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AAS/ENGL: Asian America through Arts & Culture Class Schedule 002 DIS , 02:30 P.M. - 03:45 P.M. , Tu,Th (09/02/2008 - 12/10/2008) , Grading basis/credits: 3 credit(s), max credits 9, 3 repeats allowed Description: This course will introduce students to interdisciplinary questions of Asian American experience, identity, and community through looking at artistic practice. This semester's focus will be Asian American theater, drama, and performance. We will explore the works of contemporary Asian American dramatists such as Frank Chin, David Henry Hwang, Philip Kan Gotanda, Ping Chong, Naomi Iizuka, Diana Son, and Julia Cho, and think about how works written for the theater are inspired and produced. Our approaches will include an investigation of the complex relationships between the Asian American playwright and more Eurocentric dramatic forms (such as naturalism, symbolism, the ?family play?) in contemporary American theater. We will also consider how Asian American playwrights restate traditional?Asian theater and dance forms and discuss how performance art and multi-media experimentation might also fit into an idea of Asian American theater. Our background will include a historical survey of Images of the Oriental in popular and high culture. We will discuss in particular how the twentieth century American stage constructs representations of the Oriental in popular plays and musicals such as The Flower Drum Song, The King and I, and South Pacific. We will also look at influential works such as Puccini's Madame Butterfly and Gilbert and Sullivan's The Mikado, as well as stereotypes created in television and cinema. We will also look at the history of theaters which have sustained Asian Americans as actors, playwrights, and designers. There will be the opportunity include a service-learning component in which students work with local Asian American arts groups and organizations. Students will be encouraged to participate in Asian American arts and culture through attendance at and performance in local arts events. Class Time: 25% Lecture, 10% Film/Video, 25% Small Group Activities, 25% Student Presentation, 15% Guest Speakers. Work Load: 50-100 pages reading per week, 20 pages writing per term, 3-4 papers. Grade: 50% reports/papers, 10% special projects, 10% attendance, 10% journal, 10% in-class presentation, 10% class participation. Instructor: Lee,Josephine D (Morse Alumni Award) Open Faculty Award Information ALL/AAS 3270: Service-Learning in the Asian Community Class Schedule 001 DST , 03:35 P.M. - 04:25 P.M. , W FolH 38 , TCEASTBANK Instructor: Lee,Juavah Grading basis/credits: 2 credit(s), max credits 8, 4 repeats allowed Prereq: instr consent Description: This Service Learning course is designed to provide academic, social and cultural support to the new Hmong refugee students from Wat Tham Krabok. This course will give the new Hmong refugee students the opportunity to learn English and exchange cultural experience with University of Minnesota students. The main focus of this course is to promote literacy by focusing on English readings. While assisting with the English learning, university students and elementary students may also work on cultural exchange and/or other subject matters. Students that are interest in working with other Asian American communities can also be arranged. Class Time: 30% Lecture, 70% Discussion. Work Load: 10 pages reading per week, 18 pages writing per term, 0 exams, 6 papers. Grade: 40% reports/papers, 30% class participation, 30% other evaluation. volunteer Exam Format: no exam BA 4000H: Honors Seminar Class Schedule 09:35 A.M. - 11:35 A.M., W (09/02/2008 - 12/10/2008) Instructor: Robert W Ruekert Grading basis/credits: A-F only, 4 credit(s) Prereq: CSOM honors, sr Description: Student may contact the instructor or department for information. CHIC 1275/3275 Service Learning in the Chicano/Latino Community Class Schedule 001 LEC , 04:30 P.M. - 06:30 P.M. , M, ScottH 4 , TCEASTBANK Instructor: Ganley,Kathleen Marie (Outstanding Service Award) Grading basis/credits: 3 credit(s) Equivalencies: Credit will not be granted if credit has been received for: CHIC 3275 Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Cultural Diversity Theme Description: This course is premised on the notion that there are many institutional and social constraints and limitations within schools that block equitable educational opportunities and outcomes for Latino students. It is also based on the idea that students who fail to learn in our schools and fail to graduate are our responsibility. In this course, you will be asked to think and act as you contribute to youth education. You will study the education of Chicanos/Latinos in the United States through the integration of academic materials, discussion, guest speakers and visits to the community while doing community service in an educational setting with Latino youth. Over the course of the semester, you will provide 42 hours of tutoring and mentoring (approx. 3 hours a week) in culturally grounded programs in one of the following sites: La Escuelita, Academia Cesar Chavez or Edison High School. You will analyze the education of Chicanos/Latinos while reflecting on issues such as equality, language usage, graduation statistics, college enrollment, various educational methodologies, special challenges faced by immigrants, and current legislation to create change. In this course students will be called upon to problematize and think critically about "service"A portion of class discussions will focus on the concept of service and what place it has in society. Class Time: 20% Lecture, 40% Discussion. presentations, Web-CT Work Load: 40 pages reading per week, 12 pages writing per term, 2 papers. Community tutoring and visits Grade: 20% reports/papers, 10% in-class presentation, 10% class participation, 10% problem solving, 50% other evaluation. tutoring at community site CHIC 4275 Theory in Action: Community Engagement in a Social Justice Framework Class Schedule -001 LEC , 04:30 P.M. - 07:00 P.M. , W , SmithH 231 , TCEASTBANK Instructor: Sass Zaragoza,Lisa Grading basis/credits: 3 credit(s) Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme Description: In this course, we examine theoretical frameworks for understanding social justice and social agency. We study identity theory, power, race, class and privilege and how these play out in our own lives, particularly as we intereacts and work within various communtiy settings.. The majority of the class will focus on Latino worker's experiences organizing within the global economy, particularly here in Minnesota. Students will spend at least 25 hours working with a community based group, organization, union, worker center or policy initiative learning through experience different models for movement building, advocacy and change. EdPA 3402: Leadership Minor: Field Experience Class Schedule 002 DST, TCEASTBANK , Independent study section. Contact instructor for permission number Grading basis/credits: A-F only, 2 credit(s) Equivalencies: Credit will not be granted if credit has been received for: PA 3971 Prereq: [3302W or PA 3961W] with grade of at least C Description: The field experience is an internship-based course that encourages civic engagement and provides practical leadership situations for students to apply the theories and concepts learned in the previous two leadership courses. Students will identify three goals, competencies or skills they wish to further develop during the semester. Students will serve as Public Achievement coaches at St. Bernard's School in St. Paul where the middle and high school students are getting involved in constructing projects around issues in their school/community. In the process, they are learning about leadership, public work, and public life. Coaches help with the projects and facilitate group learning. The experience is intended to provide undergraduate students with an exciting opportunity to integrate theoretical reflection on leadership, social change, and civic engagement. The coach's role will be to help younger citizens think and speak more clearly about the political world (in a language populated with concepts concerning public work, power, freedom, interests, and problem-solving) and help students cultivate the leadership skills of deliberation, negotiation, teamwork, and public speaking. Through this work, students in the field experience will learn about their own leadership styles, skills, and goals. Co-Instructor: Werner,Linnette R Co-Instructor: Ve Lure,Christine Elizabeth ENGL 3505: Community Learning Internships I Class Schedule 02:30 P.M. - 03:45 P.M., Tu,Th (09/02/2008 - 12/10/2008), Instructor: Eric Stephen Daigre Grading basis/credits: A-F only, 3 credit(s) Description: Since this is the first of a two-semester course, students registering for EngL 3505 will continue on to EngL 3506 (Community Learning Internships II). In class, students will explore literacy, educational theory, concepts of civic engagement, as well as the connections between literature and literacy, theory and practice, community work and academic study. Outside of class, students work 3-4 hours per week at participating nonprofit and educational organizations ranging from K-12 schools to adult education centers. Class presentations. Readings. Weekly reflective and analytical writing assignments will add up to a substantial portfolio. Students receive initial training from Career and Community Learning Center and Minnesota Literacy Council, and orientations at community sites. ENGL 3741: Literacy and American Cultural Diversity Class Schedule -001 IEX, 11:15 A.M. - 12:30 P.M., Tu,Th (09/02/2008 - 12/10/2008) LindH 217, TCEASTBANK, Daigre, Eric Stephen, 4 credits -002 IEX, 03:35 P.M. - 06:05 P.M., W (09/02/2008 - 12/10/2008) LindH 216, TCEASTBANK, 4 credits -003 IEX, 08:15 A.M. - 09:30 A.M., Tu,Th (09/02/2008 - 12/10/2008) LindH 216, TCEASTBANK, 4 credits Grading basis/credits: 4 credit(s) Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Cultural Diversity Theme Description: Students will serve as literacy workers for 2 hours a week outside of class at participating organizations in the nonprofit and educational sectors. This class combines academic study with experiential learning in order to collectively build a more engaged, complex understanding of the functions of literature, literacy, educational institutions, counter-institutional literacy programs, and the different cultures and communities in Minnesota and the Americas in general. We'll explore questions of "praxis," considering and applying our readings to the concrete circumstances of our community work, at all points trying to "make the connection" between our classroom and community work. In asking what literacy really means and what it means to be "democratic educators" in both spheres, we will challenge the distinction between classroom and community as an artifact of the modern research university. Reading: literary texts, sociological and educational theory, literacy studies. 2 papers, 2 presentations. ENGL 3960W: Senior Seminar: Hip Hop Class Schedule -004 SEM, 10:10 A.M. - 12:05 P.M., M,W (09/02/2008 - 12/10/2008), Instructor: Geoffrey Michael Sirc, (Morse Alumni Award) Grading basis/credits: A-F only, 4 credit(s) Prereq: English major, [jr or sr], major adviser approval, dept consent Liberal Educ. Reqs: Meets CLE req of Writing Intensive Description: Student may contact the instructor or department for information. ESPM 3271: Environmental Policy, Law, and Human Behavior Class Schedule 03:35 P.M. - 04:25 P.M. , W Instructor: Kristen Nelson Grading basis/credits: A-F only, 3 credit(s) Description: For effective environmental change, we need to understand how human behavior, policy, and governance interact. Can policy become an effective tool for modifying human behavior to achieve environmental change? How do we reduce our environmental footprint with new laws while maintaining human wellbeing? How do human beings respond to laws and policy initiatives resulting in positive changes or unexpected consequences? You will learn the key concepts of government, law, as well as the philosophy and pragmatic operation of democracy. At the same time, you will investigate how law sets the course for influencing human attitudes, values, behaviors and social organization for environmental change. Lectures provide the theoretical concepts and international examples of laws and human behavior based on specific environmental issues. The focus is on international cases, with a few U.S. comparative cases, from the local to global scales. Guest speakers and class discussion provide an opportunity to apply the concepts to interpret concrete examples. To understand the material in action, each student will be involved with a service-learning project, with groups working on global warming, environmental laws, and human behavior. Class Time: 20% Lecture, 20% Discussion. In class exercises, service learning Work Load: 40 pages reading per week, 20 pages writing per term, 3 exams, 3 papers. The student will undertake a service learning project on an environmental issue. The project will focus on the intersect of human behavior, policy and the environment.. Grade: 10% final exam, 10% reports/papers, 80% quizzes. Exam Format: short answer and essay Co-Instructor: Enzler,Sherry Anne GEOG 3371W: Cities, Citizens, and Communities Class Schedule -001 LEC , 02:30 P.M. - 03:45 P.M. , Tu,Th (09/02/2008 - 12/10/2008) , Instructor: Henderson,George Lawlor Grading basis/credits: 4 credit(s) Liberal Educ. Reqs: Meets CLE req of Cultural Diversity Theme; meets CLE req of Social Science Core; meets CLE req of Writing Intensive Description: This course is about how structures of class, race/ethnicity, gender, and sexuality combine to produce varieties of urban experience in the United States. The course will also deal with why the city--why urbanization as a distinctive process--shapes those social structures in particular ways. The course centers especially on the city as a crucial locus for capitalism and on capitalism as irrevocably a socially made and contested process. It is a hallmark of capitalism that it leads not only to the making of different kinds of urban environments and histories. It also relies upon and fosters social differences. Through discussion, lecture, case study readings (including two books and a variety of articles), and group projects we will try to come to a more layered understanding of what makes the American city tick. Class Time: 50% Lecture, 50% Discussion. Work Load: 60-70 pages reading per week, 15 pages writing per term, 2 exams, 1 papers. Grade: 30% mid exam, 30% final exam, 30% reports/papers, 10% class participation. Exam Format: Exams are a combination of short answer and long essay. GEOG 3605W: Geographical Perspectives on Planning Class Schedule 001 LEC , 11:15 A.M. - 12:30 P.M. , M,W (09/02/2008 - 12/10/2008) , Instructor: Miller,Roger P (Morse Alumni Award) Open Faculty Award Information Grading basis/credits: 4 credit(s) Equivalencies: Credit will not be granted if credit has been received for: GEOG 5605W Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of International Perspect Theme; meets CLE req of Writing Intensive Description: Planning is State intervention in the development process, and the ideologies used to justify, influence, and legitimate that intervention. Planning functions at practical, political, and ideological levels. Studying planning involves understanding what was planned, by whom, and for what purposes. This course will introduce students to the historical, political, and economic contexts within which international urban and regional planning evolved. The course will examine the nature of the social problems that called forth various planning solutions, and the new urban and regional geographies produced by those solutions. Readings and discussions will emphasize the ways in which planning strategies and the development of planning institutions differed in a variety of national settings. We will explore the reasons for the marked dissimilarity between European modes of urban and regional planning and their American counterparts, both historically and in contemporary practice. The course will also focus on the major actors in the development of plan-ning, and the groups with whom they were associated, and it will address issues of how planning encourages or discourages citizen participation in controlling the built urban environment and the kinds of activities that occur within it. LA 1201: Learning from the Landscape Class Schedule 001 LEC , 11:15 A.M. - 12:45 P.M. , M,W , RapsonH 54 , TCEASTBANK Instructor: Nunnally,Patrick Grading basis/credits: A-F only, 3 credit(s) Liberal Educ. Reqs: Meets CLE req of Cultural Diversity Theme Description: This course is designed to give students an understanding of why the landscape around us looks the way it does. What do our cities, parks, farms, and small towns say about who we are and what we think is important? How do people make homes for themselves, establish public spaces, and understand the meanings of places in the American landscape? What contributions have various racial, ethnic, and class-based groups made to the contemporary American landscape? Lectures are heavily illustrated, and there are two field exercises that invite students to explore the nearby landscape. Course meets the CLE Cultural Diversity requirement. Class Time: 80% Lecture, 20% Discussion. Work Load: 50-100 pages reading per week. Grade: 2 midterms, 2 exercises, final exam (all 20%), several small homework assignments are also required. Exam Format: Short answer PHIL 1007: Introduction to Political Philosophy Practicum Class Schedule -001 PRC (09/02/2008 - 12/10/2008) , TCWESTBANK Grading basis/credits: 1 credit(s) Prereq: Concurrent registration is required (or allowed) in 1004W Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme Description: Student may contact the instructor or department for information. Instructor: Holtman,Sarah William PHIL 3307: Social Justice and Community Service Class Schedule 001 LEC , 09:45 A.M. - 11:00 A.M. , Tu,Th (09/02/2008 - 12/10/2008) , TCWESTBANK Instructor: Wallace,John R Grading basis/credits: 4 credit(s) Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Cultural Diversity Theme Description: Student may contact the instructor or department for information. PSTL 1211: Multicultural Perspectives in Sociology Class Schedule 01:25 P.M. - 03:20 P.M. , W,F Instructor: Amy Michelle Ronnkvist Grading basis/credits: 4 credit(s) Prereq: credit will not be granted if credit received for: GC 1211 Liberal Educ. Reqs: Meets CLE req of Cultural Diversity Theme; meets CLE req of Social Science Core Description: This course is designed as an introduction to sociological thinking and methods of research. Areas of study include socialization, culture, stratification (on the basis of race, class, and gender), social institutions, social control and social change. During the semester we will explore these and other topics in an overview of major ideas associated with classical and social modern thought. Because ideas emerging from anthropology, feminist and critical race theory, and cultural studies are an important part of the mixture that creates the sociological perspective, readings and discussions will be interdisciplinary in nature. The purpose of this course is to provide you with the basic tools to better understand and question our ideas, and our social world. Through the readings, we will contest everyday understandings of social issues and consider the ways in which different aspects of social life systematically differentiate by privileging and disadvantaging our participation in society. Class Time: 60% Lecture, 20% Discussion, 20% Small Group Activities. small group work Work Load: 50 pages reading per week, 15 pages writing per term, 3 exams. weekly quizzes Grade: 50% mid exam, 25% final exam, 10% quizzes, 15% class participation. Exam Format: multiple choice and essay PSY 3902W: Major Project in Psychology, Sec. 4 & 6 Class Schedule *001 LEC, 10:10 A.M. - 11:00 A.M., Tu (09/02/2008 - 12/10/2008) -004 LAB, 01:00 P.M. - 02:30 P.M., Tu (09/02/2008 - 12/10/2008) -006 LAB, 09:45 A.M. - 11:00 A.M. , W (09/02/2008 - 12/10/2008) Instructor: Caprice Niccoli-Waller Grading basis/credits: A-F only, 3 credit(s) Prereq: [2801 or equiv], [3001W or 3005W], psy major, sr Liberal Educ. Reqs: Meets CLE req of Writing Intensive Description: Student may contact the instructor or department for information. Instructor: Niccoli-Waller,Caprice SLHS 3402W: Major Project in Speech and Hearing Science Class Schedule 09:45 A.M. - 11:00 A.M., Tu,Th (09/02/2008 - 12/10/2008), ShevH 110, TCEASTBANK, 3 credits Instructor: Mary R. T. Kennedy Grading basis/credits: S-N only, 3 credit(s) Prereq: Jr or sr CDis or SLHS major Liberal Educ. Reqs: Meets CLE req of Writing Intensive Description: This course is a workshop wherein you will write your Senior Paper, as required by the College of Liberal Arts at the University of Minnesota. The primary goals of this course are to guide you through the process of writing in SLHS, while experiencing the relevance and importance of the topic you have chosen. This is a writing intensive course and as such, you will complete your ?senior? project paper. Our philosophy is that all writers, no matter how experienced, benefit from the content covered in this course. We have broken down the task of writing into manageable steps that should prove helpful to your senior project and all future writing endeavors. What you write about will be reflective of your work for this course. There are two very different kinds of activities over the course of the semester: 1) Select a relevant topic for scientific inquiry, and review and critique the research literature in a paper. 2) Partner with a community organization in a service learning (SL) experience during the semester. Therefore, you will engage in two types of writing: technical, scientific writing and reflective writing. Class Time: 20% Lecture, 30% Discussion, 30% Small Group Activities, 20% Service Learning. Work Load: 4 pages reading per week, 30 pages writing per term, 0 exams, 3 papers, 7 homework assignments. The typical student will write two to three drafts of the senior paper, and write 6 journal entries about service learning experiences. There are numerous in-class writing activities. Grade: 60% reports/papers, 10% journal, 10% class participation. 20% based on meeting the service learning requirements SOC 3090: Topics: Asian American Identities, Families & Communities Class Schedule 001 LEC , 11:15 A.M. - 12:30 P.M. , Tu,Th (09/02/2008 - 12/10/2008) , Instructor: Swartz,Teresa Toguchi Grading basis/credits: 3 credit(s), max credits 6 Prereq: [1001, [soph or above]] or instr consent ; soc majors/minors must register A-F Description: Using sociological data and theory, this course will explore the experiences of Asian Americans. It starts by looking at the experiences of second generation Asian American young adults in order to consider questions about who is viewed as American and the ways in which Asian Americans complicate the racial landscape of the contemporary United States. In this unit we will discuss theories of immigration, identity formation and assimilation. To place these experiences within a broader historical, structural, and cultural context the second unit will overview the history of Asians and Asian Americans in the United States, and will examine the demographics of Asian Americans in the post-1965 period. Here we will explore the diversity of Asian American communities and families, highlighting ethnic, cultural, gender, generation and class variations. The course will then consider the experience of Asian Americans in institutions such as education, media and other popular cultural forms, the economy, and politics. In the final unit of the class, students will apply these theories and data to understanding two specific cases with particular relevance for Minnesota: Hmong immigrant experiences and transnational adoption. Class time will be a mix of lecture, discussion, multimedia, small group work and in-class exercises. The major course assignment will involve students choosing to engage in a semester long community service-learning project with an organization that works with Asian Americans or another research based project on an issue relevant to the course. This course can be applied to the Asian American Studies minor. Class Time: 40% Lecture, 10% Film/Video, 20% Discussion, 15% Small Group Activities, 10% Student Presentation, 5% Guest Speakers. Work Load: 50-80 pages reading per week, 2 papers, 2 presentations, 1 special projects, 10 homework assignments, 3 quizzes. Grade: 20% reports/papers, 25% special projects, 35% quizzes, 10% written homework, 10% class participation. SOC 4966W: Major-Project Seminar - Section 002 Class Schedule 02:30 P.M. - 03:45 P.M., Tu,Th (09/02/2008 - 12/10/2008), Instructor: Gerteis,Joseph Howard Grading basis/credits: A-F only, 4 credit(s) Prereq: 3701, 3801, 3811, 12 cr upper div sociology, dept consent Liberal Educ. Reqs: Meets CLE req of Writing Intensive Description: The College of Liberal Arts requires a paper in the major field during the senior year. This course provides the resources, assistance and encouragement necessary for majors in the Sociology Department to fulfill this requirement. The course is organized as a seminar and workshop. There are no lectures, but the instructor will present overviews of the stages of research and writing necessary to complete the senior project paper. Students will read only what is required to complete their own paper. The class is designed to walk students through each stage of the research and writing process from a sociological perspective -- including formulating a research question, reviewing the literature, designing the data collection, collecting and analyzing data, and writing up the final paper. Students build their major project through completing guided, periodic assignments. The goal is to have every student create a senior project that is interesting and rewarding, allowing students to investigate a sociological problem they personally choose and care about. Class Time: 25% Lecture, 50% Discussion. Small group and individual exercises Work Load: 10-20 pages reading per week, 30-50 pages writing per term, 1 papers. Assignments relating to sections of project paper SPAN 3401 Service Learning in the Chicano/Latino Community Class Schedule 001 LEC , 01:25 P.M. - 03:55 P.M. , M , SmithH 111 , TCEASTBANK Grading basis/credits: 3 credit(s) Prereq: [3015 with grade of at least B-], LPE high pass Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Cultural Diversity Theme Description: Student may contact the instructor or department for information. Instructor: Ganley,Kathleen Marie SPAN 3404: Medical Spanish and Community Health Service Class Schedule 12:20 P.M. - 02:50 P.M., W (09/02/2008 - 12/10/2008), Instructor: Maria Emilce Lopez (Outstanding Service Award) Grading basis/credits: 3 credit(s) Prereq: 3015 with grade of at least B- or [1044, high pass on at least three sections of LPE] Description: Medical Spanish and Community Health Service, an advanced language and culture course, is designed to train Spanish Studies majors/ minors to create materials for effective communication with and education of Spanish-speaking patients. In addition, Span 3404 has a service-learning component in which students apply academic knowledge to work done with community health care partners that serve the Chicano/Latino population. It should be noted, however, that students in Span 3404 will but not be involved in direct patient health care. Class URL: http://www.myu.umn.edu Class Time: 40% Discussion. student centered culture and special purpose language activities. Work Load: 15-20 pages reading per week, 20-30 pages writing per term. bi-weekly library research for creation of 1 brochure; 20-30 pages of writing per semester; CD-ROM, Web-CT Vista assignments; 3 hours of weekly Service Learning work done with community coordinators. Grade: 50% other evaluation. Written reports and journals, online writing activities based on CD-ROM interviews, and development of brochure; 20% class participation and other class assignments such as discussion of readings and unit vocabulary quizzes, 30% Service Learning SW 2501W: Introduction to Social Justice Class Schedule -001 LEC, 04:45 P.M. - 07:45 P.M., Tu (09/02/2008 - 12/10/2008) PetH 5, STPAUL -002 LEC, 04:45 P.M. - 07:45 P.M., Tu (09/02/2008 - 12/10/2008) PetH 80, STPAUL Grading basis/credits: A-F only, 4 credit(s) Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Social Science Core; meets CLE req of Writing Intensive Description: This course is the first of three required courses that are part of the new interdisciplinary, cross-college undergraduate minor in Social Justice. In this course, we will focus on the meanings of social justice by looking at three key socio-political areas of study: globalization, criminal justice and social welfare. We will also look at how various activists from these arenas work for social change, and finally we will engage in community-based education (service learning) where we will volunteer in social justice organizations locally. Given the dilemmas we face on this planet regarding our survival as culturally diverse people, social justice is a fitting subject for us to explore. As we become more proficient analytical thinkers and writers, perhaps we will also become more knowledgeable citizens, more competent communicators, and people who can make the world a better place for all human beings. Living in a democracy means that we, as citizens, have a great deal of responsibility. By looking at the meanings of social justice and at how different people and organizations work for social justice, we will explore how activism is deeply connected to citizenship and democracy. Another major goal of this course is to create a community of learners in our classroom. In forming this environment, students should be prepared to be active in class. Since this is not a lecture class, we will spend most of our classroom time together talking with each other . Listening to each other, and learning to give constructive feedback will allow our community to flourish, and will give each of us individually new perspectives on our own writing and thinking processes. The course is planned carefully, especially the community based learning experiences. Please don't fall behind; the sequence of readings and activities are meant to be done in the order assigned. Class Time: 25% Discussion, 25% Small Group Activities, 25% Student Presentation, 25% Service Learning. Work Load: 100 pages reading per week, 30 pages writing per term, 3 exams, 4 papers, 2 presentations. Take-home exams. Grade: 15% mid exam, 15% final exam, 20% special projects, 20% reflection paper, 15% class participation. 15% Service Learning. SW 3501: Theories and Practices of Social Change Organizing Class Schedule 04:05 P.M. - 07:05 P.M., W (09/02/2008 - 12/10/2008) Instructor: Lisa D Albrecht (Outstanding Service Award; Morse Alumni Award) Grading basis/credits: A-F only, 4 credit(s) Prereq: 2501W Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Social Science Core Description: In this course, we will look at various 20th and 21st century social change movements to study how everyday people work for social change. We will also look at how various activists work for social change, and finally we will engage in 30 hours of community-based education (service learning) where we will volunteer in social justice organizations locally. Another major goal of this course is to create a community of learners in our classroom. In forming this environment, students should be prepared to be active in class. Since this is not a lecture class, we will spend most of our classroom time together talking with each other . Listening to each other, and learning to give constructive feedback will allow our community to flourish, and will give each of us individually new perspectives on our own writing and thinking processes. The course is planned carefully, especially the community based learning experiences. Please don?t fall behind; the sequence of readings and activities are meant to be done in the order I?ve assigned them. Class Time: 25% Discussion, 25% Small Group Activities, 25% Student Presentation, 15% Service Learning. Work Load: 125 pages reading per week, 30 pages writing per term, 4 papers, 1 presentations, 2 special projects. Projects: 1 group & 1 individual final. Grade: 35% special projects, 20% reflection paper, 30% class participation, 15% other evaluation. Other Evaluation: service learning. SW 3702: Child Maltreatment and Family Violence: Intervention and Prevention Class Schedule -001 LEC , 01:15 P.M. - 03:45 P.M. , Tu (09/02/2008 - 12/10/2008) Grading basis/credits: 3 credit(s) Prereq: 3701 Liberal Educ. Reqs: Meets CLE req of Social Science Core Description: This interdisciplinary liberal arts course is a comprehensive study of child maltreatment and family violence today. It is intended to offer the undergraduate student a wide breadth of understanding intervention and prevention strategies for child maltreatment and family violence. It will consider individual, familial, and community involvement in both intervention and prevention activities (eco-systemic). It will address developing strategies likely to support healthy children, families, and communities. This course builds upon the knowledge students gained in SW3701, and allows them to further enhance their capacity for working with children and their families. This course has a service learning component of 25 hours. Course content is particularly relevant to students in the fields of social work, sociology, education, child psychology, early childhood education, public health, public policy, and other related areas. Class Time: 15% Lecture, 15% Film/Video, 20% Discussion, 20% Small Group Activities, 5% Student Presentation, 10% Guest Speakers, 15% Service Learning. Work Load: 125 pages reading per week, 16-22 pages writing per term, 4 papers, 1 presentations, 1 special projects. Grade: 25% reports/papers, 10% special projects, 30% reflection paper, 10% in-class presentation, 5% class participation. 20% is Service Learning TESL 3001: Basics in Teaching English as a Second Language Class Schedule 04:00 P.M. - 05:55 P.M., Tu,Th (09/02/2008 - 12/10/2008), Grading basis/credits: 4 credit(s) Prereq: Have studied another language, [native speaker or [C-TOEFL score of at least 213 or equiv] Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Cultural Diversity Theme Description: TESL 3001 is designed to be a practical course, using a service learning approach, to prepare students to teach ESL in community programs. The course uses lectures, demonstrations, discussions, group work, and practice teaching to develop student skill and understanding regarding techniques for teaching and assessing English as a second language listening, speaking, reading, and writing competencies. Students will also gain insight into the phonological and syntactic systems of English, the linguistic, psychological, and sociocultural factors that influence second language acquisition, and cultural knowledge of local immigrant groups, such as Hmong, Somali, and Hispanics. Course assignments aim to promote reflection about teaching and learning, cultural identity and cross cultural communications, and addressing lesson management issues and needs analyses. An internship at a school or agency teaching ESL is required and will be arranged on the first day of class. The internship requires 2-3 hours of volunteer teaching per week. The internship gives students a context to apply lessons from class and the class serves as a sounding board to discuss issues that arise during the internship. Giving presentations in class, participating in small group and whole class discussions, and writing to connect theory and practice are important parts of the class. The class is 4 credits, meets CLE requirement of Citizenship/Pub-Ethics Theme; meets CLE requirement of Cultural Diversity Theme; meets Writing Intensive requirements and is also part of the TESL minor. Class Time: 15% Lecture, 20% Discussion, 35% Small Group Activities, 10% Student Presentation, 20% Guest Speakers. Note: service learning is a large part of this course, but occurs outside of class time. Work Load: 20-30 pages reading per week, 50 pages writing per term, 4 exams, 12 papers, 5 quizzes. . One paper is a culture survey, which entails interviewing a person from a different culture and comparing their answers with your own. Grade: 15% in-class presentation, 15% class participation, 25% other evaluation. Exams include short answers, essays, and multiple choice questions Exam Format: short answer essay WRIT 1301: University Writing, Sec. 058 Class Schedule 11:15 A.M. - 12:30 P.M. , Tu,Th Grading basis/credits: A-F only, 4 credit(s) Equivalencies: Credit will not be granted if credit has been received for: WRIT 1101 Prereq: Placement in Writ 1301 credit will not be granted if credit already received for freshmen composition courses under the following former designators: ENGC 1011, ENGC 1011H, ENGC 1012, ENGC 1012H, ENGC 1013, ENGC 1013H, ENGC 1014, ENGC 1014H, ENGC 1015, ENGC 1016, RHET 1101 Description: WRIT 1301 fulfills the first-year writing requirement. It involves critical reading, writing, and thinking as students practice some of the types of writing they may expect in their college career such as summaries, essays, academic arguments, bibliographies, and papers built on research. The course helps students develop, at a minimum, an approach to writing that relies on clear statement of a thesis and support of that thesis with appropriate sources and documentation. Time is spent discussing rhetorical elements of writing such as audience, purpose, and argumentative structure. Students also practice steps in the writing process such as invention, research, organization of ideas, paper drafting, revision, and editing. Students report, synthesize, and draw conclusions regarding the significance of what they read. Students become more aware of the rhetorical choices available to them and learn to make appropriate choices. Some sections may be taught in computer classroom. Some sections are offered online. Some sections may include a service-learning component. Class Time: 10% Lecture, 35% Discussion. Instructor-directed work on writing assignments, including one-to-one conferences. Work Load: 40 pages reading per week, 20-25 pages writing per term. (polished), 3-4 shorter papers, one longer researched paper Grade: 80% reports/papers, 20% class participation. Percentages may vary slightly by section. Class participation includes required in-class writing. |