Instructor: Lee,Juavah

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

03:35 P.M. - 04:25 P.M. , W (01/22/2008 - 05/09/2008)
FolH 14

DIS , 11:15 A.M. - 12:30 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
BlegH 335

Instructor: Valentine,David

Grading basis/credits: 4 credit(s)

Prereq: 1003 or 1005 or 4003 or grad student or instr consent

Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Writing Intensive

Description: What are the possibilities and pitfalls of an anthropological perspective in public policy and social justice work? Anthropology has long been associated with an ethos of advocacy and activism, but anthropological analyses are not always welcomed by policy makers or, sometimes, by the very people anthropologists claim to want to help, raising a host of ethical, theoretical, and methodological issues. This seminar will look both at anthropologists' attempts to marry ethnography, advocacy, social justice, and ethical action, but also consider some of the darker moments of anthropology's history. The focus will be on diverse social justice movements and issues in the U.S. and globally in the context of U.S.-dominated globalization. We will consider how social differences are implicated in larger political, economic and social injustices, and how we as anthropologists might respond effectively and ethically to these injustices. Some of the topics we will explore include: labor, globalization, development and the legacies of colonialism; human rights; environmentalism and environmental disasters; problems of studying the powerful; housing and homelessness; and ethical debates within anthropology. We will use these topics to discuss a series of questions: what are the relations of social power that pertain in ethnographic encounters? What are anthropologists' ethical responsibilities when their views of what is "right" clashes with those of their study participants? Who reads what an anthropologist writes, and who has rights over what is read? How does one write ethnography so that it is effective in public policy and social justice work? How is ethnographic data actually used or misused in public policy debates and social justice work? Is it possible to define "social justice" or "human rights" cross-culturally? How does an anthropologist use her/his data to aid her/his study participants -- and is that aid always welcome? As well as an emphasis on cultural, social, political, and economic differences, this class thus also requires students to think about (and directly engage in the practice of) ethics and citizenship. We will discuss both cases from anthropology and students' own experiences which demonstrate the fine line between holding firm ethical positions while also recognizing that very often ethics and the practice of engaged citizenship is contextual and needs to account for competing positions. This 4 credit course includes a service learning component in which students will be expected to do ethnographic research in a grassroots, community, or social justice setting, for 4-6 hours a week for ten weeks over the course of the semester. A key part of the course will be training students in ethnographic research methods, interview methods, and qualitative data analysis so that students will have a useable skill upon leaving the class. The data from this research will form the basis for students' final papers.

Class Time: 10% Lecture, 80% Discussion, 10% Student Presentation.

Grading basis/credits: A-F only, 3 credit(s)

Description: Student may contact the instructor or department for information.

Instructor: Saloojee,Ozayr

LEC , 02:30 P.M. - 03:45 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
BellMus AUD

LEC , 11:15 A.M. - 01:15 P.M. , M (01/22/2008 - 05/09/2008)
NichH 335
Meets with: CHIC 3275 section 001

002 LEC , 11:15 A.M. - 01:15 P.M. , M (01/22/2008 - 05/09/2008)
NichH 145
Meets with: CHIC 3275 section 002

Instructor: Ganley,Kathleen Marie (Outstanding Service Award) Open Faculty Award Information

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

LEC , 10:15 A.M. - 11:30 A.M. , Tu,Th (01/22/2008 - 05/09/2008)
McNH 10 , STPAUL

Instructor: Crump,Jeffrey R

Grading basis/credits: A-F only, 3 credit(s)

Prereq: 1101 or concurrent enrollment in 1101

Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme

Description: This course is an examination of the linkages between housing and community development. The process of residential neighborhood change and the impact of housing on neighborhood conditions will also be explored. The course considers theories of neighborhood change, trends in residential development, and ideas of community building. Private sector, community-based, and governmental efforts at neighborhood revitalization and their effectiveness will be studied. Related issues such as racial discrimination in housing, gentrification and the displacement of low-income residents will be surveyed. This course also incorporates a community-based learning component. Specific course goals include: 1. Develop an understanding of linkages between housing and the broader community. 2. Develop an appreciation of the linkages between housing and quality of life. 3. Develop an awareness of the connections between housing and social justice.

Class Time: 40% Lecture, 20% Discussion. Community based learning

Work Load: 60 pages reading per week, 30 pages writing per term, 4 exams, 1 papers.

Grade: 20% final exam, 30% quizzes, 10% class participation, 40% other evaluation. Community based learning

Exam Format: Essay

09:05 A.M. - 09:55 A.M. , M,Tu,W,Th
FordH 110, 4 credits

Instructor: Hutter, Liz

Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Literature Core; meets CLE req of Writing Intensive

Description: How has American literature addressed what it means to be a citizen? English 1501 examines literature written with the intent to leave an impression: works that have stunned, mobilized, stimulated, and galvanized the American public. The course is dialectical, setting diverse works against one another to form a dialogue that extends across chronological, geographic, and racial boundaries. ?Literature? is defined broadly to include novels, speeches, essays, testimonies, sermons, plays, music, photography, and film. Recent readings have included Uncle Tom?s Cabin, Maggie: A Girl of the Streets, The Souls of Black Folk, Twilight: Los Angeles, 1992, and Nickel and Dimed: On (Not) Getting By in America. This course doesn?t sit on the shelf: it will ask students to examine and engage with the world around them.

LEC , 12:45 P.M. - 02:00 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
FordH B80, 4 credits

Instructor: Daigre,Eric Stephen

Grading basis/credits: A-F only, 4 credit(s)

Prereq: 3505 in preceding semester or instr consent

Description: Student may contact the instructor or department for information.

IEX , 08:15 A.M. - 09:30 A.M. , Tu,Th (01/22/2008 - 05/09/2008)
LindH 203, 4 credits

IEX , 11:15 A.M. - 12:30 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
FordH 151, 4 credits

IEX , 02:30 P.M. - 03:45 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
FordH B80, 4 credits

Instructor: Daigre,Eric Stephen

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.

LET , 01:15 P.M. - 02:30 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
GrnH 110, STPAUL, 3 credits

Instructor: Blair,Robert B

Grading basis/credits: 3 credit(s)

Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme; meets CLE req of Environment Theme; meets CLE req of Writing Intensive

Description: Student may contact the instructor or department for information.

11:15 A.M. - 12:30 P.M. , Tu,Th
AndH 250, 4 credits

Instructor: Henderson,George Lawlor

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.

LEC , 02:30 P.M. - 03:45 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
3 credits
Meets with: GEOG 5900 section 001, GLOS 3900 section 006

Instructor: Till,Karen E

Grading basis/credits: 3 credit(s), max credits 9, 3 repeats allowed

Description: How do individuals and social groups actively shape understandings of the past and give form to their desires for the future through places, landscapes and environments? By looking at particular case studies in different parts of the world, this class considers how different societies at distinct moments in time spatially construct and negotiate national and local histories through geographies of memory. Cultural memory is an inherently spatial process whereby individuals and groups map stories and myths about themselves and the past onto and through places, natures and public spaces to establish a sense of identity. Museums and memorials have historically been built as official places of memory, but even in such traditional places, the pasts remembered at these locales are open to multiple interpretations. Beginning roughly in the late 1970s, many citizen groups began to challenge what they considered ?forgetful? national histories by creating alternative places of memory, such as the Topography of Terror Documentation Center in Berlin or the District Six Museum in Cape Town. Public artists also create site-specific and socially inclusive designs to encourage visitors to address their problematic pasts. Throughout the class, we will consider theories about place making, politics, public engagement, and memory by consider particular case studies. The case studies will also explore the tensions, contradictions, and moral dilemmas of the contemporary world ? a world now structured by economies of late capitalism, a geopolitical system of nation-states connected by transnational partnerships (such as the EU, NATO, UN peace keeping forces), and, a world, following the tragedy of September 11, 2001, and in the wake of ongoing wars, is divided by real and imagined fears of terrorism. In particular, we will spend time discussing cities ?wounded? by particularly violent histories, including London, Hiroshima, Berlin, Cape Town, Buenos Aires, Moscow, Dublin, Mostar, New Orleans, New York, and Minneapolis. We will also discuss the politics of traditional and alternative cultural practices of memory in many countries and types of environments, including: commemorative ceremonies; memorials and monuments; exhibitions; popular and scholarly representations of the past (film, books); creative urban encounters (public art and architecture); everyday geographies; and tourism.

Class Time: 40% Lecture, 10% Film/Video, 15% Discussion, 10% Small Group Activities, 5% Student Presentation, 10% Guest Speakers, 10% Service Learning. Special class events will be coordinated with visiting artists and other classes.

LEC , 05:30 P.M. - 08:30 P.M. , W (01/22/2008 - 05/09/2008)
AmundH 104, 3 credits

Instructor: Phibbs,Anne Elizabeth

Grading basis/credits: 3 credit(s)

Equivalencies: Credit will not be granted if credit has been received for: SW 3301

Prereq: 1001 or SOC 1xxx or GWSS 1001 or GWSS 1002 or SW 2001 or SW 2501 or instr consent

Description: Student may contact the instructor or department for information.

LET , 01:25 P.M. - 03:10 P.M. , M (01/22/2008 - 05/09/2008)
BlegH 145, 3 credits

Instructor: Frey,Barbara A

Grading basis/credits: A-F only, 3 credit(s)

Prereq: 3401, instr consent

Description: Student may contact the instructor or department for information.

PRC (01/22/2008 - 05/09/2008)
1 credit , Concurrent enrollment in Phil 1004W 001 and at least 2 hours/wk of community service required. Available for Full-Year Enrollment

Instructor: Root,Michael D (CLA Distinguished Tchg Awd) Open Faculty Award Information

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: Students must also be registered for Phil 1004. The course is designed to tie issues studied in Phil 1004 to the needs of people in the Twin Cities through community service. At least 26 hours of community service for the semester is required. Students in Phil 1007 attend classes for Phil 1004 and write 5 (2-page) biweekly papers, as well as give a presentation in Phil 1004.

Work Load: 10 pages writing per term, 5 papers.

Grade: 80% reports/papers, 20% in-class presentation.

Exam Format: No exams

Grading basis/credits: 4 credit(s)

Liberal Educ. Reqs: Meets CLE req of Citizenship/Publ Ethics Theme

Description: We will take up traditional issues in philosophy of law and related moral questions. Among the topics we will consider are: the debate between natural law theory and legal positivsim; the appropriate place of morality in the law; competing accounts of judicial reasoning. Authors will include: Thomas Aquinas; John Austin; H.L.A. Hart; J.S, Mill; Ronald Dworkin. We will supplement philosophical sources with legal cases.

Class Time: 70% Lecture, 30% Discussion.

Work Load: 30 pages reading per week, 15/20 pages writing per term, 2 exams, 2 papers.

Grade: 20% mid exam, 25% final exam, 55% reports/papers.

Exam Format: Essay

LEC , 09:45 A.M. - 11:00 A.M. , Tu,Th (01/22/2008 - 05/09/2008) ,
BlegH 225, 4 credits

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: This is the second course in a sequence of two courses in which students explore social justice and community service. The present course is designed to stand alone. Students who are entering the sequence at this point should feel--because they are--perfectly welcome and on an equal footing. All students in the course are required to be involved in some ongoing work in the community ("community service") for at least two hours per week. The guiding theme for the course is "going home, or going some other place, and digging in." We will be exploring what this means, what supports it, what prevents it. This theme, and the "going home and digging in" language to describe it, is drawn from the first book we will read, Wes Jackson's Becoming Native to This Place. In the context of the guiding theme, the course places a strong emphasis on diversity. Home is going to be a diverse place; and digging in requires building common ground with people who are different from ourselves in many ways. Through reading, discussion, and writing, and through interviews with members of our families and communities, we will seek to deepen our understanding of diversity and, especially, to understand some of the challenges, possibilities, and rewards of building common ground among diverse persons.

Class Time: 25% Lecture, 75% Discussion.

Work Load: 50 pages reading per week, 30 pages writing per term, 4 papers.

Grade: 50% reports/papers, 50% class participation.

LEC , 10:10 A.M. - 11:00 A.M. , Tu (01/22/2008 - 05/09/2008)
FraserH 101

LAB , 11:15 A.M. - 12:45 P.M. , Tu (01/22/2008 - 05/09/2008) , EltH S160 , TCEASTBANK , 3 credits , Community Engagement Project

LAB , 11:15 A.M. - 12:45 P.M. , Tu (01/22/2008 - 05/09/2008) , EltH S150 , TCEASTBANK , 3 credits , Community Engagement Project

LAB , 01:00 P.M. - 02:30 P.M. , Tu (01/22/2008 - 05/09/2008) , EltH S150 , TCEASTBANK , 3 credits , Community Engagement Project

Instructor: Brothen,Thomas (Morse Alumni Award)

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: For complete course description go to: http://www.psych.umn.edu/undergrad/psy3902wf07change.htm

Class URL: http://www.psych.umn.edu/undergrad/psy3902wf07change.htm

Class Time: 10% Lecture, 10% Discussion, 60% Laboratory. individual meetings

Work Load: 50-70 pages reading per week, 20+ pages writing per term, 0 exams, 1 papers. 12 online reading quizzes

Grade: 70% reports/papers, 10% quizzes, 10% in-class presentation, 10% other evaluation. lab assignments

Exam Format: lab assignments

LEC , 12:45 P.M. - 02:00 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
3 credits

Instructor: Buysse,Jo Ann

Grading basis/credits: A-F only, 3 credit(s)

Prereq: SpSt major only

Description: Sport is symbolic of the larger social order and the meanings of sport are tied to cultural perceptions and evaluations. Societal beliefs about values and norms are intimately related to sport as it mirrors society in its practices and experiences. The study of sport encompasses a wide variety of issues which are reflected by the many different cultures that engage in sport. This course is designed to examine the pervasive and significant relationship between sport and contemporary social institutions such as politics, religion, economics, education and the mass media. Its primary emphasis will be to introduce students to a broad perspective of social issues related to sport, while at the same time, provide students with an opportunity to critically explore their knowledge base and increase their understanding of issues related to gender and diversity in sport. Students will be exposed to the contributions and experiences of groups of individuals who have historically been marginalized or excluded from sport participation. Particular emphasis will be given to the social construction of gender and the role that sport has played in gender differentiation and gender hierarchy. Variables such as race, sex, social class, sexual orientation and physical disabilities will be emphasized. Although the goal of this course is to address critical issues and question current practices in sport, students will also learn and develop important critical reading, writing, thinking, and discussion skills.

Class Time: 30% Lecture, 20% Discussion, 20% Small Group Activities, 15% Guest Speakers, 15% Service Learning.

Work Load: 60 pages reading per week, 10 pages writing per term, 2 exams, 2 papers, 8 quizzes.

Grade: 25% mid exam, 25% final exam, 35% reports/papers, 15% attendance.

12:45 P.M. - 02:00 P.M. , Tu,Th, BlegH 425

Instructor: Gowan,Teresa

Grading basis/credits: A-F only, 3 credit(s)

Prereq: 1001 or instr consent ; soc majors/minors must register A-F

Description: The materials in this class will give students a multifaceted picture of contemporary consumer society. Topics may include the following: the historical roots of mass consumption, the causes and consequences of automobile-based transport, the commercialization of childhood, lifestyle marketing and branding, the industrialization of food production and the organic food movement, consumer politics and anti-consumption activism, the rise of consumer credit, and the commodification of deviance and dissent.

Class Time: 30% Lecture, 10% Film/Video, 20% Discussion, 40% Small Group Activities. My teaching style emphasizes active learning - I aim for high student participation, with lots of wide-ranging (and inter-disciplinary) discussion and energetic group work. The class may not suit those who prefer highly structured classes.

LEC , 12:45 P.M. - 02:00 P.M. , Tu,Th (01/22/2008 - 05/09/2008),
BlegH 250, 3 credits

Instructor: Uggen,Christopher

Grading basis/credits: A-F only, 3 credit(s)

Prereq: 3101 or 3102 or 3111 or instr consent

Description: This course presents an overview of sociological theory and research on juvenile delinquency. We start with a critical examination of the social facts surrounding the measurement, extent, and distribution of delinquency. Next we study some of the principal sociological explanations of delinquent behavior. These theories provide conceptual tools for analyzing monographs detailing delinquency among diverse groups of young people. We conclude by analyzing some of the key programs implemented in attempts to reduce delinquency. Course objectives: 1) To understand the way that delinquency is currently measured and the extent and distribution of delinquent behavior according to these measures; 2) To gain a working knowledge of the major sociological theories used to explain delinquency; 3) To apply the conceptual tools of these theories to selected case studies; and, 4) To critically evaluate concrete policy responses to delinquency.

Class URL: http://www.soc.umn.edu/~uggen/4141.htm

Class Time: 50% Lecture, 30% Discussion. Media

Work Load: 100 pages reading per week, 20 pages writing per term, 2 exams, 1 papers.

Grade: 25% mid exam, 30% final exam, 25% reports/papers, 10% special projects, 10% class participation.

Exam Format: Mixed

SEM , 02:30 P.M. - 03:45 P.M. , Tu,Th (01/22/2008 - 05/09/2008)
4 credits , Must obtain permission number from Department office to register.

Instructor: Aminzade,Ron R (CLA Distinguished Tchg Awd) Open Faculty Award Information

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: This section is a capstone version of the senior projects course that is designed to provide students with an opportunity to think about how the knowledge, skills, and insights of the sociology major can be used in lives and careers outside of the University. The course will explore the role of sociological knowledge, research, and thought in contemporary American public life. It will consider different types of sociology and their various contributions. Instead of traditional research projects, students will be encouraged to conduct projects that are more engaged and applied in nature. Specifically, students will have the option of doing community service learning (field research papers or action projects with participating community organizations) or writing a library research paper that documents the current state of sociological knowledge in a particular area of the discipline and then explores how audiences outside the academy (e.g. journalists, judges, lawmakers, probation officers, etc.) have used, ignored, or misused this knowledge. In either case the final project will build on the values of critical thinking, effective communication, diversity, and social responsibility that are cultivated in sociology.

Class Time: 33% Lecture, 33% Discussion. paper development and one on one meetings with instructors

Work Load: 25-30 pages reading per week, 25 pages writing per term, 1 papers. one final paper with preparatory drafts along the way

Grade: 60% reports/papers, 20% class participation, 20% other evaluation. paper proposals, outlines and drafts

LEC , 02:30 P.M. - 05:00 P.M. , M (01/22/2008 - 05/09/2008)
3 credits

LEC , 12:20 P.M. - 02:50 P.M. , Tu (01/22/2008 - 05/09/2008)
3 credits

LEC , 12:20 P.M. - 02:50 P.M. , W (01/22/2008 - 05/09/2008)
3 credits

Instructor: Ganley,Kathleen Marie (Outstanding Service Award)

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: The focus of this 2 1/2 hour weekly seminar is on Latino immigration. Students analyze topics such as: the affects of the global economy on the emigration of Latin Americans, U.S./Mexican border issues, immigration law, racism, discrimination, language issues and contributions of Chicanos/Latinos in the U.S. Students will accomplish this through reading academic materials, papers, simulations, videos, discussions with the classmates and with numerous guest speakers, both in class and during visits to organizations in the community. Students will continue to analyze the reality of these topics in the lives of Latino immigrants in the Twin Cities as they complete the required 42 hours of community service. Students are placed in a wide variety of sites such as pre-school to adult education, human or workers rights' centers, social service agencies or bilingual newspapers.

Class Time: 85% Discussion. Videos, role-plays, simulations.

Grade: 10% final exam, 30% reports/papers, 20% special projects, 20% class participation, 20% other evaluation. community service

Exam Format: no exams - 20% journals & homework, 10% final paper or project

LET , 12:20 P.M. - 02:50 P.M. , M (01/22/2008 - 05/09/2008)
FolH 340, 3 credits - Partially Internet-delivered

Instructor: Lopez,Maria Emilce (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

LEC , 02:00 P.M. - 05:00 P.M. , Th (01/22/2008 - 05/09/2008)
PetH 5 , STPAUL , 4 credits

Instructor: Fisher,Colleen

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 I?ve assigned them.

Class Time: 25% Discussion, 25% Small Group Activities, 25% Student Presentation, 15% 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% other evaluation. Other Evaluation: service learning.

Exam Format: Take-home.

DIS , 01:15 P.M. - 04:15 P.M. , Tu (01/22/2008 - 05/09/2008)
PetH 5 , STPAUL, 4 credits , MANDATORY PREREQ: SW 2501

Instructor: Albrecht,Lisa D (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 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.

LEC , 01:55 P.M. - 04:55 P.M. , Th (01/22/2008 - 05/09/2008)
PetH 39 , STPAUL, 3 credits

Instructor: Gilgun,Jane F

Grading basis/credits: 3 credit(s)

Prereq: 3701

Liberal Educ. Reqs: Meets CLE req of Social Science Core

Description: Student may contact the instructor or department for information.

LEC , 01:15 P.M. - 04:15 P.M. , M (01/22/2008 - 05/09/2008)
PetH 5 , STPAUL , 4 credits

Instructor: Albrecht,Lisa D (Outstanding Service Award; Morse Alumni Award)

Grading basis/credits: A-F only, 4 credit(s)

Prereq: 2501, 3501

Description: This course is the last of three required courses that are part of the interdisciplinary, cross-college undergraduate minor in Social Justice. This seminar brings together the theories and practices of social justice that you have explored as part of your required minor courses and your elective courses, and your community based learning experiences. We will continue to engage in dialogue about the many meanings of social justice, and we will also focus two issues of contemporary importance: immigration and terrorism. The key work of this seminar will be your own self-designed final social justice portfolio. It will represent the culmination of your experiences as a student in the social justice minor program. Each student will complete a social justice portfolio, and present their work to the seminar as well as the general public. As we have done in each of the required courses, we will continue to ask ourselves questions about the meanings of citizenship and democracy in the U.S., particularly as they relate to social justice. We will also continue to do community based learning (service learning) in a social justice organization. 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, 30% Small Group Activities, 25% Student Presentation, 5% Guest Speakers, 15% Service Learning.

Work Load: 130 pages reading per week, 48 pages writing per term, 6 papers, 2 presentations.

Grade: 15% reports/papers, 55% special projects, 15% class participation, 15% other evaluation.

IEX , 03:30 P.M. - 05:30 P.M. , M,W (01/22/2008 - 05/09/2008), 4 credits

Instructor: Margolis,Douglas

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: Contact department for information.

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, 14 papers, 1 special projects, 4 quizzes. A reflection paper about internship experiences is due each week and is usually 2-3 pages. In addition, students will conduct a culture survey and write a brief paper about it.

Grade: 15% reports/papers, 30% quizzes, 20% reflection paper, 15% class participation, 20% other evaluation. The reflection papers are part of the internship requirement. The internship results in 40% of the grade, 20% for the reflection papers and 20% for fulfilling the internship requirements.

Exam Format: Exams require the student to provide short answers and essays.

LEC , 03:30 P.M. - 04:45 P.M. , Tu,Th (01/22/2008 - 05/09/2008)

Instructor: Ross PhD,Terrance Kwame

Grading basis/credits: 4 credit(s)

Prereq: 1001 or instr consent

Description: Urban youth are the subjects and objects of adult (and youth) interest and concern, and this is found in movies, television, magazines and on the internet; it is heard in music and seen in clothing; it is part of the $500,000,000,000,000 yearly expenditure on advertising and merchandising, much of it directed at (pre)teens. This too we attend to. But most basic to our inquiry is what it is like to do ?young person? in a city and to be a young person in a city, in the United States and worldwide. What are the everyday lives of teenagers, as these vary by historical period, neighborhood, social class, race/ethnicity, sex, and the like, and what do their lives and their ways mean to these youth ? that is our major concern: How do they go about their youthness? ? that is our question. And what sense do adults make of them? ? that is our second concern. The course title includes the words ?youth issues.? This does not mean ?problems;? rather, it refers both to topics of our interest and scholarship, on the one hand, and, on the other, to what is of interest to particular groups of adults (and youth), at a specific moment/place. All of this is important because there is theory and some evidence that ?the youth questions/youth problem? is a persistent cultural discourse which is used regularly when local conditions are of a certain type and magnitude, such as changes in adult life-circumstances. That is, there are long-time folk and professional ways of thinking and talking about young people, especially so as ?problems,? that are used at certain moments of social tension/confusion, almost regardless of the actual situation/condition of young people in that area and at that moment. This too we must study and understand. A ?youth issue? is not (necessarily) a ?youth problem,? while youth as such are often an issue to adults. We use the word issue in the course title to open up this reticulum of, yes, issues. All of this and more are the substance of this course about youth in cities, here and internationally. It is not a course only about kids on the streets, kids of the streets, teen gangs, prostitution, and the like. It is this, but more; it is about the reality that most young people in the United States and the world are ?city kids? and it is our obligation to understand them in situ, in their terms and ours, and to respond to their call to become adults in ways caring, safe, decent and just.

Class Time: 10% Lecture, 10% Film/Video, 20% Discussion, 15% Small Group Activities, 20% Student Presentation, 15% Field Trips, 10% Guest Speakers.

Work Load: 100 pages reading per week, 20 pages writing per term, 10 papers, 1 presentations, 1 special projects.

Grade: 25% special projects, 25% reflection paper, 25% class participation, 25% other evaluation. Other Evaluation: Field visits.