEL/EL) Tax Assistance Program
ACCT40670-01 & 02 (CEL/EL) Tax Assistance Program
ACCT40790-01 (CEL/EL) Accounting and Reporting of Not-for-Profit Organizations

ACCT70691-01 (CEL/EL) Income Taxation for International Individuals

BUSINESS ADMINISTRATION-SC

BASC20200-01, 02, 05, 06, 07 (CEL) Principles of Management

INFORMATION TECHNOLOGY, ANALYTICS and OPERATIONS

​ITAO70930-01 (CEL) Lean Six Sigma

MANAGEMENT and ORGANIZATION

MGTO20100-01, 02, 05, 06, 07, 08, 09 (CEL) Principles of Management
MGTO30310-01 & 02 (CEL) Innovation and Design Thinking

MGTO30515-01 (CEL/EL) Social Entrepreneurship

MARKETING

MARK70600-01 (EL) Social Media

MICROECONOMIC ANALYSIS

MBAE70634-01 (EL) Strategic Planning for Growth

 

CENTERS AND INSTITUTES

CENTER FOR SOCIAL CONCERNS

CSC23005-01 (CER/EL) Complex Problem Solving
CSC23855-01 (CEL/CER) Social Concerns Seminar: Take Ten
CSC23900-01 (CEL) Social Concerns Seminar: Money Matters & CST
CSC33001-01 (CEL/CER) Social Change Fellows
CSC33301-01 (CEL/EL) Social Concerns Seminar: Sports & Social Concerns
CSC33302-01 (CEL) Social Concerns Seminar: Spirituality of Justice
CSC33936-01 (CEL/EL) Summer Service Learning: Kinship on the Margins
CSC33938-01 (CEL/EL) Summer Service Learning: Social Issues International
CSC33963-01 (EL) Social Concerns Seminar: South Bend Urban Plunge
CSC33968-01 (CEL/EL)  Social Concerns Seminar: L'Arche Communities
CSC33970-01 (CEL/EL) Global Issues
CSC33973-01 (CEL) Social Concerns Seminar: Realities of Race
CSC33975-01 (CEL/CER) Poverty & Development in Chile
CSC33989-01 (CEL/EL) Social Concerns Seminar: Engaged CST Leadership
CSC33991-01 (CEL/EL) Social Concerns Seminar: Living with Mental Illness
CSC35000-01 (CEL/EL) Social Concerns Internship
CSC36991-01 & 02 (CEL/CER/EL) Directed Readings
CSC36992-01 (EL) Directed Readings-Summer Service Learning Program
CSC40100-01(CEL/EL) VCD 8: Social Design: Initiatives. Challenges and Innovations
CSC40409-01 (CEL/EL) Peace, Ecology, Integral Human Development
CSC45000-01 (CER) Brain Health - Community Engaged Research
CSC45001-01 (CER/EL) NEARs Science Workshop
CSC60409-01(CEL/EL) Peace, Ecology, Integral Human Development
CSC63001-01 (CEL/EL) Transformation Through Teaching
CSC63953-01 (EL) Civic Engagement & Social Responsibility
CSC63970-01 (EL) Global Issues - Graduate

CSC66693-01 (EL) Directed Readings - CGI

CENTER FOR THE STUDY OF LANGUAGES AND CULTURE

CSLC63001-01 (CEL/EL) Transformation Through Teaching

ECK INSTITUTE FOR GLOBAL HEALTH

GH60595-02 (CEL) International Development in Practice

GH68551-01 (CEL/CER) Capstone Research

INSTITUTE FOR LATINO STUDIES

ILS20912-01 (CEL) Community-Based Spanish: Language, Culture and Community
ILS30202-01(CEL/EL)  Economics of Immigration
ILS30911-01 (CEL/EL) Introduction to Translation

ILS40907-01 (CEL/EL) Migrant Voices

KELLOGG INSTITUTE FOR INTERNATIONAL STUDIES

IDS30513-01 (CEL/EL) International Development in Practice

IDS30587-01 (CEL/CER/EL) The Marketing of Social Initiatives, Causes and Ventures

KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES

IIPS20729-01 (CEL) The Askesis of Nonviolence
IIPS30314-01 (CEL/EL) Economics of Immigration
IIPS30924-01 (CEL/EL) Social Entrepreneurship and Innovation
IIPS40409-01 (CEL/EL) Peace, Ecology, Integral Human Development

IIPS40419-01 (CEL/CER/EL) The Marketing of Social Initiatives, Causes and Ventures

IIPS60800-01 (CER) Ethnographic Methods for Peace Research

PULTE INSTITUTE FOR GLOBAL DEVELOPMENT

SEI30552-01 (CEL) Social Entrepreneurship and Innovation

SEI40834-01 (CEL/CER/EL) The Marketing of Social Initiatives, Causes and Ventures

 

COURSE DESCRIPTIONS

 

SCHOOL OF ARCHITECTURE

ARCHITECTURE

ARCH41121-01 (CER) 
Design VI
Krusche, Krupali
Cr: 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.

 

COLLEGE OF ARTS AND LETTERS

AFRICANA STUDIES

AFST20703-01, SOC10033-01, SOC20033-01, HESB20220-01 (EL) 
Introduction to Social Problems
Ocobock, Abigail
Cr: 3

Analysis of selected problems in American society such as crime, narcotic addiction, alcoholism, delinquency, racial and ethnic conflict, prostitution, and others. Discussions, debates, films, tapes, and readings.

AFST40075-01, IIPS40409-01, SUS40409-01, KSGA30306-01, CSC40409-01, CSC60409-01, SEI40409-01 (CEL/EL) 
Peace, Ecology, Integral Human Development
Katongole, Emmanuel 
Shairani, Khan
Cr: 3

A major source of conflict - increasingly so - are environmental issues; climate change-related conflicts about (more and more scarce) resources as well as secondary conflicts (conflicts because of the conflicts, e.g. due to climate migrants) pose a major challenge to the planet. Pope Francis' encyclical Laudato Si has offered ways to think about an "integral ecology," that takes the environment, life on the planet, the human condition and culture seriously. The cry of the earth and the cry of the poor cannot be separated. Laudato Si has to be read against the background of the concept of "Integral Human Development." This concept, inspired by the works of Joseph Lebret OP, has been introduced by Pope Paul VI in his encyclical Populorum Progressio (1967). It refers to "the development of the whole person and the development of all persons." The course explores the connection (intersectionality) between peace, (integral) ecology, and (integral human) development. It will do so with in-class room teaching sessions and a one week immersion over spring break in Uganda. The course will work with one particular case study, the "Bethany Land Institute"-project in Uganda.

AMERICAN STUDIES

AMST30171-01, JED30129-01, FTT30129-01 (CEL/EL) 
The Digital Newsroom
St. Martin, Victoria
Cr: 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. Pre-requisite: Fundamentals of Journalism.

AMST30467-01, ESS33613-01, HIST33613-01 (CEL/EL) 
History of American Indian Education: Sociology, Race, Class, Gender and Schooling
Collier, Brian
Cr: 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 course is by invitation only.

ANTHROPOLOGY

ANTH20093-01 & 02, CDT20110-01, 02, DESN20203-11, 12, 13, 21, 22, 23 (CEL/CER/EL)
DESN Matters: Introduction to Design Thinking
Conrado, Ann-Marie
Morton, Timothy
Cr: 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.

ANTH40201-01, DESN40201-11 thru 13 (CEL/EL) 
ID: Collaborative Design Development
Morton, Timothy
Cr: 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.

ANTH60800-01, MGA60702-01, IIPS60800-01 (CER)
Ethnographic Methods for Peace Research
Bolten, Catherine
Cr: 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

DESN20203-11, 12,13, 21, 22, 23, ANTH20093-01, CDT20110-01(CEL/CER/EL) 
DESN Matters: Introduction to Design Thinking
Conrado, Ann-Marie
Morton, Timothy
Cr: 3

MATERIALS FEE. 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. Students will be able to apply this methodology to problems of a variety of disciplines from science and engineering to business and the liberal arts. The course is the gateway for the Collaborative Innovation minor.

DESN40100-01, CSC40100-01 (CEL/EL) 
VCD 8: Social Design Initiatives, Challenges and Innovations
Verma, Neeta
Cr: 3

MATERIALS FEE. 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 combines 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, build design approaches that address these multifarious problems. 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.

DESN40201-11,12, 13, ANTH40201-01 (CEL/EL) 
ID: Collaborative Design Development
Morton, Timothy
Cr: 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.

ART HISTORY

ARHI43810-01 (CEL, CER, EL) 
Latinx Art & Activism
Tatiana Reizona
Cr: 3
This seminar examines the relationship between art and social movements in Latinx communities from the civil rights era to the present. The course will focus on graphic artmedia that negotiates relations of power, constructs multiple publics, and fuels many of the debates around the politics of identity. We will consider notions of authorship (collective/individual), activism, display, dissemination, consumption, collecting, and technology. Students will learn to think critically and empathetically about how the collective modes of art-making foreground the politics of representation: what we see, how we see, who gets to control our image, and how can printed multiples challenge those narratives. Students will enhance their skills in visual analysis and writing, gain experience in collaborative printmaking, and refine their ability to conduct original research.

CATHOLIC SOCIAL TRADITION MINOR

CST20643-01, IIPS20729-01, THEO20643-01, 02, 03, 04, 05, (CEL) 
The Askesis of Nonviolence
Pfeil, Margaret
Cr: 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.

CST23476-01, PS23476-01 (CEL) 
Just Wage Research Seminar
Graff, Daniel 
Sedmak, Clemens
Cr: 1

This research seminar enlists undergraduates in the interdisciplinary efforts of the Just Wage Initiative (JWI), a collaborative research and advocacy project of the Higgins Labor Program at the Center for Social Concerns. Students will undertake research in two ways: First, they will contribute to the JWI by locating resources, marshaling evidence, and writing short reports, potentially for public use on our website. These tasks are assigned by the instructor; second, they will undertake individual research projects stemming from their own intellectual interests but dovetailing with the broader JWI agenda, producing an essay and making a presentation at semester's end. Here they will be mentored by the instructors, but they will drive that process. As this is a one-credit, letter-graded course, students will engage for roughly three hours per week throughout the semester, meeting every three weeks for 2.5 hours to discuss assigned readings, report on research progress, make presentations, and brainstorm future projects. In addition to the meetings, there will be short weekly writing assignments, plus a longer, 8-10-page essay due at the end of the semester.

CST33936-01, THEO33936-01, CSC33936-01, HESB33100-01 (CEL/EL) 
Summer Service Learning: Kinship on the Margins
Wilson, Benjamin
Cr: 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.

CST40837-01, MGA60729-01, SEI40834-01, PS40834, IDS30587-01, IIPS40419-01 (CEL/CER/EL) 
The Marketing of Social Initiatives, Causes and Ventures
Michael Morris
Cr: 3

This class explores the use of marketing principles and concepts to support initiatives, causes and ventures that are social in nature. Attention is devoted to the marketing and communication challenges involved when attempting to do good, and how these issues can be overcome without spending large amounts of money. Sample topics include identifying and understanding target markets for social initiatives, constructing a value proposition, developing positioning approaches, designing communication programs, use of guerrilla techniques, the roles of price and place, and how to set goals and measure performance.

CONSTITUTION STUDIES MINOR

CNST30405-01, ESS30629-01, HESB30595-01 (CEL) 
Early Childhood Ed Policy
Fulcher-Dawson, Rachel
Cr: 3

"This course covers the various issues relevant to the current early childhood education landscape. This includes theories of early learning and child development, policy development in the United States, the issues of inequality and the achievement gap (particularly related to K-12 Education Reform) and research on interventions or "what works" in early childhood programming. The advantage to understanding the theories of child development, the policy context and the intervention research is that it gives future teachers and future policymakers a foundational premise upon which to grow, analyze, learn and teach. Topics covered will include: Theories of Child Development (Infant Schools to Present), Head Start and the CCDBG, State Preschool, Inequality and the Achievement Gap in the Early Years and Interventions in Early Childhood (HighScope/Perry Preschool, Abecedarian and Chicago Parent Studies, Head Start Research). The goal of this class is to come away with a greater understanding of the language, the history, the goals and the possibilities in this policy area as well as its connections to other social welfare programs and to K-12 schooling. Students will become more fluent in the language of early childhood education and will gain the foundational knowledge of past and current theories, laws, policies and educational interventions."

CST33938-01, CSC33938-01, THEO33938-01 (CEL/EL) 
Summer Service Learning: Confronting Social Issues International
Tomas Morgan, Rachel
Cr: 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.

CST33970-01, THEO33970-01, CSC33970-01, CST63970-01 (CEL/EL) 
Global Issues
Tomas Morgan, Rachel
Cr: 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.

ECONOMICS

ECON30433-01, HESB30343-01, ILS30202-01, IIPS30314-01 (CEL/EL) 
Economics of Immigration
Dziadula, Eva
Cr: 3

This course examines why some individuals decide to become immigrants through a cost benefit analysis, viewing migration as an investment in human capital. It addresses the selection among immigrants and how they integrate and assimilate in the destination country. Primary focus is given to the labor market, wages in particular, both of immigrants and of natives in the host country. A distinction is made between economic migrants and refugees and discrimination in its varied forms is also studied. The fiscal impact of immigration is discussed along with immigration policy in global context.

EDUCATION, SCHOOLING, AND SOCIETY MINOR

ESS30629-01, HESB30595-01, CNST30405-01 (CEL/CER) 
Early Childhood Education Policy in the U.S.
Fulcher-Dawson, Rachel
Cr: 3

This course covers the various issues relevant to the current early childhood education landscape. This includes theories of early learning and child development, policy development in the United States, the issues of inequality and the achievement gap, and research on interventions or "what works" in early childhood programming. The advantage to understanding the theories of child development, the policy context and the intervention research is that it gives future teachers and future policymakers a foundational premise upon which to grow, analyze, learn and teach. Topics covered will include: Theories of Child Development (Infant Schools to Present), Head Start and the CCDBG, State Preschool, Inequality and the Achievement Gap in the Early Years and Interventions in Early Childhood (HighScope/Perry Preschool, Abecedarian and Chicago Parent Studies, Head Start Research). The goal of this class is to come away with a greater understanding of the language, the history, the goals and the possibilities in this policy area as well as its connections to other social welfare programs and to K-12 schooling. Students will become more fluent in the language of early childhood education and will gain the foundational knowledge of past and current theories, laws, policies and educational interventions.

ESS33362-01, THEO33968-01, CSC33968-01, PSY23852-01 (CEL/EL) 
Social Concerns Seminar: L'Arche Communities
Kiley, Robert
Cr: 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.

ESS33613-01, AMST30467-01, HIST33613-01 (CEL) 
History of American Indian Education: Sociology, Race, Class, Gender, Schooling
Collier, Brian
Cr: 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.

ESS40263-01, PSY23271-01 (CEL/EL) 
Autism Spectrum Disorder Practicum I-W
Wier, Kristin
Cr: 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.

FILM, TELEVISION, AND THEATRE

FTT30129-01, AMST30171-01, JED30129-01 (CEL/EL)  
The Digital Newsroom
St. Martin, Victoria
Cr: 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. Pre-requisite: Fundamentals of Journalism.

GALLIVAN JOURNALISM PROGRAM

JED30129-01, AMST30171-01, FTT30129-01 (CEL/EL) 
The Digital Newsroom
St. Martin, Victoria
Cr: 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. Pre-requisite: Fundamentals of Journalism.

HESBURGH PROGRAM IN PUBLIC SERVICE

HESB20220-01, SOC10033-01, SOC20033-01, AFST20703-01 (CEL) 
Introduction to Social Problems
Ocobock, Abigail
Cr: 3

Today's society is beset by many serious social problems, for example, crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? In what ways does one's own social background and role in society affect his/her views of these problems? In this course, students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in taking a critical look at their own perceptions of the problems.

HESB30343-01, ECON30343-01, ILS30202-01, IIPS303014-01 (CEL/EL) 
Economics of Immigration
Dziadula, Eva
Cr: 3

This course examines why some individuals decide to become immigrants through a cost benefit analysis, viewing migration as an investment in human capital. It addresses the selection among immigrants and how they integrate and assimilate in the destination country. Primary focus is given to the labor market, wages in particular, both of immigrants and of natives in the host country. A distinction is made between economic migrants and refugees and discrimination in its varied forms is also studied. The fiscal impact of immigration is discussed along with immigration policy in a global context. (Recommended Econ 10020/20020 Principles of Macroeconomics)

HESB30595-01, ESS30629-01, CNST30405-01 (CEL/CER) 
Early Childhood Education Policy in the U.S.
Fulcher-Dawson, Rachel
Cr: 3

This course covers the various issues relevant to the current early childhood education landscape. This includes theories of early learning and child development, policy development in the United States, the issues of inequality and the achievement gap (particularly related to K-12 Education Reform) and research on interventions or "what works" in early childhood programming. The advantage to understanding the theories of child development, the policy context and the intervention research is that it gives future teachers and future policymakers a foundational premise upon which to grow, analyze, learn and teach. Topics covered will include: Theories of Child Development (Infant Schools to Present), Head Start and the CCDBG, State Preschool, Inequality and the Achievement Gap in the Early Years and Interventions in Early Childhood (HighScope/Perry Preschool, Abecedarian and Chicago Parent Studies, Head Start Research). The goal of this class is to come away with a greater understanding of the language, the history, the goals and the possibilities in this policy area as well as its connections to other social welfare programs and to K-12 schooling. Students will become more fluent in the language of early childhood education and will gain the foundational knowledge of past and current theories, laws, policies and educational interventions.

HESB34092-01 (CEL) 
Foundation of Public Policy - Public Policy Visits
Kellenberg, Thomas
Cr: 3

Public Policy visits. This course is taken in conjunction with HESB 34091 "Foundations Of Public Policy."

HESB34093-01 (CEL/EL) 
Washington DC Internship
Kellenberg, Thomas
Cr: 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 Assistant Director of the Washington Program and the ND Center for Career Development.

HESB34111-01 (CEL/EL) 
Global Magnitsky Human Rights Accountability Act Clinic
Kellenberg, Thomas
Cr: 1

This course will introduce students to the Global Magnitsky Human Rights Accountability Act, and Executive Order 13818, and will require students to jointly prepare one case file submission identifying a foreign individual or entity that has engaged in (1) serious human rights abuses, or (2) significant acts of corruption. Students will work in a team, and will present their final work product to Human Rights First (a non-profit, nonpartisan international human rights organization formerly known as the Lawyers Committee for International Human Rights) to be vetted for possible inclusion in HRF's consolidated submission to the State Department and Treasury Department requesting that sanctions be levied against the identified individual or entity.

HISTORY 

HIST33613-01, ESS33613-01, AMST30467-01 (CEL/EL) 
History of American Indian Education: Sociology, Race, Class, Gender and Schooling
Collier, Brian
Cr: 3

This course blends the History of Education and American Indian History and is open 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 course is by invitation only as it has an outcome opportunity of a conference in September 2016. Please email the professor if interested.

IDZIK COMPUTING & DIGITAL TECHNOLOGY

CDT20110-01 & 02, ANTH20093, DESN20203-11, 12, 13, 21, 22, 23 (CEL/CER/EL) 
DESN Matters: Introduction to Design Thinking
Conrado, Ann-Marie
Morton, Timothy
Cr: 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.

MUSIC

MUS20691-01 (CEL/EL) 
Wind and Percussion Pedagogy
Dye, Kenneth 
Sanchez, Samuel
Cr: V

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.

POLITICAL SCIENCE

POLS30595-01, IDS30513-01, GH60595-02 (CER/EL) 
International Development in Practice
Reifenberg, Stephen
Cr: 3

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

POLS35901-01 (CER/EL) 
Internship
Arroyo, Carolina 
Nowakowski, Darlene
Cr: 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.

POVERTY STUDIES INTERDISCIPLINARY MINOR

PS23476-01, CST23476-01 (CEL) 
Just Wage Research Seminar
Graff, Daniel 
Sedmak, Clemens
Cr: 1

This research seminar enlists undergraduates in the interdisciplinary efforts of the Just Wage Initiative (JWI), a collaborative research and advocacy project of the Higgins Labor Program at the Center for Social Concerns. Students will undertake research in two ways: First, they will contribute to the JWI by locating resources, marshaling evidence, and writing short reports, potentially for public use on our website. These tasks are assigned by the instructor; second, they will undertake individual research projects stemming from their own intellectual interests but dovetailing with the broader JWI agenda, producing an essay and making a presentation at semester's end. Here they will be mentored by the instructors, but they will drive that process. As this is a one-credit, letter-graded course, students will engage for roughly three hours per week throughout the semester, meeting every three weeks for 2.5 hours to discuss assigned readings, report on research progress, make presentations, and brainstorm future projects. In addition to the meetings, there will be short weekly writing assignments, plus a longer, 8-10-page essay due at the end of the semester.

PS35000-01, CSC35000-01 (CEL/EL) 
Social Concerns Internship
TBA
Cr: V

The Social Concerns Internship enables students to actively engage with a social concern related to the complex layers of poverty. The primary goals for the internship are to enhance students' education framework, expand community-engaged service, and widen their understanding of local and global poverty. By pairing students with community partner organizations, students will work with people who are directly impacted by conditions of poverty. Through mentorships and guided fieldwork, students will focus on getting to know community members as individuals, learning personal narratives, expanding perspectives, and developing professional skills for working with organizations that address social concerns. Students can understand the lives of the people they would like to engage with and be more in tune with the intersectional aspects that hinder their daily lives. Internships cover a wide range of social concerns, including education, healthcare, legal services, housing, hunger, labor, and community-building efforts. The internships aim to achieve a mutually beneficial relationship where they can debunk assumptions about people, communities, and systems, as well as contribute to the efforts of the many organizations attempting to address this pressing problem. The Social Concerns Internship is open to rising sophomores, juniors, and seniors who have completed a relevant foundational course such as CST 33001 or PS 23000. Students may propose other relevant foundational courses as the prerequisite as well. Please email Lulu Moyo at lmoyo@nd.edu by December 1st, 2020 if interested. An application will be sent to you along with further information.

PS35002-01 (CER/EL) 
Experiential Learning: Internship
Mick, Connie
Cr: V

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 3 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 3 credits, a student must complete 80 to 100 hours total during one semester or approximately 8 to 10 hours per week for 10 weeks, including time at the site and with the internship advisor. A 2-credit internship requires 50 to 70 total hours (or 5-7 hours for 10 weeks) and a 1-credit internship would involve 30 to 50 total hours (or 3-5 hours for 10 weeks). 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.

PS40834-04, MGA60729, SEI40834-01, CST40834-01, IDS30587, IIPS4041901-01 (CEL/CER/EL) 
The Marketing of Social Initiatives, Causes and Ventures
Michael Morris
Cr: 3

This class explores the use of marketing principles and concepts to support initiatives, causes and ventures that are social in nature. Attention is devoted to the marketing and communication challenges involved when attempting to do good, and how these issues can be overcome without spending large amounts of money. Sample topics include identifying and understanding target markets for social initiatives, constructing a value proposition, developing positioning approaches, designing communication programs, use of guerrilla techniques, the roles of price and place, and how to set goals and measure performance.

PS43000-01 (CER) 
Capstone Seminar
Mick, Connie
Cr: 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.

PSYCHOLOGY

PSY23271-01, ESS40263-01 (CEL/EL)
Autism Spectrum Disorder Practicum I-W
Wier, Kristin
Cr: 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.

PSY23852-01, THEO33968-01, CSC33968-01, ESS33362-01 (CEL/EL) 
Social Concerns Seminar: L'Arche Communities
Kiley, Robert
Cr: 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.

PSY23855-01, CSC23855-01 (CEL/EL) 
Social Concerns Seminar: Take Ten
Kyes, Ellen
Cr: 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, 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.

PSY33528-01, NSBH33528-01 (EL) 
Cognitive Aging
Koen, Joshua
Cr: 3

The global population is aging, and there is increasing importance to understand how cognition is affected as we age. In this course, you will learn about the current theories and controversies about how cognition changes during healthy aging and in aging associated with cognitive impairment and dementia. The key areas of cognition you will explore include attention, executive function, processing speed, and learning and memory. You will also explore the relationship between brain and cognitive aging, and factors that potentially mediate risk of age-related cognitive impairment and dementia.

PSY43271-01 (CEL) 
Autism Spectrum Disorder Practicum I-W
Wier, Kristin
Cr: 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.

PSY61382-01 (CEL/EL) 
Child Practicum II
Valentino, Kristin
Cr: 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.

PSY61384-01 (CEL/EL) 
Adult Assessment Practicum II
Clark, Lee Anna
Cr: 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.

PSY61386-01 (CEL/EL) 
Practicum II
Stoeckel, Nina
Cr: 3

Prepares doctoral counseling students in various dimensions of the therapeutic, including providing an advanced skill base for clinical case management.

PSY61388-01(CEL/EL) 
Practicum IV
Stoeckel, Nina
Cr: V

Supervised clinical practicum for doctoral students in counseling psychology.

PSY61390-01 (CEL/EL)
Practicum VI
Stoeckel, Nina
Cr: V

Supervised clinical practicum for doctoral students in counseling psychology.

PSY61394-01 (CEL/EL) 
Marital Therapy Practicum
Smith, David
Cr: V

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.

PSY61397-01 (CEL/EL) Practicum VIII
Stoeckel, Nina
Cr: V

Supervised clinical practicum for doctoral students in counseling psychology.

ROMANCE LANGUAGES AND LITERATURES

ROSP20201-01 thru 10, ROSP60201-01 (CEL/EL) 
Intermediate Spanish I
Francalanci, Leonardo
Oswald, Katherine
Fernandez Moreno, Maria Jose
Topash-Rios, Andrea
Brix, Catherine
Cr: 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.

PSY61399-01 (CEL/EL) Practicum
Jennifer Hammes
Lee Anna Clark
David Smith
Nina Stoeckel
Laura Miller-Graff
Kristin Valentino
Cr:1

Doctoral students in clinical psychology will participate in supervised clinical practicum experiences during the winter term at the Notre Dame Psychological Services Center (supervised by Clark, Hames, Miller-Graff, Smith, Stoeckel, Valentino) and/or at an external practicum site in the community. Students will attend a weekly supervision meeting with their licensed supervisor in addition to providing direct clinical services.

ROSP20202-01, 02, 04, 05, 06, 07, 08, 09, ROSP60202-01 (CEL/EL) 
Intermediate Spanish II
Mangione-Lora, Elena
Francalanci, Leonardo
Parroquin, Rachel
Brix, Catherine
Fernandez Moreno, Maria Jose
Cr: 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.

ROSP20460-01 & 02 (EL) 
Spanish for Medical Profession
Coloma, Maria
Cr: 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.

ROSP20810-01, ILS20912-01 (CEL) 
Community-Based Spanish: Language, Culture and Community
Botero, Tatiana
Cr: 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.

ROSP30017-01, ILS30911-01 (CEL/EL)  
Introduction to Translation
Mangione-Lora, Elena
Cr: 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.

ROSP40875-01, ILS40907-01 (CEL/EL) 
Migrant Voices
Moreno, Marisel
Cr: 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 CEL 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.

ITALIAN

ROIT10102-01 thru 04 (CEL) 
Beginning Italian II
Leonardi, Francesca 
Vivirito, Patrick
Mondello, Giulia 
Marcantonio, Lesley Grace
Boccuti, Mattia
Esposito, Nicola
Cr: 4

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.

SOCIOLOGY

SOC10033-01 & 02, SOC20033-01, HESB20220-01, AFST20703-01 (CEL) 
Introduction to Social Problems
Ocobock, Abigail
Sikkink, David
Cr: 3

The United States is beset by many serious social problems, such as crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? Sociology offers concepts, theories, and empirical research useful for understanding and addressing important problems in society. This course illuminates key social problems by introducing basic sociological concepts, theories and research, and applying them to specific problems, such as poverty and economic inequality, racial segregation, gender and educational inequality, and the decline of social capital. Students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in developing their critical analysis of key social problems.

SOC20033-01, SOC10033-01, HESB20220-01, AFST20703-01 (CEL) 
Introduction to Social Problems
Ocobock, Abigail
Cr: 3

Today's society is beset by many serious social problems, for example, crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? In what ways does one's own social background and role in society affect his/her views of these problems? In this course, students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in taking a critical look at their own perceptions of the problems.

SOC45000-01 (CEL/CER/EL) 
Sociology Internship
Thomas, Mim
Cr: V

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 paper work and training a semester in advance), Early Childhood Development Center, Good Shepherd Montessori School, Robinson Community Learning Center, Upward Bound College Preparatory Program, UNDAIDS, AssistCenter 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

THEO20112-01 thru 05, AFST20738-01 (CEL) 
Bible, Black Church, Blues
Page, Hugh
Cr: 3

This course will build on the groundwork established in the Foundations of Theology course by providing exposure to three theological matrices that have had a decided impact on the development of Africana (i.e., African and African Diasporan) identity and culture in the North American Diaspora. The first is the symbolic universe of Africana biblical hermeneutics. The second is the Black Church. The third is that uniquely African American musical form known as Blues. Students will be given an opportunity to explore: the cosmological, ontological, anthropological, soteriological, and Christological assertions animating each of these milieus; their historical and contemporary points of intersection; and the ways in which each has influenced the other. Particular attention will be directed toward understanding the history of reception, interpretation, and appropriation of the Christian Bible by peoples of African descent; the evolution of the Black Church and the distinctive contributions made by Africana Catholics to it; and the emergence of Blues music, artists, and performance spaces as non-ecclesial loci of protest and crucibles in which Africana spiritualities of resistance have been and continue to be forged. Students will leave the course with a deeper appreciation of four issues, the implications of which are far reaching for those within the Catholic, Orthodox, and Protestant branches of the larger Christian family. The first is how culture and context shape the ways in which people read and appropriate sacred writings. The second is the impact that culture, memory, hermeneutics, and identity have on spirituality and ecclesiology. The third is the role that poetry and other art forms play as media for theological speculation and construction. The fourth is the pivotal impact that enculturation has on theology, pastoral care, ministry, and ecumenism.The class will also introduce students to those essential sources - both primary and secondary - methodologies, core questions, and debates foundational for a theological assessment of these universes of theological discourse. It will also expose them to three interdisciplinary subfields that span and inform the disciplines of Theology and Africana Studies: (1) the history of Africana biblical interpretation in North America; (2) Black Church Studies; and (3) Blues Studies.

THEO20643-01 thru 05, IIPS20729-01, CST20643-01 (CEL) 
The Askesis of Nonviolence
Pfeil, Margaret
Cr: 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 and Thich Nhat Hanh.

THEO33936-01, CSC33936-01, CST33936-01, HESB33100-01 (CEL/EL) 
Summer Service Learning: Kinship on the Margins
Wilson, Benjamin
Cr: 3

Immersion: Eight week summer service-learning placements. This three-credit course of the Summer Service Learning Program (SSLP) 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. Students are required to attend SSLP formation sessions once per week in the spring prior to leaving for their immersion. Session dates are listed on the course webpage. Students will also participate in two fall small group sessions and will sign up for a time of their choosing. Contact the Center for Social Concerns for more information. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/academic/. 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.

THEO33938-01, CSC33938-01, CST33938-01 (CEL/EL) 
Summer Service Learning: Confronting Social Issues International
Tomas Morgan, Rachel
Cr: 3

This course with an 8-10 week summer international immersion is synonymous with the Center for Social Concerns' International Summer Service Learning Program (ISSLP). This course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with community members and grassroots groups working to address the needs of their communities. The learning goals of the course are to gain an understanding of the multi-dimensionality of global poverty, gain tools for social analysis to identify root causes of poverty, and examine the ways the social institution relates to the political, social, economic and demographic conditions of the larger society (host country) in order to address poverty. Students will gain knowledge and understanding of global social issues in light of Catholic Social Teaching specifically through the themes of Solidarity and Preferential Option for the Poor. Students will develop a global citizenship orientation and outlook while strengthening cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a mandatory day retreat on Monday, August 24, 2020, six re-entry classes meeting on Thursdays 6:30 - 7:45 pm on August 27, September 3, 10, 17, 24, October 1 and a final paper/project. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/academic/

THEO33963-01, CSC33936-01 (CEL/EL) 
Social Concerns Seminar: South Bend Urban Plunge
Gustine, Adam
Cr: 1

South Bend Urban Plunge explores the intersection of the Catholic Social Tradition and the American city; specifically South Bend. Students will explore the nature of cities and what makes for human and community flourishing in an urban context, 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. Specific attention is paid to ways in which people work together to seek the flourishing of their neighbors and neighborhoods irrespective of circumstance and in the midst of the struggles many face.

THEO33968-01, CSC33968-01, PSY23852-01, ESS33362-01 (CEL/EL) 
Social Concerns Seminar: L'Arche Communities
Kiley, Robert
Cr: 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.

THEO33970-01, CSC33970-01, CST33970-01, CSC63970-01 (CEL/EL) 
Global Issues
Tomas Morgan, Rachel
Cr: 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.

THEO33975-01, CSC33975-01 (CEL/EL) 
Poverty & Development in Chile
Holguin, Jimena
Cr: 1

CSC 33975/ THEO 33975 (1.0 credit) serves as the required orientation course for all students who will participate in the Approaches to Poverty and Development course offered through the Universidad Alberto Hurtado (UAH) in Santiago, Chile as part of the study abroad program in Santiago. The course will provide students with information regarding many of the themes and topics that will be explored further in the UAH course. This one-credit preparatory course will provide the necessary information to facilitate a richer and more meaningful experience while in Chile. Students must be accepted into the Santiago semester abroad program through Notre Dame International to be able to register for this course. The application to Approaches Poverty and Development in Chile course is included in the Notre Dame International application for the Study Abroad Program in Chile.

THEO40632-01 (CEL/EL) 
Heart's Desire & Social Change
Groody, Daniel
Cr: 3

Since the beginning of humankind, people have asked, why am I here? Where am I going? And how am I called to live my life? What is God calling me to do? In more recent times these enduring questions have been rearticulated around issues of meaning, purpose, human flourishing, and the search to know God's will. Although the culture holds out images of success, fulfillment, and happiness, the quest to discover our heart?s desire and make a lasting impact on the world is often elusive. Not infrequently we can make professional, material and financial progress, but at the same time regress in spiritual, ethical and human development. How can we tap into the deeper rivers and sometimes muddy waters within us and wade into the current that leads us to find our most authentic selves and discover the flow of our life?s calling?This course is about the inner and outer development that leads into these waters. It will involve both personal reflection and communal connection. When we experience a deep connection to our work and a consistent flow between our life's energies and our daily tasks, we are the most alive, at peace, and whole. The place God calls you, Frederick Buechner once wrote, is the place where your deep gladness and the world’s deep hunger meet. [1] But how do we discover our own unique gifts and respond to the hungers of our world? What decisions must we make, and what discernment must we undertake, to find our way? How do we encounter the path that will lead us to integrate both our heart's desire and our desire for social change? This course is designed to help you with these questions. Drawing on Theology, Spirituality, Psychology, Sociology, Anthropology, and Design Thinking, we will explore how others have asked these questions before us and how we can explore these questions today. We will use readings, lectures, class discussions, films, learning exercises, papers, and guest speakers to help you discover your talents, values, and vocation, and dream about how you can make a difference in the world.

 

COLLEGE OF ENGINEERING

CIVIL ENGINEERING

CE40702-01 (CEL/EL) 
Senior Design
Walsh, Kevin 
Alleman, James
Horvath, Eric
Alleman, James
Cr: 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.

CE45620-01 (CEL/EL) 
Engineering International Development II
Kijewski-Correa, Tracy 
Taflanidis, Alexandros
Cr: V

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

CSE20600-01, 02, 04 (CEL/CER) 
CSE Service Projects
Brockman, Jay
Madey, Gregory
Kumar, Shreya
Cr: V

Engineering projects in community service.

CSE30600-01 thru 04 (CEL/CER/EL) 
CSE Service Projects
Brockman, Jay
Madey, Gregory
Brenner, Paul
Kumar, Shreya
Cr: V

Engineering projects in community service.

CSE40600-01, 02, 04 (CEL/CER/EL) 
CSE Service Projects
Brockman, Jay
Madey, Gregory
Kumar, Shreya
Cr: V

Engineering Projects in Community Service.

ENGINEERING, SCIENCE, TECHNOLOGY, AND SOCIETY

ESTS23005-01, CSC23005-01 (CER/EL) 
Complex Problem Solving
Wood, Danielle 
Brockman, Jay
Cr: 3

The central aim of the course is to explore the tensions between technical problem-solving and the public interest as we move into an increasingly technological future - e.g. Smart Cities. While this is in some ways the perennial broader question of how science integrates into society, we are focusing on issues particular to community planning and development as more and more tasks, from transportation to water management, are informed, if not controlled by nonhuman processes/algorithmic rules. For example, if we have 'smart sewers' and can control where the water goes during a flood, do we minimize property-value damage or the number of residences impacted? If climate change modeling indicates a new 30-year flood plain, do individuals have the right to not be moved out of harm's way? What are the moral and public interest questions embedded in this decision point? In doing so, we revisit this tension from the mid-20th century to set the stage and examine the interface of these issues in complex settings, including challenges with: defining the public interest, power and civic agency, measurement and data quality, objectives, variables, and constraints in optimization problems, and contextually/culturally situating 'optimal' solutions.Students examine community-based challenges through readings, case analysis, videos, site visits, and dialogue with faculty, community partners, and other students. Dialogue between the disciplines will be structured throughout the course to encourage deeper understanding of both analytical frameworks and assumptions brought to community-based challenges. The course will use local neighborhood community development efforts to illustrate challenges and critical factors in improvement efforts in the first two-thirds of the course, and it will culminate with a case analysis assignment for a very different neighborhood context (Puerto Rico) struggling with similar challenges.

 

COLLEGE OF SCIENCE

BIOLOGICAL SCIENCES

BIOS40450-01 (CEL/CER) 
Clinical Research Rare Neglect Diseases
Haldar, Kasturi 
Calhoun, Barbara
Cr: 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.

CHEMISTRY & BIOCHEMISTRY

CHEM30331-01 (CEL/CER/EL) 
Chemistry in Service of Community
Lieberman, Marya
Cr: 2

Addressing the problem of lead contamination in the community, students will visit area homes and collect paint, dust, and soil samples. After analyzing these samples in CHEM 31333, students will help homeowners reduce the health risks associated with exposing young children to lead.

NEUROSCIENCE AND BEHAVIOR

NSBH33528-01, PSY33528-01 (EL) 
Cognitive Aging
Koen, Joshua
Cr: 3

The global population is aging, and there is increasing importance to understand how cognition is affected as we age. In this course, you will learn about the current theories and controversies about how cognition changes during healthy aging and in aging associated with cognitive impairment and dementia. The key areas of cognition you will explore include attention, executive function, processing speed, and learning and memory. You will also explore the relationship between brain and cognitive aging, and factors that potentially mediate risk of age-related cognitive impairment and dementia.

NSBH45000-01, CSC45000-01 (CEL/CER) 
Brain Health - Community Engaged Research
Michael, Nancy
Cr: 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.

NSBH45001-01, CSC45001-01 (CEL/CER) 
NEARs Science Workshop
Michael, Nancy
Cr: 1

This one-credit course is taught in collaboration with Velshonna Luckey of United Way of St. Joseph County and Kimberly Green Reeves of Beacon Health System Community Impact. The workshop offers an opportunity for continuation engagement of CBL/CBR strategy and program development for students already engaged in NEAR science (neuroscience, epigenetics, adverse childhood experiences, resilience) or CSC efforts. Students will grow strategies for iterative development and evaluation of NEAR science efforts. Broader goals of this workshop are engaging with the development of community coalition strategies, engagement initiatives and planning surrounding NEAR science engagement, trauma-informed care and Self-Healing Communities.

SCIENCE PRE-PROFESSIONAL STUDIES

SCPP46397-05 (EL) 
Directed Readings-Poverty Medicine
Zabukovic, Brandon
Cr: 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.

SUSTAINABILITY MINOR 

SUS20010-01 (CEL) 
Sustainability: Principles & Practice
Walls, Laura 
Sakimoto, Philip
Cr: 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.

SUS40409-01, IIPS40409-01, KSGA30306-01, CSC40409-01, AFST40075-01, CSC60409-01, SEI40409-01 (CEL/EL) 
Peace, Ecology, Integral Human Development
Katongole, Emmanuel 
Shairani, Khan
Cr: 3

A major source of conflict - increasingly so - is environmental issues; both climate change-related conflicts about (more and more scarce) resources as well as secondary conflicts (conflicts that arise because of the resource conflict, i.e. climate migrants) pose a major challenge to the planet. Pope Francis' encyclical Laudato Si has offered ways to think about an "integral ecology" that takes the environment, life on the planet, the human condition and culture seriously. The cry of the earth and the cry of the poor cannot be separated. Laudato Si has to be read against the background of the concept of "Integral Human Development." This concept, inspired by the works of Joseph Lebret, OP, has been introduced by Pope Paul VI in his encyclical Populorum Progressio (1967). It refers to "the development of the whole person and the development of all persons." The course explores the connection (intersectionality) between peace, (integral) ecology, and (integral human) development. It will do so with in-class room teaching sessions and a required one-week immersion over spring break in Uganda. The course will work with one particular case study, the "Bethany Land Institute" project in Uganda. To apply for this course, please send an expression of interest by email to both Prof. Katongole (ekatongo@nd.edu) and Prof. Sedmak (csedmak1@nd.edu) by November 11. Your email should include a 500-word statement about your motivation and expectations for participation, along with information about your majors and minors and how this course will contribute to your learning in those programs. The professors will select students for interviews based on their statements, and these interviews will determine the final group of students invited to register for the course.

 

KEOUGH SCHOOL OF GLOBAL AFFAIRS

 

KSGA30306-01, IIPS40409-01, SUS40409-01, CSC40409-01, AFST40075-01, CSC60409-01, SEI40409-01 (CEL/EL) 
Peace, Ecology, Integral Human Development
Katongole, Emmanuel 
Shairani, Khan
Cr: 3

A major source of conflict - increasingly so - is environmental issues; both climate change-related conflicts about (more and more scarce) resources as well as secondary conflicts (conflicts that arise because of the resource conflict, i.e. climate migrants) pose a major challenge to the planet. Pope Francis; encyclical Laudato Si has offered ways to think about an integral ecology that takes the environment, life on the planet, the human condition and culture seriously. The cry of the earth and the cry of the poor cannot be separated. Laudato Si has to be read against the background of the concept of Integral Human Development. This concept, inspired by the works of Joseph Lebret, OP, has been introduced by Pope Paul VI in his encyclical Populorum Progressio (1967). It refers to the development of the whole person and the development of all persons. The course explores the connection (intersectionality) between peace, (integral) ecology, and (integral human) development. It will do so with in-class room teaching sessions and working with select case studies on integral ecology.

MASTER OF GLOBAL AFFAIRS

MGA60206-01 (CEL/CER/EL) 
Climate Change & Environmental Policy
Adams, Ellis
Cr: 3

Deforestation, Desertification, Drought, Unsustainable Agriculture, Pollution, Extinction, Invasive Species, Depletion of Fossil Fuels, Overpopulation, Wildfires, Oil Spills - the list goes on! These complex environmental issues are directly tied to Climate Change.Global climate change is one of the biggest environmental crises confronting the 21st century world. It is multifaceted and intricately connected to many environmental crises. The overarching goal of this course is to foster an interdisciplinary understanding of climate change, its intimate relationships with other environmental challenges, and policy approaches for mitigating and adapting to its impacts. The course will address questions such as: How are humans contributing to climate/environmental change? How do the social, economic, and political processes shape climate/environmental change across the globe? What policies can help society to mitigate or adapt to climate/environmental change? How do regulatory, market-based, and incentive driven policies influence climate change outcomes? How do state and non-state actors (governments, private sector, communities, activists etc) respond to climate/environmental change?

MGA60729-01, SEI40834-01, CST40834-01, PS40834-01, IDS40837, IIPS40419 (CEL/CER/EL) 
The Marketing of Social Initiatives, Causes and Ventures
Michael Morris
Cr: 3

This class explores the use of marketing principles and concepts to support initiatives, causes and ventures that are social in nature. Attention is devoted to the marketing and communication challenges involved when attempting to do good, and how these issues can be overcome without spending large amounts of money. Sample topics include identifying and understanding target markets for social initiatives, constructing a value proposition, developing positioning approaches, designing communication programs, use of guerrilla techniques, the roles of price and place, and how to set goals and measure performance.

 

THE LAW SCHOOL

LAW

LAW70726-01 (CEL/EL) 
Applied Mediation
Jenuwine, Michael 
Fox, Jennifer
Wood, Jaimi
Cr: 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.

LAW70728-01 (CEL/EL) 
Applied Mediation II
Jenuwine, Michael 
Fox, Jennifer
Wood, Jaimi
Cr: V

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.

LAW70730-01 (CEL/EL) 
Immigration Externship Instruction: NIJC Instruction
Koop, Lisa 
Ferrettie, Beth
Fox, Jennifer
Cr: 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.

LAW70736-01 (CEL) 
Lawyering Practice Instruction
Jones, Robert 
Ferrettie, Beth
Fox, Jennifer
Cr: 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.

LAW75605-01 (CEL/EL) 
Tax Clinic
Thomas, Patrick 
Fox, Jennifer
Wood, Jaimi
CR: 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).

LAW75606-01 (CEL/EL) 
Tax Clinic II
Thomas, Patrick 
Fox, Jennifer
Siler, Carla
Wood, Jaimi
Cr: V

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.

LAW75700-01 (EL) 
GALILEE: Group Alternative Live-In Legal Education Experience
Jones, Robert 
Ferrettie, Beth
Fox, Jennifer
CR: 1

GALILEE is a signature NDLS course that challenges students to think broadly about their career paths by exposing them to a wide range of public service, public interest, and pro bono legal work in cities around the country. Students form small groups, choose a city to visit in early January before classes resume for the spring semester, and plan a 3-4 day trip to visit non-profits, governmental agencies, courts, and the pro bono department of a private firm. This course is open to first year students as well as all other J.D. and LL.M. students.

LAW75719-01 (CEL/EL) 
Judicial Externship FW
Durham, Dory 
Ferrettie, Beth
Fox, Jennifer
Cr: V

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.

LAW75720-01 (CEL/EL)  
Corporate Counsel External Fieldwork
Sullivan, Edward 
Fox, Jennifer
Cr: V

The Corporate Counsel Externship course allows students to perform 8-12 hours of legal work per week 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.

LAW75721-01 (CEL) 
Economic Justice Clinic I
Fox, Judith 
Fox, Jennifer
Siler, Carla
Wood, Jaimi
Cr: 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)

LAW75721-02 (CEL) 
Community Development Clinic I
Kelly, James 
Fox, Jennifer
Siler,Carla
Wood, Jaimi
Cr: 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)

LAW75723-01 (CEL/EL) 
Economic Justice Clinic II
Fox, Judith 
Fox, Jennifer
Siler, Carla
Wood, Jaimi
Cr: 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.

LAW75723-02 (CEL/EL) 
Community Development Clinic II
Kelly, James 
Fox, Jennifer
Siler, Carla
Wood, Jaimi
Cr: 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.

LAW75724-01 (CEL) 
Intellectual Property & Entrepreneur Law Clinic
Clifford, Joanne 
Fox, Jennifer
Siler, Carla
Wood, Jaimi
Cr: 5

The Intellectual Property and Entrepreneurship Clinic is a 5-credit, letter-graded course providing training in basic lawyering skills, including interviewing and counseling, as well as substantive law. The classroom component of the course uses an interactive approach including lectures and mock lawyering exercises. Through this course student will work directly with clients on intellectual property issues, such as patentability searches and provisional patent applications, trademark searches and registration, as well as intellectual property license issues and agreements.

LAW75726-01 (CEL/EL) Law School, the Exoneration Justice Project CIinic
Jimmy Gurulé
Jennifer Fox
Kristen Niederer
Anne Peterson
Cr: 3

The Exoneration Justice Project (EJP) clinic is committed to correcting the miscarriage of justice and investigating, litigating, and overturning wrongful convictions. The clinic provides law students real-world lawyering experience representing clients that were wrongfully convicted. By working in the EJP clinic students will gain invaluable insight into the criminal justice system.The EJP clinic affords students an opportunity to work on building relationships with clients, interviewing witnesses, investigating case facts, developing case theories, conducting legal research, drafting motions for discovery and DNA testing, drafting witness affidavits and state petitions for post-conviction relief and federal habeas petitions, and participating in evidentiary hearings and other court proceedings. Students appearing in court will do so under the supervision of a state-licensed attorney.Students will also participate in skills training sessions, such as how to interview your client, how to interview a non-cooperative witness, and how to prepare a witness to testify at trial. Students will attend lectures from various NGOs and social service agencies that assist inmates in reintegrating into society after release from prison.The EJP clinic is a year-long program. Evidence, Professional Responsibility, and Intensive Trial Advocacy are pre-requisites or co-requisites for the EJP clinic. These courses must be taken either before enrollment or while enrolled in the clinic. Post-conviction remedies and Criminal Investigation and Adjudication are strongly encouraged.

LAW75728-01 (CEL) 
Intellectual Property Law Clinic II
Clifford, Joanne 
Fox, Jennifer
Siler, Carla
Wood, Jaimi
Cr: V

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.

LAW75733-01 (CEL/EL) 
Public Defender Externship
Bradley, Gerard 
Fox, Jennifer
Cr: 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.

LAW75734-01 (CEL/EL) 
Immigration Externship
Koop, Lisa 
Ferrettie, Beth
Fox, Jennifer
Cr: 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.

LAW75736-01 (CEL/EL) 
Lawyering Externship Fieldwork
Jones, Robert 
Ferrettie, Beth
Fox, Jennifer
Cr: V

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.

LAW75737-01 (CEL/EL)
Seventh Circuit Practice Externship Fieldwork
Palmer, Robert 
Jones, Robert
Fox, Jennifer
Niederer, Kirsten
Cr: V

Students will work on Seventh Circuit cases in this fieldwork course.

LAW75908-01 (CEL/EL) 
Intercollegiate Athletics Externship
Edmonds, Edmund 
Fox, Jennifer
Sumption, Debbie
Cr: 1

The Intercollegiate Externship will provide an opportunity for law students to gain practical experience and academic credit in intercollegiate athletics administration through a classroom component taught by Law School faculty and senior-level administrator-attorneys from Athletics and via non-classroom externship work. Potential duties include reviewing contracts; assisting in the creation and revision of departmental policy; researching legal issues related to athletics; researching compliance issues; drafting, reviewing and revising compliance education materials; and auditing eligibility and other compliance-related forms.

 

MENDOZA COLLEGE OF BUSINESS

ACCOUNTANCY

ACCT40660-01 & 02, ACCT40670-01 & 02 (CEL/EL) 
Tax Assistance Program
Creighton, Colleen
Cr: 2

Preparation of federal and state income tax returns for low-income individuals.

ACCT40670-01 & 02, ACCT40660-01 & 02 (CEL/EL) 
Tax Assistance Program
Creighton, Colleen
Cr: 2

Preparation of federal and state income tax returns for low-income individuals.

ACCT40790-01 (CEL/EL) 
Accounting and Reporting of Not-for-Profit Organizations
Kroll, Linda
Cr: 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. Course cannot be taken Pass/Fail.

ACCT70691-01 (CEL/EL) 
Income Taxation for International Individuals
TBA
Cr: 2

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

BASC20200-01, 02, 05, 06, 07, MGTO20100-01, 02, 05, 06 (CEL) 
Principles of Management
Stevens, Christopher
Montalbano, Michael
Hall, Brittany
Cr: 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, ANALYTICS and OPERATIONS

​ITAO70930-01 (CEL) 
Lean Six Sigma
Mullaney, Carol
Cr: 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 and ORGANIZATION

MGTO20100-01, 02, 05, 06, 07, 08, 09, BASC20200-01 (CEL) 
Principles of Management
Stevens, Christopher
Montalbano, Michael
Hall, Brittany
TBA (08 & 09)
Cr: 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.

MGTO30310-01 & 02 (CEL) 
Innovation and Design Thinking
Angst, Wendy
Cr: 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.

MGTO30515-01, SEI30552-01, IDS30586-01, CST30553-1, PS30552-01, IIPS30924-01 (CEL/EL) 
Social Entrepreneurship
Paulsen, Melissa
Cr: 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.

MARKETING

MARK70600-01 (EL) 
Social Media
Hughes, Christian
Cr: 2
Participation in the social media "egosystem" requires digital literacy, an authentic voice and a high level of trust. MBA students that complete this course will acquire a deeper understanding of what makes social media technology so persuasive and develop the human skills necessary to foster co-creative relationships with connected consumers. A thorough examination of marketing communication research and case studies from industry professionals will provide MBA students with a solid conceptual foundation for building successful brands and positive consumer experiences with the aid of social media.

MICROECONOMIC ANALYSIS

MBAE70634-01 (EL) 
Strategic Planning for Growth
Michel, John
Cr: 2

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.

 

CENTERS AND INSTITUTES

CENTER FOR SOCIAL CONCERNS

CSC23005-01, ESTS23005-01 (CER/EL)
Complex Problem Solving
Wood, Danielle 
Brockman, Jay
Cr: 3

The central aim of the course is to explore the tensions between technical problem-solving and the public interest as we move into an increasingly technological future - e.g. Smart Cities. While this is in some ways the perennial broader question of how science integrates into society, we are focusing on issues particular to community planning and development as more and more tasks, from transportation to water management, are informed, if not controlled by nonhuman processes/algorithmic rules. For example, if we have 'smart sewers' and can control where the water goes during a flood, do we minimize property-value damage or the number of residences impacted? If climate change modeling indicates a new 30-year flood plain, do individuals have the right to not be moved out of harm's way? What are the moral and public interest questions embedded in this decision point? In doing so, we revisit this tension from the mid-20th century to set the stage and examine the interface of these issues in complex settings, including challenges with: defining the public interest, power and civic agency, measurement and data quality, objectives, variables, and constraints in optimization problems, and contextually/culturally situating 'optimal' solutions. Students examine community-based challenges through readings, case analysis, videos, site visits, and dialogue with faculty, community partners, and other students. Dialogue between the disciplines will be structured throughout the course to encourage deeper understanding of both analytical frameworks and assumptions brought to community-based challenges. The course will use local neighborhood community development efforts to illustrate challenges and critical factors in improvement efforts in the first two-thirds of the course, and it will culminate with a case analysis assignment for a very different neighborhood context (Puerto Rico) struggling with similar challenges.

CSC23855-01, PSY23855-01 (CEL/CER) 
Social Concerns Seminar: Take Ten
Kyes, Ellen
Cr: 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, 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.

CSC23900-01 (CEL)
Social Concerns Seminar: Money Matters & CST
Sedmak, Clemens
Cr: 1

Money Matters: Catholic Social Teaching and Financial Decision Making is a 1-credit seminar offered through the Center for Social Concerns. The course will be open to all undergraduates and will be assessed using letter grades. It has two motivating themes: "Don’t tell me what you value, show me your budget, and I’ll tell you what you value;" and "There is no such thing as low-cost Christianity."

CSC33001-01 (CEL/CER) 
Social Change Fellows
Marley Bonnichsen, Melissa
Cr: 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 are required to participate in two separate multi-day immersions 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. 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. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars.

CSC33301-01 (CEL/EL) 
Social Concerns Seminar: Sports & Social Concerns
Gustine, Adam
Cr: 1
This seminar will explore the intersections of sports and social concerns, utilizing a Catholic Social Tradition lens as a framework for exploring the nature of social change in and through the world of sports.. This seminar will explore questions such as: How do sports contribute to our society's common good? How do they threaten our common good? Where does human dignity reside or get compromised in the various arenas of sports? What case studies in sports present interesting and important opportunities for social analysis and reflection? Students will work with community organizations throughout the semester on a group project focused on questions of justice related to issues like accessibility, economics, participation/inclusion, etc.

CSC33302-01 (CEL) 

Social Concerns Seminar: Spirituality of Justice
Pfeil, Margaret
Cr: 1

The Center for Social Concerns and Campus Ministry have partnered together to offer a seminar that explores how justice is understood as an essential part of a Christian spiritual practice. Specifically engaging the issue of migration, and the experience of migrant communities that often exist on the social margins, students will consider how Catholic Social Tradition and theology lead one to engage the work of justice. They will critically reflect on their faith and will be challenged to consider its implications for a way of life that appropriately calibrates contemplation and action toward justice and the Common Good.

CSC33936-01, THEO33936-01, CST33936-01, HESB33100-01 (CEL/EL) 
Summer Service Learning: Kinship on the Margins
Wilson, Benjamin
Cr: 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.

CSC33938-01, CST33938-01, THEO33938-01 (CEL/EL) 
Summer Service Learning: Social Issues International
Tomas Morgan, Rachel
Cr: 3

This course with an 8-10 week summer international immersion is synonymous with the Center for Social Concerns' International Summer Service Learning Program (ISSLP). This course seeks to challenge students who have domestic service-learning experiences to encounter international realities, and to provide them the opportunity to work with community members and grassroots groups working to address the needs of their communities. The learning goals of the course are to gain an understanding of the multi-dimensionality of global poverty, gain tools for social analysis to identify root causes of poverty, and examine the ways the social institution relates to the political, social, economic and demographic conditions of the larger society (host country) in order to address poverty. Students will gain knowledge and understanding of global social issues in light of Catholic Social Teaching specifically through the themes of Solidarity and Preferential Option for the Poor. Students will develop a global citizenship orientation and outlook while strengthening cross-cultural competencies. Academic requirements include a journal, reading and writing assignments during the summer months, a mandatory day retreat on Monday, August 24, 2020, six re-entry classes meeting on Thursdays 6:30 - 7:45 pm on August 27, September 3, 10, 17, 24, October 1 and a final paper/project. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/academic/

CSC33963-01, THEO33936-01 (EL) 
Social Concerns Seminar: South Bend Urban Plunge
Gustine, Adam
Cr: 1

South Bend Urban Plunge explores the intersection of the Catholic Social Tradition and the American city; specifically South Bend. Students will explore the nature of cities and what makes for human and community flourishing in an urban context, 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. Specific attention is paid to ways in which people work together to seek the flourishing of their neighbors and neighborhoods irrespective of circumstance and in the midst of the struggles many face.

CSC33968-01, THEO3968-01, PSY23852-01, ESS33362-01 (CEL/EL)  
Social Concerns Seminar: L'Arche Communities
Kiley, Robert
Cr: 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.

CSC33970-01, THEO33970-01, CST33970-01, CSC63970-01 (CEL/EL) 
Global Issues
Tomas Morgan, Rachel
Cr: 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.

CSC33973-01 (CEL) 
Social Concerns Seminar: Realities of Race
Hebbeler, Michael
Cr: 1

This seminar will take a close look at the realities of race in the United States in the 21st century through the lens of mass incarceration. How can Catholic Social Teaching inform our conversation and response to the realities? The classes will seek honest dialogue about the complexities of race with regard to history, current events, racism, and privilege. The class will also explore various expressions of incarceration and ways in which different communities experience the injustice of incarceration throughout U.S. history.

CSC33975-01, THEO33975-01 (CEL/CER) 
Poverty & Development in Chile
Holguin, Jimena
Cr: 1

CSC 33975/ THEO 33975 (1.0 credit) serves as the required orientation course for all students who will participate in the Approaches to Poverty and Development course offered through the Universidad Alberto Hurtado (UAH) in Santiago, Chile as part of the study abroad program in Santiago. The course will provide students with information regarding many of the themes and topics that will be explored further in the UAH course. This one-credit preparatory course will provide the necessary information to facilitate a richer and more meaningful experience while in Chile. Students must be accepted into the Santiago semester abroad program through Notre Dame International to be able to register for this course. The application to Approaches Poverty and Development in Chile course is included in the Notre Dame International application for the Study Abroad Program in Chile.

CSC33989-01 (CEL/EL) 
Social Concerns Seminar: Engaged CST Leadership
Gustine, Adam 
Marley Bonnichsen, Melissa
Cr: 1

The Engaged CST Leadership Seminar is a course designed to take CST values and ethics and apply them to concrete practices and postures of leadership in various post-graduate fields of work. Reserved for upperclassmen, this Engaged Leadership Seminar is focused on sustainability. (Moving forward we envision iterations of this seminar focused on other career fields; business, healthcare, etc.)This course is focused on collaborative group projects and learning experiences that will help students sharpen their capacity to lead in their field from a deep well of CST animated values. It will help students move from learning about how CST intersects and informs their field to the work of learning how to then lead out in that field in a manner that uplifts a commitment to justice as informed by CST.

CSC33991-01 (CEL/EL) 
Social Concerns Seminar: Living with Mental Illness
Anderson, Lisa
Cr: 1

In the spirit of Notre Dame du Lac, the overall goal of this seminar is to educate both the heart and mind about what it means to live with chronic mental illness. Students will be introduced to and hear perspectives from health care providers, families, and those living with serious mental illness. There will be a strong focus on the Clubhouse model of recovery. Clubhouse International is an organization that promotes the recovery of adults living with mental illness by providing them with a welcoming community, meaningful work, and supported employment. The essence of this seminar is to develop each student?s understanding of the complexities of what it means to live with a serious mental illness, expose them to existing models that support these individuals and form a foundation moving forward that begs the question: Where do we go from here? By the end of the course, students will be equipped to begin to answer this question in their own communities and with their own talents.

CSC35000-01, PS35000-01 (CEL/EL) 
Social Concerns Internship
TBA
Cr: V

The Social Concerns Internship enables students to actively engage with a social concern related to the complex layers of poverty. The primary goals for the internship are to enhance students' education framework, expand community-engaged service, and widen their understanding of local and global poverty. By pairing students with community partner organizations, students will work with people who are directly impacted by conditions of poverty. Through mentorships and guided fieldwork, students will focus on getting to know community members as individuals, learning personal narratives, expanding perspectives, and developing professional skills for working with organizations that address social concerns. Students can understand the lives of the people they would like to engage with and be more in tune with the intersectional aspects that hinder their daily lives. Internships cover a wide range of social concerns, including education, healthcare, legal services, housing, hunger, labor, and community-building efforts. The internships aim to achieve a mutually beneficial relationship where they can debunk assumptions about people, communities, and systems, as well as contribute to the efforts of the many organizations attempting to address this pressing problem. The Social Concerns Internship is open to rising sophomores, juniors, and seniors who have completed a relevant foundational course such as CST 33001 or PS 23000. Students may propose other relevant foundational courses as the prerequisite as well. Please email Lulu Moyo at lmoyo@nd.edu by December 1st, 2020 if interested. An application will be sent to you along with further information.

CSC36991-01 & 02 (CEL/CER/EL) 
Directed Readings
Mick, Connie
Brandenberger, Jay
Cr: V

Research and writing on an approved subject under the direction of a faculty member.

CSC36992-01 (EL) 
Directed Readings-Summer Service Learning Program
Sedmak, Clemens
Cr: V

Research and writing on an approved subject under the direction of a faculty member

CSC40100-01, DESN40100-01 (CEL/EL)
VCD 8: Social Design: Initiatives, Challenges and Innovations
Verma, Neeta
Cr: 3

MATERIALS FEE. 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 combines 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, build design approaches that address these multifarious problems. 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.

CSC40409-01, IIPS40409-01, SUS40409-01, KSGA30306-01, AFST40075-01, CSC60409, SEI40409-01 (CEL/EL) 
Peace, Ecology, Integral Human Development
Katongole, Emmanuel 
Shairani, Khan
Cr: 3

A major source of conflict - increasingly so - is environmental issues; both climate change-related conflicts about (more and more scarce) resources as well as secondary conflicts (conflicts that arise because of the resource conflict, i.e. climate migrants) pose a major challenge to the planet. Pope Francis' encyclical Laudato Si has offered ways to think about an "integral ecology" that takes the environment, life on the planet, the human condition and culture seriously. The cry of the earth and the cry of the poor cannot be separated. Laudato Si has to be read against the background of the concept of "Integral Human Development." This concept, inspired by the works of Joseph Lebret, OP, has been introduced by Pope Paul VI in his encyclical Populorum Progressio (1967). It refers to "the development of the whole person and the development of all persons." The course explores the connection (intersectionality) between peace, (integral) ecology, and (integral human) development. It will do so with in-class room teaching sessions and a required one-week immersion over spring break in Uganda. The course will work with one particular case study, the "Bethany Land Institute" project in Uganda. To apply for this course, please send an expression of interest by email to both Prof. Katongole (ekatongo@nd.edu) and Prof. Sedmak (csedmak1@nd.edu) by November 11. Your email should include a 500-word statement about your motivation and expectations for participation, along with information about your majors and minors and how this course will contribute to your learning in those programs. The professors will select students for interviews based on their statements, and these interviews will determine the final group of students invited to register for the course.

CSC45000-01, NSBH45000-01 (CER) 
Brain Health - Community Engaged Research
Michael, Nancy
Cr: 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.

CSC45001-01, NSBH45001-01 (CEL/CER) 
NEARs Science Workshop
Michael, Nancy
Cr: 1

This one-credit course is taught in collaboration with Velshonna Luckey of United Way of St. Joseph County and Kimberly Green Reeves of Beacon Health System Community Impact. The workshop offers an opportunity for continuation engagement of CBL/CBR strategy and program development for students already engaged in NEAR science (neuroscience, epigenetics, adverse childhood experiences, resilience) or CSC efforts. Students will grow strategies for iterative development and evaluation of NEAR science efforts. Broader goals of this workshop are engaging with the development of community coalition strategies, engagement initiatives and planning surrounding NEAR science engagement, trauma-informed care and Self-Healing Communities.

CSC60409-01, IPS40409-01, SUS40409-01, KSGA30306-01, AFST40075-01, SEI40409-01 (CEL/EL) 
Peace, Ecology, Integral Human Development
Katongole, Emmanuel 
Shairani, Khan
Cr: 3

A major source of conflict - increasingly so - is environmental issues; both climate change-related conflicts about (more and more scarce) resources as well as secondary conflicts (conflicts that arise because of the resource conflict, i.e. climate migrants) pose a major challenge to the planet. Pope Francis' encyclical Laudato Si has offered ways to think about an "integral ecology" that takes the environment, life on the planet, the human condition and culture seriously. The cry of the earth and the cry of the poor cannot be separated. Laudato Si has to be read against the background of the concept of "Integral Human Development." This concept, inspired by the works of Joseph Lebret, OP, has been introduced by Pope Paul VI in his encyclical Populorum Progressio (1967). It refers to "the development of the whole person and the development of all persons." The course explores the connection (intersectionality) between peace, (integral) ecology, and (integral human) development. It will do so with in-class room teaching sessions and a required one-week immersion over spring break in Uganda. The course will work with one particular case study, the "Bethany Land Institute" project in Uganda. To apply for this course, please send an expression of interest by email to both Prof. Katongole (ekatongo@nd.edu) and Prof. Sedmak (csedmak1@nd.edu) by November 11. Your email should include a 500-word statement about your motivation and expectations for participation, along with information about your majors and minors and how this course will contribute to your learning in those programs. The professors will select students for interviews based on their statements, and these interviews will determine the final group of students invited to register for the course.

CSC63001-01, CSLC63001-01 (CEL/EL) 
Transformation Through Teaching
Blad-Miller, Alessia
Cr: 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.

CSC63953-01 (EL) 
Civic Engagement & Social Responsibility
Marley Bonnichsen, Melissa
Cr: V

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.

CSC63970-01, THEO33970-01, CSC33970-01, CST33970-01 (EL) 
Global Issues - Graduate
Tomas Morgan, Rachel
Cr: 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.

CSC66693-01 (EL) 
Directed Readings - CGI
Sedmak, Clemens
CR: V

Research and writing under the direction of the director for the Common Good Initiative.

CENTER FOR THE STUDY OF LANGUAGES AND CULTURE

CSLC63001-01, CSLC63001-01 (CEL/EL) 
Transformation Through Teaching
Blad-Miller, Alessia
Cr: 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 Nuner Fine Arts Academy and Clay International Academy. This course builds upon the fall course, Globalizing South Bend Schools.

ECK INSTITUTE FOR GLOBAL HEALTH

GH60595-02, IDS30513-01, POLS30595-01 (CEL) 
International Development in Practice
Reifenberg, Stephen
Cr: 3

This course on international development has three major purposes: I) to examine diverse approaches to thinking about international development and processes that bring about individual and societal change, II) to explore the role and constraints of development projects in areas such as poverty reduction, social development, health, education, the environment, and emergency relief, and III) to develop practical skills related to project planning and management, negotiations, communications, and the evaluation of international development projects. This class aspires to develop relevant knowledge and practical skill for students interested in engaging in bringing about positive change in a complex world. The class is particularly relevant for students planning international summer service internships, studying abroad, or for those considering careers in areas related to social and economic development. The course will make use of specific case studies from Haiti, Peru, Uganda, Mexico, Bangladesh, Pakistan, and Chile, among others, drawing lessons from instructive stories of failure and inspirational stories of change.

GH68551-01 (CEL/CER) 
Capstone Research
Coalson, Jenna
Cr: 3

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.

INSTITUTE FOR LATINO STUDIES

ILS20912-01, ROSP20810-01 (CEL) 
Community-Based Spanish: Language, Culture and Community
Botero, Tatiana
Cr: 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.

ILS30202-01, ECON30433-01, HESB30343-01, IIPS30314-01(CEL/EL)  
Economics of Immigration
Dziadula, Eva
Cr: 3

This course examines why some individuals decide to become immigrants through a cost benefit analysis, viewing migration as an investment in human capital. It addresses the selection among immigrants and how they integrate and assimilate in the destination country. Primary focus is given to the labor market, wages in particular, both of immigrants and of natives in the host country. A distinction is made between economic migrants and refugees and discrimination in its varied forms is also studied. The fiscal impact of immigration is discussed along with immigration policy in a global context.

ILS30911-01, ROSP30017-01 (CEL/EL)
Introduction to Translation
Mangione-Lora, Elena
Cr: 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.

ILS40907-01, ROSP40875-01 (CEL/EL) 
Migrant Voices
Moreno, Marisel
Cr: 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 CEL 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.

KELLOGG INSTITUTE FOR INTERNATIONAL STUDIES

IDS30513-01,  GH60595-02, POLS30595-01 (CEL/EL) 
International Development in Practice
Reifenberg, Stephen
Cr: 3

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

IDS30587-01, MGA60729-01, SEI40834-01, CST40834-01, PS40834-01, IIPS40419-01 (CEL/CER/EL) 
The Marketing of Social Initiatives, Causes and Ventures
Michael Morris
Cr: 3

This class explores the use of marketing principles and concepts to support initiatives, causes and ventures that are social in nature. Attention is devoted to the marketing and communication challenges involved when attempting to do good, and how these issues can be overcome without spending large amounts of money. Sample topics include identifying and understanding target markets for social initiatives, constructing a value proposition, developing positioning approaches, designing communication programs, use of guerrilla techniques, the roles of price and place, and how to set goals and measure performance.

KROC INSTITUTE FOR INTERNATIONAL PEACE STUDIES

IIPS20729-01,  CST20643-01, THEO20643-01 thru 05 (CEL) 
The Askesis of Nonviolence
Pfeil, Margaret
Cr: 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.

IIPS30314-01,ECON30433-01, HESB30343-01, ILS30202-01 (CEL/EL) 
Economics of Immigration
Dziadula, Eva
Cr: 3

This course examines why some individuals decide to become immigrants through a cost benefit analysis, viewing migration as an investment in human capital. It addresses the selection among immigrants and how they integrate and assimilate in the destination country. Primary focus is given to the labor market, and wages in particular, of both immigrants and natives in the host country. A distinction is made between economic migrants and refugees, and discrimination in its varied forms is also studied. Finally, the fiscal impact of immigration is discussed along with immigration policy in a global context. This course involves a mandatory class trip to Mexico during the mid-term break, with travel and meal expenses fully funded. Students must have a valid passport in order to participate.

IIPS30924-01, SEI30552-01, IDS30586-01, MGTO30515-01, CST30553-01, PS305582-01 (CEL/EL) 
Social Entrepreneurship and Innovation
Paulsen, Melissa
Cr: 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.

IIPS40409-01, SUS40409-01, KSGA30306-01, CSC40409-01, AFST40075-01, CSC60409-01, SEI40409-01 (CEL/EL) 
Peace, Ecology, Integral Human Development
Katongole, Emmanuel 
Shairani, Khan
Cr: 3

A major source of conflict, increasingly so, is environmental issues; both climate change-related conflicts about (more and more scarce) resources as well as secondary conflicts (conflicts that arise because of the resource conflict, i.e. climate migrants) pose a major challenge to the planet. Pope Francis encyclical Laudato Si has offered ways to think about an integral ecology that takes the environment, life on the planet, the human condition and culture seriously. The cry of the earth and the cry of the poor cannot be separated. Laudato Si has to be read against the background of the concept of Integral Human Development. This concept, inspired by the works of Joseph Lebret, OP, has been introduced by Pope Paul VI in his encyclical Populorum Progressio (1967). It refers to the development of the whole person and the development of all persons. The course explores the connection (intersectionality) between peace, (integral) ecology, and (integral human) development. It will do so with in-class room teaching sessions and working with select case studies on integral ecology.

IIPS40419-01, MGA60729-01, SEI40834-01, CST40834-01, PS40834-01, IDS30587-01 (CEL/CER/EL) 
The Marketing of Social Initiatives, Causes and Ventures
Michael Morris
Cr: 3

This class explores the use of marketing principles and concepts to support initiatives, causes and ventures that are social in nature. Attention is devoted to the marketing and communication challenges involved when attempting to do good, and how these issues can be overcome without spending large amounts of money. Sample topics include identifying and understanding target markets for social initiatives, constructing a value proposition, developing positioning approaches, designing communication programs, use of guerrilla techniques, the roles of price and place, and how to set goals and measure performance.

IIPS60800-01, ANTH60800-1, MGA60702-01 (CER) 
Ethnographic Methods for Peace Research
Bolten, Catherine
Cr: 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.

 

PULTE INSTITUTE FOR GLOBAL DEVELOPMENT

SEI30552-01, IDS30586-01, MGTO30515-01, CST30553-01, PS30552-01, IIPS30924-01 (CEL) 
Social Entrepreneurship and Innovation
Paulsen, Melissa
Cr: 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.

SEI40834-01, MGA60729-01, CST40834-01, PS40834-01, IDS30587-01, IIPS40419-01 (CEL/CER/EL) 
The Marketing of Social Initiatives, Causes, and Ventures
Michael Morris
Cr: 3

This class explores the use of marketing principles and concepts to support initiatives, causes and ventures that are social in nature. Attention is devoted to the marketing and communication challenges involved when attempting to do good, and how these issues can be overcome without spending large amounts of money. Sample topics include identifying and understanding target markets for social initiatives, constructing a value proposition, developing positioning approaches, designing communication programs, use of guerrilla techniques, the roles of price and place, and how to set goals and measure performance.

 

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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